Athena SWAN and Friends Story: Widening Participation (WP) and Equality, Inclusivity & Diversity (EDI) Protocol

Abstract

The Academic Network for the Scientific Women charter (Athena Swan) was developed in 2005 to promote the representation of women in technology, science, maths, medicine, and engineering. The alliance of Athena Swan focuses on the need to encourage Inclusivity and diversity within places of work by providing environmental support for the minorities in the society, which consist of women. In addition, the charter plays an excellent role for various institutions to achieve their equality and diversity within the required legislations. The Athena SWAN consists of ten vital principles, which will play a pivotal role in the underlying paper. The principles primarily aim to drive the need to raise the presence of women in the academic field hence senior obligations that will assist in combating the issue of the gender gap and, most importantly, address the problem of gender discrimination towards the minority groups, for example, the transgender. Through the underlying protocol, the idea and concept of handling the issue of gender discrimination and inequality are primarily argued and addressed to ensure that minority groups are devoid of stigma and biasness. Ideally, this will help significantly shape the character of young children. At the same time, they observe society’s way of handling things regarding diversity, Inclusivity, and equality in gender issues.

1. INTRODUCTION

The need to empower minority (5 to 7 years) kids plays a critical role in improving their perspectives and views on Inclusivity, diversity, and equality in the workplace. Several approaches empower them, including reading short stories that focus on these topics. Several programs have been formulated to encourage and promote Inclusivity, diversity, and equality and one of the main is Athena SWAN. The Academic Network for the Scientific Women charter (Athena Swan) was developed in 2005 to promote the representation of women in technology, science, maths, medicine, and engineering.[1]. The charter of Athena Swan focuses on the need to encourage Inclusivity and diversity within places of work by providing environmental support for the minorities in the society, which consist of women. In addition, the charter plays an excellent role for various institutions to achieve their equality and diversity within the required legislations. The Athena SWAN consists of ten vital principles, which will play a pivotal role in the underlying paper. The principles primarily aim to drive the need to raise the presence of women in the academic field hence senior obligations that will assist in combating the issue of the gender gap and, most importantly, address the problem of gender discrimination towards the minority groups, for example, the transgender.[2].

Ideally, through the underlying protocol, the idea and concept of handling the issue of gender discrimination and inequality are primarily argued and addressed to ensure that minority groups are devoid of stigma and biasness. Ideally, this will help shape the character of young children significantly while they observe society’s way of handling things regarding diversity, Inclusivity, and equality in gender issues.[3]. The need to utilize short stories is an integral approach that will mean transferring the vital values of Inclusivity, diversity, and equality to ensure that children develop in their critical stages of life in the academic progression. The focus of the underlying protocol is based on ensuring that children understand workplaces from different environmental perspectives.[4]. For example, whenever children understand the suitable jobs that they admire despite being filtered based on male or female gender, they develop a virtue to pursue a fruitful future that will assist them in performing well in medicine, math, and science careers.

Accordingly, writing fictional stories that empower minor and transgender groups is vital in diversity, equity, and Inclusivity. It can be interesting to make both Athena and SWAN GP strong characters in the story. As a result, they will muster the impacts of stereotypical expectations and discrimination within their lives and hence will show the approach towards the journey to success. Reading various research papers will help me acquire skills and abilities to write the best fiction stories of narrating this idea. It will show how children will better comprehend gender and Inclusivity. Most importantly, the community, parents, and teachers should empower these children. The need to join hands together means the success of the future generation and the importance of reducing discrimination and general stereotyping to minor and transgender groups within the workplace context.

The significance of the underlying protocol lies in the primary role of combating the typical stereotypical stigmas and impacting a positive notion on children’s views concerning the aspects of Inclusivity, equality, and diversity within the places of work for all sexual orientations genders, and disabilities. In the same case, the research has some limited outcomes for the issue of impacting the diversity and equality values to all underage children. Thus, the protocol will prove vital usefulness and significance within the key stage 1 children, which implies that every individual has the equal obligation and right to achieve and acquire success in career positions and life.[5]. The research questions in the underlying study are (1) how does the use of short fictional stories may assist children in acquiring the information of Inclusivity, equity, and diversity in the workplace. (2) how children can utilize the Athena SWAN to gain the significance of gender equality, Inclusivity, and diversity amongst the diverse sexual orientation, genders, and people different minority groups.

2. LITERATURE REVIEW

2.1 Athena SWAN

The Athena SWAN, the Academic Network for the Scientific Women, is an extensive extension and charter formulated in 2005 through integrating science-related and gender inequality issues data.[6]. The introduction of the charter was primarily concentrated on the need to increase the presence of women within the sector of technology, science, maths, and engineering while considering the minority groups and the transgender within their places of work. Ideally, the program aims to provide an approach to comprehend and understand the aspect of gender equality within schooling, faculty, and departments which provides a situation that discards the issue of genders.

