MGMT 235 Managing Diversity In The Workplace

MGMT 235 Managing Diversity In The Workplace

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MGMT 235 Managing Diversity In The Workplace

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MGMT 235 Managing Diversity In The Workplace

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Course Code: MGMT235
University: Montgomery College is not sponsored or endorsed by this college or university

Country: United States


Developing a Multicultural Environment Plan
Develop a plan for a school to build an environment that supports multiculturalism. Your plan should introduce the elements of the culture(s) you are planning to discuss, the issues and opportunities available to teachers and administrators in adopting your plan. You will also need to include information around bilingual programs, family and community connections, language, testing, lesson structures, roles of teachers, how to overcome resistance to your plan, and policies that may be changed or developed to help your plan succeed. The project/paper must be purposeful work for you as an educational leader. You may use anything in both texts and other materials at your disposal.


A multicultural education environment is system, which is built on the basis of fundamental American values such as equality, opportunity, justice and freedom. It is lot more than celebrating festivals and introducing biographies. It is a collection of plans, which are aimed to embed the principles in changing U.S demography which is facing diversity challenges. It is a step which seeks to initiate the shifting of privilege and power in the educational system.  The main objectives of multi cultural education is to create an accepting , successful and learning environment for the students, increase the awareness on this issue, make cultural consciousness stronger, make intercultural awareness stronger, encouraging critical thinking, preventing discrimination and prejudice and letting the students know that they belong various historical perspectives (Arends, 2014).
As per National Association for Multicultural Education multicultural education environment helps the students to establish a positive image, provide them with equitable educational opportunity, fight prejudicial behavior and stereotypes and provide students the tools to provide critical judgments for the interest of social justice.
The aim of this paper is to provide a plan for a school in order to build environment in support of Multiculturalism. The paper would also point out the elements of various cultures, issues and opportunities to the administrator and teachers with respect to the plan, family and community connections, testing, language, lesson structures, role of teachers, Bilingual programs and policy changes in order to implement the plan. The paper also discusses the ways to mitigate the challenges which arise in relation to the plan.
Creating an environment which is culturally inclusive 
An environment in which students and staff appreciate, capitalize and recognize the diversity in order to enhance the overall experience can be taken to be as culturally inclusive. All individuals are encouraged through the fostering of a plan which is culturally inclusive irrespective of gender, ethnicity, religious affiliation, age, sexual orientation, political belief or socioeconomic status so that they can develop intercultural skills and personal contacts. A few useful strategies for the purpose of establishing a multicultural class room environment are discussed below which include mutual respect, cultural inclusivity, real appreciation of diversity, bilingual programs, family and community connections, testing, language, lesson structures and role of teachers (Emmer & Evertson, 2016).
Positive interaction:
The school needs to establish an introduction system which would help the students and the teachers to achieve information about the cultural backgrounds of each other along with the experience which the diversity has in the class room. This can be implemented through ice breaking activities in the starting phase of the session. A meet and greet program fan also be introduced by the school. A name activity can be considered which would allow the students to provide information about the origin and meaning of their names and how and why were they given that name. This would not only help the students to discuss about the elements of their culture but also to take freely with enthusiasm (Kulik, 2014).
Celebrating similarities is significant along with finding out the diversity among the students. Activities which promote finding out of common interests and experience which they share may also be included in order to initiate and enhance cohesiveness among the students.
Information technology and computers which are easily accessible methods for the interaction of students and lecturers have to be promoted. These may particularly include course mailing lists, electronic bulletin boards and other mediums.
At the initiating phase of each semester, teachers may provide the students information related to their personal style of teaching along with instructional methods through own website or lecture slides. Teachers may also provide Information related to cross-cultural trainings, personal cultural background, and research and learning experience.
It has to be communicated to the students that the teachers are committed towards understanding their own values, belief and assumptions related to diversity and the cultural differences. It would make the student believe that cultural diversity is respected and valued in the classroom. Teachers must also communicate to the students and provide them opportunities so that they can interact with the teachers before and after the lessons or during tutorials (Holck, Muhr, & Villesèche, 2016).
Efforts should be made by the teachers in classrooms and outside to learn unique things about the students in presence of other students. This would also make the others aware of the diversity in culture. Positive nonverbal actions must also be observed in the school such as eye contacts, inviting facial expressions, hand gestures, physical distance and posture so that the students finds the teachers and administrators approachable.
Bilingual educations
