I.

INTRODUCTION
It is the uniqueness of each one that is the root of diversity. The English noun that captures the
essence of difference is the word diversity. Diversity is from the Latin word divertere) which
means to turn away oppose (Latin Dictionary n.d.). The Collins dictionary defines diversity as
'the-state or quality of being different or varied; a variety or assortment; a point of difference.
The inclusion of people of different races, genders, religions, etc. in a group; the relation that
holds between two entities when and only when they are not identical; the property of being
numerically distinct.
In the United Nations Educational, Scientific and Cultural Organization's (UNESCO) Guide on
Ensuring Inclusion and Equity in Education (2017), diversity is defined as "people's differences
which may relate to their race, ethnicity, gender, sexual orientation, language, culture, religion,
mental and physical ability, class, and immigration status." (UNESCO 2017).
Diversity is an issue we have to face and conquer. Presently, people recognize and consider the
differences of each person as important. We all live in a global village that brings about
changing demographics both in the work force and education. As our communities become
more diverse, it is imperative that we make an effort to understand the different dimensions of
diversity which is not just all about accepting, understanding, and tolerating one's uniqueness
or differences. Confronted with the need to live in one global village, it is valuable that we
discover and explore areas that could connect us and allow us to do collaborative works.
Accepting and celebrating the uniqueness of each individual will allow for respecting different
experiences and qualities of individuals that will open up more avenues to solve problems and
innovate. Collaboration and communication are skills needed to develop and succeed and
succeed. It is, therefore, important that we I our differences and master how these could be
used to harness e, cooperation, and unity that will lead to productivity.

II. LODEN'S DIVERSITY WHEEL

In 1990, Marilyn Loden, an American writer, and Judy Rosener, a professor at the
graduate school in the University of California, Irvine developed a framework to respond to the
flourishing divergence in America's labor force. Their goal was to capacitate people to make
their voices heard by pointing to their diversity and its impact on their person, their rights, and
their freedom (Lou and Dean 1991). Loden and Rosener published the book "Workforce
America! Managing Employee Diversity as a Vital Resource" (Irwin Publishing 1991). In this
book, the original version of the Diversity Wheel model was introduced. Loden recognized the
demand for an instrument that would help people better understand how group- based
differences influence people's social identities. Dissatisfaction, distrust, and competition would
ensue when the different dimensions of diversity are not given recognition. Loden and
Rosener's extensive research led them to maximizing the workforce of a diverse group of
people, managing diversities as assets to develop productive working relationships. The model
was revised in 1996 to cover additional aspects of group differences that were implied in the
first model. The changes were to recognize the experience of people who identified these
aspects as most important to their personhood. The different components in the Diversity
Wheel played significant roles building character and possibly forming stereotypes. She hoped
that this could be used to further discuss diversities not only in the work force but globally. In
her book, Loden states, "I think diversity discussions are really about understanding our social
identities, acknowledging what is important and learning to integrate into society so that no
sub-group feels excluded or one down" (Loden and Rosener 1991).
The Diversity Wheel pointed to the significance of our social characters and the ways in
which people develop their identity when they are able to establish a connection with a specific
group of people. The wheel consists of primary or core and secondary dimension diversity. The
categories put forward the effect of these differences on a person's beliefs, expectations, and
life experiences. The dimensions are the components that comprise the whole person.
The primary or core dimensions are in the inner circle. These are the stronger ones.
These are the characteristics we were born with or established by significant experiences we
had or people we interacted with. These are considered to be distinctly persuasive in
establishing who we are – our principles, our sense of self, our image, our perceptions, and how
we think about others. These core dimensions or attributes are in place or established, and are
the least likely to change. These core elements are age, ethnicity, gender, physical
abilities/qualities, race, income, sexual orientation, class, and spiritual beliefs.
The secondary dimensions are in the outer circle. These characteristics, are also part of
our social identity but can change or be discarded as our life experiences impact us. They are
influenced by people we encounter, place we go to or live in, and experience we go through.
The second dimension is composed of geographical location, marital status, religious beliefs,
parental status, income, education, work experience, military, experience, first language, family
status, and work and communication styles.
Together, the core or primary dimensions and the secondary dimensions notably affect
our prior experiences, viewpoints, and principles, giving us an exclusive mind-set of the world
around us, making each one of us distinct individuals.
A. How to use the Diversity Wheel

Loden (1991) states that, “The Diversity Wheel is useful in explaining how group-
based differences can contribute to individual identities. “The function of the wheel
is to talk and discuss with each other and generate new points of view among each
one in the group. In the two dimensions of the wheel, each individual is made aware
of his/her differences.

What Does Your School Look Like Activity: (adapted from https://
nieonlme.com/sentinel/downloads/curricula/diversity_poster.pdf)

B. The Diversity Wheel (Loden Model)

Before the start of this activity, define each factor in the two dimensions of the
Diversity Wheel. A clear understanding of what each factor means allows each
individual to explain what this is for him/her.

Title of Activity: How Diverse Is Your Class?