The Athena SWAN has ten principles, and all play a vital role in developing good lives and career significance for children within the context of the workplace. The charter enables the acknowledgment of the success that is made in the concern of equality, Inclusivity, and diversity across a broader scale instead of just focusing on the need to elevate women’s career paths.[7]. The charter’s principles embellish the positive statements, which assist in widening the participation of minority groups and transgender in Inclusivity. The updated principles include; creating an inclusive environment, legislation equity, employment and careers, policies and governance, utilizing data and evidence, student retention, recruitment, attainment, and researching the framework excellence.[8]. Ideally, it mainly assists minor groups, especially young children, to encourage gender diversity. In that case, it helps to achieve the requirements of the legislation for the need to promote the positive growth and character development of children.

2.2. Acknowledging Bias and its Significance

At the helm of endorsing various opportunities to live among minor groups like young children and individuals of different sexual orientations, it is essential to foster the significance of acknowledging biasness and stereotypes. It is necessary to understand that in the present society, biasness and stereotyping have emerged among the vital issues that greatly influence the progress and success of a career, hence negatively shaping the young generation.[9]. The implicit and subtle discrimination is harmful and equally disastrous to the performance and wellbeing motivation of individuals within a workplace or given institution.[10]. Consequently, the symbolic endorsement for equal treatment makes it more tedious to establish instances of biasness. In that regard, evidence depicts that the targets, bystanders, and perpetrators may tend to evade the reporting and acknowledgment of discrimination issues whenever they occur since they aim at undermining the just world beliefs wellbeing.[11]. Thus, the simple act of acknowledging the occurrence of discrimination may be prevalent despite people’s best intentions to make critical steps. Therefore, it is essential to note that change may take a great helm when the vantage members depict their readiness to claim on the issues of inequality and whenever an institution fails to muster the need for Inclusivity in its procedures.

Ideally, it is vital to support learners of diverse specializations and help children at a younger age understand their unmatched abilities while they grow up to maturity.[12]. The comprehension of inclusive education, its values, and contributions are used to reflect the character development of children. The implications of diversity and Inclusivity prove to be prevalent and vital, especially for children growing and within the developmental stages. The utilization of the inclusive systems will aim to offer a better educational quality that is also pivotal in altering the aspects of discrimination as perceived by the young children in the society and mainly the working environment.[13]. The schools should focus on providing approaches that help respect the appreciation and comprehension of the young learners of minor groups, sex, and gender while assisting them in growing and having a successful life in the future.

2.3 Stereotypes of Gender and sexual orientation in children and minor groups

Whether the minority groups and young children are given a variety of occupations through which they can choose, and a choice through which can be stereotypical female, male, or children. They are often gender-stereotypical whenever they are younger. Ideally, whenever they are older, they may not be more stereotypical. Ideally, this depicts an attempt at the more youthful age having more benefits when they muster stereotypical beliefs. In addition, the study shade limelight painted those women and females were significantly less stereotyped for the issue of gender and sexual orientation against the males of approximately 11 to 15 of age.[14]. Even though females of lower age are more stereotypical than males, this did not achieve stereotypical importance. Ideally, this is vital as it outlines that both females and males share equal views of stereotypes of gender towards the various occupations at a younger age. In the same notion, that is different since, with the fact that males are more stereotyped, the fact differs with age.

On the same note, the males have a significant priority for the STEM job obligations, for instance, the architects and scientists, whereas the females apply to diverse ages. The males, females, and transgender have depicted the vital decline in the priorities of seeking scientists as a job within their developmental period. On the same note, most females have wished to prefer a doctorate in their aging. Consequently, that illustrates that children may often choose STEM field roles of jobs, which may significantly change with time and conditions in the same workplace context. Ideally, the emphasis on creating career opportunities for younger groups, particularly females, will focus on formulating an environment of gender diversity in the modern STEM docket.[15]. Nonetheless, it is clear from the underlying study. The influence of job roles within children is shaped by their views on society’s way of life.

2.3 The use of fictional stories to empower young children on Inclusivity, equity, and diversity

In the current society of widening participation and promoting Inclusivity, diversity, and equity, creative early childhood impressions for children will allow them and their families to understand sexual orientation and gender within workplaces. The children have more chances of shaping their character about diversity and Inclusivity through what impresses them and what they live with every day in their lives.[16]. The rights of children are confounded within their respect and acceptance. Therefore, research has depicted that young children have an equal opportunity of playing a role in the need to appreciate and respect the local diversity of other communities. Childhood education has related that inclusion and diversity are like swings and roundabout or instead interdependent, hence widening participation. The use of fictional stories means a practical education of childhood for the children to relate how an inclusive environment and its understanding can shape the response to several features and needs that can be challenging to encounter.

