Navigating Race and Diversity Discussions
Arguing about race and diversity in organizational workplaces is
challenging because of the occurrence of discomfort. This discomfort
might originate from the horror of communicating the incorrect thing,
possible retaliation, or the prevention of experiencing systemic
challenges. Furthermore, societal norms frequently demotivate accessible
conversations about race, creating a culture of quietness and avoidance.
In 2023, as there is maximized awareness, discussions across races may
even be complex, but there is a developing identification of their
significance (Muñoz and Maldonado, 2012).
To be "color brave," as Mellody Hobson suggests, individuals may grab
opportunities to begin profound conversations about race. This may
include encouraging diversity in recruiting, promoting inclusive
atmospheres, and communicating impartiality. By enfolding diversity, the
companies might be advantaged from different perspectives, conducting
effective decision-making, transformative solutions, as well as enhanced
products or services. The approach of being "color brave" adjusts with the
plan that diversity is just known as the moral imperative and a strategic
benefit for businesses (Ford and Malaney, 2016).
In case of the encouraging open discussions, organizational culture holds
significant importance and is crucial for the business. Impacts on culture,
similar to leadership behavior as well as communication patterns, may be
strengthened to generate an atmosphere that fosters dialogue on race
and diversity. Procedures such as training programs and depth measures
may positively design a culture where workers feel protected while
showing their opinions. Leaders should form the behavior they need to
see, encouraging a culture that benefits diversity and diligently
communicating the challenges related to race in the organization (Muñoz
and Maldonado, 2012).
References:
Muñoz, S. M., & Maldonado, M. M. (2012). Counterstories of college
persistence by undocumented Mexicana students: Navigating race, class,
gender, and legal status. International Journal of Qualitative Studies in
Education, 25(3), 293-
315.
https://www.tandfonline.com/doi/abs/10.1080/09518398.2010.52985
0
Links to an external site.
Ford, K. A., & Malaney, V. K. (2016). “I now harbor more pride in my race”:
The educational benefits of inter-and intraracial dialogues on the
experiences of students of color and multiracial students. In Intergroup
Dialogue (pp. 25-46).
Routledge.
https://www.taylorfrancis.com/chapters/edit/10.4324/97813155
40603-2/harbor-pride-race-educational-benefits-inter-intraracial-dialogues-
experiences-students-color-multiracial-students-kristie-ford-victoria-
malaney
Links to an external site.
