week 3 Flashcards
where should inclusive research focus on?
- critically questioning powerstructures/ structural barriers
- reflecting on your own positon and biases
- empowerment
what is positionalitiy?
the social and political context that creates your identity
your identity influences your outlook and biases on the world and the way you research
what different after psychological science case?
- take time to reflect on your own identity and position in the world
- exchange thoughts with people who have different identites and positions
what different on ‘health equity tourist’ case?
take time to reflect why you want to examine a specific research question and who you consult/ ivite to join
which variables do you wnat to and should you include?
idea of stanford marshmallow experiment
relationship between ability to delay gratification and in later stages of life:
- selfworth
- self esteem
- coping
- acedemic achievement
problems stanford masrhmallow experiment
- were other explanations
- take time to relfect on how you design your research question and possible confounding variables that might fall in your blindspot
why does research exclude undersserved/ marginalized groups?
- iti si easier to find people who can find you
- research loop: that is how the world works but it is actually just a small part
what to think about in research methodology?
- participant sample: who do you in/ exclude and what are the consequences
- materials and procedure: inclusive language and accesibility
- are your methods inclusice and accessible for a diverse population
inclusive in analysesand output
- what will your data mean, will you compare them with a reference point and do you look at patterns
- how do you explain the patterns
- sometimes follow-up research is crucial
best participation
- involving all perspectives
- with all stake holders: learn what (doesnt) work
- in line with reality: needs knowledge of everyone
how to have participatory research as critical paradigm rather than a method
- people are not vulnerable, they live in positions that make them
–> risk exclusion and experience barriers because of failing systems - listen, learn and change together (become aware)
- empower everyone involved to make a change
- focus on human relationship, researchers attitude, ethical principles and critical theory
- explore different competencies and needs of people to expres themselves savely in their own way
where should we reflect on for inclusive research?
- power structures and structural barriers
- your own position, blindspots and biases
- how you and your research counter/ maintain existing inequalities
- how you and your reaseach empower yourself and you community
important preconditions for good inclusive HR
- time and budget: fulltime people on issue
- support and commitment from the top
- sponsor from the primary process
how to prevent bias in recrutement and selection
- examine which skills and competencies we are missing
- clear and objective selection criterea
- diverse R and S team (everyone ahs different blindpots)
- contant related questions, no motivational letter
- structured interview scoring
- R and S team that is skilled in inclusive processes
- reflect
what was found on (non) inclusive promotion?
- objectivity of criteria
- clarity on promotion process (in reality we are not sure what this proces looks like)
- role of supervisor: good releationship: they can write a recommandation letter
- unwritten rules of dutch acedimia
- ‘squacky weels get more grease’
how to support fair and inclusive promotion?
- try to track progress
- development talk: how can i help you develop, and specific constructive fb
- clarity of promotionprocess: criterea availale
- open procedure: not just choosing someone
- recognition and rewards
- leadership: need to be trained
- monitoring and accountability
activiaties supporting IDEA at eur
- newly developed HR policies, trainings on social safty
- pay gap reasearch
- inclusive R and S toolit
- D and I part of acedemic leadership trainings
- network of faculty and diversity officers
- safe at eur central contact point
individual activities supporting D and I
- women in acedemia programme
- exemptin from research or teaching following pregnancy
- job agreement
- family friendly brochure
- employee survey with attention for D and I
- extende birth leave
When does inclusive research add value?
- when there is a distinctive contribution which only co- researches w/ intelectuall disabilities can make
- when it highlights the contributions people with intellectual disabilities can make
- when in contributes to better lives for the wider populationn of people with intellectual disabilitie
problems with inclusice research?
- costs more
- traning co- researchers
- team needs a lot of people: assistence for co- researchers
- co researchers maybe want to do it because of interest
benefits on server users on proces
- differnt perspectives
- help to ensure that research priotities are relevant
- important mesearue outcomes
- help rcruit peers for research projects
- help acces ‘hard to reach’ groups
- assit/ control dissemination and use of finding
- become empowered through taking part
- become engaed in polictic of service change
good science meets good inclusive pratice when
- research anwsers questions the autors could not but are important
- research reacher participants, communities and knowledge that otherwise could not
- involves reflecting upon insider cultural knowledge of people with learning disabilities
- authentic research
- makes impact on lives with learning disabilities
j. walmsley, I srinadove and K. johnsen propose that inclusive research is
- research that aims to contribute to social change that helps to create a society in which excluded groups belong
- aims to improve their lives quality
- based on issues important to a group which drwas on their experience to inform te progress and outcome
- aims to recognize, foster and communicate the contribution people with learning disabilities can make
- provides information that can be used by people with learning disabilities to campaign fo change in behalve of otheres
- in which those involved are standing with those whos ossues are being exxplored and investigated
companies should
- use training to eductae members of their organisation about bias and organisational efforts
- prepare for, rather than accomodate defensice responces form dominant members
- implement structures that foster organasational responsibility for diversity goals
diversity goals
- high quality intergroup contact
- affinity groups for underrepresented
- welcoming and inclusive messaging
concequences of focussing on bias
- people respond defensible when it is implied they have bias
- people who want to focus on it have less against them
- implicid bias makes that obeservers hold preditors accountable
