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ASSIGNMENT: SOCIOLOGY

REPORT ON WORKING WITH CULTURAL DIVERSITY

SUBMITTED TO

SIR SHAHID OMER GONDAL

SUBMITTED BY

IRAM FATIMA GULZAR, 006


USMAN AHMED, 12

BBA-5
CIIT/LHR

DATE: / /
DEDICATION

We dedicate our hardworking efforts to our worthy Parents


who gave us the gigantic support in achieving our goals, in one
way or the other. We also dedicate our work to our honorable
Sir Shahid who gave us the opportunity to utilize our efforts.

Thank you.
ACKNOWLEDGMENT

We are THANKFUL to our worthy teacher Sir Shahid Gondal, who

provided us with the opportunity to work on one of the most interesting

and practical topic prevailing in the surroundings. This project of report

has given us a gigantic know how of the issues present in our society and

enable us to look at the issued with an eye of solution seeking.

We are really Thankful to you Sir!

We also Thank ALLAH Almighty for giving us the capability to work with zeal
and enthusiasm.

Last but not least, we Thank our Parents for being always their to support in
both knowledge seeking and knowledge gaining opportunities.

“WE THANK YOU ALL”


Letter of Transmittal

TO: Sir Shahid Omer Gondal

FROM: Iram Fatima Gulzar, 06


Usman Ahmed, 12

DATE: May, 2008

Subject: Impact of Cultural Diversity in Society and Organization

As explained in our conversation with our worthy teacher Sir Shahid, I am


directed to analyze and report on the impact of cultural diversity in working
conditions as well as in the society. Being a reputed member of the society, we
have the awareness of the effects of cultural diversity in the society. As far as
the organizational point of view is concerned, we will analyze the merits and
demerits of diversity through data collection.

Here is the report YOU directed me to prepare on May 2008.

You will clearly refer the factors of diversity, its impact with various ways to
overcome problem easily.

This has been a most interesting project. We’ll be pleased to discuss it with
you, at your request.

REGARDS,
PREFACE

We all have heard that the society has made substantial progress in dealing
with diversity. However, with the recent problems surfacing in the different
services, I have to question this progress. Why do we continue to have these
problems? Personally, I feel there is lack of training. A two hour class on
cultural diversity isn’t enough to get rid of the root cause of these problems.

Though this report only scratches the surface of the diversity issue in society
and organization, the report made me examine my own feelings and attitudes
and recognizes where areas I can learn more and make changes. I hope this
report will encourage others to do the same-

I’d like to Thanks my Faculty Advisor, Sir Shahid Gondal. He planted the seed
for this report and provided insight feedback and research guidance
throughout.
ABSTRACT

Many scholars define diversity in terms of human differences that play an


important role in the culture and operation of organizations. The culture of an
organization includes the customs, assumptions, beliefs, values, rules, norms,
practices, arts and skills.

The dimensions of diversity in organizations include:

• Age
• Educational background
• Ethnicity
• Family status
• Gender
• Income
• Military experience
• National, regional or other geographical areas of origin
• Ownership of property and assets
• Physical and mental ability
• Race
• Social class
• Spiritual practice
• Work experience

Often, a culturally diverse youth/family coalition is viewed in the negative


sense, rather than the positive. It is easy to identify the inherent obstacles and
barriers associated with differences in religion, class, age, disability, veteran
status, region of origination, educational level or even paid employees versus
volunteer staff.

The first phase of making the most of diversity is to make a concerted effort to
become aware of what dimensions of cultural diversity exist within an
organization. Acknowledging there are differences between individuals and
groups of people is an important initial phase.
When conflicts, ill feelings or stressful situations arise due to the sub-cultures
involved, it is because of "differences." The second phase of making the most of
diversity is for people to talk about their cultural differences. Two things must
be remembered concerning cultural diversity:

• People should remember it is difficult to address cultural differences


without resorting to stereotypes. In the purest form, there is no such
thing as a stereotype. No person is exactly like another person and no
individual is a clone of another member of a group.
• As diversity in an organization grows, so does the complexity of
communication and the necessity to spend greater effort developing
improved communication skills.

Awareness and discussion can cause a clearer picture of cultural diversity.


Appreciation and understanding of cultural diversity means not just tolerating
differences among individuals or groups, but supporting and nurturing them. A
variety of ideas, talents, skills and knowledge is a desirable attribute to any
youth or family coalition.

Providing a supporting and nurturing environment enhances other goals of the


coalition by exposing group members to new issues, ideas, information and
cultures. Diversity creates opportunities for character development by teaching
tolerance and respect for people and by encouraging concern for equity. A
culturally- diverse coalition that values and nurtures people from all
backgrounds is worthy of active participation. Such an organization will flourish
and perpetuate.

There may be resistance to disturbing the status quo, but it is no excuse for
avoiding change.

Attention to cultural diversity may be the necessary catalyst for making things
happens. Coalitions of youth or family agencies that strive to address specific
community needs and issues have no chance of success, or even continued
existence, unless they mirror, understand and make the most of their
community's cultural diversity.

Impact on society will also be in notification once clearly identified.


INTRODUCTION

Culturally Diverse Coalitions

Diversity is defined in terms of human differences that play an important role


in the culture and operation of organizations. The culture of an organization
includes the customs, assumptions, beliefs, values, rules, norms, practices, arts
and skills that define and guide members about:

• The reasons for existence of the organization.


• How its "work" is to be done.
• The rules for membership.
• How to relate to others in the organization and to those outside.

Cox states that prejudices are negative personal attitudes toward a member(s)
of a cultural group; discrimination is "observable adverse behavior" toward the
group member(s).

Discrimination requires prejudice plus organizational or dominant-group power


to lead to destructive denial of recognition, power and privilege.

The dimensions of diversity in organizations include:

• Age
• Educational background
• Ethnicity
• Family status
• Gender
• Income
• Military experience
• National, regional or other geographical areas of origin
• Ownership of property and assets
• Physical and mental ability
• Race
• Social class
• Spiritual practice
• Work experience
These dimensions need to be considered when identifying, selecting and
recruiting prospective coalition members. A heterogeneous group can work
together effectively on mutual goals and objectives through consensus and
cooperation.

For an example: a neighborhood in a city might contain several political


subdivisions, a native American group, an African-American population, some
small businesses, blue collar workers, a variety of religious groups and possibly
some gang factions.

If a coalition is to be formed to obtain more housing, people from each or most


of these groups must participate for the coalition to have power. If not
participating, at least all cultural groups must be consulted for their opinions or
beliefs. A culturally-diverse coalition is composed of representatives of the
cultures living in an area or community. It is also critical to consider varied
opinions or beliefs within a certain culture. Two people do not have the same
opinions because they are both Native Americans or from an Appalachian
culture.

Making the Most of Diversity

Often, a culturally diverse youth/family coalition is viewed in the negative


sense, rather than the positive. It is easy to identify the inherent obstacles and
barriers associated with differences in religion, class, age, disability, veteran
status, sexual orientation, region of origination, educational level or even paid
employees versus volunteer staff.

The first phase of making the most of diversity is to make a concerted effort to
become aware of what dimensions of cultural diversity exist within an
organization. Acknowledging there are differences between individuals and
groups of people is an important initial phase.

