Perspectives of Diversity Paper Discuss the concept of diversity See the two perspectives of diversity below, based on your discussion, encountered in the workplace.
Howard Schools that experience rapid demographic shifts can meet the challenge by implementing five phases of professional development. Many school districts nationwide are experiencing rapid growth in the number of students of color, culturally and linguistically diverse students, and students from low-income families.
From my work with education leaders in some of these diversity-enhanced school districts, I know they are places of vibrant opportunity—places that call us to meaningful and exciting work.
The Need for Growth All Diversity and identity based on perspective not well, however, in these rapidly transitioning schools. In a high school outside Washington, D. It only started getting better when I finally figured out that I had to reexamine everything I was doing.
Continuing with business as usual will mean failure or mediocrity for too many of our students, as the data related to racial, cultural, linguistic, and economic achievement gaps demonstrate National Center for Education Statistics, Rapidly changing demographics demand that we engage in a vigorous, ongoing, and systemic process of professional development to prepare all educators in the school to function effectively in a highly diverse environment.
Many education leaders in diversity-enhanced schools are moving beyond blame and befuddlement and working to transform themselves and their schools to serve all their students well. From observing and collaborating with them, I have learned that this transformative work proceeds best in five phases: Building Trust Ninety percent of U.
Thus, many white educators simply have not acquired the experiential and education background that would prepare them for the growing diversity of their students Ladson-Billings, ; Vavrus, The first priority in the trust phase is to acknowledge this challenge in a positive, inclusive, and honest way.
School leaders should base initial discussions on the following assumptions: Inequities in diverse schools are not, for the most part, a function of intentional discrimination. Educators of all racial and cultural groups need to develop new competencies and pedagogies to successfully engage our changing populations.
White teachers have their own cultural connections and unique personal narratives that are legitimate aspects of the overall mix of school diversity. School leaders should also model for their colleagues inclusive and nonjudgmental discussion, reflection, and engagement strategies that teachers can use to establish positive learning communities in their classrooms.
For example, school leaders in the Apple Valley Unified School District in Southern California, where racial, cultural, and linguistic diversity is rapidly increasing, have invested considerable time and resources in creating a climate of openness and trust.
They recently implemented four days of intensive work with teams from each school, including principals, teacher leaders, union representatives, parents, clergy, business leaders, and community activists from the NAACP and other organizations.
One essential outcome in this initial phase of the conversation is to establish that racial, cultural, and economic differences are real—and that they make a difference in education outcomes.
Engaging Personal Culture Change has to start with educators before it can realistically begin to take place with students. Young people, particularly those from historically marginalized groups, have sensitive antennae for authenticity.
I recently asked a group of racially and culturally diverse high school students to name the teachers in their school who really cared about them, respected them, and enjoyed getting to know them as people. Forty students pooling their answers could name only 10 teachers from a faculty ofwhich may be one reason this high school has a 50 percent dropout rate for students of color.
This research suggests that the capacity of adults in the school to form trusting relationships with and supportive learning environments for their students can greatly influence achievement outcomes.
Leaders in the Metropolitan School District of Lawrence Township, outside Indianapolis, have taken this perspective seriously.
|Social identity theory - Wikipedia||A failure to develop a balanced perspective between person focus and systems focus can result in false attribution of the problem. A failure to develop a balanced perspective between person focus and system focus can result in an ineff ective and inaccurate treatment plan that is potentially harmful to the client.|
|Related BrainMass Content||Advertisement In Brief Decades of research by organizational scientists, psychologists, sociologists, economists and demographers show that socially diverse groups that is, those with a diversity of race, ethnicity, gender and sexual orientation are more innovative than homogeneous groups. It seems obvious that a group of people with diverse individual expertise would be better than a homogeneous group at solving complex, nonroutine problems.|
|Related Posts||Nowadays people seeing the issues of diversity not as a thread, but a reason to respect each other.|
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Clear data showed gaps among ethnic groups in achievement, participation in higher-level courses, discipline referrals, and dropout rates. In response, district teachers and administrators engaged in a vigorous and ongoing process of self-examination and personal growth related to cultural competence.
Central-office and building administrators started with themselves. Confronting Social Dominance and Social Justice When we look at school outcome data, the history of racism, classism, and exclusion in the United States stares us in the face.
Systems of privilege and preference often create enclaves of exclusivity in schools, in which certain demographic groups are served well while others languish in failure or mediocrity.As Diversity Grows, So Must We. Gary R. Howard. From the perspective of the school superintendent, “This is a conversation our community is not used to having, so we had to build a positive climate before moving to the harder questions of action.” East Ramapo's broad-based diversity initiative has engaged all groups and.
Super Diversity, Multiple Identities and Place PowerPoint presentation of the main ideas The following PowerPoint presentation will provide you with an overview of the main ideas of this topic. Download this presentation in pdf format.
Find out more! This paper focuses on the growing diversity and multiple identities existing in cities nowadays and on how. Real or perceived differences among people in race, ethnicity, sex, age, physical and mental ability, sexual orientation, religion, work and family status, weight and appearance, and other identity-based attributes that affect their interactions and relationships.
Simply adding social diversity to a group makes people believe that differences of perspective might exist among them and that belief makes people change their behavior.
Diversity Identity Management: An Organizational Perspective ferences between individuals based on gender, race, eth-nicity, and disabilities (Gilbert and Stead ; Point and take an organizational perspective to address diversity identity management.
To the best of our knowledge, there is. Ch. 4 Managing Diversity Define workplace diversity and explain why managing it is so important Describe the changing workplaces in the United States and around the world Explain the different types of diversity found in workplaces Discuss the challenges managers face in managing diversity Describe various workplace diversity management initiatives.