Tempestt Hollis Week 4 Proposal

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School

University of Phoenix *

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Course

120

Subject

Accounting

Date

Jul 2, 2024

Type

docx

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Uploaded by TempesttSHollis

Tempestt Hollis June 30, 2024 ETH/120 Professor Pamela Spence The concept of cultural diversity refers to the possibility of a wide range of cultural manifestations, which are in turn linked to the traditions as well as the organizational dynamics of a society. It is imperative that cultural diversity is considered a fundamental pillar of sustainable development to address inequalities and create development strategies sensitive to the cultural dimension. The multicultural society in which we live is one in which people come from many diverse cultural backgrounds and live together peacefully. The coexistence of diverse cultural groups in society at times is harmonious, at other times it can be conflictual. The conflict is a latent problem that can be perceived in our daily lives because a majority cultural group is estranged from a minority cultural group, which usually occurs because of a lack of communication between the two groups. As a result of migration between countries or between regions within a country, there is a tendency for these groups to become closer through the gradual approximation between them.

Listed below is a list of The Board of Education members that will be useful with helping promote this opposition: Mrs. Anna Hill Mrs. Whitney McGinniss Mrs. Deirdre P. Pierce Ms. Allyson Gevertz Mrs. Vickie B. Turner Mr. Diijon DaCosta Sr. Dr. Joyce Morley It is well known that African Americans, Americans of Color, American Indians, Latinos, and Southeast Asians consistently underperform academically compared to Caucasians and other Asian-American groups in higher education. This tends to be a pattern in which minority groups have consistently underperformed academically.

When it comes to unequal treatment, it can start at an incredibly early age. Children as young as three and four years of age have been suspended and expelled from school, starting in pre-school, a pattern that has continued throughout a child's education. The Department of Education's national civil rights data show that Black students, boys, and students with disabilities are disproportionately disciplined (e.g., suspended or expelled) in K-12 public schools, according to our review of the Department of Education's national civil rights data. Although there were disciplinary actions taken against the students, poverty levels in the schools, or the type of public school attended by the students, these disparities persisted. Students from minority backgrounds may also be more likely to attend alternative public schools due to issues such as poor grades and disruptive behavior. For disciplinary reasons, black boys were transferred to alternative schools at a higher rate than any other group in 2019. These boys, in addition to Hispanic boys and boys with disabilities, attended alternative schools in greater proportions than they did the regular public schools that were attended by most public- school students in the United States. The Department of Justice is also responsible for enforcing federal civil rights laws in K- 12 education, which falls under the authority of the Department of Justice. When Justice is a party to a lawsuit related to desegregation of schools, the Department of Justice monitors and enforces open federal school desegregation orders. Most of these desegregation orders had been

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