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Goyer, J. P., Cohen, G. L., Cook, J. E., Master, A., Apfel, N., Lee, W. et al. (2019). Targeted Identity-Safety Interventions Cause Lasting Reductions in Discipline Citations among Negatively Stereotyped Boys. Journal of Personality and Social Psychology, 117, 229-259.
https://doi.org/10.1037/pspa0000152

has been cited by the following article:

• TITLE: The Effects of Diversity, Equity, and Inclusion (DEI) Policies on Fairness and Efficiency in Education and Government

  AUTHORS: Shawn Tang

  KEYWORDS: Diversity, Equity, Inclusion, Fairness, Institutional Performance, Mathematical Fairness Theory, Education, Government

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.11, November 21, 2025

  ABSTRACT: Diversity, Equity, and Inclusion (DEI) policies have become central to many educational, corporate, and even government institutions, yet many argue that they give an unfair advantage to certain groups, leading to the elimination of DEI programs from the US government and institutions across the US. This study investigates the impact of DEI initiatives on fairness and institutional performance through a comparative review of seven peer-reviewed studies. Using a mathematical fairness theory (Dwork et al., 2011; Kleinberg et al., 2016), this study provides recommendations for implementing DEI policies that can improve institutional performance while ensuring fairness.