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Practices and Challenges of Diversity Management to Ensure Educational Equity in Some Selected Secondary Schools of Jimma Zone

Received: 26 July 2022     Accepted: 25 October 2022     Published: 4 November 2022
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Abstract

This study was conducted to investigate the current practices and challenges of diversity management to ensure educational equity in secondary schools of the Jimma zone. To carry out this study descriptive survey design along with mixed method was employed. Participants of the study were 88 teachers 16 school leaders. They were selected by using simple random sampling and optimal sampling method respectively. The data were collected by using questionnaire, interview and document analysis. Data collected through questionnaire were analyzed and summarized using statistical tool such as frequency, percentage; mean and standard deviation while qualitative data were analyzed using content analyze approach. The finding of the study indicates that the practice of secondary school creating effective diversity management was low. Due to this, the status of practice on creating school diversity management was not satisfactory. The study also shows that, poor relationship between the school leaderships and teachers of the school, teachers believe that school leaders are the only person responsible to maintain effective school diversity management, and the presence of multicultural background of the students were internal challenge that hindered creation of effective diversity management, Whereas, the interferences of external bodies and lack of support from woreda education office, were revealed as one challenge that hindered the creation of school diversity management. Based on the major findings, providing short term trainings, providing funds, active participation of stakeholders, empowering governing bodies, building stallholders relationships and sharing common vision and mission were recommended to create and enhance effective diversity management in the study area.

Published in Science Development (Volume 3, Issue 4)
DOI 10.11648/j.scidev.20220304.12
Page(s) 132-142
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Diversity Management, Educational Equity, Secondary Schools

References
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[3] Banks, J. A. et al. (2004). Teaching diverse learners. Inpreparing teachers for a changing world. L. Darling-Hammond and J. Bransford (Eds). San Francisco: Jossey-Bass.
[4] Caleb Rosedo (1997) “Paradigm and Stages of Societal change: A descriptive model.” http://www.rosedo.net/articles.paradighm.htm/.
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[10] Dancy I, T. E.(2010) Manhood and masculinities in college connecting theory and research to practice, in T. E
[11] Dancy II T. E. (2010) An introduction to managing diversity: a mandate or an oxymoron, in T.E.
[12] Devoe, D (1999) Managing a diverse work force, San Mateo, CA: Adams Media Corporation.
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[14] Figueroa, P. (1991). Education and the Social Construction of Race. London, Rutledge.
[15] Fries-Britt, S, L & Turner, B. (2010) Facing stereotypes: A case study of black students on a white campus Journal of College Student Development 42, 480-429, Fries-Britt, S, & Turner, B. (2002).
[16] Green, K. A, López, M., Wysocki, A., & Kepner, K. (2012). Diversity in the workplace: Benefits, challenges, and the required managerial tools. Institute of Food and Agricultural Sciences, University of Florida. Available on http://www.edis.ifas.ufl.edu
[17] Hall, W. D. (2010) Lesson from high achieving students of color in physics.
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[20] Hurtado, S. (2006). Diversity and learning for a pluralistic democracy: higher education in global society: achievingdiversity, equity and excellence, in W. R. Allen, M BonusHammarth, & R. T Tranishi (eds.). Advances in diverse communities: research, policy and praxis (JAI Vol. 5). Amsterdam: Elsevier, pp 249-268.
[21] Jones, D. (1999). The definition of diversity: Two views. A more inclusive definition. Journal of Library Administration, 27, 5-15.
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  • APA Style

    Negga Demissie Mengesha. (2022). Practices and Challenges of Diversity Management to Ensure Educational Equity in Some Selected Secondary Schools of Jimma Zone. Science Development, 3(4), 132-142. https://doi.org/10.11648/j.scidev.20220304.12

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    ACS Style

    Negga Demissie Mengesha. Practices and Challenges of Diversity Management to Ensure Educational Equity in Some Selected Secondary Schools of Jimma Zone. Sci. Dev. 2022, 3(4), 132-142. doi: 10.11648/j.scidev.20220304.12

