Implementing Develop Diverse

  • Identify 1-3 key stakeholders who should be your internal Develop Diverse project owners. Preferably, this takes place prior to the Success Planning call with your Customer Success Partner.
  • The people in your core team will be our contacts during our partnerships, and will be ones to receive updates from us.
  • Preferably, the core team takes part in Quarterly Business Reviews.

2. Have the first Success Planning call with your Customer Success Partner

  • Agree on a date for a 30-minute success planning meeting with our Customer Success Partner. An Account Executive from Develop Diverse will reach out to you.
  • During the success planning meeting, you will typically: 
    • Share your organisation’s goals with us,
    • Discuss the process flow involving Develop Diverse,
    • Discuss the practical setup of your account on the platform,
    • Schedule an onboarding session for all users,
    • Establish a timeline and next steps toward reaching your milestones,
    • Get answers to any more questions that may arise.

3. Decide the setup of your Develop Diverse account

  • The setup of your account should be discussed prior to the Onboarding of your organization. These are the main decisions to take into consideration:
  • Decide on the login process for your account. e.g., activation of Microsoft Single Sign-On.
  • Decide on users, and possible user groups ("Teams") in your organisation.
  • Decide on your "Collaboration" setting.
  • Decide on what the target score for your optimized texts should be. We recommend 90, but you can start out with 85 or 80. 

4. Take ownership of internal setup and best practices

  • Appoint internal ambassadors to improve user adoption and answer questions that come with software implementation.
    • Consider e.g., regional heads or team leads to establish the top-down approach. Leverage seniority to guide effective software implementation projects.
  • Create best practices for use of Develop Diverse in your organisation – such as reminders, links, or other ressources that can make the implementation process as easy as possible.
    • Our experience shows, that a reminder/link to Develop Diverse in your ATS will be a very helpful when it comes to the implementation. 
  • Introduce Develop Diverse to the initial team, and main stakeholders, e.g. C-Level executives. Explain to your team what the software is and why you believe it’s essential for them to use it.
    1. Words are not neutral, and we have unconscious emotional associations with terms. Develop Diverse helps you, e.g. as Talent Acquisition and Communication professionals, to overcome biases by analysing your job ads and suggesting an alternative, more inclusive language;
    2. By using Develop Diverse, you will gain valuable skills in inclusive communication as well as support DEIB (diversity, equity, inclusion and belonging) initiatives in your company;
    3. The software helps attract a more varied pool of applicants and create a more diverse workforce;

5. Set goals

  • Agree on when to use Develop Diverse. E.g., for the best and most effective implementation, we recommend that you use Develop Diverse for all job ads.
  • Encourage your team to use the software in all job ads and communications related to recruitment.
  • If relevant, draft a plan on how to roll out the use of the software to other teams and/or the whole organisation.
  • Remember, results come in many ways, and the success criteria are often organisation-specific.
    Don’t hesitate to contact your Customer Success Partner, if you need guidance or sparring. We consider your needs and offer analysis or goal-setting support.
  1. Increase the number of total applicants.
  2. Increase the number of total qualified applicants.
  3. Reduce the gender gap between the applicants.
  4. Decrease the percentage of unconscious bias in job postings.
  5. Increase the number of applicants from traditionally underrepresented groups.
  6. Meet the quota for job ads scanned by Develop Diverse.

 

6. Take part in an Onboarding Session

  • We recommend the Onboarding Session takes place within the first month of your contract start date. The session can be scheduled even if step 3-5 in this guide is not yet finalized.
  • During the meeting, we will introduce the concept of inclusive communication (30-60 minutes),
  • Show our platform (20 minutes),
  • Answer any questions the team members and hiring managers might have.

7. Provide continious guidance

8. Measure usage and results

  • Check the Insights page to ensure that using Develop Diverse is becoming routine and that you are on track with your goals.
  • Include Develop Diverse usage monitoring in monthly team meetings.
  • Share these results with your team to celebrate positive outcomes and identify areas for improvement.
  • If your contract includes impact reporting, start the data collection process five months after signing. 
  • Conduct an in-depth investigation of the effects of using Develop Diverse after 7-9 months of using the platform.