When conflicts, ill feelings or stressful situations arise due to the sub-cultures
involved, it is because of "differences." The second phase of making the most of
diversity is for people to talk about their cultural differences. Two things must
be remembered concerning cultural diversity:

• People should remember it is difficult to address cultural differences


without resorting to stereotypes. In the purest form, there is no such
thing as a stereotype. No person is exactly like another person and no
individual is a clone of another member of a group.
• As diversity in an organization grows, so does the complexity of
communication and the necessity to spend greater effort developing
improved communication skills.

Awareness and discussion can cause a clearer picture of cultural diversity.


Appreciation and understanding of cultural diversity means not just tolerating
differences among individuals or groups, but supporting and nurturing them. A
variety of ideas, talents, skills and knowledge is a desirable attribute to any
youth or family coalition.

Providing a supporting and nurturing environment enhances other goals of the


coalition by exposing group members to new issues, ideas, information and
cultures. Diversity creates opportunities for character development by teaching
tolerance and respect for people and by encouraging concern for equity. A
culturally- diverse coalition that values and nurtures people from all
backgrounds is worthy of active participation. Such an organization will flourish
and perpetuate.

Making the most of diversity in a youth or family coalition requires the


commitment of all involved. Changing prevailing attitudes and assumptions is
not easy. Often the only hope is to change behaviors rather than deep-seated
attitudes. Members of a diverse coalition must be committed to what they are
doing and address issues related to cultural difference.

There may be resistance to disturbing the status quo, but it is no excuse for
avoiding change.

Attention to cultural diversity may be the necessary catalyst for making things
happens. Coalitions of youth or family agencies that strive to address specific
community needs and issues have no chance of success, or even continued
existence, unless they mirror, understand and make the most of their
community's cultural diversity.

Enhancing the Dynamics

Within the framework of a youth and family coalition, diversity empowers its
members to capitalize on unique skills and areas of expertise. Careful attention
must be given to mutual understanding and appreciation of individual
differences. Strengthening the sense of positive cultural identity is an
important aspect of establishing a viable coalition.

Individuals may consciously or subconsciously interject ethnic values, attitudes


or behaviors into the dynamics of the larger group.
Factors that impact the extent to which diverse cultures interact with existing
cultures are:

• The reason for immigration: what was sought and what was left behind.
• The place of residence an ethnic or non- ethnic neighborhood.
• The socioeconomic status, education and upward mobility.
• The political and religious ties to the ethnic group.
• The spoken languages.
• The extent of family intermarriage with or connection to other ethnic
groups.
• The individual's attitude toward the ethnic group and its values.

The concern with diversity and related programming by Extension and other
organizations is a result of changes in the workplace and general population.
Brazil cites that aspects of diversity are being incorporated into vision and
mission statements of both for- profit and not-for-profit organizations. To
ignore its impact on profits and other bottom line measures affects
performance. Organizations as well as individuals are exploring the impact of
this diversity.

The result is a growing recognition that multiple perspectives can benefit an


organization's approach to opportunities and problem-solving. Loden and
Rosener say this approach assumes "we will be more successful as individuals,
work teams, organizations and a society if we acknowledge, respect and
work with . . . dimensions of difference."

So, the case for building a culturally diverse or multicultural coalition is


without question. The drastic change in the status quo of the U.S. population,
labor force, race and ethnicity, and citizen status demands adaptation.

All families in this country have experienced the stresses of immigration and
migration. While ethnic heritage may have become dimmed or forgotten, it
continues to influence outlook and interaction with others. Under the pressure
of accommodating new situations, many groups have been forced to abandon
much of their ethnic inheritance.

To understand ethnic identities, it is important to realize the impact


immigration has on families over succeeding generations. Second generations
are more likely to reject the "ethnic" values of their parents and to strive to
become "Americanized." Third or fourth generations frequently reclaim aspects
of their heritage that were sacrificed by previous generations as they sought to
assimilate.
As the United States experiences the growing pains of becoming a citizenry of
descendants of early forbearers, the challenges are apparent. Preserving our
roots need not prohibit the effectiveness of diverse individuals or groups
working together.

Managing Cultural Diversity

1. Recruitment- Try to include people or organizations within the youth or


family coalition that are representative of the community.

2. Diversity Trialing- Become aware of the cultural diversity of the


coalition. Try to understand all its dimensions and seek the commitment
of those involved to nurture cultural diversity. Address the myths,
stereotypes and cultural differences that interfere with the full
contribution of members.

3. Communications Within Coalitions- Remove the major barriers that


interfere with people from diverse cultures working together. The best
method to do this is through understanding and practicing better
communication:
o Learn to listen. Listen for what is really being said, not what you
want to hear.
o Invite others to be a part of the discussion.
o Learn to communicate clearly and fairly.
o Do not misjudge people because of accent or grammar.
o Test for understanding. Ask questions to be certain you are clear
on what is being said.
o Adapt your communication style to fit the situation. The
telephone causes problems in understanding between cultures. Be
explicit. Individuals from different cultures may react differently.
Know with whom you are communicating.
o Use language that fosters trust and alliance. Don't come on like
"gangbusters." Each person wants to succeed in this venture. Be
calm and positive.
o When conflicts arise, the problem may result from style rather
than content strive for understanding. Review, revise and revisit
your main objective to be certain the content is clear. How you
say something may be more important than what you say.

4. Different, But the Same- Men and women, whites and non-whites,
volunteers and paid staff, middle-class and working class people are
different, but much less different than they are the same. An
appreciation and acceptance of both commonalities and differences are
essential to effective working relationships.

5. Maintain the Commitment- Your coalition will become more connected


with the community that it serves if it states publicly that having a
diverse work force is a top priority. Continue to revisit the various
components that address the awareness, understanding, communication
and nurturing of a culturally-diverse organization.

6. Provide Strong Leadership- Loden and Rosener believe the following


leadership behaviors foster coalitions of diversity:
o Articulate pluralistic vision and values for the organization; show
ways in which they are an integral part of the organization's
mission and vision.
o Encourage and support discussion among people throughout the
organization about the meaning of diversity and pluralism; show
how to implement programs that can accomplish those goals.
o Demonstrate ethical commitment to fairness and to the
elimination of discrimination in all its forms inside the coalition
and in the coalition's relationships to other people, groups and
organizations.
o Understand the dimensions of diversity, use inclusive and valuing
language, quote diverse sources, readily adapt to differences in
communication styles of diverse people, display respect for
human differences and be aware of and comfortable about dealing
with diverse issues.
o Value ongoing personal learning and change, solicit views and
opinions of diverse people, invite feedback about personal
behavior and blindspots and be open to belief modifications and
actions based on feedback.
o Mentor and empower diverse individuals and encourage others to
do so as well. (Loden and Rosener)
Valuing Diversity

The Key to Success

Diverse coalitions will be more successful because of support from the


community they represent. Goals must be established to encourage diversity in
membership. Without diverse coalitions there is animosity produced within
neighborhoods and communities regarding "us versus them."

Within a culturally diverse group new ideas are produced, communications are
improved and bridges are built to the people needing services.

There are numerous benefits when coalitions value diversity:

• Culturally diverse coalitions could be viewed as legitimate advocates for


the greater community by political, business and industry "power-
brokers." Jackson, Holvino and Cox state: "Multicultural organizations
... human differences are valued and seen as a competitive advantage
for the organization."
• Coalition membership recognizes that no one set of cultural values is
inherently better than another.
• People are not required (expressed or implied) to relinquish their
cultural heritage as a condition of coalition membership.
• Appropriate communication and working relationships among coalition
members of different cultures require mutual respect and some
understanding of one another's culture.
• Coalition members should have the opportunity to hear directly from
others regarding one another's culture and values; by doing so members
will tend to be more respectful of them, especially if the exchange takes
place among personal acquaintances.
• Opportunities for personal acquaintance and communication over time
will usually increase trust among the coalition membership.
• Careful facilitation and sensitivity must occur when coalition members of
different cultures are brought together. This ensures cross-cultural
understanding, coalition productivity and effectiveness.
• Cross-cultural learning among coalition members will involve making
mistakes and learning from them. Avoidance of or reluctance to initiate
or participate in a culturally diverse coalition, due to fear of mistakes,
competition or conflict must be overcome.
• Gaining personal and cultural respect for coalition members from
different cultures will contribute to more frequent and effective working
relationships among those who have mutual interests.

