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Documenti di Cultura
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DEDICATION
Thank you.
ACKNOWLEDGMENT
has given us a gigantic know how of the issues present in our society and
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.
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
• 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
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:
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.
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).
• 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.
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:
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.
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.
• 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.
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.
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.
Within a culturally diverse group new ideas are produced, communications are
improved and bridges are built to the people needing services.
Valuing Diversity
Reducing Inequality
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.
Good examples
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.
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?
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.
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.
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.
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.
• 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 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.
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
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.
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.”
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.
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.
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.”
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.
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.
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.
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.
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.
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.
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.
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.
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.
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:
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.
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.
Summary
Coalitions which are truly culturally diverse and serve diverse populations
must:
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?
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.
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.
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.
we have targeted strategies which address the needs of groups of people who
are known to be underrepresented in higher education.
What is 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:
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
SUMMARY
Books, 1995.
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.
References
Brazil, Michael. "Building a Culture of Diversity in the Cooperative Extension
System: A Paper to Foster Dialogue and Discussion about Pluralism in
Extension." ECOP and ES-USDA National Diversity Strategic Planning Conference,
Denver, Colorado, September, 1991.
Jackson, Bailey. Keynote Speech for Youth 2000 Conference, as reported in New
Hampshire COSA Newsletter (November-December 1990).
Lee, L. "The Opening of the American Mind." Cornell University, Forum (Winter,
1991): 2-5.
Valuing Diversity - A Strategic Plan for Cultural Diversity in the North Dakota
State University (NDSU) Extension Service. 5th Draft, August 30, 1991.