9. Provide feedback 

  • Share your experience, including any technical issues or language concerns. While logged in on the platform, use the chat!
  • If you cannot log in, write to support@developdiverse.com.

Remember – working with your own, and others’, unconscious biases can be a complex process.
Be patient, provide support and encouragement to your colleagues, and hopefully Develop Diverse can become an integral part of your work.

Research behind Develop Diverse

Our software is based on years of research into the impact of language on diversity and inclusion. Our team has reviewed and analysed numerous studies, and we’re confident that Develop Diverse is backed by sound, empirical evidence.

The agentic-communal model of advantage and disadvantage is the base of our solution. This model is critical when discussing inclusive language. Western societies value agentic traits more than communal values, which advantage demographics like men, white people, and younger professionals. In consequence, we associate them, and they self-identify with agentic traits. Women, marginalised ethnic groups, and older, neurodivergent or professionals with disabilities are disadvantaged. We associate them, and they self-identify with communal characteristics [1].

On the left examples of agentic words: ambitious, daring, competitive, decisive. On the right examples of communal words: caring, compassionate, harmonious, helpful.

Studies have shown that gender affects people’s evaluation disparately, affecting their work performance [2], potential [3], and likeability [4, 5, 6]. The agentic wording in job ads discourages women from applying, while the communal language has some tendential effect on male applicants [7, 8].

On the left examples of self-central values for younger people: energetic, fast-paced, quick learner. On the right examples of self-central calues for older people: mature, calm, acumen.

We associate the agentic/communal language differently with people based on age. The communal traits are more associated with older people [8], while the agentic qualities are more associated with and self-central to younger people [9, 10, 11]. Researchers have also found evidence of that distinction cross-culturally [12]. Agentic language can also discourage neurodivergent applicants and people with disabilities [12].

Finally, using language to target marginalised candidates does not erase stereotypes nor spread inclusivity. Quite the opposite – it can reinforce social stereotypes about the position you are recruiting for [5, 6, 13, 14].

We continuously research and use validation techniques such as behavioural studies and country and language-specific word embedding methods. Through such means, we ensure that the language used in our software is inclusive and effective.

[1] Rucker, D. D., Galinsky, A. D., & Magee, J. W. (2018). The Agentic–Communal Model of Advantage and Disadvantage: How Inequality Produces Similarities in the Psychology of Power, Social Class, Gender, and Race. In Advances in Experimental Social Psychology (pp. 71–125). Elsevier BV. https://doi.org/10.1016/bs.aesp.2018.04.001

[2] Akos, P., & Kretchmar, J. (2016). Gender and Ethnic bias in Letters of Recommendation: Considerations for School Counselors. Professional School Counseling, 20(1), 1096-20.1. https://doi.org/10.5330/1096-2409-20.1.102

[3] Madera, J. M., Hebl, M. R., & Martin, R. C. (2009). Gender and letters of recommendation for academia: Agentic and communal differences. Journal of Applied Psychology, 94(6), 1591–1599. https://doi.org/10.1037/a0016539

[4] Koenig, A., & Eagly, A. H. (2005). Stereotype Threat in Men on a Test of Social Sensitivity. Sex Roles, 52(7–8), 489–496. https://doi.org/10.1007/s11199-005-3714-x

[5] Heilman, M. E., Wallen, A. S., Fuchs, D., & Tamkins, M. M. (2004). Penalties for Success: Reactions to Women Who Succeed at Male Gender-Typed Tasks. Journal of Applied Psychology, 89(3), 416–427. https://doi.org/10.1037/0021-9010.89.3.416

[6] Schneider, A. K., Tinsley, C. H., Cheldelin, S., & Amanatullah, E. T. (2010). Likeability v. Competence: The Impossible Choice Faced by Female Politicians, Attenuated by Lawyers. Duke Journal of Gender Law & Policy, 17(2), 363–384. https://scholarship.law.duke.edu/cgi/viewcontent.cgi?article=1179&context=djglp