VALUING CULTURAL DIVERSITY

The principles for promoting cultural diversity are:

Valuing Diversity

 Fostering a community that recognizes the values and benefits of a


culturally rich and diverse society.
 Actively promoting respect and harmony and discouraging racism and
negative stereotyping.

Reducing Inequality

 Recognize the right of people of diverse national ethnical and religious


background to practice enjoy and share their culture.
 Have in place systems and procedures that are valid considered in
government policies.

Encouraging Participation

 Encourage all inclusive society that provides opportunities for all people
to fully participate in public and civil life.
 Using appropriate media and promotional channels as a mean to ensure
that the government info reaches all.
 Identify and address any barrier to participation.

A CULTURALLY DIVERSE WORKFORCE;

The responsiveness of an organization to the communities it serves can be


greatly enriched by developing a culturally diverse and aware workforce.
Employing staff who speak other languages or have experience and
understanding of other culture can be an important strategy for improving an
organization’s awareness of and sensitivity to its community.

Good examples

✓ A metropolitan shire council ensures its staff recruitment and selection


policy results in a diverse workforce.

✓ A mental health service establishes a bilingual case management service.

MERITS OF DIVERSITY:

People's culture, age, and gender make them see the world in different ways.
These perspectives are a key to creative thinking, and that, in turn, is the key
to successful R&D.

We must stop seeing diversity as a problem, and start seeing it as an


advantage. To succeed, organizations must understand and use the skills,
traditions and backgrounds of a diverse workforce.

In reality, diversity gives businesses a key advantage in the world marketplace.


Our wider range of viewpoints offers a spectrum of talents—meticulous
craftsmanship, for example—which can improve many aspects of product and
process research.

Diversity helps when:

• You are marketing internationally

• You are negotiating with people from abroad

• You are launching a campaign to a new population (whether domestic


or international).

In situations like these, it’s an asset to have someone from that population on
your planning team? Couldn’t the person whose accent made you
uncomfortable during a job interview have just the perspective you need to
help your R&D efforts?

Can't Find the Staff You Want? Create It

Once you appreciate cultural diversity, your organization can appeal to a wider
base of employees, and that in turn will improve your staffing. As you make
diversity an integral part of policy and procedures, it's vital to work at all levels
and in all departments.
• Plan strategically at top levels to incorporate multicultural managing and
motivating.

• Recruit diverse leaders, not just staff.

• Train supervisors in multicultural skills.

• Review interviewing and selection procedures and criteria.

You may need to learn new skills as you begin to recruit and interview
candidates from diverse backgrounds. Are you adapting to the culturally-
appropriate behavior of the people you're interviewing? How do you respond
when others don’t act as you expect?

Because stereotypes can keep you from understanding what's really going on,
be alert to your assumptions. Take eye contact as an example. Most
interviewers think a direct eye-to-eye gaze connotes the desirable traits of
honesty and attention. But people from cultures with great respect for
authority may think this signifies disrespect, even (or especially) during an
interview. So when someone refuses to look you in the eye, perhaps it reflects
culturally correct behavior, not deviousness!

Most recent immigrants are still learning the "rules" of the new culture. They
may be uncomfortable with assertiveness, questioning an interviewer, or
volunteering information. "Self-marketing," in short, may still be a foreign
concept to them.

If you continue to seek the personality traits you have always sought, you may
not hire the people you need. By staying in this "cultural rut," you may lose
talented candidates.

The Learning Must be Mutual

As we start taking cultural diversity seriously, we are embarking on a two-way


learning process. Just as we need to learn about the culture of newcomers,
they must learn about ours. Coaching and mentoring thus become
indispensable. This is also a two-way street: As the newcomer learns what is
expected and how to succeed, the mentor gains insight into other cultures and
customs.

What must newcomers learn?

• general business practices (e.g., frequent witness signature on lab


notebooks);
• the particular requirements or "culture" of your organization (e.g., joining
the Friday beer session);

• what they must do to get promoted or succeed.

Management Style

Now that you're on the way to getting the staff you want, how do you manage
them? Let's look at motivation. Remember that motivations other than money
may be equally important in other cultures. Many people are motivated by
feeling that they are being heard and respected, that they are making a
meaningful contribution. Receiving incentives and recognition as part of a
team may be more important, or more comfortable, than as an individual.

Relationships become more important as the workplace grows larger. Allow


sufficient time to communicate with individuals and groups. If I can generalize
for a moment, the purpose of communication for white American males seems
to be to transmit and receive information. But for most women as well as
culturally diverse populations, communication also establishes and maintains
relationships. If you're concerned about employee retention and effectiveness,
take the time to build rapport with individuals and support team spirit. Have
celebrations when the team reaches a goal.

Also, check that your terminology is understandable to everybody. Our daily


parlance is so chock-full of clichés and heavy on slang that sometimes we are
barely comprehensible to foreigners. Do all your employees understand when
you "up the ante" or "deep-six" a project? (Remember that some people who
seem to understand are just trying to save themselves the embarrassment of
asking a lot of questions.)

Saving Face

Do you criticize employees in public? Despite the common conception that only
Asians are concerned with saving face, it's also a concern of many others.
That's one good reason for correcting people in private. If you must make an
immediate correction, make it general—don't single someone out. For a
chronic problem, schedule a private talk or use a go-between. You can also
save face and increase team solidarity by instituting group performance
appraisals.

Other points to consider:

• In some cultures, leaders act decisively, from the top down—if they ask a
subordinate's opinions, they lose respect. In other cultures, conferring widely
helps people "buy into" the resulting decision.
• In many cultures, youth lacks the high value it is accorded in the United
States. Because it is more common to respect age, young managers must work
harder to earn respect than older managers.

• To exploit the advantages of diversity, question all assumptions; base


employees evaluations on results, not preconceptions; and demand that
managers be accountable for developing the talents of all employees.

To work effectively in the new reality of cultural diversity, you must be able to
hear and respect other points of view. You must be ready to take risks, have a
sense of humor, and retain your intellectual curiosity. You must look forward to
new experiences.

As an R&D manager, your leadership in valuing cultural diversity can influence


the thoughts, attitudes and behaviors of your organization. If you understand
that changing demographics represent a strategic opportunity, you put yourself
in a position to lead your organization into the next century.
IMPACT OF DIVERSITY ON INDIVIDUALS
AND ORGANIZATIONS
There have been so many changes in the cultural make-up of organizations that
it becomes imperative for leaders and supervisors to understand cultural
diversity and how it can affect their organization. Cultural diversity has been
defined as “the representation, in one social system, of people with
distinctly different group affiliations of cultural significance.”

