Diversity Consciousness. Sociocultural Theory, Research Paper Example

One of the most essential components of achieving awareness, “consciousness,” or others without prejudice rests in the habitual ability of developing diversity skills, as Richard D. Bucher puts it. This is the only way to achieve the respect required for any cohabitation to exist; otherwise, they will only be superficial and for one party’s benefit. Moreover, that is what justifies the ultimate adequacy or inadequacy of differences being valued collectively — collectively, of course, because when opinion or belief system comes into question, tolerance versus acceptance need not become and issue. Think and operate objectively, not subjectively or emotionally.

2. How could the work setting be changed to accommodate individuals who may feel more comfortable in a group-oriented atmosphere?

One mind working alone is one set of beliefs. More than one mind, when working together toward achieving a set goal, will more effectively elaborate and draw other angles out of that ‘one mind’ that he or she would not have considered otherwise. That group oriented atmosphere creates quicker and greater productivity.

3. What diversity skills might Ligua work on developing to help her with these conflicts?

Sociocultural, by definition, counts for the incorporation of both social and cultural factors. In addition, in the sense that a theory is “the branch of a science or art that deals with its principles or methods, as distinguished from its practice” (Dictionary.com, 2012); these two words together, then, must implicate how the combination of social and cultural factors that deals with its principles or methods, as distinguished from its practice.

There are two particularly noteworthy aspects to a Vygotskian approach to social interactions. First, it is fundamentally cultural. Caregivers are agents of culture (Trevarthen, 1988) who set an infant’s nascent actions within an intimate setting that is deeply informed by the caregiver’s cultural knowledge. Caregivers cannot help but view infants’ expressions as meaningful within the human sphere of their own culture. Infants, in complement, are quintessential cultural apprentices who seek the guided participation of their elders (Rogoff, 1990).

Second, the notion of a zone of proximal development reveals a pattern of developmental change in which a phase of adult support precedes a phase of independent infant accomplishment. Each cycle begins with a newly displayed behavior, such as a smile, a visually directed reach, or a babble. The adult’s reaction and interpretations transform the infant’s emerging behavior into a social act. In essence, the child induces the adult to recruit the act for communication (Bakeman, Adamson, Konner, & Barr, in press). After many experiences of supported expression, the child gradually masters an action that is qualified with cultural meaning. The act has passed through the zone of proximal development during which the adult has educated the child in its use (p. 21). * Provided by Adamson, L. B., & Chance, S. E. (1989).

A diversity skill that Ligua could benefit from, a broadly accurate guide or principle, would be that opinions are like rectums; everybody has one. This guideline, as well as the upper-status, self-assured sense gained by only voicing well-grounded opinions in fact and not biased emotion. Non- biased assumptions, presumptions, and intentions will get her calculated and altruistic objectives further than one that benefits only her.

As a diversity skill, academicians and psychologists guide humanity to benevolently guard children because this is our best way to be assured that the next generation will regard their next generation. As well, historical knowledge shows philanthropy serves a far greater good than selfish achievements. The part needs to subside to the whole, to the greater benefit of human evolution.

Bibliography
Bucher (Prentice Hall), what is Sociocultural Theory? This is “a perspective that focuses on the social and cultural context of one’s thoughts and actions” (Bucher, 2010).

Bucher, Richard D. Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities, Third Edition. Prentice Hall. Pearson Education, Inc. 2010.

Adamson, L. B., & Chance, S. E. (1989). Coordinating attention to people, objects, and language. In A. M. Wetherby, S. F. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 15-38). Baltimore, MD: Paul H. Brookes.

Dictionary.com Unabridged Based on the Random House Dictionary, © Random House, Inc. 2012.