Materials:
 a blank piece of paper with two columns: one that is headed Primary, the
other Secondary
 a poster of the Diversity Wheel
Directions:
1. Under each heading, write down the dimensions as shown on the wheel.
2. Next to each dimension, write in your personal information.
3. Choose a volunteer in the class to organize the information into a graph or
spreadsheet that describes each dimension (i.e., how many in your class are
catholic, female, etc.).
4. Discuss your findings.
For example:

Secondary
Age:18 Work Experience: None
Gender: female First Language: English
Race: Malay Education: First Year, Tertiary
Spiritual belief: Muslim
 The next big question is, "What's next? What do we do after finding out that we are
different from each other in so many aspects?" It will be such a daunting task to understand
everything about each culture, each person, each spiritual belief, etc. Loden presents four
principles for managing our own behavior in a global context and interacting successfully with
the people globally. “The four principles are respect, inclusion, cooperation and responsibility
or RICR” (Loden 1996). She defines each principle as: respect: treating others the way they wish
to be treated; inclusion: making certain everyone on the team is truly a part of the team's
decision-making process; cooperation: actively helping others succeed rather than competing
or attempting to one-up someone; responsibility: managing personal behavior to maintain a
diversity-positive environment and questioning inappropriate behavior when it occurs."
By using the Diversity Wheel, one can consider how different aspects. for example,
spiritual belief and cultural differences, may form other people's identities and perspectives in
the world. Knowing all these should give each one an open and more accepting stance on a
variety of opinions and differences in behavior. The attitude a person should, therefore, take is
one of tolerance and cooperation in coming together to work a common goal objective. The
kind of world we live in will be determined by the efforts we all make to bridge diversity and
come together and to contribute what he/she can for the betterment of the world.

III. ABILITY (AND DISABILITY) AS A DIMENSION OF DIVERSITY

Another dimension of diversity that is significant is the dimension of ability and
disability. Diversity covers the limitless domains of an individual’s unique characteristics,
experiences, and capabilities. Diversity encompasses respect and tolerance-of differences that
enables a celebration of uniqueness.
According to the Collins English Dictionary, ability refers to the possession of the
qualities required to do something; necessary skills or competence or power. Disability on the
other hand, is defined by the World Health Organization (WHO n.d.) as the umbrella term for
impairments, activity limitations, and participation restrictions, referring to the negative,
aspects of the interaction between an individual (with a health condition) and that individual's
contextual factors (environmental and personal factors). This definition underscores that
disability is not only a health issue, but also an issue that affects person’s state in life and the
environment he/she is in, A person-s self-identity and his/her perspectives of the world around
him/ her are affected by both ability and disability. The American Disabilities ACT of 1990 (ADA)
“defines a person with a disability who has a physical or mental impairment that substantially
limits one or more major life activity. This includes people who have a record of such an
impairment, even if they do not currently have a disability. It also includes individuals who do
not have a disability but are regarded as having a disability.”

“Disabilities may affect one’s sense or one’s mobility; they may be static or progressive,
congenital or acquired, formal (affecting the shape of the body) or functional, visible or
invisible" (Couser, 2005).
A person’s disability makes him/her a unique individual who is, at times shunned from
places and activities. They have to be acknowledged as part of the spectrum of diversity. They
have to be recognized as human beings who should not be discriminated against, but rather
understood, accepted and tolerated. They have to be accorded their rights. Disabilities have to
be seen as a natural part of life and a natural part of diversity. People with disabilities have to
be perceived and accepted as people with distinct abilities. They have to identify themselves as
having disabilities so that the world can accept them and create avenues for them to live in.

IV. THE DILEMMA OF DIVERSITY.

In this age of fast paced development where diversity plays a unique role. there are still
challenges that confront a lot of people who have been identified as “different." Discrimination
issues around face, gender, age and intellect still abound inspite of charters, laws, and policies
that uphold diversity.
In some workplaces, women and people of color are still discriminated against and not
given positions in management or administration. People of a certain race are stereotyped to
be of a specific character. A number of times, Muslims have been taken aside in immigration
and interrogated. Non- married and same-sex couples are still not accepted in some parts of
the world. In some schools, children with special needs are shunned with the reason that they
are not ready for school yet or are not suited for the school. Children from indigenous groups
have to go through an educational system that does not consider their ethnic background,
needs, and values. Though there is still so much effort that needs to be put in so that diversity is
accepted, respected, and tolerated, there has been progress in a lot of areas. In more
workplaces. there are systems and processes put into place to intentionally promote diversity.
Diverse ways of thinking and doing things bring in creativity and productivity. Innovative
thinking and collaboration are encouraged when different people work to come up with
solutions to problems or challenges. In schools, diversity is the best way to teach what it means
to be tolerant and respectful of each other's differences. In government, the acknowledgment
that diversity is an integral component of community equates to laws and policies being passed
to look out for the welfare of the people of diverse cultures and backgrounds. Diversity,
therefore, is an integral component of life and of living.