In the traditional society, the education of Inclusivity was administered by chatting stories of my grandparents through their early aging and development. For instance, the children were advised within their old classrooms that catering for the unique needs and considering the disabled children with significant priority knowing that they are less advantaged was valued, and this person lived with it. The disabled thus were viewed equally in the aspects of social-economic issues and culture, politics, and social considerations. The utilization of the fictional stories helps to empower children since it paints the need to encourage Inclusivity, diversity, and equity within the workplace, shaping their characters to view aspects from an optimistic viewpoint. The fictional stories muster behaviors and practices that help individuals relate the significance of equity within job seeking in various parts of life. The information within the fictional stories is designed and created in an approach that musters general teaching skills and abilities to mainstream the childhood impression over the Inclusivity and responsively to the various families and students in the community, especially the once on a younger age.

2.4 The Significance of Intersectionality and embedding inclusive research

According to research, the analytical framework for the intersectionality during the need to seek equity, Inclusivity, and diversity in workplaces for young children characters is vital. The process focuses on the understanding and generation that individuals, especially the minority groups and transgender groups, will get empowered and succeed regardless of gender and discrimination.[17]. There are several barriers to success within academia, making it challenging to acquire occupational preferences in life. Children often work and behave more often by what they see from peers, friends, families, school, and the environment through which they live. Accordingly, this tries to validate the system-wide technique and the interconnections to the EDI and WP. In the same case, the long-term interventions for the same issue will unlikely prove their significance when the framework is not utilized.

Ethnicity and gender are the most visible and prevalent factors that make many individuals, especially children, shape and reframe their understanding of society and workplace conditions. Therefore, this population is often is vulnerable to biasness and stereotypes. Thus, social class, sexual orientation, disability, or invisible handicaps may never be established quickly within the society workplaces. However, they can result in exclusion via obsessive behavior that musters the implicit norms. The comprehensive efforts of in various places of work and environments, the actions and bombard to formulate a broad culture of Inclusivity may improve within the belonging sense; hence it is significantly respected.[18]. Accordingly, this turn formulates creativity, success, and agency within the childhood environment. In that sense, there is the significant presence of various individuals within the community, thus allowing the minor groups and transgender of majorly the younger age to achieve their successes regardless of the sexual orientation, gender, and disability.

2.5 Research Gap

Ideally, the study has failed to concentrate on the intersection of ethnicity, inequality, and prejudice of disability. Thus, the intervention approach by utilizing literature of children which features the fictional characters who muster non-stereotypical obligations, for that matter, depict the physical features of the white people. In the underlying situation, the young white girls are the most represented, whereas most others have disabilities or are black. The primary gap presented for the given research is limited to the readers due to underrepresentation for minority groups and people of color within the storybooks. To bridge the gap, it is essential to note that the intervention of Athena SWAN and friends in the study will compose a diversified range of characters to guarantee broader participation.

In that understanding, the story would compose a female character known as Athena SWAN to relate the significance of the Athena Swan charter. The names are vital to establishing the progression of the women in the community over education and career.[19]. The process operates through ten various principles which integrate, as shown earlier in the paper, to discard the treatments of discriminatory acts, obstacles, and misinterpretation since it affects gender inequality. In addition, the charter helps to promote gender equity and Inclusivity.

3. HYPOTHESIS

The study in context hypothesizes that short fictional stories manifest a tremendous excellent approach of transferring the values of diversity, equality, and Inclusivity to diverse children in the academic stage 1. The use of storybooks embellishes the prominent norms of culture, which plays an integral role in developing and acquiring attitudes in the community. The previous research and reports relate that the overrepresentation of the articles and stories are often directed towards the children and are consistent with the gender history and disparities across the society and media.[20]

Nonetheless, it is unknown whether the underlying biasness will influence the hypothesis. Still, approaches to combat it are formulated and attenuated by focusing on greater accessibility and gender equity.

Nonetheless, the utilization of storybooks and articles has proven beyond doubt that it can influence myriad children to change their perspective and views on the aspect of diversity, Inclusivity, and equity.[21]. In selecting these books, there are persistent issues such as gender, age, target audience, and author’s character. Thus, is the case, it is vital to ensure all these features are well represented and addressed to guarantee the correct influence of males and females in shaping the various issues in the article or the short story. The stories for children play a significant role in the development and growth of children in the best character progression. The issues of Inclusivity, diversity, and equity are best transferred to children through the product of their characters, which is formulated by the imagination development, which works by introducing new ideas and concepts to children in the world. Accordingly, these ideas and concepts relate the society, its environment, operating conditions for places, and its way of addressing things. Therefore, the underlying protocol focuses on proving the hypothesis in context.