Researchers have gone further to define diversity in primary and secondary


dimensions. Primary dimensions being age, ethnicity, gender, physical
abilities/qualities, race, and affection orientation. The primary dimensions
“shape our basic self image as well as our fundamental world view.”
Additionally, they have the most impact on groups in the workplace and society.
The secondary dimensions include educational background, geographic
location, income, marital status, religious beliefs and work experience. These
impact our “self esteem and self definition.” These dimensions are not exact
—there are times when the secondary dimensions will have as much impact as
the primary dimensions.

In the book, Cultural Diversity in Organizations—Theory, Research and


Practice,
Dr. Taylor Cox, Jr. provides a conceptual model (Figure 1) showing the impact of
diversity on an organization. He ties together his research and uses information
on gender, racial ethnicity, nationality, age and other areas of diversity to
create this model.

When developing this model, not only did Cox use the traditional areas of
diversity such as race, gender and nationality, he also used areas that are just
as important in the military such as job function, background and values.
Another point about this model is that it treats group identities in a more
sophisticated way instead of the traditional way. For example, we have
traditionally grouped people together based solely on physical characteristics
such as black, white, or Hispanic. Yet, this categorical treatment ignores how
the individual identifies with the culture of the group. A final point about this
model is that it proposes that the impact of diversity on an organization is an
interaction of the environment and individuals.
Figure 1. Interaction Model of the Impact of Diversity on
Individual Career

Outcomes and Organizational Effectiveness


The logic of the model shows that a person’s group affiliations such as age,
gender and race can be analyzed on three levels: individual, group/inter group
and organizational.

These collectively will define the diversity climate of the organization. This
climate may influence individual and organizational outcomes either as
affective outcomes or achievement outcomes. These individual outcomes may
impact organizational factors such as work quality and productivity.

How does diversity effects organizational performance? As Cox’s model


suggests, “a set of individual, group and organizational factors interact to
influence a set of individual outcomes that in turn influence organizational
outcomes.” Additionally, the individual and organizational outcomes can impact
affective outcomes and achievement outcomes. Cox defines affective outcomes
as to “how people feel and think about their jobs and their employers…what
people believe about their opportunities in the work environment is of vital
importance regardless of whether or not these beliefs are consistent with the
facts.”

If an individual feels valued by the organization, they will contribute more to


meeting the goals of the organization. Cox defines achievement outcomes as
“tangible measures that are, at least theoretically, indexes of the employee’s
contribution to the organization.”

These can include performance ratings and promotion rates. So, according to
the model, “by understanding the diversity climate we can predict effects on
individual outcomes and ultimately effects of diversity on organizational
effectiveness.”

There are direct effects of diversity on organizations. Processes such as


problem solving, creativity and communications will be affected by diversity.
These processes are critical to any organization and diversity can either
complement these processes or provide challenges to overcome. This is
reflected in Cox’s model by the arrow that extends from the diversity climate
to the organizational outcomes.
Problem solving in a diverse group will provide different perspectives,
provide more critical analyses of the alternatives and “lower the probability
of groupthink.” It is necessary for the group to understand the differences
of the other members of the group; otherwise, the group may have conflicts
in trying to solve problems. Creativity may also be enhanced by a diverse
group. But, the contributions of all members must be recognized so that
individuals will want to share their creative ideas with the group. Finally,
communications can pose an obstacle to a diverse group. “Communication
differences related to culture may become the source of misunderstandings
and ultimately lower workgroup effectiveness.” Once this is recognized, action
can be taken to try to overcome these difficulties.

Examining selected factors from the diversity climate listed in the model and
how they can be applied to the military will provide the foundation of how
diversity can impact an organization. Specifically, identity structures,
prejudice, stereotyping, ethnocentrism and informal integration will be
defined. Although the other factors are also applicable to the military, because
of the structured environment we operate in, change in those areas require
more than self-examination.

DIVERSITY CLIMATE FACTORS

Identity Structures:

“A group identity is a personal affiliation with other people with whom one
shares certain things in common. Such identities are central to how cultural
diversity impacts behavior in organizations.” The way we define ourselves
can be based on our group affiliation. For example, I may think of myself as an
officer in the Air Force which would be a group identity. This will play a part in
how I define myself and how others see me.

There are different types of group identities: phenotype identity groups are
visually distinguishable from members of other groups such as “women are
physically distinguishable from men and thus gender represents a phenotype
identity.” Racioethnic groups often represent phenotype groups. Stereotyping
and prejudice are usually activated on the basis of phenotype. Once we
categorize people in this way, our minds may naturally recall any information
about members of that group. This may cause us to interact with these
individuals in a certain way. The other group is a culture identity group which
has two components: culture identity profile which is the cultural group to
which the person identifies and identity strength which refers to the value that
the individual places on that particular group identity
TOOLS FOR MANAGING DIVERSITY

Empowerment

If you have had any Quality Air Force training at all, you know that
empowerment is essential in order to make effective quality decisions. All
members, regardless of race or gender, should feel free to contribute in
decision-making processes. A study on the “Equal Opportunity Climate and Total
Quality Management,” was conducted by the Defense Equal Opportunity
Management Institute. Three fairly diverse (43 percent minorities and 22
percent female) military units recognized for their TQM programs were studied.
In this study, they found a “linkage of perception of minority power with
quality for the minorities in the three quality units.” When using empowerment
in diverse organizations, Golembiewski states that it should follow the “more,
more hypothesis.” This hypothesis follows that the more you trust someone,
the more others will reciprocate by trusting and being trustworthy. This has
been seen in units by higher job satisfaction and higher productivity.

Empowerment in a diverse organization is a “win-win” situation. Empowering


diverse members and making them feel their contribution is meaningful and
worthwhile, will only improve the diversity climate and thus improve mission
accomplishment.

Diversity Training Programs

Diversity training programs are used to make people more aware of related
issues in diversity. As a supervisor or leader, you have the responsibility to be
well trained in the area of understanding diverse employees. All supervisors and
leaders must take advantage of the training offered by their respective
services. Basically this training will set the stage for policies and practices that
shape people’s behavior. Prejudice and stereotyping are the main barriers to a
positive diverse climate. Training can be used to enlighten members about
positive aspects of various groups. In other words, training can be used to break
down the stereotypes and reduce prejudicial attitudes.

Monitoring/Networking
Mentors provide support, challenges, and recognition to help shape the future
for the individuals they are assisting. In a study done by Ann Morrison, “a lack
of mentors and role models is a barrier for many white women and people of
color. Nontraditional managers may especially need the guidance,
encouragement, and advocacy that more seasoned managers can provide to
overcome such hurdles as isolation, lack of credibility, and perhaps a naiveté
about institutional politics.”

Networking also provides forms of support to nontraditional groups. Internal


networking groups can be used by traditional and nontraditional managers.
Nontraditional managers can use these networking groups as a source of
support and encouragement.
They can introduce nontraditional employees to one another so “they can serve
as counselors, cheerleaders, sounding boards, content experts and resources in
other capacities.” Traditional managers can use these networking groups to find
out about problems that may exist in the organization and then receive input
on how to improve or correct the problems.
As a supervisor or leader, it is critical to be a mentor or encourage mentoring
for your subordinates. Also, leaders and supervisors should support different
networking organizations. These organizations provide support to the members
as well as provide them a channel to voice complaints and problems to senior
leadership.

FIVE STEP PROCESS

Step One: Assess the Condition of Your Organization

The reports generated from these inspections or assessments will usually


identify specific problems with production or compliance and can also show
areas that are efficient and effective. Therefore, these reports can provide
insight into negative or positive areas that could influence the diversity climate
of an organization.

Once you have gathered as much information as possible, Morrison warns that
you must keep assumptions under control, try to get more than just numbers—
get perceptions too and don’t get tied down to just gathering information.

