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In contrast, we only have 2 Hispanic employees, both of whom work in food service, and two teachers, one of whom is the ESL teacher, who speak Spanish. If we were to have a diversity-centered recruitment program, these children may find themselves more accurately represented by the teacher population, and would also have more options for expressing themselves clearly and being understood correctly.
The need for training is also clear, though there is some resistance to it among the longer-serving teachers. While all of the teachers have the best intentions to be non-biased and inclusive in their teaching and evaluating, there is a lack of information about cultural differences that sometime hinders them. For instance, Victor Hernandez (2010) of SEDL points out that, while teachers in the U.S. are often trained to provide verbal encouragement for success or progress, many Hispanic cultures do not use verbal praise as encouragement -- instead the ideal is to set high expectations and provide constructive criticism until those expectations are met. As a result, the parents and the teachers of Hispanic students often do not see eye-to-eye on proper responses to success and failure, and the students themselves become confused. Intercultural training would help educate these teachers on how to communicate effectively within the cultural contexts of both the parents and the students. While diversity is a hot topic in higher education research and in human resources research, it has not been developed and applied sufficiently to the k-12 public school setting. In my opinion, this is leading to a vicious cycle in which minorities are underserved by a school system with a largely homogenous teaching staff, and are consequently not inspired to become teachers themselves, making teacher diversity an even harder problem to fix. By developing sufficient HR tools like recruiting programs that promote diversity while still hiring on merit and training programs that provide general principles that can be customized, we can tackle the dual problem of minority underrepresentation in the education labor market and lack of diversity literacy among practicing teachers. This, I believe, is the only way to ensure that students receive the equal access to education to which they are entitled, and that they are prepared and empowered to be successful in a multicultural workplace.
Because my professional experiences have shown me clearly that the need for diversity promotion and training within the public school system is so deep, but the HR resources available to administrators are so few, I would like in the future to continue researching diversity...
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References
Parker, W. (2003) Teaching democracy: unity and diversity in public life. New York, NY: Columbia University Press.
Cole, D. And Ahmadi, S. (March/April 2010) Reconsidering campus diversity: an examination of Muslim students' experiences. The Journal of Higher Education, Vol. 81, No. 2, 121-139.
Shudak, N. (Sept 2010) Diversity in teacher education: a double helix. Academic Questions, Vol. 23, Issue 3, 348-355.
Lee, J. (June 2010) Students' perceptions of and satisfaction with faculty diversity. College Student Journal, Vol. 44, Issue 2.
Rodriguez, V. (2000) Diversity training improves intercultural communication skills. SEDL Web site. Retrieved from http://www.sedl.org/pubs/sedletter/v12n02/17.html
Diversity Training The school aims to recruit students that will balance the spectrum of diversity. Before this can be accomplished however, existing and future employees of the university will need to be prepared. "Diversity is about encouraging and enabling all employees to draw on their talents, skills, and experience for the benefit of the business." (Bruno, 2004) Schools that are diversity sensitive will more often be prepared for the competitive recruitment
When school leadership values diversity and demonstrates the value of diversity the school is more likely to be characterized by diversity in the classroom. IV. Modeling Respect for Diversity Harris (2006) states in the work entitled: "BRAVO Principals" published by Education World that school principals "model respect for diversity when they engage their faculties in addressing issues of identity so that children have successful role models that represent all ethnic groups.
Diversity We live in a world full of diverse people, and all these diverse people interact with each other. Most of the time, the differences between two people don't really matter much: it does not matter whether the person who checks out your groceries is gay or straight, black or white, male or female. However, in the classroom and the workplace, differences may complicate interactions some, leading to confusion or even
Diversity in the workplace has been one of the more active fields of study in human resources over the past several years. There are essentially two components to the discussion. The first is the business case for diversity, and the second is the ethical case. The ethical case is arguably the older of the two points of discussion, having its roots in affirmative action, Title VII of the 1964 Civil
Diversity Profile and Plan -for a public or non-Profit organization. Description and Overview In the current scenario, the U.S. workforce has turned out to be more diversified than any time in U.S. history. Efficiency and effectiveness today can be gauged from how employers manage and handle this diversified workforce. The current demographic shift has been caused by the growth in not only Asian but also African-American, as well as, Latino communities. Growth
Diversity in the Workplace The increase in globalization has resulted in greater levels of interaction of individuals from diverse cultures and beliefs than ever before in the history of the world. As noted in the work of Green, Lopez, Wysocki and Kepner (2002) "People no longer live and work in an insular marketplace; they are now part of a worldwide economy with competition coming from nearly every continent." (p.1) Diversity is