CHAPTER 1

UNDERSTANDING DIVERSITY

Prepared by: Ms. Liezl Denna

Objectives:
At the end of the chapter you will be able to:

• discuss the meaning and significance of diversity;

• demonstrate the use of Loden’s Wheel of diversity;
• support diversity as a component of relationships,
education and organizations.
DEFINITIONS OF DIVERSITY
• It is the uniqueness of each one that is the root of
diversity.
• The English noun that captures the essence of
difference is the word diversity.
• Diversity is from the Latin word divertere, which
means to turn away, separate, oppose, ( Latin
Dictionary n.d.).
DEFINITIONS OF DIVERSITY
• The Collins dictionary defines diversity as “ the
state or quality of being different or varied; a
variety of assortment; a point of difference; the
inclusion of people of different races, genders,
religions, etc. in a group; the relation that holds
between two entities when and only when they are
not identical; the property of numerically distinct.”
DEFINITIONS OF DIVERSITY
• In the United Nations Educational, Scientific and
Cultural organization’s (UNESCO) Guide on
Ensuring Inclusion and Equity in Education (2017),
diversity is defined as “ people’s differences which
may relate to their race, ethnicity, gender, sexual
orientation, language, culture, religion, mental and
physical ability, class, and immigration status.”
(UNESCO 2017)
DEFINITIONS OF DIVERSITY
• Diversity is an issue we have to face and conquer.
Presently, people recognize and consider the differences
of each person as important. We all live in a global village
that brings about changing demographics both in the work
force and education. As our communities become more
diverse, it is imperative that we make an effort to
understand the different dimensions of diversity, which is
not just all about accepting, understanding, and tolerating
one’s uniqueness or differences.
• Confronted with the need to live in one global village,
it is valuable that we discover and explore areas that
could connect us and allow us to do collaborate works.
• Accepting and celebrating the uniqueness of each
individual will allow for respecting different
experiences and qualities of individuals that will open
up more avenues to solve problems and innovate.
• Collaboration and communication are skills that are
needed to develop and succeed.
 Cont…
It is, therefore, important that we understand our
differences and master how these could be used to
harness tolerance, cooperation, and unity that will lead to
productivity.
LODEN’S DIVERSITY WHEEL
In 1990, Marilyn Loden, an American writer, and Judy
Rosener, a professor at the graduate school in the
University of California, Irvine developed a framework
to respond to the flourishing divergence in America’s
labor force. Their goal was to capacitate people to make
their voices heard by pointing to their diversity and its
impact on their person, their rights, and their freedom
(Lou and Dean 1991).
 Cont…
Loden and Rosener published the book “Workforce America!
Managing Employee Diversity as a Vital Resource” ( Irwin
Publishing 1991). In this book, the original version of the
Diversity Wheel model was introduced. Loden recognized the
demand for an instrument that would help people better
understand how group based-differences influence people’s
social identities.
Dissatisfaction, distrust, and competition would ensue when the
different dimensions of diversity are not given recognition.
 Cont…
Loden and Rosener’s extensive research led them to
maximizing the workforce of a diverse group of people,
managing diversities as assets to develop productive
working relationships. The model was revised in 1996 to
cover additional aspects of group differences that were
implied in the first model. The changes were to
recognize the experiences of people who identified these
aspects as most important to their personhood.
The different components in the Diversity Wheel played
significant roles in building character and possibly
forming stereotypes. She hoped that this could be used to
further discuss diversities not only on the work force but
globally. In her book, Loden states, “ I think diversity
discussions are really about understanding our social
identities, acknowledging what is important and learning
to integrate into society so that no sub-group feels
excluded or one down” (Loden and Rosener 1991.
The Diversity Wheel pointed to the significance of
our social characters and the ways in which people
develop their identity when they are able to establish
a connection with a specific group of people. The
wheel consists of primary or core and secondary
dimensions of diversity. The categories put forward
the effect of these differences on a person’s beliefs,
expectations, and life experiences. The dimensions
are the components that comprise the whole person.
The primary or core dimensions are in the inner circle. These
are the stronger ones. These are the characteristics we were
born with or established by significant experiences we had or
people we interacted with. These are considered to be distinctly
persuasive. In establishing who we are- our principles, our
sense of self, our image, our perceptions, and how we think
about others. These core dimensions or attributes are in place or
established and are the least likely to change. These are core
elements are age, ethnicity, gender, physical abilities/qualities,
race, income, sexual orientation, class, and spiritual beliefs.
The secondary dimensions are in the outer circle. These
characteristics are also part of our social identity, but they
can change or be discarded as our life experiences impact
us. They are influenced by people we encounter, places,
we go to or live in, and experiences we go through. The
second dimension is compose of geographical location,
