This chapter discusses deontological, rights, utilitarian, and virtues ethical theories by analyzing the ethical theories in diverse occupations. Within the background of each ethical theory, a discussion of the historical, social, and personal provides information and characteristics of the theory. Finally, there is a discussion on how the various ethical theories can be applied to marginalized populations to ensure an environment that supports learning and diversity. In maintaining a socially, cultural, and economically sound environment, honest and transparent discussions, professional development, and truthful evaluations should occur to begin cycles anew. As these various ethical theories are implemented, a strong work ethic is required. The implication of these theories is to provide an atmosphere that is equitable, encourages learning, and protects and respects the humanity of others.
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This chapter aims to provide information based on the implementation of the ethical strategies related to deontological, utilitarianism, rights, and values from business, engineering, educational, and medical communities. By addressing these various ethical practices across different communities, the transference of knowledge will be applicable to educational communities. The ethical values transferred will assist in equitable education programs and curricula.
To thoroughly implement ethical theories and analyze its impact on marginalized populations, it is important to understand what constitutes as marginalized groups. According to Cook (2008), marginalized populations are those excluded from political, cultural, social, or economic life. This definition allows for particular groups of people to be included in the identifying moniker of marginalized populations. However, with the mainstream definition of marginalized groups are those who are vulnerable, unable to do various tasks adequately – meaning that anyone has the possibility to be included in the title of marginalized populations (Wringley & Dawson, 2016). For the sake of this chapter, marginalized populations will be those who are vulnerable and excluded from political, cultural, social, or economic life.
The content will focus on transferring ethical theories to education with a focus on marginalized students. By addressing the practices and protocols established in business, medical, and engineering communities that pertain to the ethical treatment of individuals, those in education may be able to apply, modify, document, and assess the implementation of the strategies. Rather than develop new strategies that would require quantitative and qualitative studies prior to establishing the practices in the classroom, it is more feasible to transfer already evaluated and successful ethical practices to the classroom. In order to ensure that marginalized students are addressed, strategies pertaining to various marginalized populations will be addressed with several outcomes of implementation. It is important to ensure that marginalized populations obtain equitable treatment regardless of any preexisting, conditional, or current situation.