Doctor of Education / Department of Educational Leadership / Sarah Jane Fishback / Diversity is recognized by acknowledging individual differences. The term diversity can refer to an array of descriptors such as, race, religion, color, gender, national origin, disabilities, sexual orientation, age, level of education, geographic origin, economic status, family status, appearance/physical size and skill characteristics. Although there are multiple definitions of diversity, many include at least one or all of the attributes listed above. This qualitative study examined perceptions of classified employees regarding the level of diversity awareness among their workforce at a large Midwestern land grant university. The sample was purposefully selected from the population of classified support staff using both scores from Dahm’s (2006) Organizational Diversity Needs Analysis (ODNA) and responses to demographic questions. This survey was designed to measure diversity awareness in the workplace using the dimensions; cultural inclusion or exclusion, organizational inclusion or exclusion, workload, trust, sensitivity and affirmative action. Demographic information used to select the sample for this study included; age (Generation Y, Generation X and Baby Boomers), gender (male and female), and race and ethnicity (White and all others, for example: African American, Asian American, Hispanic and Native American). Semi-formal, one-on-one interviews were conducted with the participants by the researcher in this study. Additionally a theme emerged that expressed the “good old boy” system as being “alive and well”; differential treatment among staff who did not have the same or similar levels of education; positional power and situational occurrences whereby individuals who appeared different were treated unfairly or without respect by other staff, faculty or students at the university. Findings included a difference in perceptions about diversity awareness between Whites and non Whites. Whites fell into the following categories; 1) Many employees felt the current status of diversity awareness was sufficient, 2) an equal number of others felt that their needed to be an increase in diversity awareness initiatives among employees, 3) others felt as though diversity awareness was problematic or 4) the need did not exist for diversity awareness initiatives. Non White participants disagreed, all claimed to have been the victim of discriminatory behavior.

Thesis (DTech(Public Management))--Cape Technikon, Cape Town, 2002 / South Africa prides itself on its "rainbow nation" status. The term "rainbow nation" has frequently been used to reflect the diversity of the South African community. In the preamble to our present constitution, it is stated that South Africa belongs to all who live in it, and that diversity epitomises the unity of its people. However, if one takes a glance around many local government offices, particular at our senior and middle level management levels, our rainbow appears less colourful than we would like to think. Whatever its meaning, diversity has become a term used freely by both the previous and present government, neither being able to define its true meaning. In fact, they have used the term diversity in so many ways and in so many contexts that it seems to mean many things. With the diversification of local authorities, a new challenge has arisen for the local government manager when resolving, or at least ameliorating, some of the difficulties arising from the widespread diversity found in the workplace. The transformation of local authorities and the implementation of affirmative action programmes were the way government thought diversity should be effected, but this alone will not ensure the employment equity local government managers are seeking. The awareness of selected local government managers (internal managing of diversity) regarding diversity will provide an insight into their acceptance of diverse groups as being a vital resource for an organisation. In return, this will also reflect the commitment of selected local government managers (external managing of diversity) in serving their diverse local communities In this dissertation, the terms "selected local government manager(s)" will be used interchangeably with the term" public manager (s)". The core problem, which this study addresses, revolves around tile different belief windows and the effect these have on the local government manager's self-concept of diversity in the workplace. A belief window refers to an invisible window through which one views diversity This dissertation will attempt to provide the insights and awareness levels of local government managers in respect of diversity management as expounded in the paragraphs that follow. The theories of diversity management in the workplace are explored The focus is on the definition of terms within the study; what managing diversity is not; why diversity management; the different dimensions of diversity; the differences between managing diversity, valuing of differences and affirmative action; models for managing diversity in the workplace; and the consequences of ignoring diversity in the workplace.

