Over the last several decades, the struggle to eradicate racism has inspired many developments in both social and educational policies. The current diversity policies are thought to be a form of corrective justice, making up for past harms. Although educators aim to diminish racism and injustice, they are at the same time frequently unaware that their own policies on diversity are tied to a specific model of society that narrowly defines individuals, who, by and large, do not reflect today_��s social fabric, especially when it comes to most urban cities in America and other English speaking countries. Society has developed in such a way that a looser concept of diversity is required, one that can accommodate a multiple identity model, since individuals are more than just their ethnic backgrounds, and often fit into many categories. A distinction in guidelines between substantive and formal reasons offers colleges and universities more clarity for a more balanced decision analysis. Substantive reasons come closer to embracing the multiple identities that individuals actually possess, their economic and contributory dimensions, not just their racial identities, which, currently are ambiguous as well. Formal reasons, on the other hand, preclude these, making the categorization of individuals too easy, and unfairly overlooking the richness and complexity that applicants embody. Because society has changed and the understanding of individuals is that of a multiple identity model, I recommend that diversity policies strictly considering ethnicity are unfair.
Charles Miceli, Wenzhou Kean University, China
Stream: Philosophy - Philosophy and Education
This paper is part of the ACERP2016 Conference Proceedings (View)
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