Solution Manual For Managing Diversity in Organizations A Global Perspective on Equality, Diversity,

Solution Manual For Managing Diversity in Organizations A Global Perspective on Equality, Diversity, and Inclusion 2e By María Triana Chapter 1-15

Chapter 1: Introduction to Diversity Learning Objectives After reading this chapter, you should be able to:  Define diversity  Discuss different types of diversity  Understand the arguments behind the business case for diversity  Articulate both the advantages and the challenges of diversity Opening Case The San Antonio Spurs: A Diverse National Basketball Association (NBA) Championship Winning Team Discussion Questions 1. In what ways do you think the diversity of the Spurs could be an advantage?

Suggested answer: For the San Antonio Spurs, diversity clearly has been an advantage. For example, one could argue that younger players can benefit from the wealth of experience that older players possess, thus making the former much better at their game than their young counterparts in other teams.

Purely young and strong does not win the championship, as seen in the 2014 playoffs between the Miami Heat and the San Antonio Spurs. A team must have age and experience diversity to be successful.

By the same token, the group‘s diverse cultural backgrounds allow key players to communicate in their native language, a clear advantage on the court when you do not want the opponents to know what you are thinking or what you are about to do. This organization learned to be inclusive of other cultures and has reaped the benefit of having great talents and great success.

Equally important is the fact that Coach Gregg Popovich, also from a diverse background, exemplifies respect for other cultures. He majored in Soviet studies, speaks different languages to greater or lesser degrees, and makes it a point to let his players know and see that he understands they are from a different place. Coach Popovich is one manager who has embraced the value of diversity and leads the team with respect for his players‘ diversity.

2. In what ways do you think the diversity of the Spurs could present challenges?

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Suggested answer: There is research showing that in a diverse team, members can group by surface-level similarities, thus excluding others who are different and, in so doing, cause communication delays/breakdowns, conflict, and lack of cooperation and cohesion that ultimately result in poor team performance. Other studies have found decreased firm productivity was associated with diversity. For a diverse basketball team such as the San Antonio Spurs, where more than half the team comes from other countries/cultures, this could be disastrous. Representing France, Australia, Argentina, Brazil, the Virgin Islands, Canada, and the United States, if these players decided to group by race/ethnicity/nationality or language, then there probably would have been no San Antonio Spurs 2014 NBA champions.

3. If you were coaching the Spurs, what types of things would you do to mitigate the potential challenges and increase the team‘s advantages associated with diversity?

Suggested answer: Clearly, the San Antonio Spurs top management team believes in the importance of diversity and supports it. They have demonstrated this by hiring not only an ethnically diverse team, but also an age and gender diverse coaching staff. The team could continue that organizational norm and also continue Coach Popovich‘s practice of visiting museums or other cultural places with his players as a way to demonstrate their manager believes and respects the players‘ diversity.

Participating in multicultural interactions underscores the importance diversity plays for this team.

Suggested Approach to Class Discussion The discussion questions presented here lend themselves to the think, pair, share model where the individual student attempts an answer on his/her own. Students are then given an opportunity to share with their partners. Students are encouraged to take notes during this part of the activity.

Subsequently, students and partners have similar discussions with other classmates for an assigned period of time.

When students return to their seats, they share their findings once more and select the most enlightening idea/ideas to share with the class. Finally, the instructor calls for a discussion at the class level where these ideas are shared. Following this activity, students will be better prepared to answer the questions.

Closing Case Black Pete: A Diversity Conflict in Amsterdam Discussion Questions 1. Do you agree with the Amsterdam citizens who say that Black Pete is a fictitious character and that no offense is intended? Why? Why not?

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Answers may vary. The purpose of this question is to create the awareness that some tacitly accepted deeply- rooted customs can be offensive to others. Students may reflect on the importance of this tradition to White Amsterdammers and contrast that to how the African community of Amsterdam is affected on several levels, such as socially, morally, or psychologically, and arrive at their own conclusion regarding the much debated offensive aspect of this event.

2. It seems that the festival is liked by most people because it has been a tradition for many years. Can you think of some changes the Dutch can make in order to keep their tradition from offending others?

Answers may vary. One possibility is for them to continue the festival without Black Pete. St. Nicholas would still be there, the children can still enjoy the festivities, and the controversial and offensive imagery would be gone. Another possibility is to continue to have Black Pete present but hire dark-skinned actors to play Black Pete and not use any of the exaggerated facial makeup or the Afro wig, the features that are offensive to people. Black Pete could be played by an actor without any extra hair or makeup. A final option would be to replace Black Pete with a new character named Pete, John, or any other name and have the person (who could be of any race, color, and would not wear any exaggerated makeup or wig) play St. Nicholas‘s helper during the festivities. It is possible to have fun at the festival without being offensive.