[7] Gaucher, D., Friesen, J. P., & Kay, A. C. (2011). Evidence that gendered wording in job advertisements exists and sustains gender inequality. Journal of Personality and Social Psychology, 101(1), 109–128. https://doi.org/10.1037/a0022530

[8] Gebauer, J. E., Wagner, J., Sedikides, C., & Neberich, W. (2013). Agency-Communion and Self-Esteem Relations Are Moderated by Culture, Religiosity, Age, and Sex: Evidence for the “Self-Centrality Breeds Self-Enhancement” Principle. Journal of Personality, 81(3), 261–275. https://doi.org/10.1111/j.1467-6494.2012.00807.x

[9] Posthuma, R. A., & Campion, M. A. (2009). Age Stereotypes in the Workplace: Common Stereotypes, Moderators, and Future Research Directions†. Journal of Management, 35(1), 158–188. https://doi.org/10.1177/0149206308318617

[10] Kite, M. E., Stockdale, G. D., Whitley, B. E., & Johnson, B. T. (2005). Attitudes Toward Younger and Older Adults: An Updated Meta-Analytic Review. Journal of Social Issues, 61(2), 241–266. https://doi.org/10.1111/j.1540-4560.2005.00404.x

[11] Ali, H., & Davies, D. R. (2003). The effects of age, sex and tenure on the job performance of rubber tappers. Journal of Occupational and Organizational Psychology, 76(3), 381–391. https://doi.org/10.1348/096317903769647238

[12] Boduroglu, A., Yoon, C., Luo, T., & Park, D. C. (2006). Age-Related Stereotypes: A Comparison of American and Chinese Cultures. Gerontology, 52(5), 324–333. https://doi.org/10.1159/000094614

[13] Bavishi, A., Madera, J. M., & Hebl, M. R. (2010). The effect of professor ethnicity and gender on student evaluations: Judged before met. Journal of Diversity in Higher Education, 3(4), 245–256. https://doi.org/10.1037/a0020763

[14] Hester, N., Payne, K. B., Brown-Iannuzzi, J. L., & Gray, K. (2020). On Intersectionality: How Complex Patterns of Discrimination Can Emerge From Simple Stereotypes. Psychological Science, 31(8), 1013–1024. https://doi.org/10.1177/0956797620929979

Balandin, S., Crosbie, J., Zammit, J., & Williams, G. (2018). Employer engagement in disability employment: A missing link for small to medium organisations – a review of the literature. Journal of Vocational Rehabilitation, 48(3), 417–431.https://doi.org/10.3233/jvr-180949

Fraser, R. J., Johnson, K. L., Hebert, J., Ajzen, I., Copeland, J., Brown, P. A., & Chan, F. (2010). Understanding Employers’ Hiring Intentions in Relation to Qualified Workers with Disabilities: Preliminary Findings. Journal of Occupational Rehabilitation, 20(4), 420–426. https://doi.org/10.1007/s10926-009-9220-1

Harder, J. A., Keller, V. N., & Chopik, W. J. (2019). Demographic, Experiential, and Temporal Variation in Ableism. Journal of Social Issues, 75(3), 683–706. https://doi.org/10.1111/josi.12341

Ju, S. Y., Roberts, E. M., & Zhang, D. (2013). Employer attitudes toward workers with disabilities: A review of research in the past decade. Journal of Vocational Rehabilitation, 38(2), 113–123. https://doi.org/10.3233/jvr-130625

Maass, A., D’Ettole, C., & Cadinu, M. R. (2008). Checkmate? The role of gender stereotypes in the ultimate intellectual sport. European Journal of Social Psychology, 38(2), 231–245. https://doi.org/10.1002/ejsp.440

Mahalik, J. R., Morray, E. B., Coonerty-Femiano, A., Ludlow, L. H., Slattery, S. M., & Smiler, A. P. (2005). Development of the Conformity to Feminine Norms Inventory. Sex Roles, 52(7–8), 417–435. https://doi.org/10.1007/s11199-005-3709-7