marital status, religious beliefs, parental status, income,
education, work experience, military experience, first
language, family status, work and communication styles.
Together, the core or primary dimensions
notably effect our prior experiences,
viewpoints, and principles, giving us an
exclusive mind-set of the world around us,
making each one of us distinct individuals.
Figure 1.1. Loden and Rosener’s Diversity Wheel (Loden 1991).
A.How to use the Diversity Wheel Loden (1991).
Loden (1991) states that, “ The Diversity Wheel is
useful in explaining how group-based differences
contribute to individual identities.” The function of
the wheel is to encourage people to talk and discuss
with each other and generate new points of view
among each one in the group. In the two dimensions
of the wheel, each individual is made aware of
his/her differences.
•Loden presents four principles
for managing our own behavior in
a global context and interacting
successfully with people globally.
 The four principles
RICR (Loden 1996)
1.respect
2. inclusion
3. cooperation
4. responsibility
She defines each principles as:
•respect: treating others the way they
wish to be treated;
•inclusion: making certain everyone
on the team is truly a part of of the
team’s decision-making process.
• cooperation: actively helping others succeed
rather than competing or attempting to one-
up someone.
• responsibility: managing personal behavior
to maintain a diversity-positive environment
and questioning inappropriate behavior
when it occurs.
By using the Diversity Wheel
one can consider hoe different aspects, for
example, spiritual belief and cultural
differences, may form other people’s
identities and perspectives in the world.
 ABILITY (AND DISABILITY) AS A
DIMENSION OF DIVERSITY
Another dimension of diversity that is significant
is the dimension of ability and disability.
Diversity covers the limitless domains of an
individual’s unique characteristics, experiences
and capabilities.
Diversity encompasses respect and
tolerance of differences that enables a
celebration uniqueness.
According to the Collins English Dictionary,
ability refers to the possession of the qualities
required to do something; necessary skill or
competence, or power.
Disability, on the other hand, is defined by the
World Health Organization (WHO n.d,) as the
umbrella term for impairements, activity
limitations, and participation restrictions, referring
to the negative aspects of the interaction between
an individual ( with a health condition) and that
individual’s contextual factors (environmental and
personal factors).
 Cont....
This definition underscores that disability is not
only a health issue, but also an issue that affects
a person’s state in life and the environment
he/she is in.
A person’s self-identity and his/her perspectives
of the world around him/her are affected by both
ability and disability.
The American Disabilities Act of 1990 (ADA)
“defines a person with a disability as a person who
has a physical or mental impairement that
substantially limits one or more major life activity.
This include people who have a record of such an
impairement, even if they do not currently have a
disability. It also includes individuals who do not
have a disabiltity but are regarded as having a
disability.”
“Disabilities may affect one’s senses or one’s
mobility: they may be static or progressive,
congenital or acquired, formal ( affecting the
shape of the body) or functional, visible or
invisible” ( Couser 2005).
• A person’s disability makes him/her a unique
individual who is, at times, shunned from places
and activities.
• They have to be acknowledged as part of the
spectrum of diversity.
• They have to be recognized as human beings who
should not be discriminated against, but rather
understood, accepted, and tolerated.
• They have to be accorded their rights.
• Disabilities have to be seen as a natural part of
life and a natural part of diversity.
• People with disabilities have to be perceived and
accepted as people with distinct abilities.
• They have to identify themselves as having
disabilities so that the world can accept them and
create avenues for them to live in.
 THE DILEMMA OF DIVERSITY
• In this age of fast paced development where
diversity plays a unique role, there are stilll
challenges that confront a lot of people who
have been identified as “ different.”
• Discrimination issues around race, gender,
age,and intellect still abound inspite of charters,
laws, and policies that uphold diversity.
• In some workplaces, women and people of color
are still discriminated against and not given
positions in management or administration.
• People of a certain race are stereotyped to be of a
specific character.
• In some schools, children with special needs are
shunned with the reason that they are not ready
for school yet or are not suited for the school.
• Though there is still so much effort that needs to
be put in so that diversity is accepted, respected,
tolerated, there has been progress in a lot of
areas.
• In more workplaces, there are systems and
processes put into place to intentionally promote
diversity.
• Diverse ways of thinking and doing things bring
in creativity and productivity.
• Innovative thinking and collaboration are
encouraged when different people work to
come upwith solutions to problems or
challenges.
• In schools, diversity is the best way to teach
what it means to be tolerant and repectful of
each other’s differences.
• In government, the acknowledgement that
diversity is an integral component of
community equates to laws and policies
being passed to look out for the welfare of
people of diverse cultures and backgrounds.
• Diversity, therefore, is an integral
component of life and of living.