Step Two: Strengthen Top-Management Commitment


Everyone in the organization must know that the senior leaders are committed
to a positive diversity climate. The same commitment must be relayed down to
the lowest levels. Senior leaders must strongly and openly support all diversity
policies and practices that are mandated.

E.g. Secretary Widnall and General Fogleman have shown their commitment to
cultural diversity making diversity a key issue. They are responding to problems
that have arisen and they are desperately trying to make diversity an accepted
way of life in the Air Force.

As commanders and leaders, we have the responsibility to support our senior


leadership policies and let our subordinates know through our actions that we
believe in the benefits of cultural diversity.

Step Three: Choose Solutions

After you have gathered all your information, choose solutions that address the
data and culture. Some tools that could be used as solutions were discussed
previously. Still, you must remember that you need to reach as many members
of the organization as possible. Solutions can be difficult to impose especially if
they are new and radical.
Therefore, it is essential that everyone understand why these changes are
being implemented and the rationale behind them. Comprehensive training and
preparation must be accomplished to help facilitate this understanding.

Step Four: Revisit the Goals

Creating meaningful goals can be a challenge. Yet, this is a requirement to


measure success. Goals should be realistic and achievable within an established
time frame. “The simple rule that ‘what doesn’t get measured doesn’t get
done’ applies as well to diversity efforts as to other activities.” You may
need to re look at attitudes and perceptions to see how and if they have
changed. You may want to see if the diversity climate has changed.
What’s important is that you determine progress. This is a requirement to
ensure the members of your organization believe that you are serious about
addressing problems.
Step Five: Keep Building

You must think long-term. Although most of us are only in assignments for 2 or 3
years, by thinking long-term, you can develop a culture and attitudes that will
permeate throughout the entire organization of the Air Force. As Morrison
states, “Success begets success; building on progress already made can be
accelerated; past achievements can be used to extend diversity beyond gender
and ethnicity issues into the full range of diversity.”

So, as you can see, these are five easy steps that can be effectively used to
provide road map in order to assess the diversity climate in an organization.

Recommendations on integrated perspectives on and approaches to


cultural diversity and urban development

Introduction

'Cultural Diversity in European Cities' was one of the main themes for the work
of and the discussions in the informal EU Urban Development Group during the
Danish EU Presidency. This booklet was initiated by the Danish Presidency and
has been developed within the framework of the Urban Development Group.
The point of departure for the work has been 'The Multi-annual Programme of
Co-operation in Urban Affairs within the European Union' - the Lille-report -
discussed and approved at the Informal Ministers' Meeting in Lille in November
2000. As one out of nine priority themes the report stresses the importance of
developing and implementing measures to tackle social, ethnic and
discriminating segregation in disadvantaged neighborhoods and within this
context to promote a better action for the integration of ethnic minorities.

Urban cultural diversity is very much a reflection of a global-local


development, which has to be considered in current and future urban policies.
Within this framework the Urban Development Group has discussed general
European experiences as well as national and local examples of best practices
with respect to policies and strategies. Furthermore, the booklet also includes
some examples from LIA-projects.

The general European experiences and the examples of best practices show
that much work and progress have been done already in European cities. But it
also points to several steps, which can still be taken - at city level, regional
level and national level and at the EU level. The 18 recommendations are
intended as sources of inspiration to continue the work and co-operation.

Integrated perspectives and policies on migration and urban development

1. Migration and integration have to be integrated as some of


several important dimensions of urban policy and strategies - at
all levels. The interdependence between migration and urban
development impacts and influences all European cities both by
offering opportunities and by posing challenges. Therefore,
integrating the cultural perspective into urban policies is
important in order to promote social, democratic, economic etc.
sustainable urban development, just as it is an important
dimension of social cohesion policies - in the cities, in the Member
States and within the European Union.

2. Giving priority to the cultural dimension of urban policy in


Community policies may be a valuable way to promote the
importance of this issue. And to support efforts at national and
local levels to promote democratic, social and economic inclusion
of all urban citizens including migrants and ethnic minorities.
Specific lessons learned from the current EU URBAN programme
concerning projects targeting ethnic minorities living in urban
pockets of poverty could be taken into account in future EU
cohesion policy.

3. It is important that national urban strategies and policies


include migration, integration and cultural diversity in order to
provide an overall comprehensive approach to this complex
phenomenon. The social, economic and cultural impacts of
globalisation and migration on European cities have to be
considered and reflected by national urban policies. And in this
connection it might be necessary to rethink and redefine urban
strategies in order to meet these new urban challenges and in
order to make use of these new urban opportunities.

4. Formal equality of opportunity for all people and groups is an


important principle in all Member States. This principle should
also be explicitly addressed to cities and included in national
urban policies. That is, in the political, economic and legislative
frameworks for urban policy given by national authorities.

5. Local urban strategies and bottom-up perspectives are


considered to be extremely important - due to the unique
circumstances given in each city with respect to challenges,
barriers and opportunities. Local urban strategies incorporating
the cultural dimension can contribute positively to promoting real
equality of opportunity in the city and urban areas, to targeting
specific initiatives in specific areas and to promoting social
cohesion and social inclusion of migrants and ethnic minorities.

Co-operation and coordinated initiatives

6. In order to obtain synergies and to exchange experiences it is


important to continue - and if possible even to strengthen - co-
operation and co-ordination concerning policies and initiatives on
cities and urban development. Within the EU, between the EU and
the Member States, between the Member States and between the
European cities. This especially applies to policies and initiatives
aiming at integrating migrants and ethnic minorities in cities and
promoting urban cultural diversity.

7. In order to promote an integrated Community approach to


cultural diversity in European cities activities and initiatives
connected to a future Action Programme on Integration and the
further implementation of the Co-operation Framework to
promote Sustainable Urban Development could be linked and co-
ordinated. The importance of integration was stressed in the
Commission's Communication on a Community Immigration Policy
of 22 November 2000, suggesting among other things that "... a
Community Action Programme to promote the integration of third
country nationals could be developed". Likewise, the Urban Action
Plan 'Sustainable urban development in the European Union: a
framework for action' aims among other things at promoting
equality and social inclusion of migrants and ethnic minorities.

8. The involvement and commitment of the private sector and civil


society is crucial in order to promote real equality of opportunity
for migrants and ethnic minorities - on the labour market, the
housing market, in social urban life, etc. Experiences from
European cities point to the importance of including the private
sector and civil society not only with respect to general urban
policy, but also with respect to specific projects and programmes
targeting migrants and ethnic minorities.
9. The work of and co-operation between European cities (as for
example EUROCITES) on issues concerning migrants and ethnic
minorities in cities should be encouraged and supported by the
Member States and EU. Cities constitute important platforms for
integration of migrants and ethnic minorities and inputs and feed-
back from the city level are constantly needed for continuous
development of overall strategies and policies.

Research and knowledge

10. Though the interdependence between migration and urban


development is well known and generally accepted more research
within this field is still needed.

11. The urban dimension and within this context the ethnic and
cultural aspects should be taken into account in future
Framework Programmes for Research and Development. An
important research theme could be how European cities can
benefit from cultural diversity in order to meet the challenges of
globalisation. Economically, socially and culturally. And,
consequently, identification of policies and strategies needed in
order to promote sustainable, culturally diverse cities and
communities.

