Question #1
The end of course survey for Cultural Diversity in the Professions is a bit too standardized. In actuality, the questions that are asked are timely and appropriate, but they are the same as for every other course at the University. Questions could be added to the survey that deal specifically with the course’s ability, and that of the instructor, to adequately teach issues related to cultural diversity and how the impacts the workplace from a sociological perspective. In addition, each of the skill areas currently covered by the survey is too broad to really elicit an effective opinion (Chang, 2010). For example, the area of the survey that covers professionalism (on the part of the instructor) is meant to hit on several different components simultaneously. This includes both responsiveness and degree of preparation. The problem is that an instructor can be highly responsive to student questions and postings, yet exhibit a lack of preparation in terms of the actual course material. More questions could be added to this area in order to narrow the focus and allow for more balanced feedback.
It would also be helpful to ask a question or two that specifically deals with the course materials and its impact on the student’s professional and personal life. Such a question would revolve around issues of relevancy and be open ended to allow students to expand on their thoughts if they so desire. This would be useful to the university as well, in so far as it provides recommendations for future course improvement (Wang & Fan, 2014). It is important to get feedback from each student about how the concepts of cultural diversity specifically influence their workplace decisions.
Question # 2
In today’s modern and globally interconnected age, it is more important than ever before to appreciate the cultural diversity that exists among us. We are asked to work with individuals of different faiths, social norms, ideals, values, and much more. In order to excel in this area of professional and personal life, it is certainly important for each individual to first understand the various attitudes and prejudices that he or she might have towards other people groups. This is necessary because it is the first step on the path towards understand and appreciating the differences that we all have (Dou & Clark, 2009).
As for me personally, I do strive to watch what I say and how I act, particularly around people who are of a different culture than my own. I have grown to realize that jokes making fun of other cultures and races of people, for example, are never appropriate. This includes in the workplace and away from it. If we begin to accept such off color comments in one area of our life, it becomes difficult to keep it out of the professional environment. Actions towards people of another culture can be offensive and easily misunderstood, so it is important to embrace one another. In my life, I look at it as a learning experience. Rather than saying something or doing something that is offensive, I try to learn from others around me. It is most interesting to take into account the diverse range of opinions and beliefs that exist in the workplace specifically, as society in general today (Moore, Colllins, & Madison-Colmore, 2005). While I do notice that others, including those of other cultures, do not always embrace those people around them, I have learned that it is far better to rise above the fray and set the example. I have seen others make offensive comments and then be ostracized as a result, so I will refrain from doing so myself.
References
Chang, L. (2010). Instrument development with web surveys and multiple imputations. Military
Psychology, 22(1), 7-23.
Dou, W. and Clark, G. (2009). Appreciating the diversity in multicultural communication
styles. Business Forum, 24(3), 54.
Moore, S., Collins, W., and Madison-Colmore, O. (2005). Appreciating multiculturalism:
Exercises for teaching diversity. Journal of African American Studies, 8(4), 63-75.
Wang, L. and Fan, X. (2014). Missing data in disguise for survey data analysis. Field Methods,
16(3), 332-351.
