The Responsible Teaching for Diversity

Responsible Teaching for Diversity
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People are born differently and have distinct behavior based on the practices we witness from our society within which we are born. These teachings are often different and affect people’s preferences, behavior, and reactions towards a given situation. It is thus essential to learn about diversity to better understand the world around us. In the classroom, cultural diversity is increasing. U.S. public schools reached a minorityism majority in 2014, while the number of white students exceeded that of Latin, African and Asian students. The U.S. Census estimates in 2044 that more than half of the country’s inhabitants will be people of color, which is why this pattern is likely to continue. It is more important for teachers, whether primary, mid-school, or high school students, to integrate cultural reactivity into our ever more diverse and multicultural society. And the rise of diversity is not only linked to ethnicity and race; students of various religions, economic conditions, sexual preference, gender identity, and language skills may also participate (Gordon et al., 2021).
Need for cultural diversity
Cultural diversity is essential in fostering integration, sensitivity, and cultural reactivity in multicultural education that benefits all students. It not only supports the success of students of different backgrounds and needs through greater multicultural understanding and inclusion, but it also promotes acceptance and allows students to flourish in an exponentially diverse environment. Teachers are provided with a great chance to learn how to develop healthy learning environments and to help them learn how to foster diversity in their classroom. Diversity will continue to grow inside and beyond the lesson. We must prepare students to adapt to a changing environment and welcome those who are different.
Research-based project
In diversity, a research-based project would be aimed at answering various research questions, such as how would diversity in the workplace affect workers? Does learning diversity encourage acceptance of one’s culture and gender? Among others. Considering these questions, the research-based project would consist of an introduction, one that introduces the audience to the topic of interest. Background and significance of the research question alongside its importance and relevance. A literature review with articles that have been written regarding the topic question. The design and methods that will or were used during the research project. Implications and preliminary suppositions are followed by a conclusion that was based on the provided results and findings (Kohama et al., 2020).
The research-based project aims to find the importance of diversity and why it should be taught in the post-secondary educational community, analyzing its importance and weighing them against its disadvantages. The research will then look at past research on diversity and any implications in the past studies. This would help establish the research’s relevance and help clarify why it is essential to teach diversity. Any negative aspects of diversity would be analyzed, and a solution found to ensure that the research will best answer the intended thesis statement.
Research plan
When planning on teaching diversity, the first step is to present to the readers or the audiences they need to mention or why you chose that topic. You will have to analyze why other authors did not choose this particular topic to address in their past research. In this step, you will mention why diversity is relevant and essential to learn while presenting your hypothesis to the audience (McChesney, 2015).
The second step would be to do a deep dive into the background of the research topic. This may include the relevance and significance of the case. You will have to explain why there have been issues with diversity in the past and why they were not addressed. It will require you to read more about different practices and behavior and why they may influence workforce culture and traditions. Then proceed to the literature review, then methodology. Here you may discuss various challenges and benefits that a teacher or tutor may encounter when teaching diversity. Some of these issues may extend to the workplace. In general, you will have to analyze the problems with variety, and these may include some addressed below.
Belief in accommodation
Cultural, theological, and political diversity can sometimes question a diverse workplace. Employees must be told to avoid spats and conflicts; they should not enforce their beliefs on others. They must also ensure that their ethnic and personal convictions remain independent of their roles and obligations at work.
Cultural and ethnic differences
The New York Times article indicates that out of Fortune 500 corporations, there are only 5 African/American CEOs. Furthermore, a report from the University of Wisconsin shows a 14% reduction in the likelihood of a call back for people with Afro-American sound names. Unfortunately, there are also problems in the workplace due to the racial and cultural gap. Some people damage others who are ethnically, culturally, and religiously different (Wandschneider et al., 2020).
Such discrimination and racism should never be accepted on the job (or anywhere else). To discourage workers from showing bias, internal organization procedures with transparent and rational rules should be implemented. Training on cultural sensitivities and workplace sensitivity initiatives will help to resolve this issue.
Gender equality
According to a new study, 40% think both men and women hire men over women. This is backed by a recent study that shows that men are 30 percent more likely than women to become managers. Men also earn about 24.1% higher base salaries than women. The Equal Pay Act has changed that, but women were paid less than men in the past. The influx of women into the workplace has taken place in recent years. Employers must avoid and preserve equity in jobs, wages, prospects, and promotions. Gender discrimination.
Mental and physical disabilities
In some instances, disabled workers can’t handle their workplaces because accessibility is not possible, like wheelchair ramps. Service dogs are not used for those special needs’ workers, although some office buildings are not inside. Make plans to include service dogs at your workplace. Procedures for physically or mentally disabled individuals. Some businesses have a ‘silent space’, so workers can use this room to relieve their anxiety as they begin to feel nervous.
Be respectful of your workers with disabilities and stop discrimination or derogation. The development of a more diverse workforce helps to ensure a fair and comfortable workplace for people with physical and mental impairments.
After analyzing the above issues and the respective solutions, it is the right time to conclude based on the findings. Will the conclusion answer or recommend a solution to the proposed problem, or was the issue effectively addressed? When the answer to these questions is yes, then the research project would be deemed successful (Zeid et al., 2017).
 
 
References
Gordon, S. R., Yough, M., Finney-Miller, E. A., Mathew, S., Haken-Hughes, A., & Ariati, J. (2021). Faculty perceptions of teaching diversity: Definitions, benefits, drawbacks, and barriers. Current Psychology, 1-10.
Kohama, N., Kawasaki, H., Kukinaka, C., Goda, H., & Rahman, M. M. (2020). Identifying the challenges to successfully teaching about genetic diversity among Japanese junior high school students. SAGE open medicine, 8, 2050312120960656.
McChesney, K. Y. (2015). Teaching diversity: The science you need to know to explain why race is not biological. SAGE Open, 5(4), 2158244015611712.
Wandschneider, L., Namer, Y., Otok, R., Middleton, J., & Razum, O. (2020). Teaching Diversity in Public Health Through a Transformative Approach—An ASPHER Initiative. Frontiers in Public Health, 8.
Zeid, H. A., Assadi, N., & Murad, T. (2017). The effect of junior high school teachers’ motivation and willingness to change on the diversity of their teaching methods. Theory and Practice in Language Studies, 7(12), 1160-1170.

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