This document discusses learner diversity in the classroom. It begins by defining diversity and noting that classrooms are becoming increasingly diverse. It then discusses different types of diversity students may have, including socioeconomic background, culture, gender, learning styles, interests, development differences, and learning aptitudes or exceptionalities. The document outlines both positive and negative impacts diversity can have, and provides educational implications for addressing diversity, such as ability grouping, adjusting curriculum and teaching methods, and promoting social harmony. It emphasizes the importance of respecting individuals' differences in a diverse classroom.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
Policies and programmes of inclusive education.pdfBeulahJayarani
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
The education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. In Vedic era education had a very prominent place in society. It was being considered as pious and important for society. In the eyes of Aryans, education was the only means to acquire, prosperity in the field of physical, mental, spiritual and social developments. Education was must for everybody for becoming cultured. In absence of education people were considered as uncultured and animal like thing. Education was an instrument to show new paths and knowledge to us. Education opens our hidden qualities and helps people to attain Salvation. It can be regarded as ―Third Eye‘of human beings. Through education only a man gets rid from debt of Guru and so was the feeling of people at that time. In short by putting different logic, we can say that education was the most important aspect of human life of that period. Terms such as knowledge, awakening, humility, modesty etc. are often used to characterize education in the Vedic period.Educational Achievements of Vedic age were as follows:
1. Education emphasized the development of spirituality the ashram system was adopted for paying of the individual’s debt towards the Gods, his forefathers, his teacher and society.
2. The minds of the parents were first prepared to instill in them a desire for the education of their children. It has been said that those parents are the enemy of the child who do not teach their children.
3. Great attention was paid to the development of Childs character. Teachers laid stress on integral development of the individuals’ personality.
4. Social skill was evolved through training in fulfillment of duties
5. Efforts were made for the preservation and propagation of the national culture.
6. Education was free. Its expenses were borne by the society and the king
7. While living in Gurukul the child imbibed education in a favourable environment
8. A student was compelled to obey the ideals of the Gurukul. He had to shoulder the burden of existence through begging for alms. This practice developed humility and tolerance in the student
9. In developing the students character attention was paid to his nature, early experiences upbringing and circumstance
10. Self study (Swadhyaya) was considered more important
11. The medium of education was divine pronouncement
12. The examination was oral one. The student was required to give oral answers in a congregation of scholars. It he satisfied them, he was given a degree or little. The consensus of the scholars’ opinion was essential for obtaining such a title.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
diversity (b.ed notes) COURSE 1
1. COURSE 1
MODULE 3
Unit 6
Namrata Saxena, Asst Professor, PCER, New Panvel.
a) Childhood and growing up in the context of Diversity
Introduction:
“You find strength within the classroom, not based simply on the commonalties….Those are
there, but the strength comes through the differences…the different stories you have to tell,
the different things[you] can learn from one another and about one another and then
celebrate….”—Jan Currence, Teacher, Maryland
Diversity is a natural part of human communities.
Responding to the increasing diversity among students is one of the biggest challenges for
school leadership in the 21st century (Leithwood, Jantzi and Steinback, 1999.)
School education in India has witnessed a steady growth over the years in enrolment
of children from all sections of society, particularly from weaker and disadvantaged
sections such as girls, SCs, STs, and linguistic, ethnic and religious minorities. Owing to
the increased inflow of children from weaker and disadvantaged sections, classrooms and
schools are becoming increasingly diverse. There has always been diversity in the classroom,
but in today society it is important to embrace it and make positive use of it.
Definition of Diversity
Origin
The word Diversity comes from Old French word ‘diversité’ which means ‘making
dissimilar’
In the Merriam-Webster dictionary (2013) it defines diversity as:
“the condition of having or being composed of differing elements; especially the inclusion
of different types of people in a group or organization”.
2. DEFINITIONS
Diversity: The inclusionof individualsrepresentingmore thanone national origin,color,religion,
socioeconomicstratum,sexual orientation,etc.
Oklahoma State University defines learner diversity as:
"Diversity usually is related to the ethnic background of students. It is, however, a much
broader concept. Anytime that a student is different from the rest of the students in a class,
that student is diverse. Diversity can relate to gender, sexual orientation, economic status,
ethnicity, country of national origin, etc." (Oklahoma State University, no date)
Central Michigan University defines diversity as:
-The ranges of differences among people in the community
-An attitude that recognizes the value and contributions of all members of our community
- A commitment to respect and to provide equitable treatment for members if our community
(Central Michigan University)
Meaning of Learner Diversity:
Classrooms are diverse in terms of the types of children and the ways in which
they learn. Children learn in different ways because of experience, environment and
socio-economic and cultural backgrounds.