Patton, E. (2019). Autism, attributions and accommodations. Personnel Review, 48(4), 915–934. https://doi.org/10.1108/pr-04-2018-0116

Pavelko, R. L., & Myrick, J. G. (2015). That’s so OCD: The effects of disease trivialisation via social media on user perceptions and impression formation. Computers in Human Behavior, 49, 251–258. https://doi.org/10.1016/j.chb.2015.02.061

Rudman, L. A., & Phelan, J. E. (2010). The Effect of Priming Gender Roles on Women’s Implicit Gender Beliefs and Career Aspirations. Social Psychology, 41(3), 192–202. https://doi.org/10.1027/1864-9335/a000027

Steele, D. (2018, February 14). Crazy talk: The language of mental illness stigma. The Guardian. https://www.theguardian.com/science/brain-flapping/2012/sep/06/crazy-talk-language-mental-illness-stigma

Steele, J. L., & Ambady, N. (2006). “Math is Hard!” The effect of gender priming on women’s attitudes. Journal of Experimental Social Psychology, 42(4), 428–436. https://doi.org/10.1016/j.jesp.2005.06.003

Trauth, E. M., Cain, C. C., Joshi, K., Kvasny, L., & Booth, K. M. (2016). The Influence of Gender-Ethnic Intersectionality on Gender Stereotypes about IT Skills and Knowledge. Data Base, 47(3), 9–39. https://doi.org/10.1145/2980783.2980785

Vilchinsky, N., Werner, S., & Findler, L. (2010). Gender and Attitudes Toward People Using Wheelchairs: A Multidimensional Perspective. Rehabilitation Counseling Bulletin, 53(3), 163–174. https://doi.org/10.1177/0034355209361207

Wilding, M. W. (2018, November 14). I’m a professor of human behavior, and I have some news for you about the “narcissists” in your life. Business Insider. https://www.businessinsider.in/strategy/im-a-professor-of-human-behavior-and-i-have-some-news-for-you-about-the-narcissists-in-your-life/articleshow/66626129.cms

Wille, L., & Derous, E. (2017). Getting the Words Right: When Wording of Job Ads Affects Ethnic Minorities’ Application Decisions. Management Communication Quarterly, 31(4), 533–558. https://doi.org/10.1177/0893318917699885

We’re excited to have you on board and committed to helping you and your team succeed. If you have any questions or concerns, please don’t hesitate to contact our support team.

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We keep you updated with news and helpful tips about how to create an inclusive culture. 

Implementation Guide

For Project Owners & Admins

The new software implementation process can be challenging. To make the initial process as smooth as possible, we created this page with the resources and knowledge you need to implement Develop Diverse in your work with good results.

Why Develop Diverse

  • Attracting a diverse pool of candidates, as well as having an inclusive company brand, is critical to building a more inclusive and innovative workforce. That’s where Develop Diverse comes in. Our software helps you craft non-biased job ads and 1:many communication materials and content – making your text content more inclusive, resulting in more applicants from diverse backgrounds.

  • Our software helps your team craft non-biased job ads and employer branding content, resulting in more applicants from diverse backgrounds as well as an inclusive company brand.

  • Additionally, the software can spark internal discussions to raise awareness of biases and foster a more inclusive workplace culture.

     

Implementing Develop Diverse

  • Our software implementation strategy is designed to make the process as smooth and painless as possible, with dedicated support from our team to ensure that you get the most out of Develop Diverse. 
  • Follow these steps to make using our software a daily routine for your team.


    1. Identify your core team

  • Identify 1-3 key stakeholders who should be your internal Develop Diverse project owners. Preferably, this takes place prior to the Success Planning call with your Customer Success Partner.
  • The people in your core team will be our contacts during our partnerships, and will be ones to receive updates from us.
  • Preferably, the core team takes part in Quarterly Business Reviews.

2. Have the first Success Planning call with your Customer Success Partner

  • Agree on a date for a 30-minute success planning meeting with our Customer Success Partner. An Account Executive from Develop Diverse will reach out to you.
  • During the success planning meeting, you will typically: 
    • Share your organisation’s goals with us,
    • Discuss the process flow involving Develop Diverse,
    • Discuss the practical setup of your account on the platform,
    • Schedule an onboarding session for all users,
    • Establish a timeline and next steps toward reaching your milestones,
    • Get answers to any more questions that may arise.

