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Diversity training
Diversity training
It is defined as a distinct set of programs whose purpose is to facilitate positive inter-group interactions, reducing prejudice and discrimination. According to Lauring and Ross (60) diversity training differs from other types of training because it deals with issues that are regarded emotional and subjective. Diversity training promotes awareness among the employees and the management. Another role of diversity training is sensitizing the employees in an organization about their differences and how these differences can be capitalized in order to enhance organizational performance. Diversity training can serve many other roles in an organization. Firstly, besides raising sensitivity and awareness it can be used to communicate important skills such as mediating, and cross-cultural conflicts. Secondly, diversity training can be used to teach the HR personnel how to use recruitment tools that target minorities. The diversity training should be administered throughout all levels; from management to the entry level.
Diversity training encompasses many types of activities. These activities are classified into two : experiential training methods and instructional training methods. Instructional methods are aimed at raising awareness about the benefits of diversity-friendly behaviors and policies. Some of the common instructional tools include lectures, implicit attitude tests, videos, fact sheets and group discussions. The content that is relayed to the trainees should touch on existing equal opportunity laws, different cultural styles of communication and social interaction and policies against gender harassment. On the other hand, experiential training method assumes a personalized and participatory approach. Some of the common experiential activities include travelling to neighborhoods whose population comes from a different ethnic background. It could also involve group therapy sessions, and group discussions. An organization could decide to use either experiential or the instructional method.
There is a vast literature on diversity training. According to Li (46) diversity training is the cornerstone of diversity initiative and that’s why an organization should include it in the diversity program. Studies that have been conducted on this subject have found out that participants in diversity training programs are able to acquire skills and on-the-job diversity behavior. However, resistance is likely to occur because employees could perceive diversity training as discriminatory in the sense that it give an unfair advantage to the minority groups. In response to these concerns, some organizations are opting to make diversity training opportunities available to employees on a voluntary basis. The subject of voluntary diversity training has received great attention from scholars. It is widely acknowledged that employees are most likely to participate in training that they perceive will lead to valued outcomes. This statement is supported by a study that was conducted by Sadri and Tran (91). The study indicated that in North America, black Americans and women are more likely to participate in the diversity programs than white men because they feel it will lead to positive outcomes. Based on this literature, it is important for an organization to decide from the onset whether training will be mandatory or voluntary. In order to avoid backlash from some of the employees, an organization could consider conducting a pre-training assessment to gauge the attitude of the employees towards the program.
Besides voluntary diversity programs, the available literature has also focused on the factors that affect the success of the diversity training. One factor that has been evaluated is the characteristics of the participants. A study that was conducted Mike (153) compared the homogeneous training groups and heterogeneous training groups. The study concluded heterogeneous training groups promote cohesion among the members while improving the quality of discussion unlike the homogeneous training groups. However, there a feeling that heterogeneous training groups reinforces prejudice attitudes among the trainees.
Another factor that has been explored is the individual differences in experiences. Employees who have prior experience in diversity issues are less likely to benefit from the training. Consequently, if an organization has a large percentage of employees who are well versed in diversity issues it could consider using alternative strategies such as behavioral modeling. In addition, in order to increase the participation of employees with higher pre-training competence levels, it could consider introducing a voluntary program. On the other hand, trainees with little previous training in diversity issues are more likely to benefit from the program.
Recruitment
Recruitment is an important process that the management can utilize to bring aboard employees from diverse backgrounds. The recruitment approach adopted by the HR department should strive to reach out to diverse pools of talent. In order to ensure all groups are represented it is important for an organization to form relationships with minority organizations, professional groups and colleges that are associated with minority groups. In addition, organizations can use minority publications to identify potential employees and attract new employees. Another way the recruitment process can be changed in order to accommodate diverse groups is by creating an organizational environment that appeals to candidates from diverse labor markets. Alternatively, an organization could use a diverse team of recruiters to spearhead the recruitment effort. Most importantly, potential candidates have to be screened to ensure that they are ready to support the culture of diversity in the organization.