In the classroom, "diversity" applies to learning styles, background,
educational backgrounds, language, and support at home.
Diversity means valuing the differences between people and the ways in which those
differences can contribute to a richer, more creative and more productive working
environment.
The concept of diversity encompasses acceptance and respect.
It means understanding that each individual is unique, and recognizing our individual
differences.
It is the exploration of these differences in a safe, positive, and nurturing
environment.
It is about understanding each other and moving beyond simple tolerance to
embracing and celebrating the rich dimensions of diversity contained within each
individual.
3. Diversity means understanding that each individual is unique and by recognizing
these individual differences and similarities, we add to the richness and texture of the
educational experience.
Diversity is about respecting individual’s
Race
Culture
National Origin
Region
Gender
Sexual Orientation
Age
Marital Status
Religion
Ethnicity
Disability
Ability
Family Structure
Health
Values
Politics
and much more.
IF YOU CAN REMEMBER THE TWO TYPES AS GIVEN BELOW THEN
YOU MAY DIVIDE THE ABOVE POINTS IN THESE TWO TYPES.
• Primary DimensionsofDiversity
• Age
• Race
• Ethnicity
• Heritage
• Gender
• Physical abilities/qualities
• Sexual/affectionorientation
• Mental abilities/characteristics
• SecondaryDimensionsof Diversity
• Education
• Communicationstyle
• Work background
• Work style
• Income
• Marital status
• Militaryexperience
• Religiousbeliefs
• Geographiclocation
• Parental status
4. Learner Diversity in classroom:
Having a diverse group of students simply means recognizing that all the people are unique in
their own way.
Their differences could consist of
1. SOCIO-ECONOMIC DIFFERENCES
2. CULTURAL DIFFERENCES
3. GENDER DIFFERENCES
4. SEXUAL PREFERENCE DIFFERENCE
5. DEVELOPMENTAL DIFFERENCES: mental growth, physical growth, motor skills
and abilities & moral development
6. PERSONALITY DIFFERENCES
– Temperament – the different ways a person has of thinking, behaving and reacting.
This is shaped by other people and events in students’ lives. This combine into 3 types
of temperament types:
• Easy or flexible children
• Difficult, active or feisty children
• Slow to warm up or cautious children
•
7. LEARNING AND THINKING STYLES DIFFERENCES
-refer to the preferred way an individual processes information.
Student
Diversity
Socioeconomic
Background
Cultural
Backgroun
d
Gender
Interests
Sexual
Preference
Development
Difference
Personality
Learning Style
Learning
Aptitude
5. Sensory Preferences- individuals tend to gravitate toward one or two types of sensory
inputs and maintain dominance in one of the following types:
Visual Learners: may think in pictures and learn best from visual aids like diagrams,
illustrated textbooks, overhead transparencies, videos, flip charts and hand-outs.
Auditory Learners: learn best through verbal lectures, discussions, talking things through
and listening to what others have to say.
Tactile/Kinesthetic Learners prefer “learning by doing”, benefit much from hands-on
approach, actively exploring the physical world around them.
Also there are Multiple Intelligences by Gardner:
Visual/ Spatial (Picture Smart)
Verbal/Linguistic (Word Smart)
Mathematical/Logical (Number/Logic Smart)
Bodily/Kinesthetic (Body Smart)
Musical/Rhythmic (Music Smart)
Intrapersonal (Self Smart)
Interpersonal (People Smart)
Naturalist (Nature Smart)
8. INTEREST DIFFERENCES: Learners perform differently according to their
interests, motivations and cultural background. Try to meet the interest of learners.
Support children working within academic or vocational areas that they enjoy.
9. LEARNING APTITUDE DIFFERENCES:
Children with Exceptional Abilities or Special Needs
• Gifted and Talented Learners and Underachievers
• Handicapped or Challenged Children
• AD/HD
• Communication Disorders: Speech, Language and Hearing
• Learning Disabilities
10. Exceptionalities
These refer to learners who are different in some way from the normal or average. Most
of these learners require a lot of understanding and patience as well as special education
and related services if they are to reach their full potential and development.
