|Work type:||Case study|
|Pages:||4 pages (1100 words), Double spaced|
|Academic level:||College (3-4 years: Junior, Senior)|
|Subject or discipline:||Management|
|Title:||Diversity Management paper on Racism|
|Number of sources:||5|
|Paper instructions:||Recently, there was an incident at Duke University that was suspected of discriminating against Chinese students. The incident stems from a warning email sent to all students by Megan Neely, head of the Department of Biostatistics at Duke University. In this email, she said that she learned from two faculties that there were two Chinese students in the Department of Biostatistics chatted loudly with friends in Chinese during breaks. However, in the whole e-mail, she did not mention the volume problem. Instead, she used a lengthy discussion to emphasize that it is not appropriate to speak Chinese in the teaching building, and she asked students to speak English in the department. After the e-mail was sent, it was immediately protested by many Chinese students at Duke University because they thought the e-mail was full of racial discrimination. Discuss this scenario using diversity management knowledge.|
Using the case study below
Recently, there was an incident at Duke University that was suspected of discriminating against Chinese students. The incident stems from a warning email sent to all students by Megan Neely, head of the Department of Biostatistics at Duke University. In this email, she said that she learned from two faculties that there were two Chinese students in the Department of Biostatistics chatted loudly with friends in Chinese during breaks. However, in the whole e-mail, she did not mention the volume problem. Instead, she used a lengthy discussion to emphasize that it is not appropriate to speak Chinese in the teaching building, and she asked students to speak English in the department. After the e-mail was sent, it was immediately protested by many Chinese students at Duke University because they thought the e-mail was full of racial discrimination.
Analyze this scenario using diversity management knowledge. First identify this scenario that you would like to understand why things played out the way they did (e.g., culture clash, racism, misunderstanding, conflict, etc.) Then identify a concept that is covered in the class (stereotyping, prejudice, ethnocentrism, aversive or modern racism, discrimination, identity development) that helps you to better understand what happened in the scenario and why it happened that way.
Find 2 sources (research studies, articles in scholarly or professional journals, HR or diversity-related journals or books) that deal with either the incident or scenario that you are analyzing, or the concept you are using to analyze it. Analyze the scenario by using your knowledge of the concept that you learned from your research and from the class. How does this concept help you to better understand the dynamics of your selected scenario or incident?
(Sources: You will need 2 articles from scholarly journals, books or chapters that explain or apply the concept. In addition, you should include 1 or more of the assigned readings from the class that relate to your concept, as well as other course materials (handouts, lectures, etc.). You may supplement these articles with news accounts of the incident. You may use information gathered from the internet if it comes from a reputable source (e.g., Catalyst, PewHispanic.org, or the sites of other well-regarded foundations or professional organizations devoted to an identity group. Make sure you cite authors when you use their ideas or findings, even if it is not a direct quote. Example: Research indicates that individuals who have mentors write better term papers than those who do not (Bell, 1967).
Globalization has opened numerous opportunities for most people around the world. Most universities have become globalized and as such experienced continuous flow of international students in their facilities. This had led to universities becoming the most globalized organizations. The influx of international students calls for effective diversity management for a harmonious co-existence between domestic and foreign students and staff in the learning institutions. Research has shown that these foreign students experience discrimination against their culture and most, unfortunately, their native language. Ethnocentrism thrives in most university making the lives of foreigners unbearable. Domestic students, staff and management alike have the tendency to treat their language superior and disregard the foreigner’s native languages and at times prohibiting their use. This paper seeks to explore ethnocentrism, victims’ experiences and way forward among other discrimination against minority groups.
For instance, the case of Duke University, the Associate Professor warned the Chinese students against the use of their native language in the premises of the university. This discriminates against Chinese Language and puts English at a superior position ahead of other languages. These students were even threatened with later opportunities in academic research, employment or internship vacancies in the university if they continued using their native language while still studying there. The students protested for the ill feeling of the management treating their language inferior and disrespectful. The lack of culture accommodation caused the crash among the students and the management. The English-only policy undermines the other languages of international students especially because the order affected the non-classroom environments. Megan Neely, in her message, expressed prejudice against Chinese and other languages except for English.
