Introduction
Diversity management is one of the elements most sought in companies and institutions. One of the sectors where there is a high demand for diversity management is the educational sector. According to the findings of recent studies, diversity in academia and the management of diversity issues are not only dynamic issues to be discussed but rather a reality that must be faced (Banks & Banks, 2019). This is the case because the atmosphere in the education sector has become more diverse and multicultural, particularly in private education institutions. There is a growing awareness of the need to cultivate safe, welcoming, and conflict-free work environments in educational institutions. This need comes from the evidence that individuals from various cultural and socioeconomic backgrounds populate educational institutions. Individuals from different backgrounds are among the primary factors that spark debate on diversity and management practices in academia. The following aspects of diversity—namely, nationality, ethnicity, racial group, language, physical abilities, and gender have been taken into account since it is believed that the education sector would benefit more from focusing on these elements (Banks & Banks, 2019). The primary objective of this research paper is to explore the main approaches utilized to promote diversity management in learning institutions.
What diversity management looks like in academia
Diversity management in academia is the process of acting in a respectful and sensitive manner against the diversity of students that have many differences. Some major academic differences include race, religion, language, gender, ethnicity, and political views. Students with such differences should be accepted as they are through the promotion of diversity. Diversity management in academia starts with teachers and relevant staff considering the differences (Truong, 2020). Diversity management also goes all the way with teachers finding suitable methods for managing the differences portrayed by learners. Different scenarios will require different solutions to promote diversity management in the classroom (Truong, 2020). The following methods are fundamental in the promotion of diversity management in academia.
Having diverse teaching and learning materials in the classroom
One strategy for incorporating diversity into the modern classroom is to use learning and teaching materials that reflect various perspectives. Introducing young learners to content that portrays various opinions and points of view will bring forth diverse classrooms. The teaching materials ought to contain content that will portray a variety of ethnicities, racial groups, linguistic communities, abilities, socioeconomic backgrounds, and current events (Alcaraz, 2016). A classroom with diversity management utilizes a wide array of teaching and learning materials representing the general populace.
Teachers are asked to examine and improve the materials they use to teach. The main question is, “Who are some of the voices being heard in your classroom? To put it another way, whose teaching language does the teacher use? A classroom lacking diversity management will be limited in how teachers interact with students (Hey Teach Staff, 2022). Especially in social sciences and humanities, the narratives presented in educational materials are frequently limited to western, white, male, and middle-class. Students are advised to collaborate with their instructors to determine whether or not the curriculum adequately represents diverse perspectives and viewpoints (Hey Teach Staff, 2022). It is possible that instructors should include authors’ works in their curriculums.
A classroom with diversity management examines historical narratives where people’s voices are represented without fear. For example, a conversation that centers on the civil rights movement will examine other issues, such as immigration, gender equality, and racism. This is precisely what diversely managed classrooms accomplish by emphasizing a learning model that is data-driven, culturally responsive, and centered on completing projects. Classrooms with diversity management currently work on various projects to promote diversity (Cumberland, 2016). Teachers are always at the forefront to ensure that they acknowledge differences in the classroom and make use of diversity to close those gaps. Educators should not work to broaden the gaps but utilize their teaching and non-teaching skills to promote inclusivity.
Support different viewpoints
There are almost always multiple schools of thought when finding a solution to an issue. Ensure everyone’s viewpoint is heard and appreciated by encouraging the students to find various solutions to the problem. Supporting different viewpoints can enhance involvement and teach youngsters how to work together, even when they have different opinions or support various points of view. Knowing people and their backgrounds. Embracing diversity entails more than merely remembering the names of people within a premise. It is vital to have a good understanding of the backgrounds of your students, including their socioeconomic standing, culture, and concerns that are significant to both the students and their families. It takes time to develop personal relationships with young people within a school. However, if you know your students well, you are in a better position to encourage diversity in the classroom.
Connecting with the community and parents
An educational institution keen on diversity management always bonds with the community and parents. The interaction is always necessary to take note of the diversity issues experienced outside the school environment. When addressing diversity management within academia, it is vital to check what third parties, such as the community and parents, have to say (Szelei et al., 2020). Learning institutions are an essential component of communities, and as such, they are responsible for accurately reflecting and joyfully promoting the rich cultural diversity within the community. The first step is to pay attention to the parents’ queries and concerns and respond appropriately. Invite influential members of the community to your learning institution. Learning from professionals will provide your children with the opportunity to learn from and be inspired by people from a variety of backgrounds.
Celebrating diversity and acknowledging it
When diversity is appreciated in the academic sector, people in that environment can respect and value the aspects that set them apart from one another. For example, students will easily learn things that set them apart and be allowed to share their unique life experiences with others in class. Because diversity may be expressed in various ways, beginning a dialogue about integrating it into the classroom can be challenging (Banks & Banks, 2019). However, schools are packed with various students and staff, so the first step is to tap into the unique backgrounds to get started. Make it a point to actively learn from the people around you and incorporate their input into your personal development. The most crucial step is to embrace diversity in schools (Florian & Camedda, 2020). Teaching tolerance and empathy is one of the best places to begin since it provides many materials for K-12 educators. These resources include curriculum integration, professional development opportunities, and circulating publications discussing diversity management in the classroom.