1. Mental Retardation and Developmental Disabilities
2. Learning Disabilities
3. Intellectual Differences (Gifted and Talented)
4. Emotional and Behavioral Disorders
5. Visual Impairment
6. 6. Hearing Impairment
7. Oral Communication Problems
8. Orthopedic Impairments
Other Factors
1. Gender
2. Racial, ethnic or cultural background
3. Socioeconomic status
Impact ofDiversity
• Positive:Heterogeneousgrouping,Inclusive classrooms,Beingmore open-minded,Positive
outlooktowardsembracingthe differences
• Negative:Homogenousgrouping
• Positive:Heterogeneousgrouping,Inclusive classrooms,beingmore open-minded,Positive
outlooktowardsembracingthe differencespositive effectof diversityonindividual
educational performances:
• (1) inmore diverse schools,goodstudentsmayhelpweakerfellow students,eitherbygiving
actual helporby settinganexample;
• (2) inmore diverse schools,weakerstudentshave agreaterchance of encounteringa
challengingcurriculum,becausethe teachersteachsuchsubjectmattertothe better
students;
• (3) more capable studentsinmore diverse schoolsalsolearnbetterthemselves,because
theyexplainthe subjectmattertoweakerstudents.
• Negative:Homogenousgrouping
• Diversityinthe workplace isgenerallyregardedasapositive forcompaniesthatmanage it
effectively.However,aworkforce thathassignificantdifferencesinethnicity,race,religion,
genderandotherindividual traitscanproduce negativeeffects,especiallyif notwell-
managed.These negativeeffectsof diversityare understandable if the workculture does
not supporttolerance andacceptance of differences.
• (1) a more homogeneousstudentpopulationincreasesthe possibilitythatteachers
specialize inteachingtheirspecificstudents,thusincreasingschool effectiveness;
7. • (2) Ina more homogeneouspopulation,lesstime needstobe spentonbridgingethnicand
socio-cultural differencesbetweenstudents,leavingmore time forteachingandlearning,
and hence school effectivenessishigher;
• (3) inmore homogeneousschools,the mutual trustamongstudents,parents,andteachers
isassumedto be higher,resultingingreaterinvolvementof students,parents,andteachers,
and hence greatereffectivenessof suchschools.
EDUCATIONAL IMPLICATIONS:
• Proper knowledge of the individual’s potentialities, interests, aptitude and other
personality traits:
• Ability grouping
• Adjusting the curriculum
• Adjusting the methods of teaching
• Adopting special programs or methods for individualizing instruction
• Remaking the size of the classroom
• Special coaching and guidance programs
• Role of the teacher
• Teachingina CulturallyDiverse SchoolFollowingare some recommendationsforpromoting
social harmonyand equal opportunityamongstudentsinraciallyandethnicallydiverse
classroomsandschools
• • Use fairnessandbalance indealingwithstudents.Studentsshouldneverhave anyjustifi
cationfor believingthat“peoplelikeme [whites,AfricanAmericans,Latinos,Vietnamese]
don’tgeta fairchance”.
• • Choose textsandinstructional materialsthatshow all ethnicgroupsinequallypositive and
nonstereotypical roles.
• Make sure underrepresentedgroupsare notmisrepresented.
• Themesshouldbe nonbiased,andindividualsfromunder-representedgroupsshould
appearin nonstereotypical high-statusroles.
• Supplementtextbookswithauthenticmaterial fromdifferentculturestakenfrom
newspapers,magazines,andothermediaof the culture.
• • Reachout to children’sparentsandfamilieswithinformationandactivitiesappropriateto
theirlanguage andculture .
8. • Avoidcommunicatingbias,butdiscussracial orethnicrelationswithempathy(Stephan&
Finlay,1999) and openly,ratherthantryingto pretendthere are nodifferences(Polite &
Saenger,2003).
• • Avoidstereotypingandemphasizethe diversityof individuals,notgroups(Aboud&
Fenwick,1999; Levy,1999).
• • Let studentsknowthatracial or ethnicbias,includingslurs,taunts,andjokes,will not be
toleratedinthe classroomorin the school.
• Institute consequencestoenforce thisstandard(Wessler,2001).
• • Helpall studentstovalue theirownandothers’cultural heritagesandcontributionsto
historyandcivilization.Atthe same time,avoid trivializingorstereotypingculturesmerelyin
termsof ethnicfoodsandholidays.
• • Decorate classrooms,hallways,andthe library/mediacenterwithmurals,bulletinboards,
posters,artifacts,andothermaterialsthatare representativeof the students inthe classor
school or of the otherculturesbeingstudied.
• • Avoidresegregation.Tracking,orbetween-classabilitygrouping,tendstosegregate high
and lowachievers,andbecause of historical andeconomicfactors,studentsfromunder-
represented groupstendtobe over-representedinthe ranksof low achievers.
• • Be sure that assignmentsare notoffensive orfrustratingtostudentsof diverse cultural
groups.For example,askingstudentstowrite abouttheirChristmasexperiencesis
inappropriate fornon-Christianstudents.
