ERIC Number: EJ855076
Record Type: Journal
Publication Date: 2009
Reference Count: 2
Negotiating the Path: Towards Diversity and Inclusion
Mason, Letita R.
NCSSSMST Journal, v14 n2 p30-31 Spr 2009
Global survival hinges on an appreciation that the solutions to problems reside within the collective strength of diversity. However, achieving inclusion is often relegated to periodic infusions of multiculturalism into the mainstream of organizational culture. And "diversity" is quickly becoming the latest buzzword for an idea that, though politically correct, causes people to dread the discomfort associated with real discourse on the issue. In this article, the author discusses six areas of challenge that leaders must address in order to promote institutional diversity. These areas are: (1) Changed Power Dynamics; (2) Diversity of Opinions; (3) Perceived Lack of Empathy; (4) Tokenism, Real and Perceived; (5) Participation; and (6) Overcoming Inertia. NCSSSMST member institutions have had a transformative impact on designing innovative curriculum, research and teaching models in STEM fields, as well as in the fine arts and the humanities. It is the author's hope that those in NCSSSMST will continue to demonstrate transformative leadership in meeting the challenges that rob institutions of the positive benefits greater inclusion and true multiculturalism afford.
Descriptors: School Culture, Educational Environment, Diversity (Institutional), Cultural Pluralism, Transformational Leadership, Student Diversity, Inclusive Schools, Power Structure, Empathy, Social Bias, Racial Bias, Curriculum Design, Teaching Methods, Secondary Schools, Mathematics Instruction, Science Instruction, Technology Education
National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology. 3020 Wards Ferry Road, Lynchburg, VA 24502. Tel: 434-582-1104; Fax: 434-239-4140; e-mail: firstname.lastname@example.org; Web site: http://www.ncsssmst.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A