For the Sake of Diversity: Ethnic-Minority Skilled Immigrants with Diversity and Inclusion Programs in Canada
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In the past 40 years, organizations have institutionalized diversity programs to commit to diversity discourse in society and employment equity legislations. Organizational and critical scholars have long argued the ineffectiveness of diversity and inclusion programs. The landscape of diversity and inclusion programs in Canada is unclear. Drawing on in-depth interviews, this study investigates the experience of ethnic-minority high-skilled immigrants with diversity programs in Canada. Diversity and inclusion programs are deliberate and dispensable for ethnic-minority immigrants. They have limited effect on immigrant integration but brings out the conflict between skills and identity, as well as creating boundary in the workplace. Diversity and inclusion programs become the tool for communication and business, which decouples diversity and inclusion practices from diversity policy and discourse. Finally, diversity and inclusion programs are bureaucratic ceremonies that hinders structural discrimination but celebrates legitimacy. Implications for reforming diversity programs are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.006 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it