Promotion
Creating a diverse workforce in an organization can also be achieved through the promotion process. In this regard, the management and the promotion board should ensure that cultural and ethnic differences are taken into account during the process. In addition, the promotion panel should ensure that potential candidates for promotion have internalized the organization’s diversity principles.
References
Albrecht, M.H. (Ed.). International HRM: Managing diversity in the workplace.
Oxford: Blackwell, 2000
Aronson, D. Managing the diversity revolution: Best practices for 21st century
business. Civil Rights Journal, 6 (2002): 46-66.
Gröschl, Stefan. Diversity management strategies of global hotel groups: A corporate web site based exploration. International Journal of Contemporary Hospitality Management, 23(2011): 224 – 240
Jackson, S. E., and Joshi, A. Diversity in a social context: a multi-attribute, multi-level analysis of team diversity and sales performance. Journal of Organizational Behavior, 25.(2004): 675−702.
Diversity Statement for Law School admission
Mary Lou Reyes
Diversity Statement
LSAC Account No. 35019514
Diversity Statement for Law School admission
I am an XXX-year-old Latina woman living in the US. I was born and brought up in a traditional household in a small town called XXX. My father was undocumented and did not have permanent employment. However, he worked incredibly hard to put food on the table and instill us with traditional values. On the other hand, my mother served as a housewife. From an incredibly tender age, my sisters and I were conditioned to always act like a “lady” and to embrace religious practices. Thus, I grew up as a firm believer with a traditional lifestyle.
Being raised in a traditional family, I followed the steps other women in society took. After graduating from high school, I married my high school boyfriend and gave birth to my beautiful daughter, Aubri. After she was born, I started realizing that women could serve more than just housewives. I decided to set a new example of how a woman should act so I could teach my daughter and other women in the society not to limit themselves to the values that were once set in stone within our society. Therefore, I decided to be the first person in my family to expand my education. I graduated from Wayland Baptist University with a bachelor’s degree in justice administration in addition to many certifications and an Associate’s degree. In the end, I transformed my once very traditional lifestyle into a nontraditional one.
My decision to further my education led to my divorce. As a newly divorced, single mother and a nontraditional student, I had to work twice as hard as those around me. Unlike the younger students, I did not have time to socialize or slack off. I knew very well my daughter depended on me. I paid extra attention and I worked nonstop. At the same time, I balanced going to school and caring for my daughter with a challenging career in the legal field. So far, I have discussed case details with hundreds of clients, taken notes for attorneys at depositions and hearings, investigated injury causations, and monitored court appearances. Raising my daughter while analyzing litigation documents and managing the calendars for attorneys was difficult. Still, I am proud that my daughter has watched a single Latina mother succeed in her field.
My divorce process was not a walk in the park. I faced shucks at the Courthouse. Besides, I encountered many criminal false accusations while handling the custody matter. Custody battles are very painful, and I hope to be able to assist in keeping things real and truthful because it is very important not to hurt someone and their reputation to achieve a malicious gain over one another. However, after a few years of fights, we forgave each other, and to date, we are friends and maintain a cordial relationship with our daughter, who was recently admitted into Covenant School of Nursing.
After 30 years of serving in the legal industry and being the first born and the first person in my family to become a college graduate, I understand the central role of education in providing opportunities and improving people’s lives. I wish to use my studies and life examples to inspire others. While working as a Legal Secretary and Paralegal for several law firms, I have watched language barriers, and financial hurdles get in the way of clients receiving justice. I look forward to using my law degree to be an avid plaintiff’s attorney. As I am passionate about helping low-income clients with their injury and immigration cases, I hope to extend my services to many clients in my community who need them most.
My choice to pursue a Law program is driven by my ambition to positively impact society. I have been through a lot and matured tremendously. Therefore, I believe that I serve as living proof that there is no age limit or timeline when it comes to success and shows other Latina women that anything is possible. My academic and career determinations will carry me through your program and lead me to a career where I can apply my knowledge to improve people’s lives, particularly the disadvantaged. Also, through this prestigious law school, I hope to continue to stray away from a traditional lifestyle and set a good example for my beautiful daughter and other young girls to emulate.
