Developing a Social Justice-Oriented Workforce Diversity Concentration in Human Relations Academic Programs

The Need For Social Justice Perspectives In The Human Relations Academic Program

Over two decades ago, a study by the Rand Institute predicted that cognitive and social skills needed to work with a diverse workforce would be included among key skills sought by employers (Gray, Heneghan, Fricker, & Geschwind, 2000). The study further revealed that institutions of higher education were challenged in preparing students to develop these skills, to interact in diverse workplaces, and to be open to differing perspectives and worldviews (Hurtado, 2003).

Compounding this challenge is the recognition that some college students may not have had a significant level of prior interaction with some social identity groups, which further limits their skills to interact on a basis of social group understanding and mutual respect. Yet these students will be placed into learning groups and other scenarios where preconceived stereotypes obtained through media and other sources of miscommunication are their only basis of perception. It is disturbing, yet enlightening, that the college students entering academia with an unfamiliarity and lack of social interaction with diverse social groups will be members of the future workforce. Without facilitated dialogue in the learning environment that will help dispel these preconceived notions, students are likely to choose not to interact with diverse social groups; thus transferring this lack of understanding to the workplace.

Students with rigidly held stereotypes about diverse groups will most likely perpetuate these perceptions in the workplace (Hurtado, 2003). Social justice perspectives are needed to prepare students for the realities of dealing with the complex world of difference and to respond morally and respectfully to a multicultural workforce. The goal is to promote students’ learning about themselves first as members of a rapidly changing and demographically diverse society and then to develop an intercultural comprehension of what it means to be a professional who provides service in response to the needs of this changing society.