4. AIMS

The principal aim of the underlying protocol is to prove the hypothesis in the above statements. In that regard, the study’s main objectives are to design a questionnaire that queries the 1-2 old learners. To relate, they may ponder the specific jobs that are more appropriate for females/males to view if they think they could pursue a career in medicine, science, and maths.[22]. Secondly, the study will administer the writing of a short story where the female pharmacist is Athena in SWAN GP practice. Among the friends of Athena is a transgender doctor within the practice. In that case, the story will embellish that they both encounter instances of discrimination and expectations of stereotyping within their lives, making their lives critical while they seek success.

There is tremendous and exhaustive research in the story utilized in the case issue to study the best research story related to explaining and educating children on the significance of equity and other diversity issues. Well researched books and stories will ensure that the information on gender and diversity in the workplace is passed in the best method possible to the children.[23]. For example, such a research paper could be the need for gender equality within early childhood and pre-school settings for Nordic by Professor Heikkila Mia. The third objective is to ask the 1 to 2-year learners to accomplish questionnaires after and before reading a story and how it has dramatically played a role in realizing the impact on children’s views on diversity and equality within an environmental workplace.

5. PROTOCOL

5.1 Study Design

The study design of research implies the framework through which it contains a set of methods and procedures utilized in gathering and analyzing data on the variables specified on a specific research problem. In this section, the paper will relate the need to answer the question of research which is the need to establish resources availability and understand its limitations and strengths. The study adheres to the quasi design and experiment where there is the manifestation of the impact that indicates the following intervention. The comprehensive examination is projected to undertake approximately five months and comprises a significant intervention group and a control group.[24]. Ideally, the study comprises the type of book utilized, the independent variable. On the same note, the group of intervention will have the short stories within the Swan program, whereas there could be a general reading of the book for the case of the control group. The two vital variables of dependence compose the explicit and efficacy gender bias that will play a role in measuring the questionnaire. In that sense, data will get gathered from both the control and intervention groups. Four repeats of various questionnaires are applied in the design study.[25]. Ideally, this will be a week before the reading session within the two groups, then later a week after the reading session, and eventually at the follow-up of three months. In the most critical helm of the study, the reading layout will utilize a single-story read for a single.

5.2 Study Population

The underlying section is the study population which implies the subset of the people targeted, and in that case, the sample is selected and studied for analysis. The study in the present context involved all children of the age bracket within 5 to 7 years. All of them presently look within the educational system of the United Kingdom (stage 1 and group 4). In addition, the participants will get recruited from the various schools within Southampton University. The period of study in this case scenario range between September 2021 and July 2022[26]. Accordingly, the sample size in the study is four hundred (400) young pupils. The sample is ideally valid, and thus a non-probability approach of sampling is utilized. However, it can result in Bias it is addressed by the large selection.[27]. The school’s listing will get its website from the website of the UK government. In that case, random sampling will get utilized to select the correct and most appropriate schools from which the learners will meet and formulate the simple Inclusivity, equity, and diversity criteria. The respective schools were communicated using individual emails and school contacts. Ideally, each of the schools given got its contact by telephone and email to confirm its participation and engagement in the study.

The criteria of inclusion are based on primary and secondary academia. For instance, same-sex schools, special needs schools, and Transgender schools will be included in the underlying study to establish the impact of diversity, diversity, and Inclusivity in diverse genders, sexual orientations, minor groups, and people with disabilities. On the other hand, the grammar and independent schools will get excluded from the study because these faculties do not require a follow-up for the national curriculum. Hence, the learning of standardization may not be controlled. The young children’s single-sex schools are essential in the study because they relate the issues that impact the factors surrounding the gender bias of entrenchment. Also, the special needs school is critical since it can assist in formulating the questionnaires of high skills of comprehension concerning the issue of disabilities hence addressing their problems quickly.

5.3 Study Materials

In this section, the study materials will outline the materials and guidance to utilize while facilitating resources to understand the research topics, literature, history, and other subjects. The Athena SWAN story in the underlying section will be the main fictional story that will try to show how the role of Athena SWAN can get utilized to reframe and shape the views and understanding of young children concerning Inclusivity, equity, and diversity. In the general plot of the fictional story, Athena[28]. The utilization of the inclusive systems will aim to offer a better educational quality that is also pivotal in altering the aspects of discrimination as perceived by the young children in society and mainly the working environment. The schools should focus on providing approaches that help respect the appreciation and comprehension of the young learners of minor groups, sex, and gender while assisting them in growing and having a successful life in the future.