• • Provide structure forintergroupinteraction.Proximityalonedoesnotleadtosocial
harmonyamongraciallyand ethnicallydifferentgroups(Schofield,1997).Studentsneed
opportunitiestoknowone anotherasindividualsandtoworktogethertowardcommon
goals(Cooper& Slavin,2004; Kagan, 2001). For example,studentswhoparticipate in
integratedsportsandextracurricularactivitiesare more likely thanotherstudentstohave
friendswhoare ethnicallyorraciallydifferentfromthemselves(Braddock,Dawkins,&
Wilson,1995; Slavin,1995b).
• • Use cooperative learning,whichhasbeenshowntoimprove relationsacrossracial and
ethniclines(Cooper&Slavin,2004; National ResearchCouncil,2000).The positive effectsof
cooperative learningexperiencesoftenoutlastthe teamsorgroupsthemselvesandmay
extendtorelationshipsoutside of school.Cooperative learningcontributestoboth
achievementandsocial harmony(Johnson&Johnson,1998; Slavin,Hurley,&Chamberlain,
2003) andcan increase the participationof childrenfromunder-representedgroups(Cohen,
2004).
• NeverpubliclyembarrasschildrenbycorrectingtheirEnglish.Instead,praise theircorrect
answerandrestate it correctly.To encourage studentstouse theirEnglish,establisha
classwide normof neverteasingorlaughingatEnglisherrors
• CommunicationBarriers
9. • Whenyouhave a groupwithstudentsfromdifferentculturesandcountries,youincrease
the numberof communicationfiltersandlanguage barriersthatimpactinternal andexternal
communicationprocesses.WorkingGroupsthatare more heterogeneoususuallyfind
communicationeasierbecause membersdonothave towork as hard to overcome language
and culture issues.Some largerorganizationshire interpretersanddiversitytrainerstohelp
employeesworkthroughcommunicationchallengesof diversity.
• Cultural Resistance
• In "Diversityinthe Workplace:Benefits,ChallengesandSolutions,"inThe Multicultural
Advantage,JoshGreenberg,presidentof employee-surveyfirmAlphaMeasure inBoulder,
Colorado,pointsoutthatresistance tochange is commoninworkplaces.Whencompanies
become more diverse,itchangesthe relationshipsandnature of the workplace.These
changescan cause stressamong employeesandcontribute tonegativeworking
relationshipsandpoorworkplace morale,if notwell-plannedandmanaged.Training
employeesaboutdiversityisimportantif itwill effecttheir workrolesandprocesses.
• Diverse Experience
• Co-workerswithdiverse cultural backgroundsbringunique experiencesandperceptionsto
the table ingroups andwork teams.Poolingthe diverse knowledgeandskillsof culturally
distinctworkerstogethercanbenefitcompaniesbystrengtheningteams'productivityand
responsivenesstochangingconditions.
• Each employee inadiverse workplace possessesunique strengthsandweaknessesderived
fromtheirculture inadditiontotheirindividuality.Whenmanagedproperly,diversityinthe
workplace canleverage the strengthsandcomplementthe weaknessesof eachworkerto
make the impact of the workforce greaterthanthe sum of its parts.
• LearningAndGrowth
• Anotheradvantage of workplace diversityisthe opportunity foremployees'personal
growth.Beingexposedtonewideas,culturesandperspectivescanhelpindividualstoreach
out intellectuallyandgainaclearerview of theirsurroundingsandtheirplace inthe world.
Spendingtime withculturallydiverseco-workerscanslowlybreakdownthe subconscious
barriersof ethnocentrismandxenophobia,encouragingemployeestobe more well-rounded
membersof society.
• CommunicationIssues
• Diversityimpactsworkplacecommunicationinpositiveandnegative ways.Betweenco-
workers,diversitycanplace impedimentsinthe wayof effectivecommunication,whichcan
directlydampenproductivityandthe cohesivenessof small groups.Spendingtime with
diverse employeescanbreakdowncommunicationbarriersoverthe long-term, butfirst
impressionsandco-workers'orientationperiodscanbe difficulttocontrol whencultures
clash.
10. • Diversitycanstrengthenyourcompany'srelationshipswithspecificcustomergroupsby
makingcommunicationmore effective.Customerservice representativescanbe pairedup
withcustomersfromtheirspecificdemographic,makingthe customerfeel comfortable with
the representative,andthuswiththe company.A numberof companiesinthe southwest
UnitedStates,forexample,prefertohire bi-lingualcustomerservice repstodeal with
Spanish-speakingcustomersintheirnative language.
• Diversityinthe workplace encompassesarange of elements.Differencesinnational origin,
primarylanguage,religion,social statusandage can benefitorharm organizations.
Managing diversityeffectivelyisthe keytoleveragingthe advantagesandminimizingthe
disadvantagesof diversityinthe workplace.
OVERALL: