Applications for open positions at the company fall under my purview as administrator chef for this hotel and resort enterprise. Female students from your culinary university make up the majority of applicants for the recently posted supervising positions. We also count it a privilege that the bulk of the men who work for us are alumni of your school.
Disappointingly, these male employees’ responded when informed that many of the applicants for supervisory positions are female. The idea of being supervised by a female(s) does not bode well for them. It is quite incredible that such a psyche still prevails in the modern world, and this is undoubtedly shocking.
Gender inequality, which is simply defined as any overt or covert discrimination based on gender, shouldn’t exist in today’s society (Centre and Gaubatz, 2003). Alumni from your type of institution, and particularly male graduates, are supposed to be apprised and to exhibit no form of discrimination. At this moment, they are anticipated to be well above such wrongdoings.
In order to prevent such incidents from happening in the future, I would kindly want to provide some perspective on how this might be handled through various procedures and training of learners while they are still at the school (Centra and Gaubatz, 2003, p. 18). It will help to equip these young men and women to function in a world that has become more diverse and universal by integrating into an evocative debate about the gender of the lecturers or tutors with students. It is the responsibility of the instructor to create a setting in the classroom that supports fruitful talks about gender.
Learning organizations have a duty to promote gender diversity as society becomes more and more global. Such inclusiveness necessitates both tutoring and education on gender-related issues. It is frequently disputed how seriously most of these organizations take their efforts to promote gender awareness (Hernandez, 2001, p. 12). There is little doubt, however, that educating pupils in substantive gender conversations will prepare them to accommodate a society that is steadily becoming more diverse.
The students must first examine their own beliefs and mindsets in order to contribute to any meaningful discussion concerning gender. Many of them enroll in educational institutions with preconceived notions about specific genders (Boerman-Cornell, 1999)
There is no doubt that this attitude is present in the classrooms. This presents issues in today’s interdisciplinary classroom settings, primarily because views about gender characteristics are frequently not backed by any research and are resistant to alter.
What makes this situation even worse is that once students form gender convictions, they are resistant to other explanations. Additionally, it has been demonstrated that when people are given information that conflicts with their preconceived notions about gender, it actually performs to support those prejudices. This means that while discussing gender issues, professors must take all necessary measures to combat student resilience.
It was previously said that it is typically the tutor’s responsibility to create a classroom atmosphere that fosters fruitful talks about gender. The two activities of academic proficiency and experimental comprehension should be prepared for by students (Hernandez, 2001).
Developing an open dialogue on gender by engaging in a more thorough discussion of gender attitudes is an excellent place for tutors to start. This is typically accomplished by improving student ability while also encouraging their critical thinking on the fictitious mechanisms that underlie discourse on gender problems.
Participating in conversations about gender conjures up unfavorable feelings in both sexes. This is true despite the fact that a reflective interpersonal learning and development framework emerges when the learners are exposed to arguments designed to reduce their levels of justifying means (Centra & Gaubatz, 2003).
There are often three things that tutors need to keep in mind in order to conduct meaningful conversations about ethnicity with the students. The contact between lecturers and students comes first. In any course, there are two steps to creating a positive relationship with the students.
The initial step is to identify the students as a group. The tutor must be aware of group membership adherence and make arrangements for those who find it difficult to submit to company pressure (Hernandez, 2001). The second level denotes one-on-one interaction between the instructor and the student. When the student and the instructor get along well, learning happens most effectively.
The second thing that tutors must promote is the ability to pay attention. By using tone of voice and body language, this is accomplished (Boerman-Cornell, 1999). In addition to using body and vocal language, a tutor must pay close attention to how their students are responding nonverbally.
Different teaching philosophies are the third and last element that tutors must adopt. This is because different learning styles are preferred by different students. There are people who are good at giving visual presentations, people who enjoy working in groups, and people who learn best by reading (Boerman-Cornell, 1999)