When Dorothea married into the Jackson clan, she learned "a husband always supports his family; a wife does not work." So Dorothea became a volunteer. And at age 83, she's still volunteering. She's given piano lessons, had a Scout Band, which involved "writing and transposing music, fixing instruments, and doing lots of cajoling." For 26 years in Ann Arbor, Michigan, Dorothea supervised her church's Sunday School. In Tucson, she is a lector and chalice bearer at her Episcopalian church.

Since 1949, she has volunteered for Cooperative Extension, first in Michigan and, since 1967, in Arizona. Dorothea laughs when she remembers, "I had one-year-old twin boys when I joined up; I had to get out of the house sometime or I'd have exploded." She also has two older daughters and, by now, 15 ("or is it 16?") grandchildren. Homemaker's became part of her life. "I got to Tucson on a Sunday, and by Tuesday, I was a member of a Homemaker's Club."

Dorothea is a Master Consumer Advisor at the Pima County Extension Office. "It's a fun job. We have quite a crew of older women who've been keeping house all these years. We can answer about 90 percent of the questions that come in without any help. We've been there, done that." She has always believed in learning and earned her first degree in teaching deaf and blind children from the University of Chicago in 1935. Then, when she was 68, Dorothea went back to school, commuting to Arizona State University to earn a degree in lichenology—the only person so qualified in Southern Arizona, she believes. She has earned a doctorate in education. "I didn't go to college for degrees, I just wanted to learn about things." Her motto at 83? "If it ain't fun, don't do it. But volunteering is still the only way to go!"

One group is usually excluded from diversity in the workplace—the non-immigrant, non-Hispanic, able-bodied, heterosexual white male. They appear isolated, with the "others" blaming the white male for all their problems. And not surprisingly, white men feel isolated, blamed, distrusted, and unable to voice their concerns. Yet, they must listen to and acknowledge the fears of all other groups.

The core message and strength of the diversity movement is inclusiveness. It cannot be redefined to exclude one group. "All groups" means just that. Diversity is about treating each individual as an individual, including individual white men. They are as different from each other as are members of all other groups.

To manage diversity in the workplace, focus on the common needs of employees, as well as address the differences, real or perceived, that affect opportunities for any group.

At the University of Arizona, a Diversity Action Council has members from many colleges. Also, several colleges have their own diversity committees, such as the College of Agriculture Diversity Committee, publisher of this newsletter. Often, universities try to broaden the racial/cultural profile of their students. Then it becomes obvious that the faculty hasn't changed. Discrepancies become an issue. Next the curriculum is a critical focus. People soon point out that classroom interactions and instructional practices are culture-bound, restricted and restricting.

At some point, the administration will be questioned. Does it truly reflect the new constituencies, is it representative, much less participatory? Does the institution practice what it preaches?

This touches on the investment policies, community relations and composition of the Board of Regents. "Some schools have taken a few steps. Overall, there's a long way to go."

May 30-June 2; Washington, D.C., "Creating Community through Dialogue: Bridging Differences in a Multicultural Society" by National Multicultural Society; Call 202-483-0700; Fax 202-483-5233. July 8-11; San Francisco, "Men and Women: Partners in the New Millennium" by National Association of Gender Diversity Training. Call 602-451-6010; Fax 602-860-6525. July 17-Aug 2; July 22-26; July 29-Aug 2; Portland, OR; "Summer Institute for Intercultural Communication" by Intercultural Communication Inst., Call 503-297-4622; Fax 503-297-4695

A woman had to drop out of college because she couldn't find child care during the evening. A single father had to hire someone who was poorly trained to care for his children because he had to drive 50 miles one-way to work. A couple worked opposite shifts for 8 years so one could be home at all times.

It's hard enough to arrange child care when parents work predictable, daytime hours. Those who work after 5 p.m. or before 8 a.m. face much greater problems. The Women's Bureau of the U.S. Department of Labor has reported on recent trends that may change that.

• Nearly 15 percent of fulltime workers work non-standard hours.
• More than 1,000 different work schedules are used as the U.S. economy becomes a service-based, 24-hour operation.
• Employers change schedules to increase flexibility; enhance customer satisfaction or reduce air pollution.
• 60 percent of women with children under 6 and 76 percent of those with school-age children are in the workforce.

Employers and communities are beginning to respond to the challenge. For example, Toyota in Georgetown, KY, operates an onsite center available 24 hours a day. Employers can come together on an industry-wide or area-wide basis. "Close to Home" in Phoenix trained and recruited child care providers who accommodate non-standard hours. Palcare in San Francisco and the Tri-County Child Care Task Force in upstate New York, banded together employers, unions, parents, care providers, school districts, local non-profit organizations, and other community interests.

Robert McGarvey, America West Airlines Magazine June 1996 Vol. 3, No. 6