As an educator, I’ve always found it helpful to begin a lesson with a review of vocabulary. There’s nothing worse than looking out over a sea of blank faces during the middle of a lesson and finding out that there is confusion over foundational concepts. It is better to flag and address potential misunderstandings right away.
Guide: Inclusive Language and Vocabulary for Startups and Tech
Understanding the vocabulary of diversity & inclusion can feel like learning a new (but very worthwhile!) language. Here's our incomplete but growing guide.
Diversity, equity and inclusion
I'm in favour of diversity, equity and inclusion in open source communities, and here's why I think it matters.
As diversity increases, people paradoxically perceive social groups as more similar
With globalization and immigration, societal contexts differ in sheer variety of resident social groups. Social diversity challenges individuals to think in new ways about new kinds of people and where their groups all stand, relative to each other. However, psychological science does not yet specify how human minds represent social diversity, in homogeneous or heterogenous contexts. Mental maps of the array of society’s groups should differ when individuals inhabit more and less diverse ecologies. Nonetheless, predictions disagree on how they should differ. Confirmation bias suggests more diversity means more stereotype dispersion: With increased exposure, perceivers’ mental maps might differentiate more among groups, so their stereotypes would spread out (disperse). In contrast, individuation suggests more diversity means less stereotype dispersion, as perceivers experience within-group variety and between-group overlap. Worldwide, nationwide, individual, and longitudinal datasets ( n = 12,011) revealed a diversity paradox: More diversity consistently meant less stereotype dispersion. Both contextual and perceived ethnic diversity correlate with decreased stereotype dispersion. Countries and US states with higher levels of ethnic diversity (e.g., South Africa and Hawaii, versus South Korea and Vermont), online individuals who perceive more ethnic diversity, and students who moved to more ethnically diverse colleges mentally represent ethnic groups as more similar to each other, on warmth and competence stereotypes. Homogeneity shows more-differentiated stereotypes; ironically, those with the least exposure have the most-distinct stereotypes. Diversity means less-differentiated stereotypes, as in the melting pot metaphor. Diversity and reduced dispersion also correlate positively with subjective wellbeing.
Seven Theses Against Viewpoint Diversity
Demands for “viewpoint diversity,” a pillar of the Right’s strategy to remake higher education, collide with the pursuit of truth.
technological diversity
Technological diversity is the opposite of technological monoculture. It refers to the diversity of artifacts (software and hardware) as well as that of ideas, philosophies, paradigms, techniques, languages, mental models, etc.
Re: Seven Theses Against Viewpoint Diversity | The Paper Pilot
The Paper Pilot's digital garden of thoughts on philosophy, politics, and sociology
Out-group homogeneity
The out-group homogeneity effect is the perception of out-group members as more similar to one another than are in-group members, i.e. "they are alike; we are diverse".[1] Perceivers tend to have impressions about the diversity or variability of group members around those central tendencies or typical attributes of those group members. Thus, outgroup stereotypicality judgments are overestimated, supporting the view that out-group stereotypes are overgeneralizations.[2] The term "outgroup homogeneity effect", "outgroup homogeneity bias" or "relative outgroup homogeneity" have been explicitly contrasted with "outgroup homogeneity" in general,[3] the latter referring to perceived outgroup variability unrelated to perceptions of the ingroup.
What and Whose Knowledge? Measuring Epistemic Diversity in Large Language Models
Large language models (LLMs) are increasingly used as primary knowledge sources, yet their epistemic diversity - defined as the diversity of real-world claims in their outputs - has never been measured. Low epistemic diversity would pose a risk of knowledge collapse as homogeneous LLMs mediate a shrinking in the range of accessible information over time. The dominant paradigm is that overall LLM diversity is low, but this is always with respect to a single point in time, with no reference baseline or consideration for variation across countries. We address this gap in knowledge by performing the first systematic study of epistemic diversity in LLMs across time and cultural context, testing 27 LLMs on 155 topics covering 12 countries, resulting in 1.7M responses and 70M individual claims. We find that epistemic diversity has increased substantially over the past three years, a positive counter to recent diversity pessimism. However, despite progress, we find that every system is less diverse than a search baseline. This gap is not uniform: RAG can improve diversity, while large models are counterintuitively less diverse than smaller ones. Moreover, LLM parametric knowledge systematically reflects English over local-language knowledge for country specific topics. Together, these results demonstrate that while progress on epistemic diversity is tangible, it is insufficient and unevenly distributed.
Why Diversity Programs Fail
After Wall Street firms repeatedly had to shell out millions to settle discrimination lawsuits, businesses started to get serious about their efforts to increase diversity. But unfortunately, they don’t seem to be getting results: Women and minorities have not gained much ground in management over the past 20 years. The problem is, organizations are trying to reduce bias with the same kinds of programs they’ve been using since the 1960s. And the usual tools—diversity training, hiring tests, performance ratings, grievance systems—tend to make things worse, not better. The authors’ analysis of data from 829 firms over three decades shows that these tools actually decrease the proportion of women and minorities in management. They’re designed to preempt lawsuits by policing managers’ decisions and actions. But as lab studies show, this kind of force-feeding can activate bias and encourage rebellion. However, in their analysis the authors uncovered numerous diversity tactics that do move the needle, such as recruiting initiatives, mentoring programs, and diversity task forces. They engage managers in solving the problem, increase contact with women and minority workers, and promote social accountability. In this article, the authors dig into the data, executive interviews, and several examples to shed light on what doesn’t work and what does.
Toward a Theory of Culturally Relevant Pedagogy
In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.
Equity in K-12 STEM Education
Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors. Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.
Emotional Labor and Diversity in Community Management
At GDC this year, I gave a talk at the Community Management Summit on emotional labor and diversity. It went well, and I wanted to put it…
Welcome | Yale Grammatical Diversity Project: English in North America
This Project explores syntactic diversity found in varieties of English spoken in North America. By documenting the subtle, but systematic, differences in the syntax of English varieties, it provides a crucial source of data for the development of theories of human linguistic knowledge.
Don't specialize, hybridize
Specialization is too heavily encouraged as a career path. The world needs more hybrid people.
Community relations, management, design, and governance
These four words mean different things, and frequently call for different talents and skillsets used by different people. And yet, they seem to get used interchangeably, and lumped into one person&…
Home - Inspirit Foundation
We define pluralism as the energetic engagement with diversity, active seeking of understanding across lines of difference, and the nurturing of constructive dialogue that contributes to a deep sense of belonging. In a pluralist society, people of different beliefs and backgrounds can participate equally, coexist peacefully, and thrive together.