Suggested Videos Video Name: How to foster true diversity and inclusion at work (and in your community) Presenter: Rosalind G. Brewer and Whitney Pennington Rodgers Video Length: 22 minutes 52 seconds Year Video Produced: 2020 WebLink:https://www.ted.com/talks/rosalind_g_brewer_how_to_foster_true_diversity_an d_inclusion_at_work_and_in_your_community Video Description: When companies think of diversity and inclusion, they too often focus on meeting metrics instead of building relationships with people of diverse backgrounds, says Starbucks COO Rosalind G. Brewer. In this personable and wide-ranging conversation with TED current affairs curator Whitney Pennington Rodgers, Brewer invites leaders to rethink what it takes to create a truly inclusive workplace -- and lays out how to bring real, grassroots change to boardrooms and communities alike.

Video Name: Insights: The business case for diversity and inclusion Presenter: Carl Allegretti and Stedman Graham Video Length: 11 minutes 17 seconds Year Video Produced: 2012 Web Link: https://www.youtube.com/watch?v=w1D7-cn3vs&list=PLmi2N0XQhz2Dw4ugKlUW6fp1Jv9IQJA5Y&index=3 Video Description: In a marketplace where customers, suppliers, and employees can span the globe, the importance of diversity and inclusion cannot be understated. What was once considered a human resources initiative has become a business imperative for chief executive 3

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officers (CEOs) focused on growing their organizations and developing their people.

The latest episode of Deloitte Insights features a conversation among Sean O'Grady, Insights' moderator, Carl Allegretti, chairman and CEO of Deloitte Tax LLP, and Stedman Graham, CEO of S. Graham & Associates and New York Times best-selling author. Tune in to learn how organizations can readdress their diversity and inclusion practices.

Video Name: Principles of teaching – respecting diversity and promoting equality Presenter: Alan Newland Video Length: 5 minutes 40 seconds Year Video Produced: 2012 Web Link: https://www.youtube.com/watch?v=IwPafOwbhcc Video Description: Respecting diversity and promoting equality can sometimes put teachers in a difficult position. Why do teachers have a special responsibility for this in a way that doctors, lawyers, accountants, and other professionals do not?

Video Name: Why the best hire might not have the perfect resume Presenter: Regina Hartley Video Length: 10 minutes 31 seconds Year Video Produced: 2015 Web Link: http://www.ted.com/talks/regina_hartley_why_the_best_hire_might_not_have_the_perfect_resu me#t-602502 Video Description: Given the choice between a job candidate with a perfect resume and one who has fought through difficulty, human resources executive Regina Hartley always gives the "Scrapper" a chance. As someone who grew up with adversity, Hartley knows that those who flourish in the darkest of spaces are empowered with the grit to persist in an ever-changing workplace. "Choose the underestimated contender, whose secret weapons are passion and purpose," she says. "Hire the Scrapper."

Video Name: Don‘t insist on English Presenter: Patricia Ryan Video Length: 10 minutes 28 seconds Year Video Produced: 2010 Web Link: http://www.ted.com/talks/patricia_ryan_ideas_in_all_languages_not_just_english Video Description: Patricia Ryan is a long-time English teacher who asks a provocative question: Is the world's focus on English preventing the spread of great ideas in other languages?

In other words: What if Einstein had to pass the TOEFL? It's a passionate defense of translating and sharing ideas.

Video Name: IDEO Shopping Cart Project – The Deep Dive Presenter: ABC Nightline documentary about the company IDEO Video Length: 21 minutes 37 seconds (there is also a shortened version, 8 minutes 13 seconds) Year Video Produced: 1999 4

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Web Link: https://www.youtube.com/watch?v=taJOV-YCieI (full length video) https://www.youtube.com/watch?v=M66ZU2PCIcM (shortened video) Video Description: ABC followed the company IDEO, a product design firm, as they completed a project to redesign the shopping cart. The video shows how IDEO approaches the creative process to innovation. Their business is to create new and modified designs of many different types of objects ranging from chairs to toys to computer equipment and many other items.

IDEO‘s specialty is the process of creativity and innovation. The video discusses the diversity of the team members involved in the project and how to manage the team creative process.

Chapter 2: Diversity Theories Learning Objectives After reading this chapter, you should be able to:  



Define biases, stereotypes, prejudice, and discrimination Understand major theories used in diversity research, including: o Self-categorization/social categorization o Realistic group conflict o Social identity o Similarity-attraction o Relational demography o Modern sexism and modern racism o Social dominance o Critical race o Status construction Understand two major concepts based on U.S. employment law to identify discrimination in the workplace: o Adverse impact o Disparate treatment

Opening Case A Letter to Mr. Spock Discussion Questions 1. Why do you think people who are biracial may encounter prejudice?

