When we draw on the wisdom of a workforce that reflects the population we serve, we are better able to understand and meet the needs of our customers-the American people. Diversity as strategy Harv Bus Rev. 2004 Sep;82(9):98-108, 138. Author David A Thomas 1 Affiliation 1 Harvard Business School, Boston, USA. Dthomas@hbs.edu; PMID: 15449859 Abstract IBM's turnaround in the last decade is an impressive and well-documented business story.

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History of Community Psychology, Marginalized Groups, Public Policy

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The Concept of Diversity – The Society for Community Research and Action’s Position

This document was developed by the SCRA Council on Cultural, Ethnic and Racial Affairs. On February 2, 2018 SCRA’s Executive Committee (EC) motioned to approve the document as SCRA’s Position Statement on Diversity, and how the organization will work toward the promotion and enactment of diversity within its organization structures (e.g., committees, councils, interest groups).

Defining Diversity

The concept of diversity encompasses acceptance and respect for the full range of human characteristics in their socioecological, historical, and cultural contexts, as well as understanding that each individual, family, community, and societal group has uniqueness that make them different from others. These differences include but are not limited to age, ethnicity, class, gender, disability, physical abilities/qualities, race, sexual orientation, as well as religious status, gender identity, immigration status, educational background, geographical location, income, language, marital status, parental status, trauma exposure, and work experiences, as well as intersectional positionalities (CUNY, 2017).

The concept of diversity does not mean equality, inclusion or pluralism, but is a separate concept, having its own set of values and practicing principles. However, diversity, equality, inclusion and pluralism are interrelated (Palmer & Watkins, 2018).

Diversity as a Community Psychology Principle

  • Diversity is an imperative value and practice within community psychology.
  • Diversity is a moral imperative and foundational ethical value necessary to redress injustices, systems of oppressions, and structural/systemic inequities. Without diversity, liberation from systems of power and oppression cannot be redressed, and the co-production/construction of knowledge cannot be achieved.
  • Diversity requires the democratization and decolonization of knowledge through the centering of multiple perspectives, voices and lived experiences different from one’s own.
  • Diversity requires the community psychologist to ethically engage with diverse communities and social groups whose complexities are reflected in their lived experiences.

Diversity as a Value

Diversity is an ethical principle that means more than just acknowledging and/or tolerating difference. Diversity is an active appreciation and affirmation that individuals and communities deserve to be recognized in their uniqueness and differences. By making differences visible, we are able to see, nurture, and utilize the strengths of all persons. It is additionally important to support and protect diversity because by valuing differences we foster a climate where equity and mutual respect are promoted, and where dehumanization and oppression are incompatible. Diversity is a value held by individuals and groups from a broad spectrum of demographic and philosophical differences.

  • Valuing diversity does not minimize similarities or commonalities across groups or among humankind, but rather affirms the co-existence of differences that reflect the full expression of humanity and every hue of skin color having equal value, regardless of race or ethnicity.
  • Valuing diversity include intentionally working to relate respectfully to those qualities and conditions that are different from our own and outside the groups to which we belong.
  • Valuing diversity include openness, the acknowledgement of “not knowing” and the realization and commitment to lifelong learning about human diversity and ways to interact with those different from ourselves.
  • Valuing diversity requires holding institutions, organizations and ourselves accountable to working to address ways in which resources and supports are available to ensure inclusivity and equal opportunity.

Diversity in Practice

Diversity is a set of conscious practices that involve, but are not limited to the following:

  • Acknowledging that people have the right to be different from others.
  • Understanding and appreciating interdependence of humanity, cultures, and the natural environment.
  • Practicing mutual respect for qualities and experiences that are different from our own.
  • Understanding that diversity includes not only ways of being, but also ways of knowing.
  • Recognizing that personal, cultural and institutionalized discrimination creates and sustains privileges for some while creating and sustaining disadvantages for others, in particular for those who are considered “different” from the majority or dominant social group in any given social context.
  • Building alliances across differences so that we can work together to eradicate all forms of discrimination.
  • Exploring these differences in a safe, positive, and nurturing environment.
  • Understanding each other and moving beyond simple tolerance to embracing and celebrating the
  • rich dimensions of diversity contained within each individual.
  • Practicing cultural humility

References

Diversity Vision Statement and Purpose (n.d.) In City University New York (CUNY). Retrieved from http://www2.cuny.edu/about/administration/offices/hr/diversity-and-recruitment/

Palmer, G., & Watkins, K., (2017, January). Diversity Isn’t equality: Advancing social justice for people of color. Paper presented at the annual retreat of Adler, University, Chicago.

Approved by CERA, 01/30/2018 – Additions from EC 2/2/2018 – Final 2/26/18

So how do you go about doing this work? Read the SCRA’s Position Statement on Diversity, and how the organization will work toward the promotion and enactment of diversity within its organization structures (e.g., committees, councils, interest groups).

Posted in: History of Community Psychology, Marginalized Groups, Public Policy

The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual.

Diversity is a reality created by individuals and groups from a broad spectrum of demographic and philosophical differences. It is extremely important to support and protect diversity because by valuing individuals and groups free from prejudice and by fostering a climate where equity and mutual respect are intrinsic, we will create a success-oriented, cooperative, and caring community that draws intellectual strength and produces innovative solutions from the synergy of its people.