3. Decide the setup of your Develop Diverse account

  • The setup of your account should be discussed prior to the Onboarding of your organization. These are the main decisions to take into consideration:
  • Decide on the login process for your account. e.g., activation of Microsoft Single Sign-On.
  • Decide on users, and possible user groups ("Teams") in your organisation.
  • Decide on your "Collaboration" setting.
  • Decide on what the target score for your optimized texts should be. We recommend 90, but you can start out with 85 or 80. 

4. Take ownership of internal setup and best practices

  • Appoint internal ambassadors to improve user adoption and answer questions that come with software implementation.
    • Consider e.g., regional heads or team leads to establish the top-down approach. Leverage seniority to guide effective software implementation projects.
  • Create best practices for use of Develop Diverse in your organisation – such as reminders, links, or other ressources that can make the implementation process as easy as possible.
    • Our experience shows, that a reminder/link to Develop Diverse in your ATS will be a very helpful when it comes to the implementation. 
  • Introduce Develop Diverse to the initial team, and main stakeholders, e.g. C-Level executives. Explain to your team what the software is and why you believe it’s essential for them to use it.
    1. Words are not neutral, and we have unconscious emotional associations with terms. Develop Diverse helps you, e.g. as Talent Acquisition and Communication professionals, to overcome biases by analysing your job ads and suggesting an alternative, more inclusive language;
    2. By using Develop Diverse, you will gain valuable skills in inclusive communication as well as support DEIB (diversity, equity, inclusion and belonging) initiatives in your company;
    3. The software helps attract a more varied pool of applicants and create a more diverse workforce;

5. Set goals

  • Agree on when to use Develop Diverse. E.g., for the best and most effective implementation, we recommend that you use Develop Diverse for all job ads.
  • Encourage your team to use the software in all job ads and communications related to recruitment.
  • If relevant, draft a plan on how to roll out the use of the software to other teams and/or the whole organisation.
  • Remember, results come in many ways, and the success criteria are often organisation-specific.
    Don’t hesitate to contact your Customer Success Partner, if you need guidance or sparring. We consider your needs and offer analysis or goal-setting support.
  1. Increase the number of total applicants.
  2. Increase the number of total qualified applicants.
  3. Reduce the gender gap between the applicants.
  4. Decrease the percentage of unconscious bias in job postings.
  5. Increase the number of applicants from traditionally underrepresented groups.
  6. Meet the quota for job ads scanned by Develop Diverse.

 

6. Take part in an Onboarding Session

  • We recommend the Onboarding Session takes place within the first month of your contract start date. The session can be scheduled even if step 3-5 in this guide is not yet finalized.
  • During the meeting, we will introduce the concept of inclusive communication (30-60 minutes),
  • Show our platform (20 minutes),
  • Answer any questions the team members and hiring managers might have.

7. Provide continious guidance

8. Measure usage and results

  • Check the Insights page to ensure that using Develop Diverse is becoming routine and that you are on track with your goals.
  • Include Develop Diverse usage monitoring in monthly team meetings.
  • Share these results with your team to celebrate positive outcomes and identify areas for improvement.
  • If your contract includes impact reporting, start the data collection process five months after signing. 
  • Conduct an in-depth investigation of the effects of using Develop Diverse after 7-9 months of using the platform.

9. Provide feedback 

  • Share your experience, including any technical issues or language concerns. While logged in on the platform, use the chat!
  • If you cannot log in, write to support@developdiverse.com.

Remember – working with your own, and others’, unconscious biases can be a complex process.
Be patient, provide support and encouragement to your colleagues, and hopefully Develop Diverse can become an integral part of your work.

Research behind Develop Diverse

Our software is based on years of research into the impact of language on diversity and inclusion. Our team has reviewed and analysed numerous studies, and we’re confident that Develop Diverse is backed by sound, empirical evidence.