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    AMA Style

    Negga Demissie Mengesha. Practices and Challenges of Diversity Management to Ensure Educational Equity in Some Selected Secondary Schools of Jimma Zone. Sci Dev. 2022;3(4):132-142. doi: 10.11648/j.scidev.20220304.12

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  • @article{10.11648/j.scidev.20220304.12,
      author = {Negga Demissie Mengesha},
      title = {Practices and Challenges of Diversity Management to Ensure Educational Equity in Some Selected Secondary Schools of Jimma Zone},
      journal = {Science Development},
      volume = {3},
      number = {4},
      pages = {132-142},
      doi = {10.11648/j.scidev.20220304.12},
      url = {https://doi.org/10.11648/j.scidev.20220304.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.scidev.20220304.12},
      abstract = {This study was conducted to investigate the current practices and challenges of diversity management to ensure educational equity in secondary schools of the Jimma zone. To carry out this study descriptive survey design along with mixed method was employed. Participants of the study were 88 teachers 16 school leaders. They were selected by using simple random sampling and optimal sampling method respectively. The data were collected by using questionnaire, interview and document analysis. Data collected through questionnaire were analyzed and summarized using statistical tool such as frequency, percentage; mean and standard deviation while qualitative data were analyzed using content analyze approach. The finding of the study indicates that the practice of secondary school creating effective diversity management was low. Due to this, the status of practice on creating school diversity management was not satisfactory. The study also shows that, poor relationship between the school leaderships and teachers of the school, teachers believe that school leaders are the only person responsible to maintain effective school diversity management, and the presence of multicultural background of the students were internal challenge that hindered creation of effective diversity management, Whereas, the interferences of external bodies and lack of support from woreda education office, were revealed as one challenge that hindered the creation of school diversity management. Based on the major findings, providing short term trainings, providing funds, active participation of stakeholders, empowering governing bodies, building stallholders relationships and sharing common vision and mission were recommended to create and enhance effective diversity management in the study area.},
     year = {2022}
    }
    

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    T1  - Practices and Challenges of Diversity Management to Ensure Educational Equity in Some Selected Secondary Schools of Jimma Zone
    AU  - Negga Demissie Mengesha
    Y1  - 2022/11/04
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    N1  - https://doi.org/10.11648/j.scidev.20220304.12
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    T2  - Science Development
    JF  - Science Development
    JO  - Science Development
    SP  - 132
    EP  - 142
    PB  - Science Publishing Group
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    UR  - https://doi.org/10.11648/j.scidev.20220304.12
    AB  - This study was conducted to investigate the current practices and challenges of diversity management to ensure educational equity in secondary schools of the Jimma zone. To carry out this study descriptive survey design along with mixed method was employed. Participants of the study were 88 teachers 16 school leaders. They were selected by using simple random sampling and optimal sampling method respectively. The data were collected by using questionnaire, interview and document analysis. Data collected through questionnaire were analyzed and summarized using statistical tool such as frequency, percentage; mean and standard deviation while qualitative data were analyzed using content analyze approach. The finding of the study indicates that the practice of secondary school creating effective diversity management was low. Due to this, the status of practice on creating school diversity management was not satisfactory. The study also shows that, poor relationship between the school leaderships and teachers of the school, teachers believe that school leaders are the only person responsible to maintain effective school diversity management, and the presence of multicultural background of the students were internal challenge that hindered creation of effective diversity management, Whereas, the interferences of external bodies and lack of support from woreda education office, were revealed as one challenge that hindered the creation of school diversity management. Based on the major findings, providing short term trainings, providing funds, active participation of stakeholders, empowering governing bodies, building stallholders relationships and sharing common vision and mission were recommended to create and enhance effective diversity management in the study area.
    VL  - 3
    IS  - 4
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Author Information
  • Education and Behevrial Science College, Jimma University, Jimma, Ethiopia

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