Chapter 1 Understanding Diversity Title of Activity: How Diverse Is Your Class? Materials: a blank piece of paper with two columns: one that is headed Primary, the other Secondary a poster of the Diversity Wheel. Directions: 1. Under each heading, write down the dimensions as shown on the wheel. 2. Next to each dimension, write in your personal information. 3. Choose a volunteer in the class to organize the information into a graph or spreadsheet that describes each dimension (i.e., how many in your class are catholic, female, etc.). 4. Discuss your findings Primary Age: 20 Gender: Female Race: Filipino Spiritual Beliefs: Iglesia Filipina Independiente Secondary Work experience: None First language: Filipino Education: Secondary, Tertiary Review. 1. What is the definition of diversity? -Diversity is from the Latin word divertere, which means to turn away, separate, oppose (Latin Dictionary n.d.). The Collins dictionary defines diversity as "the state or quality of being different or varied; a variety or assortment; a point of difference; the inclusion of people of different races, genders, religions, etc. in a group; the relation that holds between two entities when and only when they are not identical; the property of being numerically distinct. In the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) Guide on Ensuring Inclusion and Equity in Education (2017), diversity is defined as “people’s differences which may relate to their race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status.” (UNESCO 2017). 2. Why is diversity important in the present times? -Diversity is an issue we have to face and conquer. It is important to people recognize and consider the differences of each person. We all live in a global village that brings about changing demographics both in the work force and education. As our communities become more diverse, it is imperative that we make an effort to understand the different dimensions of diversity, which is not just all about accepting, understanding, and tolerating one’s uniqueness or differences. Confronted with the need to live in one global village, it is valuable that we discover and explore areas that could connect us and allow us to do collaborative works. 3. What are the two dimensions in Loden's Wheel of Diversity? How can this model be used? -The primary or core dimensions are in the inner circle. These are the stronger ones. These core elements are age, ethnicity, gender, physical abilities/qualities, race, income, sexual orientation, class, and spiritual beliefs. The secondary dimensions are in the outer circle. These characteristics are also part of our social identity, but they can change or be discarded as our life experiences impact us. The second dimension is composed of geographical location, marital status, religious beliefs, parental status, income, education, work experience, military experience, first language, family status, and work and communication styles. Loden (1991) states that, “The Diversity Wheel is useful in explaining how group-based differences contribute to individual identities “ The function of the wheel is to encourage people to talk and discuss with each other and generate new points of view among each one in the group. A clear understanding of what each factor means allows each individual to explain what this is for him/her. 4. Why are ability and disability considered another dimension of diversity? -Another dimension of diversity that is significant is the dimension of ability and disability. Diversity covers the limitless domains of an individual's unique characteristics, experiences, and capabilities. Diversity encompasses respect and tolerance of differences that enables a celebration of uniqueness. 5. How does diversity encourage innovation and problem solving? -Innovative thinking and collaboration are encouraged when different people work to come up with solutions to problems or challenges. In schools, diversity is the best way to teach what it means to be tolerant and respectful of each other’s differences. In government, the acknowledgment that diversity is an integral component of community equates to laws and policies being passed to look out for the welfare of people of diverse cultures and backgrounds. Diversity, therefore, is an integral component of life and of living. 6. What can non-acceptance of diversity do in an organization? -Women and people of color are still discriminated against and not given positions in management or administration. People of a certain race are stereotyped to be of a specific character. A number of times, Muslims have been taken aside in immigration and interrogated. Nonmarried and same-sex couples are still not accepted in some parts of the world. In some schools, children with special needs are shunned with the reason that they are not ready for school yet or are not suited for the school. Reflect. A. Circles of my multicultural self. Female Athlete Ashley Shayne C. Porlas Cheerful Aglipayan This activity highlights the multiple dimensions of our identities. It addresses the importance of individuals self-defining their identities and challenging stereotypes. Place your name in the center circle of the structure above. Write in each of the satellite circles an identifier or descriptor that you feel is important in defining you. This can include anything—Asian American, female, mother, athlete, educator, Taoist, scientist—or any descriptor with which you identify. 1. Share a story about a time you were especially proud to identify yourself with one of the descriptors you used above. -When I was in grade school, I had no interest in sports. I was just watching and one of my teachers called me to try to play volleyball. That's when I realized that I could play sports. I was so proud of myself then because I was able to show my hidden talent. I am so grateful to my teacher who motivated me to play. Since then, I have been participating in playing volleyball. 2. Share a story about a time it was especially painful to be identified with one of your identifiers or descriptors. -Being a woman is not just being a woman. I was the only girl in our cousins mother side and that was painful. When we have family bonding, I am the one who is always left on because I am a woman and it hurts on my part because I seem to experience discrimination. I’m always the one who adjusts to them when we’re together, I’m always the one left at home when they go out. I don’t regret that I became a woman, but on the other hand I am hurt because I am a woman. 3. Name a stereotype associated with one of the groups with which you identify that is not consistent with who you are. -Gender stereotype. 4. Fill in the following sentence: I am (a/an) social person but I am NOT (a/an) extrovert. B. Venn diagram of similarities and differences Pick a classmate you do not fully know. Take turns different things about each other. Complete the Venn diagram below by drawing the things that make you different (draw in the outer circles) and those that make you two similar (inner circle). Count the number of things that make you the same and make you different from each other. Practice A. Read each paragraph and explain what you would do and why. 1. A parent asks to see you. He demands that you take out the crucifix inside your classroom because the religion they belong to does not believe in the crucifix. He insists that his child is being taught the wrong values. How will you respond to the parent? -I will say that I will take it out of his child's side but leave a the other student's side. Whatever religion it is, I respect and honor it however the children in the classroom are being taught to learn about their religion and other subjects therefore I cannot take it out of the classroom but leave it at one side. And if his child insists that the crucifix is to be brought back to its rightful place, I will. It is saying here that the child does not want to change religion but wants to learn about it. 2. You plan a relay game for your class. While you are explaining the mechanics of the game, one student raises her hand and says she can’t do a particular task in the game because she has a prosthetic leg. How will you respond to the situation. -I'd either excuse the child or encourage them to engage as much as possible. If the goal is to run, but the youngster does not believe they can sprint with their prosthetic, it is absolutely acceptable for them t o stroll instead, and I urge them to try their best without endangering themselves. If the activity required them to leap hurdles, which they couldn't accomplish with their prosthetic, I'd urge them to weave the h urdles like cones, and that this is a viable and equal form of participation. I'd prefer to design new techni ques for the child rather than simply absolving them. 3. During a class election, Gina and Roy are running for the position of Class president. What criteria will you base your decision on whom to vote for? -I will do a background check on what they have done in school. I will look at their behavior to see if they deserve their desired position and I will look at whether they are consistent in running as a Class president. B. Create a poster that demonstrates the impact and importance of acknowledging, respecting, and tolerating diversity.