'Diversity' means more than just acknowledging and/or tolerating difference. Diversity is a set of conscious practices that involve:

  • Understanding and appreciating interdependence of humanity, cultures, and the natural environment.
  • Practicing mutual respect for qualities and experiences that are different from our own.
  • Understanding that diversity includes not only ways of being but also ways of knowing;
  • Recognizing that personal, cultural and institutionalized discrimination creates and sustains privileges for some while creating and sustaining disadvantages for others;
  • Building alliances across differences so that we can work together to eradicate all forms of discrimination.

Diversity includes, therefore, knowing how to relate to those qualities and conditions that are different from our own and outside the groups to which we belong, yet are present in other individuals and groups. These include but are not limited to age, ethnicity, class, gender, physical abilities/qualities, race, sexual orientation, as well as religious status, gender expression, educational background, geographical location, income, marital status, parental status, and work experiences. Finally, we acknowledge that categories of difference are not always fixed but also can be fluid, we respect individual rights to self-identification, and we recognize that no one culture is intrinsically superior to another.

Objective Of Committee Members: To make a difference

Diversity - All of our human differences

Diversity Training - Understanding how our differences may effect or influence our relationships at work (peers, subordinate, boss, and customers - intentionally or unintentionally)

Relationship Between Diversity and an Inclusive Work Place - The intentof looking at the diversity in your workplace and customer ranks is to create (impact) a more inclusive work environment for all employees and in the process attract more customers

A Diversity Issue Exists when…

An issue (policy or business practice - formal, informal, internal, or external) has a different impact on a particular group (i.e., impact on men vs. women, black vs. white, American vs. foreign, urban vs. rural, married vs. single, etc.)

It happens more frequently to a particular group (i.e., different groups may have dramatically different 'numbers' - turnover, terminations, promotions, discipline, few or no role models, etc.)

It is more difficult for one group to overcome (i.e., upward mobility for a particular group within an organization - 'glass ceilings')

A diversity issue exists where the policy or business practice has an impact exclusive of difference (not inclusive of difference). Is there a trend or pattern (intentional or unintentional)?

Having a diversity issue is not necessarily a bad thing. Doing nothing about it given you have knowledge of the issue is where organizations go wrong (negligence). Being in denial about these issues do not make them go away. Ignorance is not bliss inside or outside the courtroom. The real question is why do we have this issue and can we take action to correct it or improve the situation.

Training Techniques Used

Diversity Asl

past generation and new generation training information table
Old School - Past Generation TrainingNew - Next Generation Training

Confrontational - 'in your face'

Non-confrontational

Expert trainer drives course

Facilitator leads and follows

Theory-based, academic

Practical, 'real world'

Negative examples or role plays

Positive examples are used

Expert-centered

Participant-centered

Fuels backlash

No platform for backlash

Polarizes participants

Unifies participants

No pre-work or post-work

Mandatory pre-work and post-work

'Off the shelf' - one school

'Customized' - eclectic

Very little diagnosis or needs analysis

Mandatory 'up front work' and post work

'Hit or miss'

'Always on target'

'Blame and shame'

Positive

'Live in the past'

'Look to the future'

Divisive

Unifies

Awareness-based
'What next?'

Skill & Knowledge-based 'I know what to do'

Talks about rights and victims

Talks about shared responsibilities Sweet & Bitter Magic PDF Free download.

Focuses on 'others'

Introspective

'Build the temple, they will come'

'They don't worship in a temple!'

Ivory tower - externally driven

Internally driven (committee/council)

Diversity trainer is the savior

Diversity trainer is an advisor

Dependence on trainer

Client-trainer partnership

Program

Philosophy

Specific, targeted

Holistic, organization-wide

'In a hurry'

'Cautious, take your time'

'Check the box'

There is no box

Reactive

Proactive

Impact - program fails

Impact - no longer a program

A way of looking at our business - poor business case

A way of doing business
- clear and compelling business case

Diversity Faculty Case Studies

Gender
Classroom: Gina GilbertsonOpens in a new window
Teaching Lab: Marie Louise MoreauOpens in a new window
Faculty's Office: Frank TaylorOpens in a new window
Department: Melanie WongOpens in a new window

Race / Ethnicity
Classroom:
Teaching Lab: Marie Louise MoreauOpens in a new window
Faculty's Office: Barbara RossOpens in a new window
Department: Martin HernandezOpens in a new window

Nationality
Classroom: Gina GilbertsonOpens in a new window;
Mike BertalOpens in a new window
Teaching Lab: Sam GoldOpens in a new window

Disability
Classroom: Dan ReillyOpens in a new window
Teaching Lab: Dan ReillyOpens in a new window

DiversityAS

Sexual Orientation
Teaching Lab: Sharon WhitbyOpens in a new window

Learning Style
Classroom: Mike BertalOpens in a new window
Teaching Lab: Sharon WhitbyOpens in a new window

Diversity Asian

Academic Preparation
Teaching Lab: Marie Louise MoreauOpens in a new window
Faculty's Office: Barbara RossOpens in a new window
Department: Martin HernandezOpens in a new window

⇐ ⇐ Wirecast