5.4 Research Procedures

Biasness and stereotypes significantly alter the cognitive progression of learners. Through this, their perception of self-concept and self-determination might also get influenced, which is how they perceive themselves based on their beliefs. Tentatively, it is vital to note the variability of establishing the intensity of stories and how they can influence the understanding of children on diversity, equity, and Inclusivity in the workplace. The questionnaires are designed to respond to the opinions and ideas of children after reading various storybooks regarding Inclusivity, diversity, and equity alongside the widening of participation. The vital tools utilized in the study’s experiment compose the academic self-questions for concepts adopted from the self-descriptive questionnaire. In addition, after the intervention, Athena and Friends help to compare. The process will take a 10hour which could get diverse Sundays. Thus, the Athena SWAN and friends stories play a vital role in improving gender, Inclusivity, and equity laws and rules.

For the underlying questionnaire, kindly mark what you prefer

—————————– “Me” “Not me.”

• Architect          ☐         ☐
• Teacher            ☐         ☐
• Nurse               ☐         ☐
• Doctor              ☐         ☐
• Pharmacist      ☐         ☐
• Engineer          ☐         ☐
• Cook                 ☐         ☐
• Pilot                  ☐         ☐
• Police officer   ☐         ☐
• Fire Fighter     ☐         ☐
• Scientist           ☐         ☐
• Mechanic         ☐         ☐
• Professor         ☐          ☐

The above is the questionnaire that was utilized in the study.

The study of research in the underlying focuses on dealing with a complex group of individuals where some are younger, disabled, and transgender. In that case, it is vital to comprehend that certain important factors may arise within the study, such as abuse of the client through their behaviors. However, it is crucial to take on aspects such as; first, anonymity and confidentiality of the individuals involved in the participation are respected while data is taken from them. Second, issues of security are essential for data transfer and validation. Also, it is significant to justify one burden or risk.

5.6 Milestones/Timeline

6. DISCUSSION

6.1 The Athena Swan adventure and friends

In the underlying study, there is the use of one short story which relates scenarios that are aimed to impact gender, Inclusivity, and diversity within children. Thus, the short story below was established particularly for this purpose. It plays a role in bringing attention and highlighting the diverse occupations in the current courses that engulf STEM. The stories will help children understand the various aspects of the limited community and hospital. In that case, it operates to divide the multiple occupations available in the world regardless of gender. Ideally, the Athena SWAN is a girl, a protagonist of mixed race, and his ethnicity addresses both the issues of feminine and masculine. Ideally, since the girl is only single in their family, the grandfather remains the most influential.

6.1.1 The Athena SWAN story 1

Athena and Friends Go Gaming

In the underlying short story, within the characters where Athena is the protagonist, the other characters are just childhood friends of Athena. The characters were sitting down, playing various games, and enjoying the spectrum of cool air and blaze. Ideally, since it was gaming day in their state, similar groups had situated themselves in various parts beside them. The game was almost identical, but others were completely different. Starting from a smile, Athena greeted her friends, “How are you, great friends! While viewing her friends from a slight far within the gaming spectrum. Amongst them was Zainab, the nurse that was presently nursing Wesley after a minor injury while gaming from the other side while playing an intensive skating game. Wesley was injured in the right forearm, and hence Zainab was critically attending to him to combat the pain and agony of the condition since he was bleeding profusely. In the same case, another friend of Athena, Brenda, was busy watching busy games of athletes running and seemed interested in it since she liked smiling every time she glanced at it. Also, Brandon was glancing at basketball progress, and his eyes were focused on it. Eventually, Idris watches a variety of groups.

Zainab showed great happiness and joy that their schools allowing them to come for these games and sporting opportunities have been vital and critical. She yawned while appearing tired, cheering, “I thank our institution for minding to give us this chance to explore our adventure .”Ideally, this gaming trip mixed schools from diverse regions. It engaged them in gaming activities and team-building social, economic, and political roles that helped improve their lives a great deal. Thus, the trip was necessary at all times. While gaming, the learners were put on several academic and sports integration groups. The students have been together for more than 10 hours, and have enabled them to perform various vital activities.

While they were sited together as friends, Brandon asked his buddy Athena, “What was the final item to get done?” while his eyes were glancing in the sky. In that instance, Athena checked through his watch and appeared to notice all things, and they should be done since she had looked at the activities sheet and understood the time of each activity. There was a need for Brandon to ask since, in the previous teacher, their teacher had come and assessed them, but they failed to provide a report of their progress and what they had done. As a result, the teacher warned out that if they do not record what they are doing next time, it will mean they did not perform anything, which will attract punishment. The teacher was heard saying, “Athena, you are the group leader here. Why did you fail to produce your report for whatever young engaged in?” he continued, “Next time, I will impose strict punishment for you if you do not produce it since it’s your role to build your knowledge and skills here.”

