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Conceptualizing diversity and leadership: evidence from 10 cases

Record type: Article

This article uses the theoretical framework of broad and narrow ways of conceptualizing diversity, the latter focusing primarily on those characteristics that are likely to lead to disadvantage, ethnicity, gender and disability, and the broader encompassing many more characteristics of ‘difference’, such as educational background, leadership style. It analyses evidence from 10 organizations in the Learning and Skills Sector in England to suggest that in most cases, while staff may be aware of the political dimension of narrower conceptualizations, they reject the latter as irrelevant or impractical, and certainly more problematic. Their orientation coverts ‘managing diversity’, derived from human resources theory, from its intended aim of increasing equity, to a conceptual sleight of hand for sidestepping uncomfortable issues. Staff are shown both to create an ‘other’ than the norm, an ‘outgroup’ particularly in relation to black and ethnic minority potential leaders, and to homogenize those who have entered leadership to delete any ‘other’. The article concludes by suggesting current leadership theory is complicit in underpinning the process of exclusion.

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Citation

Lumby, Jacky (2006) Conceptualizing diversity and leadership: evidence from 10 cases Educational Management Administration and Leadership, 34, (2), pp. 151-165. (doi:10.1177/1741143206062487).

More information

Published date: April 2006
Keywords: black and ethnic minority, equal opportunities, race

Identifiers

Local EPrints ID: 42053
URI: http://eprints.soton.ac.uk/id/eprint/42053
ISSN: 1741-1432
PURE UUID: 14a688e0-0922-4363-bdc0-390621cb682f

Catalogue record

Date deposited: 10 Nov 2006
Last modified: 17 Jul 2017 15:24

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