The Use of Stereotypes
Takaya Matsuki
Professor Bei
English 1302
3 May 2019
The Use of Stereotypes
The multiple stereotypes between the inferior and superior relating to gender, race, and culture is what constructed M. Butterfly. It is referring to the gender and ethnic stereotype that one is inferior to the other. In most cases, the East is inferior to the West, and women are inferior to men. Yet, in this case, Hwang is able reverse the stereotype to make the Western man the weak minded compared to the Oriental woman. Now imagine the Westerner obsessing and loving the Oriental. The woman no longer being considered the inferior, flipping the table to create a plot. Not only that, but it was due to politics to create such conflict involving the stereotypes. The stereotype of gender and race is able to negotiate with each other in order to create such a conflict which propels the story.
It is evident with the history between the Chinese and the Western part of the world, the Westerners look at Orientals with a shameful attitude. This hierarchy that is placed in the world is what Hwang is trying to reverse and deconstruct in the play. As Hwang explains in an interview with John Louis DiGaetani, “I wrote M. Butterfly as an attempt to deal with some aspects of Orientalism” (DiGaetani 141). This allows Hwang to present a conflict based on ethnic and sexual inequity. Hwang executes this perfectly by the setting and characters presented in the play. Gallimard, a Western white man involved with Song, an Oriental “female”, who is also a communist, during the 1960’s in China. In the late 1960’s, Orientals were looked down at by the Westerners due to the wars and political dispute between the two sides of the world. That is why Gallimard is so obsessive towards Song, because to him, she is this submissive being that he can take control of. “Gallimard adheres to stereotyped images of women and of the Orient” (Kondo 15). Yet, to Song, Gallimard is this white parasite who likes to attach to passive woman, which she takes advantage of. “One of the things I found interesting is that your play suggested the Western naivete about the East. Many Westerners tend to think of the East as a pretty little Madame Butterfly rather than seeing what is actually there in the orient” (DiGaetani 141). Gallimard so naïve about the stereotype that he underestimates the orients. When he is brought to the court about how Song is a male communist, Gallimard is ashamed of himself. It is not because Song is a man, but because he let an Oriental fool him like that. The stereotype between the superior and inferior are able to compliment each other in order to create a conflict for the story. At the end the East sees the West as inferior like how the West sees the East as the inferior. There are more similarities than differences between the two and that is Hwang is trying to portray. “I think one of the more simple things the play’s trying to say is that eventually one must look past all the cultural stereotyping we do of each other, West to East and East to West, and deal with each other just as humans if we’re really to reach any point of true understanding” (DiGaetani146).
The gender inequality is what conflicts M. Butterfly. This whole story is man versus woman. Even though Comrade Chin has a higher placing in the military, Song is still considered the superior because of the gender hierarchy placed in China. “You don’t understand the mind of a man” (Hwang 72). Till now in modern day China, men are still the superior. Gallimard is so attracted to Song not only to the fact that Song is an oriental, but also the fact in Gallimard’s eyes, he is a woman. “Suddenly, it hit me–“All he wants is for her to submit. Once a woman submits. a man is always ready to become ‘generous’ ” (Hwang 62). That is why Song is able to manipulate him so flawlessly, he knows what a man wants from a such submissive woman. “Right. Song Liling is able to be such an effective fantasy for Gallimard because, as a man, she knows how a man wants to see women, and therefore can become a man’s woman-which is why Gallimard says toward the end of the play: “I was a man in love with a woman created by a man, and now everything else simply falls short” (DiGaetani 146). Gallimard being such a parasite for inferior woman, Song acts in such a passive way to please Gallimard. This superiority feeling over women gives Gallimard a confidence boost.
“His superior congratulates Gallimard on his masculine performance: “A year ago, you would’ve been out. But the past few months, I don’t know how it happened, you’ve become this new aggressive confident … thing” (37-38). Admiring the extramarital interracial (and supposedly heterosexual) activity of his “thing,” the representative of Western society approves of Gallimard’s machismo” (Saal 632).
Once Gallimard found out Song is man, he felt so embarrassed. His confidence he gained from dominating over the submissive Song went down the drain.
