Interviewing culturally diverse candidates for a position can be challenging to the interviewing panel. In the case of Universities, students from different backgrounds are likely to apply for work-study positions due to the nature of the population in such an institution.
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The behavior portrayed by Sharon Eagle Feather during the interview is related to cultural issues and it should be addressed rightfully in a bid to accommodate such candidates.
As the University students’ life director, I need to employ cultural diversity management techniques in handling Sharon’s case. Disqualifying Sharon, based on her cultural differences would be unprofessional as a students’ life director; hence, making brazen judgments would be detrimental.
In this light, not being judgmental, observing patience, and demonstrating the University’s commitment to cultural equality are essential elements in managing such a situation (Pope, Reynolds & Mueller, 2004).
This assertion implies that as the new director of the students’ life, I would apply the relevant skills to the recruitment of students from different cultural backgrounds without discrimination. This aspect will facilitate the development of skills for students with diverse backgrounds.
Therefore, handling Sharon’s case competently upholds the University’s values of enhancing equality among students. Being patient with the candidate allows one to analyze the expressions manifested by the interviewee in an interview. From the analysis, one can learn some background information about the applicant.
Additionally, observing patience allows one to avoid being judgmental, and thus maintaining objectivity shows how concerned you are on the students’ matters (Pope et al., 2004). Consequently, Sharon’s case would be handled with equality, thus avoiding the chances of cultural discrimination in her case.
Sharon’s case is an eye-opening experience that has beneficial implications that would guide future job interviews. In this case, my staff members ought to learn from the experience and be in a position to handle similar situations effectively in the future.
The significance of upholding equity in the recruitment of students for positions in work-study programs needs to be instilled as fundamental values to be observed by staff members. This assertion underscores the need to approach different cases without prejudice or bias, but managing cultural diversity in the recruitment process in a bid to foster equality of opportunities (Pope et al., 2004).
LGBT clubs and support systems are essential for the management of particular groups within an institution. The lack of LGBT clubs and support mechanisms in the institution of higher learning depict loopholes that allow discrimination of specific cultural groups in the community (Pope, Reynolds & Mueller, 2014).
Therefore, my position as the students’ life director needs to address the issues raised by Sharon in a bid to enhance equality among different groups that have varying values and beliefs that define their culture. As a director, I should approach the formulation of policies that facilitate the support of the LGBT groups. This move may be successful in carrying out research and coming up with programs that protect such groups.
Visible symbols of support should be initiated to show support for LGBT students in the University (Pope et al., 2014). I would facilitate communication that supports the recognition of the LGBT students in various aspects of the institution’s operations.
For instance, inclusive forms should have options that go beyond the female and male possibilities to accommodate other sexual orientations. Relevant information regarding the University’s culture towards the LGBT could also be communicated to enhance support and promote awareness of the existence of such groups in the community.
Specific steps need to be implemented in a bid to foster the visibility of support symbols for the LGBT. Firstly, all resources or events for the LGBT should be displayed clearly at strategic locations within the institution. This aspect acknowledges them and the activities that they engage in within the University, thus promoting equality.
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Secondly, organizing LGBT events and programs to enhance their operations in the institution would facilitate their support. Thirdly, the provision of surveys and other qualitative tools should be facilitated to cover questions on the LGBT climate within the institution. Implementing the three steps would further help to address the LGBT issue in the University (Pope et al., 2014).
The management and administration of institutions of higher learning need to apply multicultural competence to handle the students’ diversity. Managers and administrators should welcome all cultures to their institutions without discrimination (Pope et al., 2014). The cultures practiced by groups, such as the LGBT, have to be protected if they do not result in conflict with other cultures.
The management of cultural diversity in an institution of higher learning could be fostered through the incorporation of cultural studies in the institution’s curricula. In so doing, useful application of multicultural competence would be facilitated, thus resulting in the harmonious coexistence of different cultures in the institutions of higher learning.
Learning various aspects of multicultural and diversity issues is beneficial for personal and societal growth and development. Equipping oneself with the necessary skills required for the management of diverse cultures is essential for the promotion of equality among groups of different cultures that uphold various values, norms, attitudes, beliefs, and attitudes (Sleeter, 2001).
In this light, the knowledge and skills obtained from learning the course are vital for professional and personal development since they allow one to analyze cultural issues from different perspectives.
Multicultural and diversity issues enable one to understand and tolerate background aspects that differentiate people. As a professional, one is equipped with knowledge about the different elements of different genders, race, sexual orientation, language, and religion (Sleeter, 2001).
Therefore, professionals managing cultural issues in an institution of higher learning enhance streamlined operations within the organization. Similarly, an individual can employ the skills gained in relationships with other individuals at a personal level after learning how to deal with different cultures.
Being aware of multicultural aspects of society presents an opportunity for one to consider an individual’s background before taking action (Sleeter, 2001). In this light, appreciating the values, attitudes, norms, and behaviors practiced by different particular groups assists in understanding their culture, coupled with how it is different from others.
