Laurence Thomas: What Good Am I

question 30

Multiple Choice

Laurence Thomas: What Good Am I?
In "What Good Am I?" Laurence Thomas addresses the debate over affirmative action by asking why, given that knowledge is colorblind, the race and gender of professors should matter. What, in other words, is the benefit of a diverse professoriate? One answer is that a diverse professoriate provides role models for minority and female students. Thomas, however, rejects this answer because it is often presented in a way that suggests minority and female faculty have little to teach students from outside historically marginalized groups apart from how not to be racist and/or sexist. But even if this so-called role-model argument were innocent of such a suggestion, Thomas claims many would still object to affirmative action on the alleged grounds that affirmative action appointments are, by definition, not the best qualified applicants. After all, so the objection goes, if a job candidate were the most qualified applicant, he or she would not need any form of preferential treatment. According to Thomas, however, this objection completely ignores the existence the entrenched biases, which can persist even alongside a sincere belief in equality. In a morally perfect world free of these kinds of biases, women and minorities of superior qualifications would be hired on the basis of their merits. But that is not the kind of world we live in according to Thomas.
For Thomas, the best way to understand the benefit of a diverse faculty is in terms of intellectual affirmation, trust, and gratitude. Teaching, on Thomas's view, involves more than the mere transmission of knowledge. Crucially, it also involves providing intellectual affirmation, which is impossible in the absence of trust between student and teacher. Given that sexism and racism can make it difficult for female and minority students to develop this kind of trust with white male professors, a diverse faculty helps remove one obstacle standing in the way of some students achieving intellectual affirmation. Moreover, the mere presence of a diverse faculty can give female and minority students hope that the university is an environment where intellectual affirmation is possible for them. Finally, Thomas argues that intellectual affirmation creates gratitude, which when felt by white male students toward female and minority professors can help undermine academic "ole boy" networks that have served sexist and racist ends in the past.
-According to Thomas, the possibility of intellectual affirmation requires:

• A) students to show gratitude to their teachers.
• B) deep trust between student and teacher.
• C) student and teacher to be of the same race and gender.
• D) all of the above.

Interpret the financial impact of support department allocations on divisional and corporate financial performance.

Analyze the allocation rates for support departments and their effects on operating divisions.

Differentiate between various types of decentralized units and understand their implications for managerial authority and responsibility.

Understand the concept and calculation of return on investment (ROI) and its components.

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Definitions:

Servant Leadership

A leadership philosophy which emphasizes the leader's role as serving the needs of others first.

Kohlberg's Model

A theory outlining six stages of moral development, progressing from obedience and punishment orientation to principled conscience.

Formal Reward System

An institutionalized and structured program within an organization designed to recognize and reward employee performance.

Ethical Leadership

A style of leadership that involves leading others in a manner that respects ethical principles and values.