In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)
Morris (2016) goes on to argue:
First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s All I Really Need to Know I Learned in Kindergarten (1988). However, sometimes simple guidelines work best. (p. 361)
DIVERSITY AND MULTICULTURALISM
Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following:
Ethnicity.
Ethnic identity.
Gender.
Gender identity.
Culture.
Ability and disability.
Developmental criteria.
Age and generation.
Other exceptionalities.
When taking account of this diversity, the principles of multicultural education encourage us to acknowledge differences, addressing the reality of each person’s experience and seeking the best possible outcomes for all.
This week, you are asked how the diversity of the constituencies you serve within your organization need to be considered when planning and implementing education programming. Theories in the fields of diversity and multicultural education indicate that an important role of educators is to plan for and implement education practices that recognize the diverse needs of the people they serve.
OVERVIEW
Ethical behavior, diversity, and civil discourse are subjects not easily defined for study. We can point to perceived differences between people and cultures; however, that is only the tip of the proverbial iceberg, ignoring the effects of those differences in a given context. Additionally, focus on ethical behavior, diversity, and civil discourse usually requires value comparisons and judgments, rather than a one-side-versus-the-other approach.
In the context of the field of education, the effects of ethical behavior, diversity, and civil discourse on individuals and organizations are impossible to ignore. The challenges of adopting a broad view of difference and creating an equitable learning experience for all whom we lead are many, and they are not easily met. However, the professional literature of the field is a rich resource of tools, research, and practical experience and application.
For this assignment, you will review the literature related to ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization and choose one main concern for each of these domains to analyze in the literature review section of your paper. You will apply the skills you started building in the Literature Review assignment in week 4 (I will upload my literature review from week 4). Similar to what you did previously, but focused now on the challenges relevant to these domains and inherent to your specialization [Educational Leadership], you will research and review scholarly, peer-reviewed literature. Going one step further, you will then choose and explain the main challenges in your specialization, as suggested by your review. Not
Sample Solution