According to (Tiffany and Wendy 680), the Mexican American experiences ethnocratic effects as they live in the United States. In most of the corporate companies where these Mexicans secure jobs, they face harsh reception with regards to their Spanish accent. In some organizations, there is English-only Policy in all interactions within the company. In the study, all immigrants are blamed for browning of America especially since the Mexicans who are the fastest growing ethnic group in the United States. In 2011, there were 50 million Mexican immigrants living in the United States. While in their working stations, their Spanish accent makes them vulnerable to discrimination by the whites. During the research done by Tiffany and Wendy, some interviewees narrated their unfortunate experiences with the Americans. For example, one man Leo, a repairs specialist noted that he looks like a white American, once he spoke to his customers, they changed their perception about him and started treating him differently from a white due to his Spanish accent. One American teacher likened Spanish to cancer whose only cure was learning English to perfection. This is extreme ethnocentrism. The immigrants’ English proficiency is equated to the gateway to socio-economic upward mobility in the United States.
For the cases of universities, openness to new cultures should be encouraged to the domestic students. They should be made to appreciate the intergroup dynamics between them and international students and the importance of meaningful interactions in their studies. This would ease the anxiety between management and foreign students. While preferring English as the common language of communication in learning and teaching in the university, other languages should not be treated as inferior or insignificance. In other organizations, foreigners should be integrated and taken through respectful assimilation without threatening their success based on their culture abandonment. No language is inferior since it forms the identity and a sense of belonging to its user. As such, each language should be accorded due respect equal other languages.
Diversity management in institutions of higher learning is a common practice throughout the world today. Universities worldwide are enrolling students from all over the world to take their studies in their institutions. It is, therefore, important to realize the need to integrate international students with the domestic student for a smooth learning process that is sustainable. A case of racial discrimination that happened at Duke University against Chinese students is quite unfortunate. Megan Neely, the Head of Department in Biostatistics sent an e-mail warning Chinese Students to exclusively use the English language while in and out of class, qualifying as discrimination against the Chinese Language. The incident paints the faculty and the institution as a whole as non-accommodative and propagators of racial discrimination, which is contrary to expected elements of diversity management.
International students joined in a protest against the contents of the e-mail terming it demeaning, discriminatory and disrespectful of their culture and rights as students. The e-mail warned students to ensure they used only English in their conversations or they faced unintended consequences. Such conduct from faculty members portrays neo-racism and stereotyping against foreign culture. The behavior is an ineffective approach to diversity management in an institution with diverse culture representation. The coercive and threatening consequences listed in the e-mail enables one to understand the depth of racial discrimination rooted in the management of the university. The prejudice against other people’s native language is unbecoming and unacceptable. Threatening the Chinese students’ future prospects in the university angered them leading to the protests as they sought to mitigate such eventualities.
According to research, racial discrimination is familiar in most universities around the world. Unfortunately, the research also provides that such discriminatory behavior is more severe towards people from Asia, Africa, Latin America, and the Middle East among others. It is less severe for students from Australia, Canada, and Europe. According to (Yeh, Christine & Mayuko 20), the use of native languages by these discriminated groups during their personal conversations is taken to indicate a deficiency in English proficiency, which is Xenophobic. In fact, domestic students ridicule them using insulting jokes mocking their home country. This mockery is perpetuated by both the domestic students, faculty, members, and administrators. This ethnocentric behavior is unacceptable in modern globalized universities. Their native accent is not accommodated and at times equated to stupidity by the domestic students and faculty members.
Whereas domestic students are assured of employment opportunities, internship vacancies or academic research facilitation, foreign students are afraid of the possibility of them securing similar opportunities. For instance, in Duke University, the e-mail by the associate professor, Megan included threats of losing academic research and employment chances to all Chinese caught speaking their native language in any university premise. Their right to associate and use the language of their choice is stripped off, yet they use it the language in their personal talks away from the classroom. The same case happened in the University of Houston where a certain professor sent a message directed to a particular cultural group about their personal hygiene and body smell. That was considered discrimination against the inferred race and negates the principles of diversity management is such a global set-up.
