Abstract
This chapter reviews literature for a discussion on future influences on workplace diversity management. With an emphasis on the role culture plays on the moral philosophy of individuals, it is taking the viewpoint that there is a distinction between workplace and business ethics. By placing the individual within the realm of non-traditional and traditional, the chapter intends to add to the discourse of future influences on EDI policy development and subsequent understanding. The term language is viewed not only from its linguistic function. It is also presented from its ability to influence power dynamics. When speaking of language, due to the geographical regions of the research papers and the dominant research areas, the performative language is English. This chapter applies a multidisciplinary lens as it presents the following dimensions as key determinants in the emerging workplace ethical field: diversity's constant state of discovery and redefinition, multiculturalism, interculturalism, and intersectionality.
TopBackground
The motivation to complete research within diversity management, centers around the author placing the self (author) within the social and cultural context of an adopted homeland (Canada). With a view of an immigrant with international study and work experiences, also being of a mixed-race background with multi-language skills – a heightened sensitivity has emerged to the role diversity management plays within the workplace. Working both within the private and public sector, the challenges presented to organizations as they seek to increase their diversity comes against the policies which are based on legislation and framed around compliance.
Although having the prerequisite experience and knowledge gained within the same language, that is English, from another Commonwealth country when applying for immigration and subsequent jobs due to the education being received outside of Canada there are requirements for education equivalency checks. The educational credential assessment, is embedded within legislation that provides guidance to the relevant agencies and organizations with respect to vetting education received outside of Canada to ensure that such education “is valid and equal to a Canadian one” (Immigration, 2020. Department of Justice, 2022). This experience with policy and its application, presented a level of personal conflict as it felt that the requirement suggested a level of unworthiness due to where the education was attained. The author experienced dissonant cognition as the highest education level was attained in the United Kingdom and then having to pay for an assessment within an education system which is based and influenced by the United Kingdom system, resulted in a perception of the inefficiency of the equivalency program and by extension subsequent encounters with diversity management policies.
Key Terms in this Chapter
Equity: Allowing for representation and integration of diverging thoughts, practices, worldviews, etc.
Civility: Respectful treatment of others in relation to and recognition of their culture.
Inclusion: Creating a climate for known and unknown representation.
Cultural Hegemony: The act of exerting dominance on norms and behaviour by the ruling class.
Non-Traditional: An individual who does not identify as a member of a group which predominantly representative of the study population.
Workplace Incivility: The opposite of civility. An absence (deliberate or implicit) of respectful behaviour towards another. A failing (deliberate or implicit) to adhere to courtesy and politeness.
Traditional: An individual who identifies as being a member of a group which is predominantly representative of the study population.
Diversity: The state of encouraging representation.