Symptomatic Leadership in Business Instruction: How to Finally Teach Diversity and Inclusion for Lasting Change

Authors

  • Linda L. Ridley City University of New York

DOI:

https://doi.org/10.33423/jhetp.v18i5.590

Keywords:

Education, Leadership, Business

Abstract

Are business faculty complicit in mythologizing business concepts by ignoring historical precedence? The refusal to examine in totality the history of discrimination and racism allows us to perpetuate a mythology of white supremacy that is enhanced through impotent diversity programs repeated throughout corporate America. This paper examines the importance of demythologizing the business curriculum through symptomatic thinking, which allows faculty and students to untangle the quagmire of diversity and inclusion in corporate America. Students are thereby equipped with tools for behavior transformation in the workplace that uses a symptomatic, rather than symbolic approach, to decision making and problem solving.

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Published

2018-10-01

How to Cite

Ridley, L. L. (2018). Symptomatic Leadership in Business Instruction: How to Finally Teach Diversity and Inclusion for Lasting Change. Journal of Higher Education Theory and Practice, 18(5). https://doi.org/10.33423/jhetp.v18i5.590

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Section

Articles