Thus, Athena checked that they would have a work assignment that would put them to test the next day. Everyone in the group appeared anxious, especially since the teacher’s utterances followed a few days ago. The game was social and talked about what one wished to be when one grows up in the future. So Athena began and asked the friends who would start the conversation. Every individual appeared nerve wrecked. Idris began to, in the future when I grow up, I could wish to be a microbiologist, while she had a smile and a deep breath and subjecting her eyes to the perceived second person to continue with the process. The entire group appeared to echo and depicted happiness over the choice of Idris. Idris added, “it is my pleasure to operate as a microbiologist since it compose studying small microorganism and understanding their significance and implication to the human life.” However, “in gaming, I like skating and playing football, and this has nothing with a microbiologist, I think so,” Idris completed. Ideally, these depicted as a girl, Idris, was interested in scientific laboratories, which was the main focus of the Athena SWAN program.

On the same note, Brenda slightly interrupted by uttering, “Amazing job, that is.” In that notion, Zainab appeared to show that the job was difficult despite being good. Ideally, that was a fact since he had no idea for the assignments within the spectrum of a microbiologist. Brandon appealing smiling sarcastically, “how will you perform things, that you are just a girl?” Mia interrupted, “In the current society, there is a need to appreciate and understand the need of including girls in all jobs that also boys may do, and hence the involvement of Idris in science is the best choice.” Therefore, “it is not about sexual orientation, gender or disability one can do whatever they like without any confrontation.” Zainab recalled when she was circling with Brandon, and they almost crashed, but through dedication, even after crushing many times, she did not give up as a girl, and in the end, they achieved to trip up.

Branda was asked, “What do you want to be whenever you grow up? He claimed, “I want to be an engineer.” In that sense, Brandon appeared surprised and smiled; it is sure that he was pondering on how a girl can do engineering staff. Brenda went ahead to explain, “I have liked construction for quite a long time while laughing; I want to be the best road constructor and civil engineer in the world one day.” Brenda relates that she is aware that the job is not simple. She knows it is very hard. Still, she has no other choice. Athena smiled vigorously and said, “Do you know engineers do a lot of work? Brenda responded by asking, “Brandon, what do you want to be in the future? Brandon said, “I could like to be a nurse when I grow up.” That is a beautiful thing, but I do not deem if men are supposed to be nurses” Brenda interrupted the utterances of Brandon. However, Athena related that “anyone can do any job any job is limited to male or females alone” Thus, in her view, it is essential to keep trying and follow your aspirations without considering whether this is a boy’s or a girl’s work. Athena advised everyone that it is necessary to follow your instincts and what you like and not be limited to gender, sexual orientation, or disability. She completed everyone can do anything regardless of sex and gender.

With the company of their teacher, who had just arrived a few minutes, the students continued chatting in that case. Athena Swan narrated that success required handwork alone and motivation alone. She added that she could wish that they had met when they were all successful in their favorite job occupations in the future. A few years later, Athena was a scientist at a big firm and served as the CEO, and when she recalled his friends, it was that in the following week, they had planned to pay a visit to a foreign country to explore and tour the country, this was amazing that they grew together!

7. IMPACT OF THE RESEARCH

The significant impact that the underlying protocol achieved is to combat the negative stereotypical stigmas and, on the same note, promote the positive appreciation of kids on the Inclusivity, diversity, and equality, and widen their participation within the workplace environment. Ideally, in combating these stereotypes, the research utilized various approaches. For that reason, they attempted to relate that children’s values should base their meanings from a fairground of sexual orientation, gender, and minor groups (people with disabilities), thus no violation of any individual regarding the mentioned aspects. The research has strongly impacted the need to empower the little children of about 5 to 7 years to understand and appreciate equality, Inclusivity, and diversity within the workplace.[29]. Therefore, the research has primarily focused on promoting widening participation and encouraging Inclusivity, equality, and diversity in the workplace environment across all sexual orientations, genders, and minor groups.

Therefore, like in the underlying research, the holistic technique that addresses the learners’ various needs is vital based on emotional, social, and physical needs. The use of storybooks and programs like the Athena SWAN has proved to work positively towards empowering the young generation to create a fantastic future without stereotypes and biasness. For example, being transgender or having a disability might expose individuals to marginalized factors within their childhood. In research, it is challenging to seek the approaches to achieving the learning needs to address all sexual orientations, genders, and minor groups such as the disabled. Ideally, this mainly occurs in schools of lower faculty within a country due to limited resources, which will not allow all students to explore equality within the education system. Using the approaches that attempt to include learners from all spectrums is vital since it will shape their perception and understanding of diversity and Inclusivity.

In addition, the research brings the new incentive to seek more complex approaches to addressing the problem of culture and diversity within workplaces among the understanding of young children. The analysis guides future studies on the need to formulate other policies that aim at the same objective. For instance, the lack of acquiring the most inclusive education systems for young children alongside developing policies will assist them in realizing their dreams in the future. In most cases, some countries may lack resources, and thus there is a need to apply the systems and approaches that do not rely heavily on many resources. Generally, the impact of the society should be diverted and shaped to the best perspective, which allows everyone, regardless of gender, sex, and minority (like disability), to engage in various activities of the society as long as they can commit. Thus widening participation and increasing Inclusivity, diversity, and equality in a workplace environment.

