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All Journal JABE (Journal of Accounting and Business Education) EMPIRISMA: JURNAL PEMIKIRAN DAN KEBUDAYAAN ISLAM
Fawale, Afiss Adebayo
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Religion Arts Humanities Economics, Econometrics & Finance Education Social Sciences

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Breaking Barriers: The Power of Diversity Tactics in Dismantling Classism from a Religious Perspective Adeoye, Moses Adeleke; Abdulrazak, Mohammed; Fawale, Afiss Adebayo
Empirisma: Jurnal Pemikiran dan Kebudayaan Islam Vol. 34 No. 1 (2025): Empirisma: Jurnal Pemikiran dan Kebudayaan Islam
Publisher : Prodi Studi Agama-agama Fakultas Ushuluddin dan Dakwah IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/empirisma.v34i1.2030

Abstract

This study investigates the role of diversity tactics in dismantling classism, emphasizing the intersection between inclusive practices and social change. The objective is to examine how diversity initiatives, particularly those rooted in religious values of justice, compassion, and social responsibility, can challenge systemic class hierarchies. Methodologically, this research employs discourse analysis to critically assess existing literature on classism, its impact on marginalized communities, and the socioeconomic factors that sustain systemic inequities. The study explores diversity strategies implemented in educational institutions, corporate environments, and community organizations, integrating religious perspectives to highlight ethical imperatives for social equity. The findings reveal that initiatives such as affirmative action, equitable hiring practices, and community engagement effectively disrupt entrenched class structures. However, challenges such as tokenism, backlash, and resistance from dominant groups hinder their full implementation. The research underscores the necessity of adopting an intersectional approach, acknowledging how race, gender, and other social identities interact with class to create unique barriers. Religious teachings on economic justice, charity, and solidarity further reinforce the moral obligation to address class disparities. Theoretically, this study contributes to discussions on social equity by bridging diversity tactics with faith-based ethical principles, demonstrating how religious frameworks can enhance and legitimize efforts to combat classism. It calls for collaboration among policymakers, educators, faith leaders, and community advocates to foster environments where equitable access to opportunities and resources is recognized as a shared moral and social responsibility.
Alleviating Financial Accounting Anxiety to Improve Academic Performance among Business Education Students in Colleges of Education in Nigeria Aliyu, Mustapha Olanrewaju; Aisha, Aliyu; Aluko, Kudirat A.; Fawale, Afiss Adebayo
JABE (JOURNAL OF ACCOUNTING AND BUSINESS EDUCATION) Volume 10, Issue 3, March 2026
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jabe.v10i3.65266

Abstract

Despite its significance, a significant proportion of students encounter challenges when engaging with coursework involving calculations. As a result, the study examines the perceived influence of Financial Accounting Anxiety on the academic performance of business education students in colleges of education in Kwara State, Nigeria. The population comprised students across three (3) State-owned Colleges of Education, totalling 1,016, and the sample size was determined using Krejcie and Morgan's (1970) method, yielding 279. However, convenience sampling was used to distribute the questionnaire to relevant students. The data were obtained using a Google Forms questionnaire shared via WhatsApp among students. Descriptive and inferential statistical methods were employed to understand the data. A significant relationship was found between complex accounting standards and students' academic performance (R² = 0.126; P < 0.001). Meanwhile, no significant effect of low self-efficacy on academic performance (R² = 0.001; P = 0.965). An emotional response was found to be equally significantly related to the students’ academic performance (R² = 0.004; P = 0.778). Finally, poor study habits were found to influence academic performance (R² = 0.019; P = 0.153). The inherent involvement in accounting principles and standards often creates barriers to comprehension, thereby affecting students' ability to perform effectively in financial accounting courses. This suggests that the design and delivery of accounting curricula need to consider the cognitive load imposed by these standards and how they may exacerbate academic challenges for some students. Facilitators should endeavour to break down complex accounting methods into smaller, more digestible modules.
Co-Authors Abdulrazak, Mohammed Adeoye, Moses Adeleke Aisha, Aliyu Aliyu, Mustapha Olanrewaju Aluko, Kudirat A.