The purpose of the research focuses on the development of a strategy for the management of diversity in secondary schools of the North West Province. The nature of diversity is explained from an ontological point of departure as the multiplicity of things with distinctive characteristics and qualities. A structure analysis of diversity emphasises a balanced perspective in which the interdependence and mutual coherence of all aspects of diversity are acknowledged in all spheres of life. An analysis of the different perspectives concerning multicultural education as an approach to deal with diversity leads to the identification of a limited focus on culture related concerns that fail to account for diversity in totality. Culture related concerns are not regarded as an exclusive constituent of a complex phenomenon like diversity and a more inclusive approach of diversity in education is recommended. A mixed methods research design is chosen for this research to provide a purposeful research framework in which quantitative and qualitative methods are combined to meet the demands of a sophisticated research problem. Findings of the research include inter alia the principles of respect and caring that are in relation to the concept of Ubuntu with a focus on humaneness and the affirmation of unity in diversity. Another finding of relevance is that a diversity strategy involves a clear rationale and policy framework for a process consisting of phases, objectives, action steps and persons involved. It is recommended that a diversity strategy must be tailor-made according to situation-specific needs and the unique manifestation of diversity. The contribution of this research is seen as a clarification of the concept of diversity and the development of a generic strategy for the management of diversity. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

The purpose of the research focuses on the development of a strategy for the management of diversity in secondary schools of the North West Province. The nature of diversity is explained from an ontological point of departure as the multiplicity of things with distinctive characteristics and qualities. A structure analysis of diversity emphasises a balanced perspective in which the interdependence and mutual coherence of all aspects of diversity are acknowledged in all spheres of life. An analysis of the different perspectives concerning multicultural education as an approach to deal with diversity leads to the identification of a limited focus on culture related concerns that fail to account for diversity in totality. Culture related concerns are not regarded as an exclusive constituent of a complex phenomenon like diversity and a more inclusive approach of diversity in education is recommended. A mixed methods research design is chosen for this research to provide a purposeful research framework in which quantitative and qualitative methods are combined to meet the demands of a sophisticated research problem. Findings of the research include inter alia the principles of respect and caring that are in relation to the concept of Ubuntu with a focus on humaneness and the affirmation of unity in diversity. Another finding of relevance is that a diversity strategy involves a clear rationale and policy framework for a process consisting of phases, objectives, action steps and persons involved. It is recommended that a diversity strategy must be tailor-made according to situation-specific needs and the unique manifestation of diversity. The contribution of this research is seen as a clarification of the concept of diversity and the development of a generic strategy for the management of diversity. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Using a mixed-methods approach, the current study examined the relationship between early childhood preservice teachers' cultural awareness and their self-efficacy in equitable science education. It further aimed to determine if the relationship between these two constructs was moderated by their race/ethnicity or the number of languages they speak. Finally, it sought to identify preservice teachers' understanding of equity in science education, as well as how they planned to incorporate the equity concept into their future science teaching practices for diverse learners in early childhood classrooms. Data for this study were drawn from 380 preservice teachers who self-enrolled in a science methods course as part of a teacher preparation program. To measure the preservice teachers' cultural awareness and self-efficacy in equitable science education, two Likert-scale instruments, Cultural Diversity Awareness Inventory (CDAI) and Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST), were employed. Qualitative data were collected by administering six open-ended questions. For quantitative results, statistically significant findings indicated that when the participants were more aware of creating a multicultural environment and instruction and/or when they were less biased and were more sensitive/knowledgeable about diversity of students and families, their expectations about science learning of students from diverse backgrounds would be higher. Furthermore, when the participants were more aware of creating a multicultural environment and instruction and/or when they felt more comfortable about confronting students or parents whose cultures and languages were different from their own, they tended to have a stronger sense of efficacy in teaching science to those students. In addition, when the participants were less biased and were also sensitive and knowledgeable about students' and families' diverse backgrounds, they were more likely to have a strong sense of science teaching efficacy. Along with these findings, participants' race/ethnicity was a statistically significant moderator affecting the relationship between their sense of science teaching outcome expectancy and awareness of creating a multicultural environment and instruction. When the awareness of creating a multicultural environment and instruction of both White and non-White participants were increased at an equal level, White participants' expectations for science learning of students from diverse backgrounds were higher than those of non-White participants. Measurement challenges were identified through the analysis process that compromised the validity of the quantitative findings. Thus, they should be interpreted with caution. For qualitative results, three predominant themes related to the participants' conceptualization of equity in science education were identified. First, the participants harbored alternative understandings of the definitions of equity in science education. One third of the participants understood equity as providing appropriate access and support based on the levels of students' needs whereas another one third defined equity as providing identical teaching services and resources to all students regardless of their backgrounds. They also conceptualized equity in science education as an issue independent of their future students' racial/ethnic backgrounds; instead, they regarded it as a subject associated with their students' English proficiency.