The It is the uniqueness of each one that is the root of diversity.

The English noun

that captures the essence of the difference is the word diversity. Diversity is from the
Latin word divertere, which means to turn away, separate, 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 must 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 try 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 everyone 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 that are needed to develop and succeed. It is, therefore, important that we
understand our differences and master how these could be used to harness tolerance,
cooperation, and unity that will lead to productivity.
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 experiences of people who identified these aspects as
most important to their personhood. The different components in the Diversity Wheel
played significant roles in building character and possibly forming stereotypes. She hoped
that this could be used to further discuss diversities not only in the workforce 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
dimensions of 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 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 they can change or be discarded as our life experiences
impact us. They are influenced by people we encounter, places we go to or live in, and
experiences 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 mindset of
the world around us, making each one of us distinct individuals.
 Figure 1.1. Loden and Rosener's Diversity Wheel (Loden 1991).

A. How to use the Diversity Wheel

Loden (1991) states that, "The Diversity Wheel is useful in explaining how group-
based differences contribute to individual identities." The function of the wheel is to
encourage people 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://
nieonline.com/sentinel/downloads/curricula/diversity_poster.pdf)

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:
Primary 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 win 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 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 for a common goal or 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.

Ill. 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 skill 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 ofthe 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 a
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 as a person
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 senses 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 race, 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. Nonmarried 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 people of diverse cultures and backgrounds. Diversity, therefore, is
an integral component of life and of living.