DIVERSITY IN WORK AND ORGANIZATIONS

Diversity in Work and Organizations



Diversity in Work and Organizations

Introduction

The term diversity refers to all human characteristics that make people different from one another. These differences may be represented by visible characteristics, such as gender, race, ethnic background, and age. However, these differences may also be represented by non-visible characteristics, such as education (Cox, 2003), functional background, organizational tenure, socioeconomic background, and personality. This paper discusses diversity in work and organizations in a concise and comprehensive way.

Topic 1: How Realistic Is It For Organizations To 'Manage' The Difficulties Associated With Diversity In The Workplace?

Organizations need to take into account a number of factors to manage the difficulties associated with diversity in the workplace. There is little doubt that as a society, we are rapidly confronting issues of social and cultural difference. In all aspects of life—from personal finances (diverse portfolio) (Villegas & Lucas, 2002), to the environment (biodiversity), to the foods we eat (Mesclun salads), to the research methods we utilize (mixed methods)—the notion of “difference” is generally viewed as a healthy and positive attribute. Therefore, it comes as no surprise that our business and education leaders are often called to “embrace differences,” to “think outside the box,” and to entertain different ideas and perspectives that foster “democratic” (Villegas & Lucas, 2002) communities.

As a whole, there is no widespread reservation about the prospect and promise of diversity. Generally speaking, most would agree it is something every individual and/or organization should endorse. Its benefits are widely praised in the leadership and organizational literature, and its importance and relevance to all aspects of social functioning is certainly not considered inconsequential. The extensive appeal of diversity is applauded—by progressives and conservatives alike—in all areas of society and in most forms of social and organizational functioning (Cohen, 2005). In this regard, the notion of diversity has fast become a normalized and universally accepted issue.

Despite these important insights, most individuals continue to have a rudimentary understanding of diversity. Too often, the focus of diversity is on its superficial and/or innocuous aspects as opposed to its more ethical and political dimensions (Cohen, 2005). To be certain, it is in this latter realm where most of the debates and tensions over diversity occur. It comes as no surprise, therefore, that our approaches to understanding diversity and difference are somewhat limited in scope and breadth.

Part of the blame for this limited understanding rests squarely on the shoulders of schools, as ideologically laden spaces, where students learn about diversity, multiculturalism, and the broader goals of working and living in a pluralistic society (Gardner, 2003). Schools reflect the broader discourse surrounding diversity and inculcate in students powerful messages surrounding multiculturalism and difference. If the messages students receive about diversity focus primarily on sanitized or simplistic notions of difference, then students are not equipped with more robust lessons surrounding the role of power and privilege in society. Therefore, in order to better understand how we come to know about diversity, we must take a look at how schools ...