Another similar incident was found in the University of Liverpool where Chinese students were adversely discriminated by the British University’s international Advising office. It was culturally insensitive and hostile towards foreign students, (Sherry et al 39).Such violation of their space and choices of language for their communication makes their learning environment hostile and non-accommodating.
Studies have shown that most of these cases of discriminations go unreported for various reasons. Firstly, most foreign students fears for their deportation. In the case of the scholarship programme, deportation would mean loss of a great opportunity in the student’s life. The second reason is the fear of retaliation from the institution. If reporting the incident of discrimination would provoke hostility from the management, the foreign students end up choosing not to report. Others argue that in the past such reports went unattended, (Christina 2). However, there exist a possibility of severe consequences on the reporter’s status as students and on their visas.
There are various issues underlying this tendency of discriminating foreign students. Firstly, there is intolerance to multilingualism. In most institutions, the immigrants are not effectively assimilated into the learning facility. The management does not put in place mechanisms facilitating the learning of the foreign language or accommodating their native accent. Secondly, there is a lot stereotyping the use of native language in a foreign country. According to (Jenn and Charles 2), some people believe that the use of mother tongue interferes with new language development but in real sense it is ethnocentrism. Other facilities lack the support or training necessary to advise and teach international students. These institutions should instead understand the challenges faced in learning new languages and culture shock experienced and be ready to provide the necessary resources to overcome the difficulties. In the University of Arizona cases of neo-racism were rampant and no actions on reports were being realized.
According to (Sam 320) international students fetch $12 billion a year to the economy of the United States. This being the case, this enormous source of revenue should be safeguarded. Various elements of diversity management could be cultivated in any global university. These include information based managerial systems. Mentoring programs should be established to enhance foreigner’s faster language development and cultural integration. Frequent reassessment of these programs should provide information on the progress and usefulness of the programs as well as the areas that need improvement. Diversity managers should be recruited and facilitated to help international students cope in the new environment without any segregation. The facilities should instead tap into the synergies that would occur between people of different cultures, their creativity, and talents.
Duke University is an example of how neo-racism is still affecting international students in the institutions of higher learning around the world. The fact that certain groups are severely discriminated than others means racism is only one form of discrimination among many forms. It is the responsibility to cultivate diversity management in their system and enhance international students’ sense of belonging in foreign countries by allowing them to use their native language, (Glass, Chris & Christina 115). No threats should be given to those students who speak in their native languages concerning their academics, internship or research opportunities. All causes underlying any form of discrimination should be dealt with an effective support system be put in place. If enrolling foreign students fetches revenue to the institution, it should ensure their smooth learning and friendly integration into the new cultures. They should be mentored, supported and facilitated as they engage in learning new languages and assimilation of foreign cultures. Reporting such cases should be encouraged and investigations are done until necessary measures are developed and implemented without any victimization on the reporter. Faculty members should avoid ridiculing foreign students in class as this promotes the vice in domestic students. Diversity management should be cultivated and encouraged in all institutions of learning with multicultural representation.
Diversity Management |Ethnocentrism
Davis, Tiffany Y., and Wendy Leo Moore. “Spanish not spoken here: Accounting for the racialization of the Spanish language in the experiences of Mexican migrants in the United States.” Ethnicities 14.5 (2014): 676-697.
Glass, Chris R., and Christina M. Westmont. “Comparative effects of belongingness on the academic success and cross-cultural interactions of domestic and international students.” International Journal of Intercultural Relations 38 (2014): 106-119.
Lee, Jenny J., and Charles Rice. “Welcome to America? International student perceptions of discrimination.” Higher education 53.3 (2007): 381-409.
Lee, Jenny J. “Neo-racism toward international students: A critical need for change.” About Campus 11.6 (2007): 28-30.
Sherry, Mark, Peter Thomas, and Wing Hong Chui. “International students: A vulnerable student population.” Higher education 60.1 (2010): 33-46.
Sam, David Lackland. “Satisfaction with life among international students: An exploratory study.” Social indicators research 53.3 (2001): 315-337.
Yeh, Christine J., and Mayuko Inose. “International students’ reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress.” Counselling Psychology Quarterly 16.1 (2003): 15-28.
Diversity Management |Ethnocentrism
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