What are the consequences of DEI opposition on the mental health and well-being of marginalized students?
Opposition to DEI measures harms marginalized learners' mental health. These students deal with exclusion, invalidation, and increased academic vulnerability. Such strain increases in environments where DEI campaigns are questioned or canceled (Torres & Grant, 2021). So if DEI direction is outsourced, students experience more discrimination and microaggression, which affects such psychological outcomes as self-esteem and emotional distress (James et al., 2020).
This lack of a culturally responsive environment will limit access to diverse assets and secure spaces, making students experience low belongingness and low academic achievement (Lee & Smith, 2022). Consequently, the substantial deviation reported causes high dropout rates and poor academic performance in marginalized populations (Nguyen et al., 2019). DEI campaigns also enhance resilience, positive identity development, and other positive well-being indicators, which emphasizes such measures' negative influence when challenged (Garcia & Hernandez, 2023).
References:
Garcia, M., & Hernandez, L. (2023). The role of affirming diversity initiatives in fostering resilience among marginalized youth. Journal of Adolescent Mental Health, 35(1), 22-38.
James, A., Patel, R., & Chen, S. (2020). Microaggressions and mental health outcomes in marginalized student populations. Journal of School Psychology, 78, 112-124.
Lee, S., & Smith, J. (2022). Impact of cultural responsiveness on student well-being and academic engagement. Educational Psychology Review, 34(2), 459-478.
Nguyen, T., Robinson, K., & Clark, D. (2019). Educational disparities and dropout rates: The role of school climate for marginalized students. Urban Education, 54(6), 823-848.
Torres, R., & Grant, C. (2021). Psychological impacts of DEI opposition in educational settings. Journal of Diversity in Higher Education, 14(3), 215-230.
Please be aware, Joseph in other posts has apparently faked citations to support his bias.
Google Scholar found none of your cites and searches specific articles failed Search of the Disability and Society journal volume 36 issue 4 table of contents at pages 567-582 failed to find the article you cited from this journal - Miller 2021.
https://www.tandfonline.com/toc/cdso20/36/4?nav=tocList
AND
Reading of the Psychology in the Schools journal volume 58 issue 7 table of contents at pages 1234-1247 failed to find the article you cited from this journal - Johnson et al. 2021.
https://onlinelibrary.wiley.com/toc/15206807/2021/58/7
Here too, Joseph appears to invent articles.
His 1st cited
Torres, R., & Grant, C. (2021). Psychological impacts of DEI opposition in educational settings. Journal of Diversity in Higher Education, 14(3), 215-230
Google Scholar offers NO record nor does the journal as cited.
Journal of Diversity in Higher Education volume 14 issue 3https://psycnet.apa.org/PsycARTICLES/journal/dhe/14/3
begins at page 321 , there is no page 215 in that issue. the previous issue (#2) includes a page 215 but no relevant article.
The SAME apparent fake for
Nguyen, T., Robinson, K., & Clark, D. (2019). Educational disparities and dropout rates: The role of school climate for marginalized students. Urban Education, 54(6), 823-848
Did not see listed on Google Scholar AND
Urban Education volume 54 #6 https://journals.sagepub.com/toc/uexa/54/6 page 823 has NO article by those folks or title.
Phil Geis "apparently faked citations to support his bias" Would you treat as source some pure ideology driven soft science journals much more seriously than outright AI hallucinations? :D
I noticed that he posts AI generated slop with AI made up references a while ago. You aren't going to convince him, let some editor explain him why it's a bad idea...
Marcin Piotr Walkowiak
True, I'm sure he could find authentically published garbage as support. Suppose it's too much work.
Of course Joseph abandoned all discussion after the challenge. Not that confirmation was needed but failure to respond is telling. Wonder at the extent and history - just these posts? publications? academic history?
Phil Geis "Wonder at the extent and history - just these posts? publications? academic history?" You've seen his rare post that have not did not look like AI generated, so they give a hint on what's his level and explains why he relies on AI so much. Assuming that they have not been some completely unrepresentative sample, it's hard to build much of value with that. Also judging from how much effort has been put into keeping up appearances in conjunction cutting corners... his academic history is going to be interesting.
Yes - it is in his academic efforts.
His article Akomodi, J.O., 2025. In-depth analysis: The importance of instructional leadership in education. Open Journal of Leadership, 14(2), pp.177-193.
https://www.scirp.org/pdf/ojl2025142_12330662.pdf
I checked only two random references. BOTH appear to be fakes
1) Dempster, N., Evers, C., & Smith, D. (2021). Leading in a Crisis: The Role of School Leaders during COVID-19. Journal of Educational Administration, 59, 1-16.
Does not come up on Google Scholar either by title or be search for lead author Dempster and key term "covid"
AND
A search of Journal of Educational Administration volume 59 finds no such article https://www.emerald.com/jea/issue/59/1.
Pages 1-5 are an editorial "Systems thinking for excellence and equity: introduction to the special issue"
and 5-21 "Undoing systems of exclusion: exploring inclusive leadership and systems thinking in two inclusive elementary schools"
2) Grissom, J. A., & Loeb, S. (2011). Triangulating Principal Effectiveness: How Perspectives of Parents, Teachers, and Students Matter. Educational Evaluation and Policy Analysis, 33, 298-318.
appears the same thing - no Google scholar and not at journal TOC - not in volume 33 (that is actually year 2005 not 2011) and not 2011.
Phil Geis Non existent from its bibliography:
(at least not in this timeline :D )
Davis, S. H. (2016). The Impact of Diversity on Educational Leadership. Educational Leadership Review, 17, 33-47.
Dempster, N., Evers, C., & Smith, D. (2021). Leading in a Crisis: The Role of School Leaders during COVID-19. Journal of Educational Administration, 59, 1-16. [confirmed]
Gordon, A. (2015). The Impact of School Leadership on Student Engagement: A Review of the Literature. Educational Management Administration & Leadership, 43, 598-614.
Harris, A. (2011). Leading a Self-Improving School System. In T. Townsend (Ed.), International Handbook of Leadership for Learning (pp. 857-873). Springer. [wrong author, wrong place]
However, when I started to look deeper:
"Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How Leadership Influences Student Learning. The Wallace Foundation." - Exists.
It's used to make claim that:
One significant finding is that schools with strong instructional leadership experience a notable increase in student achievement, with a reported 21% improvement on standardized assessments (Leithwood, Louis, Anderson, & Wahlstrom, 2004).
Nevertheless, the original work does not make this claim...
So isn't the whole work a literature review of non-existent literature and made up claims attributed to some existing articles?
Marcin
Wonder if not only the references but the article itself is AI.
Ran the abstract through a few AI detection sites - reported 89-100% AI generated. I don't see how the article could authentic if the reference are not.
Joseph?
GPTZero AI Detection
Model 3.7b
We are highly confident this text was AI generated
Probability breakdown
100% AI generated
0% Mixed
0% Human
Open Journal of Leadership - AI policy
https://onlinelibrary.wiley.com/page/journal/1935262x/homepage/forauthors.html
Additionally, authors must explicitly state in the Title Page document whether or not Artificial Intelligence tools (e.g., Bard, ChaptGPT, etc) were used at any point in the manuscript development process.
- Badges
- Science topic