From Managing To Embracing Diversity

There appears to be growing agreement in recent research that the way educators view diversity matters. Specifically, do we view diversity as something that has to be “managed,” in which case we proceed in a rather check box approach to addressing all issues related to diversity? Or do we take an entirely different approach, in which diversity is embraced and infused into the campus culture and decision-making process. In a 1980-2640 word analytical paper address the following:

What is the difference between managing diversity and embracing diversity? Include specific examples to illustrate your point.
What are the pros and cons of each approach to diversity?
Should the burden to “fit in” to an existing institutional structure be placed on students or is it the responsibility of educators to create an environment where all students’ voices are appreciated. Explain your answer.
Are there any legal and/or ethical concerns with either approach?
How would you suggest a college/university transition from a management approach to one where diversity is embraced?

Sample Solution

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Change Management in Community Policing

As most people can attest, there are certain challenges and obstacles to learning that must be overcome before people can expand their knowledge. Consider the concept of change management in the context of community policing. The Web resources for this Phase may be especially helpful to you in this assignment. Answer the following questions in 2-3 pages:

    How can change management be communicated to members of the policing agency?

    How can change management be communicated and applied to the needs within a community?

    Are change management techniques and concepts easily communicated in a law enforcement agency? Why or why not? Explain your reasoning.

A Sharecropping Contract (1866)

Background: Despite widespread desire for land, few former slaves were able to acquire farms since they had no money and no way of getting money. Most ended up as sharecroppers, working on white-owned land (sometimes land of their former enslavers) for a small share of the crop at the end of the growing season. The laborers below signed with an X, as they were illiterate. This was common since remember it was illegal to teach enslaved people to read.

“Thomas J. Ross agrees to employ the said Freedmen to plant and raise a crop on his Rosstown Plantation … On the following Rules, Regulations and Renumerations.

Tthe said Ross agrees to furnish the land to cultivate, and a sufficient number of mules & horses and feed them to make and house said crop and all necessary farming utensils to carry on the same and to give unto said Freedmen whose names appear below one half of all the cotton, corn and wheat that is raised on said place for the year 1866 after all the necessary expenses are deducted out that accrues on said crop. Outside of the Freedmen’s labor in harvesting, carrying to market and selling the same and the said Freedmen whose names appear below covenant and agrees to and with said Thomas J. Ross that for and in consideration of one half of the crop before mentioned that they will plant, cultivate, and raise under the management control and Superintendence of said Ross, in good faith, a cotton, corn and oat crop under his management for the year 1866. And we the said Freedmen agrees to furnish ourselves & families in provisions, clothing, medicine and medical bills and all, and every kind of other expenses that we may incur on said plantation for the year 1866 free of charge to said Ross. Should the said Ross furnish us any of the above supplies or any other kind of expenses, during said year, are to settle and pay him out of the nett proceeds of our part of the crop the retail price of the county at time of sale or any price we may agree upon-The said Ross shall keep a regular book account, against each and every one or the head of every family to be adjusted and settled at the end of the year.

We furthermore bind ourselves to and with said Ross that we will do good work and labor ten hours a day on an average, winter and summer. The time to run from the time we commence to the time we quit…We further agree that we will loose all lost time, or pay at the rate of one dollar per day, rainy days excepted. In sickness and women lying in childbed are to loose the time and account for it to the other hands out of his or her part of the crop at the same rates that she or they may receive per annum.

We furthermore bind ourselves that we will obey the orders of said Ross in all things in carrying out and managing said crop for said year and be docked for disobedience. All is responsible for all farming utensils that is on hand or may be placed in care of said Freedmen for the year 1866 to said Ross and are also responsible to said Ross if we carelessly, maliciously maltreat any of his stock for said year to said Ross for damages to be assessed out of our wages for said year.

Samuel (X) Johnson, Thomas (X) Richard, Tinny (X) Fitch, Jessie (X) Simmons, Sophe (X) Pruden, Henry (X) Pruden, Frances (X) Pruden, Elijah (X) Smith”

Answer the following questions:

In what ways does the contract limit the freedom of the laborers?
Critics of sharecropping claimed it was “slavery with a paycheck.” To what extent do you agree or disagree with this evaluation? Explain your answer.
In what ways did sharecropping perpetuate (continue) the dependence of African Americans on white landowners?

Sample Solution

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Social Justice and Education

Social justice is a concept that is frequently referenced in conversations around equity. For this week’s discussion respond to the following:

In the context of higher education what is meant by the terminology “social justice?” What does it mean to “fight for” social justice in an educational setting?

This assignment is worth 4 points of the total course grade.
This assignment aligns with the following weekly outcomes: 3,5
This assignment aligns with the following course outcomes: 5,6

1.Demonstrate an understanding of diversity.2.Evaluate leadership models, frameworks and/or theories.3.Examine leadership issues in educational settings as they relate to serving a diverse student population.4.Analyze the implications of diversity on learning, pedagogy and leadership.5.Apply current research in the field to present leadership challenges in higher education settings.6.Formulate best practices for leading that incorporate an understanding of diversity.7.Develop strategies to institutionalize leadership practices for diverse populations.

Sample Solution

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