Bilingual education is a kind of teaching method where teaching activities are based on two languages which include the native language and the foreign language. Culturally diverse students must be provided with this type of education in the initial phases of school so that they do not have problems in understanding the subject. The introduction of bilingual education would also make the local students become aware of a foreign language. The study of a second foreign language must be made compulsory in the school. Language classes must be taken by native speakers and be composed of mixed nationalities. Understanding and learning foreign language pays a significant role in fostering unity in the school and encouraging real multicultural education (Kirton & Greene, 2017).
Family and Community Connections 
The impact of community connections, family and schools on the achievements of a student cannot be denied. Families and community play a major role towards the development of a child and it is of utmost significance for the schools to reach out to such families and explain their importance in relation to their child’s future. It is also important for the school to understand that the cultural diversity of the family also needs to be taken into account before engaging them towards their child’s development. There are many parents who are although waiting to get involved in their child’s education with the school but have not found an opportunity. Thus the school must initiation interaction plans while the parents and make them aware of their role towards their children. All families would have their own way of getting involved thus the school needs to incorporate such ways in the existing system. Parents should be made aware that they are the initial and most influential teachers and their teachings in relation to ethics and diversity have the strongest effect on their children.
It is difficult to effectively work with multicultural and standard education at the same time. The Schools must not give prior attention to Balanced and standard tests as they may over shed attention towards teaching linguistically and culturally diverse children. Tests and standards can be taught from a perspective of multiculturalism which would surely enhance student learning. Standards tests results are not the one and only way through which learning can be assessed. The school must use the standard testing as a backbone in order to develop a process of assessment which would be academically rigorous, meaningful and multicultural to the students. The tests should be chosen on the basis of focus of teaching and broad enough for allowing students to adopt and understand (Compton & Meier, 2016).
Appropriate modes of address 
The teachers must inquire during one on one interaction that what the preferred form of address is for the student.  
The students must be referred to by their names as much as possible during classroom discussions
It is very important to pronounce the name of the students accurately as respect and cultural awareness is reflected through such actions. If there is a doubt relating to the pronunciation than the teachers must clear it with the concerned students.
Ethnocentric tones must be avoided by the students with the use of inclusive languages such as family name over last name and provided name over Christian name.
Elimination of classroom Incivilities 
In order to provide protection against insensitivity and cultural exclusion explicit ground rules must be established in relation to appropriate conduct in classrooms. High expectations in relation to mutual respect to all students must be communicated verbally and non-verbally. Students should be encouraged to negotiate a code of conduct in relation to classroom behavior.
Any behavior, which is reported to be discriminatory, biased or prejudice must be responded promptly. Any sexist, culturally insensitive or racist comment must not be tolerated. Laws in relation to discrimination must be explained to the student (Bleijenbergh, Holgersson, & Ryan, 2016).
The needs of individual students should never be neglected or ignored. It must be ensured that no policy of favoritism is adopted by the teacher towards any group of students. Preconceived assumptions and stereotypes must be avoided by teachers in relation to course content and teaching practices.
While teaching about linguistic and culturally diverse individuals or groups belonging to the minority, research findings and published literatures must be cited clearly and personal opinion must be withheld. In the same way students have to be encouraged to research on diverse evidence and sources in order to develop critique options and arguments.
Inclusive and open classroom discussion 
Open minded statements must be made to the students so that they can be prompted to ask questions. For example “will anyone like to give a different advice?”
The school must ensure that no student is singled out or put “on the spot” especially when discussion related to personally or culturally sensitive issue is going on. Students would be put to pressure if they assume that they will have to speak on behalf of their country or religion.
When controversial issues are being discussed turn taking must be promoted. For instance when a topic is being discussed it must be promoted that students listen to the conversation of others and get a chance to provide their own opinion.
The schools must take feedback from students about the teaching methods and how they preferred to be taught. The feedback of the students may be used by the teachers to analyze their own learning and teaching activities. This may be initiated by providing task to students such as writing reflective essays in relation to learning styles or open online forum where discussions about learning method and styles are conducted.
Self-development check lists 
In order to create an inclusive classroom environment, it would be of good help if reflection on their own attitude is provided by the teaching staff. They may ask themselves that to what degree these assumptions, practices and attitudes do to promote an environment which is learning inclusive. A set of questions may be developed which can be used as a framework for the purpose of analyzing own understandings, biases and assumptions of cultural diversity in a potentially productive and reflective way (Bendl, Bleijenbergh, Henttonen, & Mills, 2015).
Policy changes needed 

The school must change its testing policies and reject the standardized form of testing in flavor of a flexible testing framework for establishing an inclusive environment in school.
The communication policies must also be altered and added with electronic communications where the students and teachers may communicate effectively.
Strict rules have to be added in the code of conduct for students and teachers and it must be made clear that no form of discrimination would be tolerated within the school premises.
The teachers and other staff must be subjected to a diversity training program and such program must be compulsory for them to attend.
A counseling system has to be introduced which would be used to help the students who feel culturally backward at school along with a grievances addressing team which would take care of all complaints made by the students.


Creativity can be inspired and innovation can be driven among the students through inclusions of diverse cultural perspectives
The plan can make the classroom and school a more enhanced and suitable place for culturally diverse students.  
The plan can enhance that bonding among the students as they would be more respectful towards the cultures and behavior of each other.
The essence of teamwork may be promoted within the students through the plan as they would learn to respect and understand each other.
The plan can provide an opportunity to culturally diverse students so that they can have equal opportunity and access to education.
The plan can also make the teachers develop an enhanced sense of respect towards diverse students in the class room.
The plan can be implemented through playful activities which would make the students comply as well as enjoy the implementation


The first and foremost issue which would be faced would be resistance from students and teachers who are against diversity, who support a particular strong of culture and are intolerant towards others.
Poor communication may also be a significant problem for the implementation of the plan as it is not easy to communicate a diversity plan. Diversity management is a complex issue which people have difficulty in understanding as there are many customs which they have been falling and thinking to be right but they may be against the promotion of diversity.
Restructuring the rules of a school towards diversity may be difficult and disorganization may be inevitable because of its complexity.

Overcoming resistance 
It is very important to overcome the identified issues in order to effectively implement the diversity management plan. There are several ways in which the issues can be addressed and the plan can be implemented towards an inclusive cultural environment.
Firstly focus must be provided on the leadership ability of the students and the teachers and responsibility may be provided to them so as to implement the plan within their scope. For example the plan can be maintained by the students with respect to each other and the teachers may implement the plan in their respective classes.
In order to enhance communication the plan must not be introduced in a way which is too complex for the students and teachers to understand. The plan must be included gradually within the system in form of playful activities and fun so that it becomes a stable party of the school.
The plan has to be implemented in an organized manner as disorganization may defeat the purpose of the plan and it may never be implemented properly. Thus before implementation all segments of the plan have to be analyzed and then gradually introduced within the system.
An inclusive environment in education is needed more now than ever. The number of diverse students in schools is increasing due to globalization. They all have different cultures and each culture have some similarities and dissimilarities with each other. A healthy environment cannot be created within schools without considering the principles of equality. In order to create equality it is of primary importance that mutual respect towards each other is created. The diversity management plan as discussed in this report would be surely capable of promoting the required environment within schools. 
Arends, R. (2014). Learning to teach. McGraw-Hill Higher Education.
Bendl, R., Bleijenbergh, I., Henttonen, E., & Mills, A. J. (2015). The Oxford Handbook of Diversity in Organizations. Oxford University Press.
Bleijenbergh, I., Holgersson, C., & Ryan, I. (2016). Diversity, diversity management and identity in organizations. .  Equality, Diversity and Inclusion, 35(1), 2-4.
Compton, M. E., & Meier, K. J. (2016). Managing social capital and diversity for performance in public organizations. Public Administration.
Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers. pearson.
Holck, L., Muhr, S. L., & Villesèche, F. (2016). Identity, diversity and diversity management: on theoretical connections, assumptions and implications for practice. Equality, Diversity and Inclusion: An International Journal, 35(1), 48-64.
Kirton, G., & Greene, A. M. (2017). Understanding Diversity Management in the UK. In Corporate Social Responsibility and Diversity Management , 59-73.
Kulik, C. T. (2014). Working below and above the line. The research–practice gap in diversity management. Human Resource Management Journal, 129-144.

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