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

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

Marilyn Y. Byrd, Brenda Lloyd-Jones
Copyright: © 2017 |Pages: 18
ISBN13: 9781522519133|ISBN10: 1522519130|EISBN13: 9781522519140
DOI: 10.4018/978-1-5225-1913-3.ch024
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MLA

Byrd, Marilyn Y., and Brenda Lloyd-Jones. "Developing a Social Justice-Oriented Workforce Diversity Concentration in Human Relations Academic Programs." Organizational Culture and Behavior: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 474-491. https://doi.org/10.4018/978-1-5225-1913-3.ch024

APA

Byrd, M. Y. & Lloyd-Jones, B. (2017). Developing a Social Justice-Oriented Workforce Diversity Concentration in Human Relations Academic Programs. In I. Management Association (Ed.), Organizational Culture and Behavior: Concepts, Methodologies, Tools, and Applications (pp. 474-491). IGI Global. https://doi.org/10.4018/978-1-5225-1913-3.ch024

Chicago

Byrd, Marilyn Y., and Brenda Lloyd-Jones. "Developing a Social Justice-Oriented Workforce Diversity Concentration in Human Relations Academic Programs." In Organizational Culture and Behavior: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 474-491. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1913-3.ch024

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Abstract

There are limited human relations [HRL] programs in higher education in the United States, and even fewer that include an integrative concentration of social justice and workforce diversity. The purpose of this chapter will be, first, to identify the need for social justice and workforce diversity perspectives in HRL programs and then provide a philosophical and theoretical rationale for how an integration of these perspectives is critical to the advancement of HRL in praxis. Second, to develop students' awareness of ways that the organizational social culture operates to create social stratification and exclusion. Third, an experiential service learning component will be described as a necessary step for students to experience environments and contexts where social injustice is prevalent. The chapter will conclude with a proposal for a social justice workforce diversity certificate in HRL that recognizes professional competency and skill as a social change agent. This chapter advances the concept of organizational social justice (Byrd, 2012).

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