12. 'Citizens and governance' is one out of seven priority themes in


the current Sixth Framework Programme for Research and
Development 2002 - 2006 stressing among other things the need
for research in new types of fellow citizenship, new identities
and the impact of cultural diversity in Europe. When selecting
and evaluating specific research projects within this theme of the
Sixth Framework Programme, special attention could be given to
the diversity of European citizens including those born outside the
European Union. Important questions are how new types of
governance and new types of information and communication
technologies (multi-lingual and multi-cultural communication
tools) can be developed and used in order to promote inclusion of
all groups in society. And furthermore, how new technologies, new
types of governance and urban communities can be used as a
combined platform for inclusion and participation of culturally
diverse civil societies.

13. In order to achieve more knowledge and a better understanding


of urban cultural diversity in European cities future editions of
the Urban Audit could be amplified to include specific
information on migrants and ethnic minorities in European cities.
The first edition of the Urban Audit presents valuable comparable
information on the quality of life in European cities and contains
important urban indicators. The dimension of urban cultural
diversity in future editions could also apply to specific urban
indicators such as occupation, unemployment rates, income, civil
involvement, economic activity.

Specific focus points and issues concerning ethnic minorities in cities

14. The experiences from European cities presented in the booklet


point to several very specific spheres and issues of urban life,
which need special attention, consideration and action at the city
level, regional level, national level and at the EU level.

15. Local actions and initiatives based on a partnership with civil


society and public as well as private actors can be successful for
the purpose of eliminating discriminatory attitudes and
behaviour. Discrimination in local urban areas, at the local labour
and housing markets, in civil life, etc. constitutes a serious barrier
to integration as well as real equality of opportunities for
migrants and ethnic minorities. Likewise, it hampers the
possibilities of making good use of the opportunities afforded by
the cultural diversity in European cities.

16. Simultaneous and multi-facetted urban initiatives at both the


national and local levels - such as mixed ownership and positive
discrimination of urban areas - can be effective in order to re-
incorporate deprived urban areas into the rest of the city. This
argument is more to do with the rich-poor divide than migrants
and ethnic minorities specifically. However, quite often ethnic
minorities are particularly affected by the negative and exclusive
mechanism of urban segregation such as unemployment and social
exclusion.

17. Targeted job training, vocational qualifications, language


training, encouragement and support towards self-employment,
establishment of small and medium size enterprises, etc. are
important initiatives to eliminate the existing mis-match
between supply and demand on the labour market and have to be
incorporated into urban strategies. Likewise, it is important to
promote access to work that people are qualified for.
Employment and access to the labour market are crucial for
peoples' personal lives, just as they give a feeling of having a
stake in general social and civil life. However, the unemployment
rate among migrants and ethnic minorities in European cities is
very high compared to general unemployment rates. At the same
time companies increasingly need culturally diverse manpower in
order to meet diverse demands in a global economy. Furthermore,
international studies show that ethnic enterprises have a positive
economic impact on the urban areas where they are located.

18. Participation by all urban citizens in urban democracy processes


is important in order to promote sustainable urban development.
The experiences from European cities show that special efforts
have to be made in order to involve migrants and ethnic
minorities in urban planning and politics. Urban areas have proved
to be excellent points of departure with respect to collective
mobilization of ethnic minority groups. Furthermore, establishing
alternative platforms and channels for influence also seems to be
successful, and within this context using of new information and
communication technologies.

Footnotes

The LIA projects (Local Integration / Partnership Action, 1996 - 1999) were
based on a partnership between three European networks of Cities
(EUROCITIES, Elaine & Quartiers en Crise) and focussed on integration of
migrants and ethnic minorities.

A Word About Theories

Social science theories are just what they are: theories. The philosophers who
have come up with these theories believe in them because they have made a
set of the assumptions by their observations and they have made conclusions
based on these assumptions. However, as the reality of the world is open to
interpretation, each theory describes the world in its own unique way. No
theories are wrong if they are supportable by facts and observations. These
theories you will learn are just ways that thinkers have used to describe the
world around them. Just remember that you do not have to agree with a
particular theory, but you must be able to understand all theories in order to
make a conclusion about the world in which you live.

The best way to understand a particular ideology is to think as a philosopher


would think. How would believers of a particular theory present a solution to a
particular problem? Thinkers in different schools of thought will come up with
different answers because of the differences in their assumptions. Make sure
you understand how different theorists think.

Most importantly, understand that these theories are constantly being altered,
borrowed from, and in some of the cases, discredited completely. Theories are
not rules to the world but rather ways to look at the world. A person can look
at the world in different perspectives and can combine different assumptions of
theories to describe it. No matter how different theories can be, they can
almost always be combined because they are almost never mutually exclusive.

Given the dearth of minorities and women in the scientific enterprise, I think
their inclusion can significantly strengthen the research effort by bringing new
perspectives and attitudes to the work.

I have other suggestions for increasing knowledge flow among people who work
under different paradigms. Among the behaviors I consider helpful are:

• Keep talking, communicating.


• Ask how questions, to acknowledge all possibilities, even those
that are a causal or improbable according to your paradigm.
• Recognize that why not questions are as valid as why questions.
• Establish concrete, whole project goals and let the entire team
know them.
• Get the whole team to work together toward those goals.
• Identify and support group originality.
• Tolerate similarities and differences.
• Encourage job rotation (within the group and occasionally farther
afield).
• Discuss everything in context so the right brain can contribute.

Why don't I conclude this article by listing other paradigms? Because if you
knew what other paradigms might bear on your R&D work at a particular time,
if paradigms could just be listed and used, they would shrink to become one
more item in the toolbox of your own paradigm, to be used when needed in the
familiar, linear manner.

It would be far better if other scientific paradigms were represented in your


research group by workers who are comfortable with those paradigms. Only
then can you reap the harvest of many forms of cultural knowledge and inquiry.
Organizational values, cultural attributes and core competencies

Mennonite Mission Network values are qualities that should characterize the
organization in its relationships and work. These values should form our
culture, and living them out should become a natural outgrowth of who we are,
what we do, and how we do it. As they become part of our organizational life,
these cultural attributes should also characterize individuals within Mennonite
Mission Network.

The organizational values and cultural attributes are listed below along with
competencies we expect to see exhibited in staff and mission workers. Leaders
of Mennonite Mission Network carry additional responsibility to influence others
positively.

Vision - Organize around the purpose and focus on vision


Purposeful, committed, passionate and knowledgeable about mission and
organizational vision.

Staff and worker competency


Understands and is committed to God’s reconciling mission to the world and the
vision of Mission Network.

Mission leader competency


Demonstrates knowledge of and articulates mission vision with the ability to
stimulate passion for God’s reconciling mission to the world.

Diversity - Embrace cross-cultural diversity


Adaptable, anti-racist, embracing cultural differences, open to new
experiences.

Staff and worker competency


Desires to work with and exhibits respect for individuals who are different in
age, race, color, national origin, gender, and abilities.

Mission leader competency.


Works actively to increase mission involvement of congregations, staff and
workers with different backgrounds of age, race, color, national origin, gender
and abilities.

Community of grace - Foster a spirit of unity and grace


Compassionate, forgiving, empathetic, caring, trusting/trustworthy,
community-oriented.

Staff and worker competency


Demonstrates compassion and forgiveness in interpersonal relationships.

Mission leader competency


Leads by being trustworthy, extending trust and fostering compassion and
forgiveness in interpersonal and cross-agency relationships.

Innovation - Exhibit flexibility, innovation and risk-taking


Learning-oriented, supportive of risk-taking, creative, flexible, resourceful,
entrepreneurial.

