Management of cultural diversity as an aspect of school effectiveness.

• Published: 2008
• Subjects: Gauteng (South Africa); conflict management; school management and organization; multicultural education; multiculturalism
• Online Access: http://hdl.handle.net/10210/1303

D.Ed. === The advent of democracy in South Africa, accompanied by the deracialisation, not only of the South African society but of schools as well, has had an impact on the demographics of suburbs in all kinds of ways: racial backgrounds, cultural backgrounds, educational backgrounds and so on (Kogod,1991:8). As the South African population is diverse, so are the schools in the suburbs in terms of learner population (Du Pont, 1997:6). The fact that the learner population is increasingly becoming diverse in the entire former Model C schools creates an increasing need for school principals to be equipped with the skills appropriate to the management of cultural diversity at schools. The fact that learners are drawn from diverse cultural backgrounds means that culture, not mandates or structure, is the telling component in educational organisations, such as schools (Cunningham & Gresso, 1993:43). This change from homogeneity to heterogeneity in terms of learner composition at schools compels principals of schools and their staff members to be sensitive as learners need to be served without prejudice. School personnel equipped with the appropriate diversity management skills would understand diversity sensitivity, acknowledges cultural differences and sensitise individuals about stereotyped differences. It places a premium on the promotion of communication and understanding and build relationships among members of the school community from different cultural backgrounds (Kossek & Lobel, 1996:4). Principals as heads of schools have to sensitise their staff members about the dangers of cultural stereotypes and should demonstrate skills by focusing on reconciling interests of diverse learners rather than developing compromises among the learners, as it has been proven that common interests serve to motivate and give people a common direction (Cunningham & Gresso, 1993:45). The notion of common interests is supported by Armstrong (1996:842) as he argues that these common interests could be harnessed by the school management by ensuring that each learner commits himself or herself to the vision and mission of the school. This should be done on the premise that harnessing these differences will create an environment that is conducive to every learner and in which he would feel valued and would use their individual talents towards the realisation of the school vision and mission. === Prof. B.R. Grobler