JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Symptomatic Leadership in Business Instruction: How to Finally Teach Diversity and Inclusion for Lasting Change
Author(s): Linda L. Ridley
Citation: Linda L. Ridley, (2018) "Symptomatic Leadership in Business Instruction: How to Finally Teach Diversity and Inclusion for Lasting Change," Journal of Higher Education Theory and Practice, Vol.18, Iss. 5, pp. 112-120
Article Type: Research paper
Publisher: North American Business Press
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
