Diversity 1
Running header: Diversity
Diversity: Biological or Social
Kelly Miller
Georgia College and State University
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I
Diversity
a
b
What is it?

Definition-- ¹condition of being variable; ²a point of difference

General-- race, religion, gender, sexuality, disabilities, social rank, age
Thesis: As outdoor leaders, the three major areas of diversity that must be respected are
race, gender, and disabilities.
II Race
a
Discrimination
b
Biological or geographical
c
Consideration as OE leader

Social aspects

Unchanging
III Gender
a
Biological or social?

Definition of men vs women

“Suitable” jobs
b
Unchanging
c
Facilitator skills

Men

Women
IV Disability
a
Discrimination

b
Lack of understanding among others
OE leader

Adaptability

Support
V Conclusion
a
Diversity as a social construct

b
Definitions through behavior
Make a difference
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Diversity: Biological or Social?
We are taught at a young age that everyone is unique and we should be respectful of
other people’s differences. But what exactly are these differences we are told about? How do
we decide who or what is considered “different” from us? These differences are better
understood as diversity. If we were to go by the dictionary definition, diversity is the condition
of being variable or merely a point of difference (http://www.dictionary.reference.com). So
what? This textbook definition still lacks the proper explanation we need and want. In today’s
world, we know diversity under the context of race and religion, gender and sexuality, abilities or
disabilities, social rank, age, and a multitude of other phenotypic qualities. As outdoor leaders,
the three major areas of diversity that must be respected are race, gender, and disabilities.
Diversity of race has a negative connotation with it and is better known in terms of
discrimination. Since the beginning of time there have been noticeable differences between
humans. However, in the United States it wasn’t until the time of slavery that people really
started to discriminate each other based on visible dissimilarities. Race, in this instance, was
based on skin color. The major question on the minds of scientists and sociologists is whether
racial diversity is based on genes or something else. In general, races are characterized by large
populations of people who have evolved together and share a significant portion of their genes
(Barbujani, 2005). Therefore, a race of people can be discerned from other races by their
common gene pool (Barbujani, 2005). However, studies show that geography plays a role in
human genome diversity more so than biological factors (Barbujani, 2005).
Considering we are outdoor leaders and not necessarily scientists or historians, what this
concept means to us is the understanding of past mistakes and oppression of certain races and
ethnicities that could affect relationships in present day reality. In a perfect world, there would
have been no segregation and, therefore, no need for a civil rights movement. As educated
people, we know that this is not how history played out. America, the land of the free, was no
perfect place. In addition, we still do not live in this utopia. This form of diversity will always
be in question in people’s mind no matter the situation. What facilitators need to be aware of in
a programmatic setting is the cultural differences between races that may affect how a participant
interacts with others and how he or she perceives an activity. According to Jim Schoel, cultural
issues impact decision making as well as other aspects of life such as relationships and education
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(52). In this sense, participants of different races may interpret an activity in an alternate way
than one another.
Gender, on the other hand, is one aspect of diversity that is biological. Or is it? In
reference to a person’s genetic and reproductive features, their sex is labeled as either male or
female. However, male or female gender classification is socially defined. Men are held to the
ideal “hegemonic masculinity” (Schwalbe, 2008). According to Schwalbe, this is the “standard
against which men are judged as more or less worthy of full manhood status” (Schwalbe, 2008).
Men should display characteristics such as strength and courage, rational thinking, and toughness
(Schwalbe, 2008). Women, on the other hand, are taught to be caring and nurturing. Although
they are no longer told that they should become stay-at-home mothers, they are instead expected
to work in “suitable” jobs that put an emphasis on helping others (Goodwin & Jasper, 2008).
Male dominated jobs include engineering and physical science while female dominated jobs
include psychology, education, and nursing (Goodwin & Jasper, 2008).
Although we have seen numerous changes in the definition of sexuality within the last
few centuries, discrimination still exists (Goodwin & Jasper, 2008). No matter the education
level, skill, or experience a man and woman possess at any job, women are generally paid less
than men (Goodwin & Jasper, 2008). Women receive 80% of what men get paid
(http://www.bls.gov). Therefore, men have less of a need to pursue higher education (Goodwin
& Jasper, 2008). In 1998, women who had a high school degree were earning $22,800 while
men who were high school dropouts were earning $24,000 (Goodwin & Jasper, 2008). Based on
past and current trends, it is predicted with little hesitation that gender trends are unlikely to
change anytime soon (Goodwin & Jasper, 2008).
In outdoor adventure programs, gender trends are most realized in facilitators. Male and
female facilitators have different qualities and are perceived by participants differently through
their methods of instructing. Male outdoor leaders are recognized for their technical skills
including knowledge of equipment, safety and rescue skills, and ability to answer specific skill
related questions (Clemmensen, 2002). Female outdoor leaders, on the other hand, have strength
in facilitation which involves giving understandable instructions, having knowledge of group
development theory, and general facilitation skills (Clemmensen, 2002). Female facilitators are
also praised for their ability to aspire adoption of new skills and encouragement for participants
to grow and develop (Clemmensen, 2002).
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Like race, the diversity of people who have a disability is usually associated with a
negative undertone. People usually do not understand or notice that they are putting such a
negative burden on disabilities because such phrases are ingrained in the American culture
(Conner and Bejoian, 2006). How many times a day do we hear phrases such as, “Can I ask a
dumb question?” or “That’s so retarded” or “They’re insane” (Conner and Bejoian, 2006)?
Despite our lack of understanding, people with disabilities make up nearly 19% of the population
in the United States (Dillenschneider, 2007). The everyday sayings that we use reinforce the
negativity, inferiority, and abnormality that we see as disability (Conner and Bejoian, 2006).
Although some disabilities are the result of a birth defect, some medical professionals are
redefining it as a social construct (McDonald, Keys, and Balcazar, 2007). For example, some
cultural norms view a disability as a tragedy and associate it with charity (Conner and Bejoian,
2006). Historically even, people believed that those with epilepsy were possessed by demons
and because the deaf were unable to hear the teachings at church they would not go to Heaven
(Conner and Bejoian, 2006). Increasing our knowledge and understanding about disabilities will
enable us as a community to respond to groups with whom we work (McDonald, Keys, and
Balcazar, 2007).
As outdoor leaders, the best help that we can provide is through integration of all
varieties of people into our programs. We are likely to encounter numerous impairments in
functioning such as sensory, motor skills, cognitive skills, emotional control, and strength or
endurance (Dillenschneider, 2007). Much research has been done and has provided many
different ways in which to accommodate different functional areas (Dillenschneider, 2007). For
example, we can use written directions for the hearing impaired or provide lightweight
equipment for those who lack strength (Dillenschneider, 2007). The most important thing to
consider as a facilitator no matter the situation is how to provide the appropriate support whether
it be physical, emotional, or social (Dillenschneider, 2007). This is as simple as modeling
sensitivity and respect for all individuals in the group (Dillenschneider, 2007).
In conclusion, it is safe to define diversity as a social construct. Although there are
biological systems included in this discussion, most of the definitions of race, gender, and
disability are presented through behavior. Inequalities are produced by behavior as a result of
meanings people give to them and how circumstances are interpreted (Schwalbe, 2008). These
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inequalities are an injustice to the people who suffer them and are in need of a change. Several
opportunities for change have been mentioned. Now all that remains is to put them into action.
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