The agentic-communal model of advantage and disadvantage is the base of our solution. This model is critical when discussing inclusive language. Western societies value agentic traits more than communal values, which advantage demographics like men, white people, and younger professionals. In consequence, we associate them, and they self-identify with agentic traits. Women, marginalised ethnic groups, and older, neurodivergent or professionals with disabilities are disadvantaged. We associate them, and they self-identify with communal characteristics [1].

On the left examples of agentic words: ambitious, daring, competitive, decisive. On the right examples of communal words: caring, compassionate, harmonious, helpful.

Studies have shown that gender affects people’s evaluation disparately, affecting their work performance [2], potential [3], and likeability [4, 5, 6]. The agentic wording in job ads discourages women from applying, while the communal language has some tendential effect on male applicants [7, 8].

On the left examples of self-central values for younger people: energetic, fast-paced, quick learner. On the right examples of self-central calues for older people: mature, calm, acumen.

We associate the agentic/communal language differently with people based on age. The communal traits are more associated with older people [8], while the agentic qualities are more associated with and self-central to younger people [9, 10, 11]. Researchers have also found evidence of that distinction cross-culturally [12]. Agentic language can also discourage neurodivergent applicants and people with disabilities [12].

Finally, using language to target marginalised candidates does not erase stereotypes nor spread inclusivity. Quite the opposite – it can reinforce social stereotypes about the position you are recruiting for [5, 6, 13, 14].

We continuously research and use validation techniques such as behavioural studies and country and language-specific word embedding methods. Through such means, we ensure that the language used in our software is inclusive and effective.

[1] Rucker, D. D., Galinsky, A. D., & Magee, J. W. (2018). The Agentic–Communal Model of Advantage and Disadvantage: How Inequality Produces Similarities in the Psychology of Power, Social Class, Gender, and Race. In Advances in Experimental Social Psychology (pp. 71–125). Elsevier BV. https://doi.org/10.1016/bs.aesp.2018.04.001

[2] Akos, P., & Kretchmar, J. (2016). Gender and Ethnic bias in Letters of Recommendation: Considerations for School Counselors. Professional School Counseling, 20(1), 1096-20.1. https://doi.org/10.5330/1096-2409-20.1.102

[3] Madera, J. M., Hebl, M. R., & Martin, R. C. (2009). Gender and letters of recommendation for academia: Agentic and communal differences. Journal of Applied Psychology, 94(6), 1591–1599. https://doi.org/10.1037/a0016539

[4] Koenig, A., & Eagly, A. H. (2005). Stereotype Threat in Men on a Test of Social Sensitivity. Sex Roles, 52(7–8), 489–496. https://doi.org/10.1007/s11199-005-3714-x

[5] Heilman, M. E., Wallen, A. S., Fuchs, D., & Tamkins, M. M. (2004). Penalties for Success: Reactions to Women Who Succeed at Male Gender-Typed Tasks. Journal of Applied Psychology, 89(3), 416–427. https://doi.org/10.1037/0021-9010.89.3.416

[6] Schneider, A. K., Tinsley, C. H., Cheldelin, S., & Amanatullah, E. T. (2010). Likeability v. Competence: The Impossible Choice Faced by Female Politicians, Attenuated by Lawyers. Duke Journal of Gender Law & Policy, 17(2), 363–384. https://scholarship.law.duke.edu/cgi/viewcontent.cgi?article=1179&context=djglp

[7] Gaucher, D., Friesen, J. P., & Kay, A. C. (2011). Evidence that gendered wording in job advertisements exists and sustains gender inequality. Journal of Personality and Social Psychology, 101(1), 109–128. https://doi.org/10.1037/a0022530

[8] Gebauer, J. E., Wagner, J., Sedikides, C., & Neberich, W. (2013). Agency-Communion and Self-Esteem Relations Are Moderated by Culture, Religiosity, Age, and Sex: Evidence for the “Self-Centrality Breeds Self-Enhancement” Principle. Journal of Personality, 81(3), 261–275. https://doi.org/10.1111/j.1467-6494.2012.00807.x