Strategies used for success and to address challenges
Respect multicultural education
Integrating multicultural education is one of the best ways to create diversity in the academic sector. With respect, the students and other individuals within learning institutions learn to acknowledge their many differences. A positive feeling or action demonstrated toward a person considered ‘different’ is an excellent example of respect in learning institutions (Karacabey et al., 2019). Respect is required to recognize good or valuable qualities in each person. In addition, it shows respect for another person by attending to their requirements or emotions with care, concern, or consideration. Education that promotes engagement, interaction, tolerance, understanding, and cultural exchange among different cultures is what is defined by multicultural education.
Multicultural education in learning institutions is done so that people of different cultures can coexist peacefully and with less anxiety. In multicultural education, factors such as race, ethnicity, language, gender, age, social and economic class, education and religious orientation, and many other cultural dimensions are considered (Contreras et al., 2020). It is generally accepted that multicultural education offers equivalent educational opportunities to people of all races, gender, and groups. A classroom that fosters multicultural education treats each student as an individual, honors each student’s culture, and promotes positive relationships between students.
Respect is a feeling of honor that compels one to conduct oneself in a cautious, careful, moderate manner toward someone or something. To effectively manage the differences in a learning institution, it is vital to respect the differences between people. Instructional leadership comes in handy in solving challenges caused by diversity in schools (Contreras et al., 2020). Having respect demonstrates that academic leaders should have faith in or trust in their students, and instructors, staff, and leaders must undergo training in cultural competence. This is particularly important for educators with limited knowledge and awareness of diversity management in institutions. Therefore, teachers are responsible for promoting diversity management within the schools.
Fair treatment of all people within learning institutions
Treatment that is just and respectful of individual differences when teachers are engaged in any activity, including instructing, motivating, observing, or providing feedback to the students, they are obligated to do so in a fair manner. The relevant parties, such as teachers, should act in ways that that students comfortable. The fact that the teachers are sometimes unfair will affect the teacher’s attitude toward learning (Sherpa, 2020). All students from different backgrounds should feel that they are treated justly, and that critical decisions are made fairly. Students expect that their teacher will treat everyone in the class similarly. Even when they disagree with the instructor’s perspective, students have the right to expect their teacher to listen to them, consider their points, and respond to them thoughtfully.
Teachers must demonstrate that they respect the learners’ ideas, views, and opinions. Teachers should show concern for the learners by talking to them before and during classes, answering questions in depth, and inviting students who appear to be struggling with the classes to have a conversation about those challenges and possible solutions (Sherpa, 2020). People showcase negative emotions when they are not treated the right way.” The expression of an equitable attitude on the part of a teacher is seen in actions such as providing opportunities for individuals and avoiding discrimination of any kind among individuals. An effective leader promotes equity and equality within the academic sector and does not discriminate based on a student’s race, gender, language, religion, or ideology (Sherpa, 2020). Such behavior helps establish a shared culture and an interactive environment inside and outside the classroom. To act with equity means to refrain from favoring specific individuals over others based on preconceived notions and ideas. Prejudices may create biased judgments and favoritism.
Creating an inclusive class culture
In inclusive school systems, the teaching and learning processes of the curriculum are closely coordinated with the requirements and capabilities of students. When the curriculum is altered in this way, students have access to a wider variety of study options, and the content of the curriculum is presented in a way that is pertinent to the interests and capabilities of the students. Throughout a lesson, teachers use a variety of performance and engagement strategies for students, depending on the lesson’s objectives (Bell et al., 2021). The method of learning should also be assessed differently. The motivation behind these adjustments is to establish a welcoming atmosphere that values each student’s unique characteristics while making adequate space for them. Teachers should develop an inclusive school culture through open communication to enhance academic diversity management. This method will benefit all students, but it will be most significant when teachers from diverse backgrounds facilitate it.
A culture that celebrates diversity in terms of cultural characteristics, communication styles, languages, experiences, attitudes, and values is called an inclusive academic culture. Students differ in their cultural backgrounds, intelligence levels, and skill abilities, as well as the interests they pursue. This area should be discussed both inside and outside of the classroom. Teachers of color who are culturally aware of the educational needs of students of color are best suited to give culturally relevant guidance to students of color because of their cultural understanding (Bell et al., 2021). As a result, these teachers develop and implement a curriculum that considers the students and the community’s various needs. Teachers who come from minority groups typically have a better understanding of how to create culturally relevant curricula and of the human, social, and communal nature of teaching and learning.
Conclusion
Management of diversity is the methodology of acting in a manner that is respectful and sensitive towards individuals that have many differences. Differences between people include gender, religion, language, race, ethnic origin, character, and political opinions. It is vital to acknowledge people as they are and positively use such diversity between individuals. With diversity leadership, there is a chance to investigate the creative potential of individuals who come from different cultural, racial, and ethnic backgrounds. The classroom is ideal for launching the dialogue and getting students to think critically about diversity issues. The classrooms at the school should have a multicultural atmosphere that respects each student’s unique characteristics. The needs and desires of everyone within a learning institution should be respected, and the school leaders should listen to them and consider them. There are differences among the students that need to be valued for the school to be successful. These differences include the kids’ cultural backgrounds, IQ levels, skill abilities, and interests. The keys to thriving diversity include multicultural education, fair treatment, and respect for different perspectives and experiences. In academia, every student’s concept, viewpoint, and opinion, in addition to their primary and secondary distinctions, must be respected.
References
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