Suggested answer: Biracial individuals may encounter prejudice for a number of reasons. Different people react differently to the idea of mixing races. While some may be accepting, others may look at race mixing as a betrayal to one‘s race or perhaps as something inappropriate based on other beliefs.

Biracial individuals, as the product of mixed unions, may be the target of such sentiments and of 5

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prejudice, from multiple racial groups, as a result. In addition, biracial persons may encounter prejudice simply because they are different and do not fully fit with any group. They neither fit with their ethnic majority nor with their ethnic minority heritage thus making them vulnerable to stereotypes and generalizations from both groups.

2. Do you think there are any advantages to being biracial?

Suggested answer: Yes. One potential advantage is that a biracial person would have a richer environment in which to grow and develop, exposed to his/her parent‘s different cultural backgrounds and ancestral heritage. Because of this diversity of backgrounds, biracial people may more easily feel like they understand and can form relationships with multiple groups as opposed to just one group.

3. In what ways might biracial individuals have a broader knowledge base and mindset than individuals who are not biracial?

Prior to students answering this question, instructors are encouraged to have their students read the following two items so they will be able to provide more complete answers. The first article suggested is the study conducted by S.E. Gaither (2015), ―Mixed‖ results: Multiracial research and identity explorations, Psychological Science, 24, 114–119, and second is the interview the author gave to Science of Us, which can be accessed at this link: http://nymag.com/scienceofus/2015/05/psychological-advantages-biracial.html.

Biracial individuals have diversity from the start. These people have the unique opportunity of learning about two cultures simultaneously from birth. The potential richness available to biracial individuals could include exposure to different religions, traditions, value systems, languages, and more. In sum, biracial people can have a much broader knowledge base and mindset than their monoracial counterparts simply because of exposure. This wealth, in turn, can teach a person flexibility and acceptance of human differences. Learning to move freely from one culture to another may give the individual the skill needed to do the same when working with colleagues of different cultures at the international level. In addition to a broader knowledge base and a more open mindset, research shows that biracial individuals, also called multi-racial (Gaither, 2015), develop a resilience that may ―insulate them from the negative impact of racism or bias‖ (Miller, 2015).

Sources: Gaither, S.E. (2015). ―Mixed‖ results: Multiracial research and identity explorations.

Psychological Science, 24, 114–119.

Miller, L. (2015, May 22). The psychological advantages of strongly identifying as biracial.

Retrieved from http://nymag.com/scienceofus/2015/05/psychological-advantages- biracial.html 4. Whose responsibility is it (the self, other individuals, employers, society, no one) to help those who are different in some way to be accepted?

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Suggested answer: It is everyone‘s responsibility to help those who are different in some way to be accepted.

Recent human history offers the most compelling reasons to work together to achieve acceptance of those who are different. The examples of religious or political persecutions/conflicts, hate crimes, ethnic cleansing, marginalization, bullying, etc. are too many; therefore, it is everyone‘s responsibility to contribute to the eradication of these human behaviors.

Global View: Iran Discussion Questions 1. Why do some societies persist on segregating people according to social groups?

According to Social Categorization Theory, human beings have a desire to perceive their own category as superior and thus engage in stereotyping, distancing, and disparaging treatment of others, which ultimately results in prejudice and discrimination. Research has shown that scarce resources such as power, prestige, land, and money, among others, create conflict and competition among groups, further contributing to our human desire to categorize and to give our own group advantages over others. Additionally, studies have shown that intergroup conflict may increase intragroup morale, cohesion, and cooperation. This being the case, one can hypothesize that some societies continue to segregate people on the basis of their group membership because in doing so, the segregationists nourish their need for superiority, control, and group cohesiveness.

2. How is segregation related to social categorization theory and social identity theory?

Social categorization is the grouping of people into categories based on demographic characteristics. Segregation is a negative type of social categorization in that segregation seeks to separate minority groups from the dominant majority. Social categorization, according to Tajfel (1978), Tajfel and Turner (1986), and Turner (1985, 1987), is a natural and efficient human process that allows us to quickly process the large amounts of information we take in daily.

Social categorization thus serves a functional purpose. While segregation is a type of categorization, it passes judgement on those who belong to different groups for the purpose of aggrandizing one‘s own group status and one‘s own self-esteem.

Global View: Myanmar Discussion Questions 1. Why do you suppose the government did not use actual representatives from the ethnic minority groups in the welcoming line? What does this say about relations between the majority and minority groups in this country?

A number of reasons could have influenced the government‘s decision to exclude ethnic minorities from participating in this event. First, Henri Tajfel‘s Social Categorization Theory 7

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explains how in-group bias, where one‘s own group members are favored over others, could have influenced the Burmese majority to exclude the country‘s ethnic minorities. Categorizing others by surface-level characteristics such as sex, age, and race, among others, is a natural process. However, this functional grouping of people could result in the exclusion of others as recently demonstrated by the Burmese government in the 2014 9th East Asia Summit.