Therefore, this aspect fosters mutual understand and harmonious relationships at the professional and personal levels.
Learning about cultural diversity facilitates a fair and equitable society. Professionals can implement the skills learned in supporting the vulnerable and socially excluded groups, hence discouraging discrimination based on cultural differences. Learning institutions that recognize multicultural aspects of their students, such as the LGBT groups tend to create a friendly climate for the development of their skills.
Thus, appreciating cultural diversity has significant implications on the issues of justice and equality in society. Similarly, one understands that groups from different cultures should participate in the decision-making processes thereby enhancing efficient implementation of policies and programs (Sleeter, 2001).
Therefore, we learn that the inclusion of different cultures in decision-making facilitates the formulation of the right solutions to problems facing such groups.
In conclusion, learning on multiculturalism and diversity issues is beneficial for personal and professional growth. The importance of upholding equality through the inclusion of different groups in decision-making allows the creation of an equitable environment, thus a just society for all.
Additionally, the discipline enhances the management of diversity at the administration level, thus enhancing effective organizational culture. Essentially, the knowledge of cultural diversity is highly applicable in the management of institutions of higher learning that are characterized by students from different cultural backgrounds.
The Harvard University has made significant efforts towards the promotion of multiculturalism within the institution. A precise definition of multiculturalism has been facilitated by a welcoming environment coupled with supportive services for students with different cultural backgrounds.
This aspect entails the inclusion of religious minorities, international students, the disabled, and LGBT in the Harvard community. Additionally, the mission statement seeks to provide an environment that favors individuals and groups with different cultural affiliations (Harvard Medical School, 2015).
Leadership plays an integral part in facilitating a supportive environment for a community characterized by cultural diversity. The Harvard University, through the Office of Students’ Affairs, has formulated and implemented policies that seek to address the particular needs of different students.
Various programs that seek to address multiple aspects of cultural diversity in the institution have further facilitated this move. Through the Multicultural Affairs Office, the institution has been in a position to set yearly goals that aim at constituting a welcoming and supportive environment for students with different beliefs, attitudes, norms, and behaviors (Harvard Medical School, 2015).
The formulation of policies geared towards the enhancement of a multicultural community at the University has been significant for the efficient operations of the Harvard University. Sound leadership from the Dean of Students and the Office of Students Affairs (OSA), has been in a position to safeguard the cultural interests of different students (Harvard Medical School, 2015).
For instance, the institution has provisions that seek to mitigate race-based discrimination in the University, hence protecting all students irrespective of their backgrounds.
The recruitment of staff and students for various positions at Harvard factors the cultural diversity aspect. The OSA, in collaboration with the Office of Recruitment and Multicultural Affairs (ORMA), facilitates the recruitment of staff and students from various cultural backgrounds to attract individuals with diverse ideas, skills, and experiences (Harvard Medical School, 2015).
In this regard, equality is fostered through the accommodation of diversity in the workforce.
Harvard University values its staff members and students’ multicultural competence in dealing with diversity. The ORMA and the OSA have been conducting training programs and events focused on the enhancement of multicultural competence (Harvard Medical School, 2015).
Workshops and conferences have been regularly organized to improve the awareness and empower staff and students with the requisite skills for successful management of cultural diversity.
The institution of higher learning encourages and supports scholarly endeavors, which are after the promotion of multicultural competence among staff and students. For instance, Scholars in Medicine Office (SMO) has been publishing works related to issues of cultural diversity in a bid to encourage research on the topic (Harvard Medical School, 2015).
Additionally, divisional programs and services have been implemented under the leadership of various offices such as the Council of Students Affairs (CSA) to sensitize student on the need for the harmonious coexistence of different cultures.
Harvard’s physical environment is in line with its mission of welcoming students from varying backgrounds (Harvard Medical School, 2015). The campuses’ layout and artistic works have factored cultural diversity since it is an international institution of higher learning.
For instance, some areas are reserved for students with disabilities. In so doing, students from different regions feel at home due to the presence of artistic works that acknowledge cultural diversity among other attributes that make the environment welcoming.
The evaluation of the implications of multiculturalism has been essential for Harvard to gauge its performance. Various divisions, such as the Inter-Society Multicultural Fellows Committee, assess the strengths and weaknesses of the staff and students’ multicultural competence as portrayed in programs and services.
The aim is to evaluate the students’ satisfaction despite their cultural identities, hence determining the attainment of the institution’s progress towards its multiculturalism mission (Harvard Medical School, 2015).
Harvard Medical School: Multicultural Affairs. (2015).Retrieved from https://hms.harvard.edu/
Pope, R., Reynolds, A., & Mueller, J. (2004). Multicultural Competence in Student Affairs. San Francisco, CA: Jossey-Bass.
Pope, R., Reynolds, A., & Mueller, J. (2014). Creating Multicultural Change on Campus. San Francisco, CA: Jossey-Bass.
Sleeter, E. (2001). Preparing teachers for culturally diverse schools research and the overwhelming presence of whiteness. Journal of teacher education, 52(2), 94-106.