Most important, the research aims to increase and widen the participation of all sex, genders, and minor groups within workplaces on the ever-demanding market force of the current society. The research will advocate identifying children’s rights while supporting organizations such as Athena SWAN while they champion women in various fields. The inclusive education and impression of the children through approaches such as making to read storybooks will play a vital role in reframing their character towards appreciating the need for Inclusivity, equity, and diversity in a workplace setting. On the same note, there is an urgent need to foster critical support for the opportunities and networking of life within various groups. The encouragement of children by shaping their character development by emphasizing gender and Inclusivity for what it is taught is essential in helping them gain an excellent working environment.

8. LIMITATIONS OF THE STUDY

In the underlying study, there is a narrow focus of research on the effects of teaching values for diversity and equality on children of a younger age. Teaching the importance of diversity, Inclusivity, and equity among children is challenging. Thus, it is vital to seek monitoring and evaluation approaches that prove the teachings have impacted the learners.[30]. From across the world, most children get excluded from learning institutions, and this is because they come from marginalized regions in the race, poverty, gender, language, and disabilities. It is essential to understand that every child should have the right to get support from the community and their parents to understand Inclusivity while at a young age. Ensuring inclusive education is prevalent within diverse conversations of culture and diversity of children will ensure that they get job opportunities in the future in a simple way since they can understand workplace requirements.

The understanding of inclusive education, its values, and contributions are used to reflect the character development of children. The implications of diversity and Inclusivity prove to be prevalent and vital, especially for children growing and within the developmental stages. The utilization of the inclusive systems will aim to offer a better educational quality that is also pivotal in altering the aspects of discrimination as perceived by the young children in society and mainly the working environment. The schools should focus on providing approaches that help to respect the appreciation and comprehension of the young learners of minor groups, sex, and gender while allowing them to grow and have a successful life in the future. For instance, it is not good and preferred to separate learners, especially young children, based on sex, gender, and ability, since it does not guarantee success in future life.

Another potential limitation is utilizing the non-probability sampling approach as one of the methodologies in the study designation. The use of the underlying course could limit the resulting outcome from the gathered information to only the sample size in the study. Thus, an approach to combat this fact problem will mean that there is a need to increase the amount of the sample to get used in the study process during the research process. Thus, the need to increase the sample size in the research will imply a wide range for the study’s outcome. In the same case, the response of Bias will get addressed as it is a critical threat to the validity of the data. Whenever the participants answer questions in the study, it is essential to ensure they are always focused on making the correct answers and ideas from the participants to avoid painting invalidity on the outcome of the results in the study.

9. References

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[1] Ahmet A. Stop the pain: Black and minority ethnic scholars on diversity policy obfuscation in universities. Equality, Diversity, and Inclusion: An International Journal. 2021 Feb 5.

[2] Alfred MV, Ray SM, Johnson MA. Advancing women of color in STEM: an imperative for US global competitiveness. Advances in Developing Human Resources. 2019 Feb;21(1):114-32.

[3]Warin J. Conceptualising the value of male practitioners in early childhood education and care: Gender balance or gender flexibility. Gender and Education. 2019 Apr 3;31(3):293-308.

[4] Anteneodo C, Brito C, Alves-Brito A, Alexandre SS, D’Avila BN, Menezes DP. Brazilian physicists community diversity, equity, and inclusion: A first diagnostic. Physical Review Physics Education Research. 2020 Jun 5;16(1):010136.

[5] Armani AM, Jackson C, Searles TA, Wade J. The need to recognize and reward academic service. Nature Reviews Materials. 2021 Nov;6(11):960-2.

[6] Strachan R, Peixoto A, Emembolu I, Restivo MT. Women in engineering: Addressing the gender gap, exploring trust and Unconscious Bias. In2018 IEEE Global Engineering Education Conference (EDUCON) 2018 Apr 17 (pp. 2088-2093). IEEE.

[7] Swartz TH, Palermo AG, Masur SK, Aberg JA. The science and value of diversity: closing the gaps in our understanding of inclusion and diversity. The Journal of infectious diseases. 2019 Aug 20;220(Supplement_2):S33-41.

[8] Ayyala RS, Artunduaga M, Morin CE, Coley BD. Leveraging diversity, equity, and inclusion for promoting wellness in the radiology workplace. Pediatric Radiology. 2022 Jan 28:1-6.

[9] Brown G. Creating Socially Distanced Campuses and Education Project. Leadership.;22:4.

