Applying Critical (Self) Advocacy and Social Justice Through Employee Resource Groups

Sisco, Stephanie

doi:10.1007/978-3-031-10453-4_13

Cited by 4 publications

(4 citation statements)

References 59 publications

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“…SEVs, which can function as organizations or a collective of stakeholders, are viewed as dynamic entities that engage with social problems through a comprehensive approach (Bierema, 2009; Bierema & Callahan, 2014; Callahan, 2013). SEVs create alternate systems that critique existing approaches or their absence, leading to sustained positive social change (Grenier, 2019; Sisco, 2023) by generating new knowledge and translating it into collective action (McAlevey, 2015; Oswalt & Rosado Marzán, 2018; Scandrett et al, 2010; Windham, 2017). Drawing on two SEVs in particular: Delancey Street Foundation (DSF) and Prison Entrepreneurship Program (PEP), we explore how SEVs empower marginalized communities to reverse structural imbalance, build collaborative community capacity, and help FIIs defy their socially constructed identity to live successfully in mainstream society while being the vehicles for sustained positive social change.…”

Section: Social Entrepreneurial Ventures and Their Approachmentioning

confidence: 99%

Section: A Holistic Approachmentioning

confidence: 99%

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Equity, Empowerment, and Social Justice: Social Entrepreneurship for Formerly Incarcerated Individuals

Trivedi,

Ray

2024

New Horizons in Adult Education and Human Resource Development

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The high incarceration rate and systemic racism in the United States, along with entrenched social barriers, highlight the need for creative solutions to help formerly incarcerated individuals (FIIs) reintegrate successfully. This paper highlights social entrepreneurial ventures (SEVs) as powerful agents of social change, underscoring the significance of holistic approaches in successful reentry and transformation of FIIs. We delve into the potential of SEVs as catalysts for social justice within the critical HRD (CHRD) framework, examining SEV’s role in advancing learning, challenging power dynamics, empowering marginalized communities, and propelling grassroots-led social change. In doing so, we also emphasize the significance of experiential learning and dialog in cultivating collective knowledge and action within these social movements. We analyze the structural, organizational, and individual factors that demonstrate how HRD and social entrepreneurship complement and broaden modes of engagement. Ultimately, we highlight the promising synergy between SEVs and the CHRD perspective, presenting a transformative approach for both HRD scholars and practitioners and argue that by embracing the values of empowerment, equity, and social justice, HRD can play a pivotal role in fostering more inclusive, equitable, and empowering organizational landscapes.

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Section: Social Entrepreneurial Ventures and Their Approachmentioning

confidence: 99%

Section: A Holistic Approachmentioning

confidence: 99%

Equity, Empowerment, and Social Justice: Social Entrepreneurship for Formerly Incarcerated Individuals

Trivedi,

Ray

2024

New Horizons in Adult Education and Human Resource Development

View full text Add to dashboard Cite

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“…The participants did not reference any organizational tools or forums that guided their professional DEI practice. Unlike BIPOC organizational members who might have the option to seek assistance and support through ERGs (Welbourne et al ., 2017; Sisco, 2023), White DEI professionals who are unassociated with a marginalized identity (i.e. women, LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer), disabilities, etc.)…”

Section: Conclusion Implications For Practice and Future Researchmentioning

confidence: 99%

White DEI professionals' perception of their contribution to advancing workplace diversity, equity and inclusion: leveraging and decentering whiteness

Evan

Sisco

Fashant

et al. 2023

EDI

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PurposeThis research applies social identity theory (SIT) to examine how White diversity, equity, and inclusion (DEI) professionals perceive their role and contributions to advancing workplace DEI.Design/methodology/approachInterpretative phenomenological analysis (IPA) was used to structure and guide the study, and data were collected from interviews with 16 White DEI professionals.FindingsThe SIT concept of social categorization was selected as a framework to discuss the findings, which were divided into two sections: in-group identity and out-group identity. The participants' in-group identities demonstrated how the participants leveraged the participants' Whiteness to grant the participants the influence and agency to perform DEI work. The participant's out-group identities revealed how the participants attempted to decenter the participants' Whiteness and unpack insecurities related to the participants' White identity and DEI contributions. Each of these findings has been associated with a specific role: leader, beneficiary, ally and pathfinder.Practical implicationsThe practical implications of this study are critically examining White DEI employees' lived experience to develop an understanding of Whiteness while holding White people accountable for DEI efforts within workplaces.Originality/valueDeeper and more honest conversations are needed to explore the phenomenon of how White DEI professionals enact and perceive the DEI contributions of the White DEI professionals. Therefore, this paper will provide further discussion on literature concerning White individuals engaged in organizational-level DEI work.

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“…A willingness to learn is considered a required entry point into effective equity and inclusion professional development (c.f., see Quonoey et al, 2022;Sisco, 2023 for effective approaches to mandatory social justice learning). In cycle one, educator leaders conveyed a commitment to equity and inclusion, not only by saying so but also through a growth mindset and an interest to challenge themselves.…”

Section: Educator Leaders' Willingness and Motivation To Learnmentioning

confidence: 99%

Breaking the ice: educator leaders' entré into equity and inclusion leadership in a rural high school

Davison

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It is trite but true, success is not achieved alone. The contributions of numerous friends and family, too numerous to list here, who helped me overcome the challenges I was presented with and make progress to the successful completion of this dissertation in practice, must be acknowledged. Whether it was guiding me through the process, showing interest in my work, offering support, sharing time, making my life just a little bit easier, giving me permission to be proud of myself, or providing resources, I hold gratitude for each and every person. None-theless, there are a few people I would like to highlight.Professor Teresa Divine, JD, LLM, who offered and dedicated hours to "peek-a-boo" so that I stuck to it and took the time to write. She also made this work, academic work, not so lonely and not so isolating.Professor Delores (Kandee) Cleary, PhD, who helped me to prioritize and carve the time to write. Associate Professor Gretchen Lopez, PhD, who seeded the confidence and advanced skills I needed to be successful in research, writing, critical thinking, and academics generally.Biren (Ratnesh) Nagda, PhD, who has become a mentor and friend, pushed my thinking, skills, and practice so that they are better integrated, subsequently exposing my gaps in knowledge and implementation.Lastly, I would like to acknowledge the Graduate School of Education in the College of Professional Studies at Northeastern University. The result of designing an action research dissertation in practice program was that I had an experience that broadened, deepened, and complicated my learning beyond expectation.

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Applying Critical (Self) Advocacy and Social Justice Through Employee Resource Groups

Cited by 4 publications

References 59 publications

Equity, Empowerment, and Social Justice: Social Entrepreneurship for Formerly Incarcerated Individuals

Equity, Empowerment, and Social Justice: Social Entrepreneurship for Formerly Incarcerated Individuals

White DEI professionals' perception of their contribution to advancing workplace diversity, equity and inclusion: leveraging and decentering whiteness

Breaking the ice: educator leaders' entré into equity and inclusion leadership in a rural high school

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