Staff and worker competency


Shows flexibility, is open-minded to new ideas, strategies, procedures and
opportunities to expand skills and knowledge.

Mission leader competency


Demonstrates openness to taking risks by encouraging, planning and
implementing innovations.

Interdependence - Encourage interdependent relationships


Mutual, reciprocal, connected, interacting, related.

Staff and worker competency


Works to strengthen connections and communication between groups.

Mission leader competency


Builds networks among staff groups, in agencies and in constituency, and
communicates the need of work groups for one another.

Collaboration - Exercise effective collaboration


Cohesive, cooperative, joint, harmonious, concurrent.

Staff and worker competency


Works cooperatively with others, accepting and sharing responsibility.
Mission leader competency
Fosters cohesion and works together with staff to promote and carry out
decision-making without the extreme forms of authority or consensus.

Stewardship - Practice wise stewardship of resources


Conserving, economizing, concerned with care for creation, conscientious in
use of resources.

Staff and worker competency


Uses natural and financial resources with care, promotes personal health and
well-being.

Mission leader competency


Fosters care of self and others, supports sensible workloads, and promotes wise
use of natural and financial resources.

Church centeredness - Be centered on the church


Embracing the church, trustful of God’s working in local congregations,
accountable to the church.

Staff and worker competency


Respects, values and participates in congregational life and church-wide
mission agenda.

Mission leader competency


Guided by mission agenda at every level of the church and plans agency
strategies in congruence with that agenda.

Spiritual vitality - Nurture sensitivity to God's spirit and call


Prayerful, joyful, faith-filled, sensitive to God’s calling and direction.

Staff and worker competency


Demonstrates spiritual sensitivity and commitment to Jesus Christ.

Mission leader competency


Models, incorporates sensitivity to and helps others be aware of God’s leading
in daily work.
'Cultural Diversity in Teaching and Learning: A Guide to Self-Audit for
Good Practice' outlines the importance of:

• Respecting culturally diverse approaches to learning and ways of understanding;


• Providing opportunities for all students to reflect on, and express their own
sources of cultural influence, as well as the knowledge and experience they bring
to the educational environment;
• Encouraging a critical and open awareness of inappropriately ethnocentric,
gender-biased language and assumptions and devising effective strategies for
managing classroom situations of discrimination and stereotyping;
• Creating an open and inclusive approach to learning from others, and valuing the
diversity of perspectives offered in group learning contexts;
• Maintaining a learning environment that addresses the marginalisation or isolation
of students on the basis of cultural difference.

Summary

Coalitions which are truly culturally diverse and serve diverse populations
must:

• Be representative of their target community.


• Communicate clearly.
• Emphasize the advantages of their cultural diversity.
• Celebrate the contributions of each culture.
• Encourage the positive outcome of interacting with these cultures.

In building coalitions, it is important that neither prejudice nor discrimination


be tolerated, with consequences outlined in the constitution and bylaws or
operational agreement. Self- awareness and sensitivity training should be a
prerequisite for coalition membership as well as initial and subsequent
orientation and training. Coalition leaders should help members understand
cultural diversity, realize such diversity can strengthen the coalition and
acquaint them with specific roles they can play in developing a diverse group.

Social deviance is a phenomenon that has existed in all societies where there have been
norms. There are two possibilities for how an individual will act in the face of social
norms; conform or violate. There are implicit social norms and explicit social norms.
Explicit social norms are not necessarily laws (such as a sign at a computer lab that says
food and drink are prohibited). In reality, there is often a blend of conformity and
deviance in the ways people behave. Rarely if ever does a person deviate from or
conform to all norms. Furthermore, some behaviors in themselves reflect both conformity
and deviance at once. Consider breaking the speed limit, which is technically a legal
violation, but which is also conformist, particularly on freeways where motorists "go with
the flow." That is a critical feature of deviance, conformity, and norms. Relativity
abounds. That is, norms can change over time (e.g. women in the paid labor force),
depend on situational context (e.g. laughing at a party as opposed to doing so at a
funeral), depend on statuses (e.g. an adolescent blowing up neighbors' mailboxes as
opposed to an elderly woman doing so), and any number of other factors. But it's not all
relative. There are forms of deviance (and certain norms) that are about as universal as
anything in the social sciences can be, such as when one maliciously harms a child. In
light of the way we think about norms, deviance, and conformity, many thinkers
throughout history have tried to explain the causes behind deviance.

‘Empowering, training and mentoring are tools that can be used to assist
you in becoming that pluralistic leader who understands and finds
diversity an asset to your organization. Additionally, the five-step
process of assessing the organization, top-level commitment, choosing
solutions, revisiting the goals and to keep building is a simple formula
that the pluralistic leader can use on a continuous basis to encourage a
positive diverse climate.’

FAQS
What is Cultural Diversity?

Cultural Diversity Policy affirms that cultural diversity encompasses differences


based on race, ethnicity

Y, language, religion, value and belief systems, disability, class, sexuality, gender,
age and educational background. The cultural diversity of the University is strength
and an asset, and we value diversity of opinions, perspectives and interests.

Valuing Cultural Diversity

We are committed to social harmony and cohesion, supporting all staff and citizens as
they achieve a deeper appreciation of their own cultures, as well as greater cross-
cultural understanding. We strive to create an environment where staff and students
promote culturally inclusive behaviors and activities, ensure cultural differences are
heard and explored, and actively seek to learn from other cultures.

Why is diversity important?

we view that the diversity of staff and student population as a strength and an
asset, valuing the opinions, perspectives and interests that come from a diverse
population. Cultural diversity enriches all aspects of academic and social life
and encourages approaches to teaching and learning that are relevant to our
increasingly global academic environment.

What is meant by the term 'equity'?

Equity, in context of equal opportunity and anti-discrimination, refers to


fairness, or principles of justice aimed redressing the inequalities in
opportunity. Equity issues began to be taken seriously by universities in the
early 1990s, following the publication of the Government Paper: A Fair Chance
for All.

What is an equity group?

we have targeted strategies which address the needs of groups of people who
are known to be underrepresented in higher education.

• Students from rural and isolated backgrounds


• Indigenous students
• Students from low socio-economic backgrounds
• Students with a disability or ongoing medical condition
• Students who come from non-English-speaking backgrounds (NESB)
• Women in non-traditional fields of study and women doing postgraduate degrees
by research.

What is equal opportunity?

Equal Opportunity aims to ensure that discrimination is prohibited in


employment and education. It is unlawful to discriminate on the grounds of:
Sex, Age, Race, Marital Status, Pregnancy, Political Conviction, Religious
Conviction, Impairment, Family Responsibility or Family Status, or Sexual
Preference.

What is affirmative action?

Affirmative action means taking measures to ensure that existing discriminatory


barriers and behaviors are removed and that equal opportunity is promoted for
all individuals.

What is discrimination?

Discrimination is broadly defined as treating one person unfairly over another


according to factors unrelated to their ability or potential. Legislation prohibits
discrimination on specified grounds. The legislation provides limited exemption
for some measures, such as affirmative action programs, designed to achieve
increased representation of groups historically under-represented in the
workforce. Discrimination may be direct or indirect and may not always be
intentional.

What is direct discrimination?

Direct discrimination occurs when someone receives less favorable treatment


on the basis of characteristics or stereotyped assumptions which are not job- or
study-related.

What is indirect discrimination?