[10] Bancroft K, Greenspan S. Facilitators and barriers of inclusion: a critical incident technique analysis of one non-binary Physical Education teacher’s workplace experiences. Sport, Education, and Society. 2022 Feb 10:1-3.

[11] Bhopal K, Henderson H. Advancing equality in higher education: An exploratory study of the Athena SWAN and Race equality charters. Birmingham, UK: University of Birmingham https://www. Birmingham. ac. uk/research/core/research/advancing-equality in-higher-education. aspx. 2019 Mar 11.

[12] Thomas KC. The Xchange Festival: Small x, BIG CHANGE?. women Thriving in Academia 2021 Apr 26. Emerald Publishing Limited.

[13] Brown G. Creating Socially Distanced Campuses and Education Project. Leadership.;22:4.

[14] Buggy CJ, Murphy S, Chevallier C. Understanding and Improving the Lived Experiences of Sexual and Gender Minority Students in Ireland. TCD Equality; 2019 Oct 10.

[16] Caughey AB, Krist AH, Wolff TA, Barry MJ, Henderson JT, Owens DK, Davidson KW, Simon MA, Mangione CM. USPSTF approach to addressing sex and gender when making recommendations for clinical preventive services. JAMA. 2021 Nov 16;326(19):1953-61.

[17] Ferfolja T, Ullman J. Gender and sexuality diversity in a culture of limitation: Student and teacher experiences in schools. Routledge; 2020 May 10.\

[18] Acceptable C, Sojo V. Women’s value: beyond the business case for diversity and inclusion. The Lancet. 2019 Feb 9;393(10171):515-6.

[19] Flanagin A, Frey T, Christiansen SL, AMA Manual of Style Committee. Updated guidance on reporting race and ethnicity in medical and science journals. JAMA. 2021 Aug 17;326(7):621-7.

[20] Flores LE, Frontera WR, Andrasik MP, Del Rio C, Mondríguez-González A, Price SA, Krantz EM, Pergam SA, Silver JK. Assessment of racial/ethnic minority, female, and older individuals in vaccine clinical trials. JAMA network open. 2021 Feb 1;4(2):e2037640-.

[21] Flores LE, Frontera WR, Andrasik MP, Del Rio C, Mondríguez-González A, Price SA, Krantz EM, Pergam SA, Silver JK. Assessment of racial/ethnic minority, female, and older individuals in vaccine clinical trials. JAMA network open. 2021 Feb 1;4(2):e2037640-.

[22] Fook J, Archibong U, Kim T, Aldercotte A, Advance HE. Cracking the concrete ceiling: Tracking the impact of the Diversifying Leadership program. Advance HE. 2019 May;15.

[23] Kang SK, Kaplan S. Working toward gender diversity and inclusion in medicine: myths and solutions. The Lancet. 2019 Feb 9;393(10171):579-86.

[24] Maddrell A, Thomas NJ, Wyse S. Glass ceilings and stone floors: An intersectional approach to challenges UK geographers face across the career lifecycle. Geografiska Annaler: Series B, Human Geography. 2019 Jan 2;101(1):7-20.

[25] Fook J, Archibong U, Kim T, Aldercotte A, Advance HE. Cracking the concrete ceiling: Tracking the impact of the Diversifying Leadership program. Advance HE. 2019 May;15.

[26] Mapes BM, Foster CS, Kusnoor SV, Epelbaum MI, AuYoung M, Jenkins G, Lopez-Class M, Richardson-Heron D, Elmi A, Surkan K, Cronin RM. Diversity and inclusion for the All of Us research program: A scoping review. PloS one. 2020 Jul 1;15(7):e0234962.

[27] Michos ED, Reddy TK, Gulati M, Brewer LC, Bond RM, Velarde GP, Bailey AL, Echols MR, Nasser SA, Bays HE, Navar AM. Improving the enrollment of women and racially/ethnically diverse populations in cardiovascular clinical trials: An ASPC practice statement. American Journal of Preventive Cardiology. 2021 Dec 1;8:100250.

[28] Moreno FA, Chhatwal J. Diversity and inclusion in psychiatry: the pursuit of health equity. Focus. 2020 Jan;18(1):2-7.

[29] Zhang M, Jarrett BA, Althoff KN, Burman FS, Camarata L, Coburn SB, Dickerson AS, Foti K, Kaur M, Leifheit KM, Malone J. Recommendations to the Society for Epidemiologic Research for further promoting diversity and inclusion at the annual meeting and beyond. American Journal of Epidemiology. 2020 Oct;189(10):1037-41.

[30] Tzovara A, Amarreh I, Borghesani V, Chakravarty MM, DuPre E, Grefkes C, Haugg A, Jollans L, Lee HW, Newman SD, Olsen RK. Embracing diversity and Inclusivity in an academic setting: Insights from the Organization for Human Brain Mapping. NeuroImage. 2021 Apr 1;229:117742.