Addressing Diversity Issues in School Management: Strategies and Solutions

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Diversity Problems in the Problem Management

School site principal	District administrator
Using communication and negotiation as the primary tools for diversity promotion; Analyzing conflicts in the educational environment; Drawing essential lessons from cross-cultural conflicts	necessity to meet the needs of a very diverse audience in terms of their age and background
Because of the necessity to meet the needs of a very diverse audience in terms of their age and background, one must pay very close attention to communication and negotiation. The identified processes are especially important in schools, where students are provided with an opportunity to build the skills that will help them become successful in their careers, later on. Therefore, defining the tools for efficient communication and negotiation should be interpreted as the primary goal.

Key Ethical Issues: Diversity Problems in the Problem Management

School site principal	District administrator
changes must be made to the current approach to communication’ there is a necessity to rake needs of the representatives of ethnic minorities into account;	enhancement of diversity rates in the target academic environment is essential; there is a strong need in helping representatives of ethnic minorities among the students should be heard
. The case in point shows quite clearly that the administration lacks diversity and is unwilling to take multicultural factors into account when determining the school policies. As a result, there is a threat that the interests of a vast number of minority students will be underrepresented. Furthermore, it is not only the lack of diversity but also the unwillingness of the committee members to acknowledge the existence of minority students that can be deemed as a very frustrating and troubling tendency. That being said, it would be wrong to assume that the committee is malicious in its intent. Instead, it seems to be merely ignorant of the issues that the school is facing. Therefore, the involvement of the target population (i.e., the minority students and their parents) is strongly recommended (Brierton, Graham, Tomal, & Wilhite, 2016).

Parent/Student Orientation Procedures

School site principal	District administrator
strategies for engaging students in the cross-cultural communication must be designed; New tools for communication will have to be introduced because of possible issues with the students’ enthusiasm and their parents’ busy schedule.	Cross-cultural communication programs must be created; Programs for introducing diversity to the community must be built.
The incorporation of modern media, particularly, the use of social networks, should be viewed as a solution. Offering a fast and efficient way to contact the target audiences, social networks help keep both parents and learners informed about the essential school policies, the changes that occur in the school environment, etc. Thus, the premises for the parent and student orientation can be built.

Basic Obligations for School to Communicate with Families and District Programs

School site principal	District administrator
Engaging parents in a dialogue; Analyzing carefully the feedback supplied by the target population	Coordinating the dialogue between the parents and the school principal; Designing district programs for promoting diversity and cultural change.
Schools must support, encourage, and suggest the initiatives promoting multiculturalism and diversity at the district level. Thus, the foundation for a cross-cultural communication process will be created. Consequently, the representation of the needs of minority students will improve significantly (Harris & Smith, 2017).

Premises for Teachers and Staff Members to Develop the Understanding of Cultural Diversity

School site principal	District administrator
Changing the school values, mission, objectives, and leadership strategy toward the recognition of diverse learners’ needs is required; Transformational leadership approach as the tool for enhancing change in the society should be considered an opportunity for changing the target population’s concept of meeting the learners’ needs	The concept of cultural diversity must be made obvious to all educators and school staff members; Schools must be provided with independence as far as the choice of the cross-cultural communication strategy is concerned.
The principles of negotiation must be introduced into the target environment. Particularly, compromise should be considered the ultimate goal of any confrontation. Conflicts, in turn, should not be viewed solely through the negative lens. Instead, they should be viewed as opportunities to learn more about specific cultures and build a strategy that will help avoid similar issues in the future.

Bullying Policies and the Means of Addressing Them

School site principal	District administrator
Bullying may become a problem; With the recent transfer of a range of school activities into the online environment, cyberbullying is likely to appear	Programs aimed at addressing bullying and cyberbullying must be created
To manage the issue, one will have to limit the opportunities for students to remain anonymous on the school network or forums. Furthermore, the enhancement of school ethics and diversity principles among learners will have to be considered an essential step toward addressing bullying (Ha & Sim, 2016).

Recommendations for Further Improvements

The study shows quite clearly that efficient communication and negotiation based on the understanding of the needs of diverse students should be promoted in the target educational environment so that all students could be represented successfully. Thus, the premises for meeting the needs of the entire target audience can be built. The introduction of diversity-oriented changes, therefore, must be viewed as a necessity so that the needs of all students could be met successfully. Therefore, negotiation and communication geared toward compromise must be regarded as the primary tool for promoting change.

References

Brierton, J., Graham, B., Tomal, D. R., & Wilhite, R. K. (2016). Ethics and politics in school leadership: Finding common ground (The Concordia University Leadership Series). New York, NY: Rowman & Littlefield. Web.

Ha, J. Y., & Sim, B. Y. (2016). Needs analysis of posttraumatic growth program for a college student of school bullying. Advanced Science and Technology Letters, 132(1), 1-6. Web.

Harris, K. A., & Smith, A. M. (2017). Identity and multiculturalism: Teaching multiculturalism to undergraduate college students. National Forum of Multicultural Issues, 14(1), 1-13. Web.

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