Indirect discrimination occurs when policies and practices which appear neutral
or fair because they are applied to everyone, have a different and
disadvantageous impact on groups of people covered by equal opportunity
legislation.
THE REPORT

This report reflects the participants' views on the most important issues that
require better knowledge if early childhood classrooms are to offer children
from culturally and linguistically diverse backgrounds effective and meaningful
learning experiences. It draws on their analysis, experience, and knowledge of
the research on these issues. The goal was not to achieve unanimity of opinion,
but rather to distinguish questions for which there is research evidence from
those that are based primarily on values or ideology. The participants also
began the process of deciphering the practical implications of the existing
research and identifying promising directions for future research.

Several caveats about the scope of the report are in order. First, although much
of what was discussed could be construed as having implications for a policy
regarding parent education, the focus of the workshop was limited to
implications for group care and educational settings, including the ways in
which those implications may affect parents. Second, substantial thought was
given to culturally shaped aspects of children's home environments that hold
meaning for early childhood settings. Variation in cultural aspects of schooling,
while recognized as important by the participants, was not a focus of
discussion. Finally, the extremely timely and controversial issue of assessment,
particularly as a basis for placement at the end of early childhood in bilingual
or mainstream classes, or in regular or special education classes, was not
discussed: the complexity of the topic warranted more time than the workshop
permitted.

The next three sections of the report are organized around the three questions
that provided the structure for the workshop:

• What roles does culture play in shaping children's earliest learning


opportunities and experiences at home?
• How do children's cultural and linguistic backgrounds affect the skills,
knowledge, and expectations that they bring to school?
• What do we know about whether and how the nature, language, or
content of instruction needs to vary to assure learning and motivation
for children from differing linguistic and cultural backgrounds?

Many interesting and important questions that call for serious study were raised
throughout the discussions. Several of them are noted in the final section that
addresses future directions for research.

Readers familiar with this field of study will appreciate the caution with which
the participants approached the existing research literature. People in the
early childhood community seeking clear advice about educational practices
are likely to be frustrated by the limited degree to which preschool children or
preschool settings have been studied in terms of questions of culture and
schooling. As reflected in this report, the workshop participants believe it is
critical to identify the limits of what is presently known, as well as the
potential of research in progress, to advance this field substantially.

SOCIAL CONVENTIONS

A growing literature is documenting ways in which children from different


cultural backgrounds are exposed to different conversational rules, conventions
for displaying respect, and other patterns of social interaction that may have
significant effects on the ease and comfort with which they make the transition
to school. Several examples from this literature were discussed at the
workshop.

Conversational rules and discourse patterns appear to vary widely across


cultures. Barbara Rogoff discussed how different cultural groups are
comfortable with differing amounts of conversation and, accordingly, with
silence. In some cultures, individuals who talk a lot are considered smart; in
others, they are considered foolish. This affects how much children will talk
and how comfortable they are likely to be with demands to talk more or less. In
some cultures, children are treated by adults as conversational partners; in
others, children adopt the role of observer, and information is communicated
primarily through shared activity rather than in the context of lessons or
explanations (Rogoff, Mistry, Goncu, and Mosier 1993). The role and place of
interruptions also vary across cultures. In some, frequent interruptions are
expected as part of active engagement in a conversation. In others, long pauses
between comments and between questions and answers are more the norm.

Questioning behavior appears to be heavily imbued with cultural meaning.


Patricia Greenfield discussed her work comparing the amount and meaning of
questioning behavior by Japanese and U.S. students (Greenfield and Cocking,
1994). Japanese students were reluctant to ask questions because this behavior
has negative connotations. It suggests that the student did not work hard
enough to understand the material or that s/he is implicitly criticizing the
teacher's ability to communicate information. In contrast, U.S. students asked
many questions, presumably because they value this behavior as a means of
demonstrating involvement and interest.

Conversational rules also express patterns of respect and authority that, in


turn, vary across cultures. In some cultures, because age is the major
determinant of patterns of respect, children are hesitant to question their
teachers or to act as their conversational partners. Most U.S. classrooms, in
contrast, tend to value children's willingness to engage in verbal exchanges
with their teachers and classmates. Lisa Delpit's work (1988) has revealed the
intricate association between some African American children's respect for their
teachers and the degree of authority that the teachers express in their
classroom interactions. This authority is often communicated through highly
directive and didactic methods that have been portrayed as inappropriate by
white, middle-class standards. Low-income Chicano families, as well, have
been observed to rely on highly directive socializing and teach ing tactics
(Laosa, 1978). Work with Native American students, in contrast, has revealed
children's belief that they should be responsible for their own learning. Highly
directive teachers appear to undermine these beliefs and, in so doing,
undermine their own authority in the eyes of these relatively autonomous
children.

SUMMARY

Culture plays a complex and ubiquitous role in shaping children's earliest


learning opportunities and experiences in the home. Parent's beliefs about
when and how children learn school-related skills, their daily interactions with
their children, and the social rules that guide these interactions combine in
intricate ways to create what Luis Moll has termed "funds of knowledge" that
are based in culture (Moll, Amanti, Neff, and Gonzalez, 1992). However, efforts
to specify the specific mechanisms or dimensions of culture that carry its role
in learning are in their infancy. The workshop participants defined culture as a
term that encompasses economic, ethnic, racial, social structural, and other
dimensions that constitute a constellation of influences on children's early
learning opportunities. It is critical when examining the research evidence to
take careful note of the investigator's definition of culture and its implications
for the results from any particular study.

A persistent problem in much of this research is drawing inferences about


noneconomic dimensions of culture when, in fact, social class may be the more
influential variable. Are differences that are attributed to children's ethnic
backgrounds or immigrant status, for example, more accurately ascribed to the
educational backgrounds of their parents, as suggested by Laosa? Efforts to
disentangle these differing definitions of culture are particularly difficult in the
United States, given selective immigration patterns and persistent poverty
among African American, Latino, and Native American populations.

Some culturally shaped early learning opportunities have been found to be


more conducive than others to preparing children for success in schools, which
are typically not designed with diverse configurations of students in mind. One
of the challenges that this poses to early childhood educators, in particular,
involves striking a balance between demonstrating respect for cultural
differences and preparing children to participate successfully in formal school
settings (Prince and Lawrence, 1993). A starting point for addressing this
dilemma involves understanding how children's cultural backgrounds affect the
skills, knowledge, and expectations that they bring to school.
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GLOSSARY
Culturally Diverse Pluralism- A culture that promotes mutual respect,
acceptance, teamwork and productivity among people who are diverse in age,
gender, sexual orientation, ethnicity, race, class, religious beliefs, physical
ability and other perceived differences.

Coalition- A unit composed of distinct elements of the population it serves.

Multicultural Organizations- Organizations that maintain a pluralistic culture


promoting mutual respect, acceptance, teamwork and productivity among
diverse people. It reflects the interests and contributions of members of
diverse groups in mission, operations and product or service.

Diverse coalitions are well represented in multicultural organizations at all


levels, in all functions and in all work groups. Members of diverse groups have
power and influence in the organization. They are included as full and
influential participants in all aspects of the organization, especially where
decisions are made and policies established. Discrimination is not tolerated
within the organization and in its relationships with people, groups and
organizations in its environment.

Discrimination- The systematic, intended or unintended denial of recognition,


power and privilege to certain people based on the groups to which they
belong.

Cultural Bias- Cox includes discrimination and prejudice as a part of cultural


bias. He states that prejudice is a "judgement made about others that
reinforces a superiority/ inferiority belief system."

Stereotype- A fixed and distorted generalization made about all members of a


particular group. (Loden and Rosener)

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