The whole reason as to why this is a story is due to the political differences between the East and West. China rising as a communist nation and is trying to spread communism throughout the world. Song being a communist spy, is assigned to get intel from his enemy. Meeting Gallimard, then realizing his weakness for submissive women, Song takes advantage of that. Thus, creating the entire plot. From the beginning to the end this is all because of politics. Song is willing to do anything to serve his people, that’s all he wants to do. As he yells to Comrade Chin, “I want to serve the people” (Hwang 60). He did do anything to complete his mission. He faked a love story between him and Gallimard, gaining as much intel he can. He even goes to extreme measures just to get information from Gallimard. “I let him put it up my ass!” (Hwang 70). He committed an act of homosexuality, which is looked down upon in Chinese culture, just to get intel so he can give weekly reports to Comrade Chin. It was his commitment for his people that made him act as a woman and homosexual. His devotion for communism made him do what he did in the story.
Hwang centers his entire story around gender, race, and politics. Politics being the main reason as to why there even is a conflict. Using a character’s devotion to communism to propel a story. Using the stereotype of gender and race as more as an advantage for Song. Politics is the whole reasoning behind the story, but the story focuses on the gender inequality and racial stereotype. Having two characters from the opposite of the world, having completely different mindset and views come together. Of course, with having different views on each other, they will treat one another differently than how they would normally treat their own. Hwang wanted to use that to plot a story.
“One of the things I wanted to do was to indicate both the differences between cultures as perceived by Asians and the similarities as perceived by Westerners. In other words, the West looks at the “East” as sort of a monolith. Whether we’ve been at war against Japan or Korea or Vietnam or in a Cold War with China, it’s all “Oriental.” But of course, the Asians see themselves as very different. I also have to say, again, that the reverse is true, that Asians tend to see the West as very monolithic. Perhaps from each point of view, it’s a legitimate position to take because there are probably more similarities between the Asian cultures as opposed to the West than differences, and vice versa. But from the point of view of the West, America does not consider itself to be the same as France. And Japan does not consider itself to be China” (DiGaetani 146).
Not only that, but he also wanted to put in the topic of gender inequality. Which is a perfect to include that because China is well known for their hierarchy regarding men and women. Hwang stirs the three topics together in order to create a conflict which propels the story.
Works Cited
Hwang, David, and Giacomo Puccini. M. Butterfly. New York, N.Y: New American Library 1989. Print.
Hwang, David Henry, and John Louis DiGaetani. “‘M. Butterfly’: An Interview with David Henry Hwang.” TDR (1988-), vol. 33, no. 3, 1989, pp. 141–153. JSTOR, www.jstor.org/stable/1145993.
Kondo, Dorinne K. “‘M. Butterfly’: Orientalism, Gender, and a Critique of Essentialist Identity.” Cultural Critique, no. 16, 1990, pp. 5–29. JSTOR, www.jstor.org/stable/1354343.
Saal, Ilka. “Performance and Perception: Gender, Sexuality, and Culture in David Henry Hwang’s ‘M. Butterfly.’” Amerikastudien / American Studies, vol. 43, no. 4, 1998, pp. 629–644. JSTOR, www.jstor.org/stable/41157422.
Outline
Introduction
Thesis: The stereotype of gender and race is able to negotiate with each other in order to create such a conflict which propels the story
Body 1
Topic Sentence: It is evident with the history between the Chinese and the Western part of the world, the Westerners look at Orientals with a shameful attitude.
-Discuss about how Hwang presents the West and Orientals in the play.
-How are both perceived at by the world.
-The conflict is based on the point of views by each race towards one another.
Body 2
Topic sentence: Even now, women in China are known as the inferior because that is just their culture.
-Even though Song dressed as a woman, he still is a man which puts him above Comrade Chin.
-Gallimard only was in love with Song because her being an Oriental woman in China makes her submissive towards him, which he liked. Yet, as soon as Song was revealed as a man, Gallimard did not want to do anything with him. As if he was scared of him.
Conclusion: Discuss the race and gender topic and how it created a conflict in the story.