[9] Posthuma, R. A., & Campion, M. A. (2009). Age Stereotypes in the Workplace: Common Stereotypes, Moderators, and Future Research Directions†. Journal of Management, 35(1), 158–188. https://doi.org/10.1177/0149206308318617

[10] Kite, M. E., Stockdale, G. D., Whitley, B. E., & Johnson, B. T. (2005). Attitudes Toward Younger and Older Adults: An Updated Meta-Analytic Review. Journal of Social Issues, 61(2), 241–266. https://doi.org/10.1111/j.1540-4560.2005.00404.x

[11] Ali, H., & Davies, D. R. (2003). The effects of age, sex and tenure on the job performance of rubber tappers. Journal of Occupational and Organizational Psychology, 76(3), 381–391. https://doi.org/10.1348/096317903769647238

[12] Boduroglu, A., Yoon, C., Luo, T., & Park, D. C. (2006). Age-Related Stereotypes: A Comparison of American and Chinese Cultures. Gerontology, 52(5), 324–333. https://doi.org/10.1159/000094614

[13] Bavishi, A., Madera, J. M., & Hebl, M. R. (2010). The effect of professor ethnicity and gender on student evaluations: Judged before met. Journal of Diversity in Higher Education, 3(4), 245–256. https://doi.org/10.1037/a0020763

[14] Hester, N., Payne, K. B., Brown-Iannuzzi, J. L., & Gray, K. (2020). On Intersectionality: How Complex Patterns of Discrimination Can Emerge From Simple Stereotypes. Psychological Science, 31(8), 1013–1024. https://doi.org/10.1177/0956797620929979

Balandin, S., Crosbie, J., Zammit, J., & Williams, G. (2018). Employer engagement in disability employment: A missing link for small to medium organisations – a review of the literature. Journal of Vocational Rehabilitation, 48(3), 417–431.https://doi.org/10.3233/jvr-180949

Fraser, R. J., Johnson, K. L., Hebert, J., Ajzen, I., Copeland, J., Brown, P. A., & Chan, F. (2010). Understanding Employers’ Hiring Intentions in Relation to Qualified Workers with Disabilities: Preliminary Findings. Journal of Occupational Rehabilitation, 20(4), 420–426. https://doi.org/10.1007/s10926-009-9220-1

Harder, J. A., Keller, V. N., & Chopik, W. J. (2019). Demographic, Experiential, and Temporal Variation in Ableism. Journal of Social Issues, 75(3), 683–706. https://doi.org/10.1111/josi.12341

Ju, S. Y., Roberts, E. M., & Zhang, D. (2013). Employer attitudes toward workers with disabilities: A review of research in the past decade. Journal of Vocational Rehabilitation, 38(2), 113–123. https://doi.org/10.3233/jvr-130625

Maass, A., D’Ettole, C., & Cadinu, M. R. (2008). Checkmate? The role of gender stereotypes in the ultimate intellectual sport. European Journal of Social Psychology, 38(2), 231–245. https://doi.org/10.1002/ejsp.440

Mahalik, J. R., Morray, E. B., Coonerty-Femiano, A., Ludlow, L. H., Slattery, S. M., & Smiler, A. P. (2005). Development of the Conformity to Feminine Norms Inventory. Sex Roles, 52(7–8), 417–435. https://doi.org/10.1007/s11199-005-3709-7

Patton, E. (2019). Autism, attributions and accommodations. Personnel Review, 48(4), 915–934. https://doi.org/10.1108/pr-04-2018-0116

Pavelko, R. L., & Myrick, J. G. (2015). That’s so OCD: The effects of disease trivialisation via social media on user perceptions and impression formation. Computers in Human Behavior, 49, 251–258. https://doi.org/10.1016/j.chb.2015.02.061

Rudman, L. A., & Phelan, J. E. (2010). The Effect of Priming Gender Roles on Women’s Implicit Gender Beliefs and Career Aspirations. Social Psychology, 41(3), 192–202. https://doi.org/10.1027/1864-9335/a000027

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