Social Dominance Theory, developed by Sidanius and Pratto (1999), may also explain why the Burmese have marginalized minorities in their country. This theory suggests that societies generate and sustain systems that are universally observable across the world. One of these systems is arbitrarily based on social values; that is to say, it is based on surface level differences such as race, sex, and age. Groups high in social dominance are said to support the domination of ―inferior‖ groups by ―superior‖ ones. This may be the case in Burma where the dominant majority preferred to dress its in-group members in minority garb, rather than invite the marginalized minorities to participate in the summit.

Ridgeway‘s Status Construction Theory can arguably also explain the Burmese government‘s decision to exclude ethnic minorities from the 9th East Asia Summit. This theory maintains that certain characteristics are correlated to the level of resources of a group such that higher status groups have a higher probability of being resource rich than lower status groups. Because of these associations between resources and characteristics, people tend to develop subconscious associations about the level of resources and the potential level of a group‘s capability. The result is inequality. This may be the case in Burma where the wealthier more powerful Buddhist dominant majority may have attributed certain characteristics, including level of capabilities, to the less affluent ethnic minorities, thus resulting in exclusion of the latter group by the former.

What this says about the relations between the majority and minority groups in this country is that in-group members are favored over out-group ones. Domination and marginalization of minorities in Burma is the current social hierarchical model. The resource rich dominant majority is unwilling to provide the country‘s minority groups opportunities that could potentially enhance the oppressed group‘s political power.

2. What would social dominance theory, critical race theory, and status construction theory say to explain the behavior of the Myanmar government leaders who planned this meeting?

Social Dominance Theory, developed by Sidanius and Pratto (1999), might argue that the Burmese have marginalized minorities in their country possibly due to high social dominance orientation. Social Dominance Theory suggests that societies generate and sustain a trimorphic system that is universally observable across the world. There is the gender system in which men have an unequal amount of political and collective power compared to women. Next is the age system, which attributes social power status to older people as compared to children. Lastly, the arbitrary system of social values attributes social status on the basis of race, class, religion, etc.

Individuals who desire and support a group-based hierarchy and the domination of ―inferior‖ groups by ―superior‖ ones are said to be high in Social Dominance Orientation (SDO). These individuals work to maintain traditional social status hierarchies and tend to favor hierarchy enhancing policies to maintain the current status and order. Furthermore, individuals high in SDO are more likely to engage in discriminatory behaviors, oppose policies and programs that 8

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provide opportunities to minority groups, and seek to maintain their wealth, power, and privilege.

This may be the case in Burma where the dominant majority preferred to dress its in-group members in minority garb, rather than invite the marginalized minorities to participate in the summit. This discriminatory behavior achieved a number of important results for the Burmese majority that might explain their action. First, it effectively deprived minority groups from participating in the summit. Domination of the ―inferior‖ group was maintained. Additionally, in excluding minorities from this important political event, the traditional social status hierarchy and order remained unchanged. Furthermore, the potential damage to the high status group members that could have resulted with the inclusion of underrepresented minorities in this event was averted.

Critical Race Theory might argue that racism is embedded in the Burmese social fabric and is a daily occurrence that minorities of that country endure, including exclusion from international events such as the 9th East Asia Summit where minorities were represented by members of the dominant group disguised as the disadvantaged. Critical Race Theory would add that until the interests of the majority converge with those of the racially oppressed, no progressive change regarding racial equality would occur.

Status Construction Theory might explain this incident by arguing that inequalities result from the distribution of resources among a population. In the case of Myanmar, the Burmese majority holds more wealth than the ethnic minorities of that country; therefore, inequalities are perpetrated upon the disadvantaged.

Status Construction Theory adds that people who possess similar levels of resources tend to interact more with each other. This interaction combined with the fact that populations are divided into categories such as sex, race, age, etc, creates a correlation between surface-level characteristics and level of resources such that those with higher status tend to be resource rich.

Resource rich, in turn, is subconsciously associated with capability; therefore, in the Burma case, the resource rich are seen as more capable as opposed to their counterparts who are less wealthy and, as a result, not as capable. A possible reason Myanmar government leaders decided to exclude Burmese ethnic minorities from participating in the 9th East Asia Summit might have been the government‘s belief in Myanmar‘s minorities‘ lack of ability.

Closing Case Charlie Hebdo Discussion Questions 1. We all know that religious freedom and freedom of expression are fundamental human rights. Can you explain how far one may go in either direction (religious freedom or freedom of expression) without crossing the line?

There is no clear cut answer to this question. Freedom of speech and freedom of religion do not unequivocally grant the right to offend or engage in diction/actions that endanger or belittle 9

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others due to their gender, race, religion, sexual orientation, nationality, philosophical inclination, political point of view, etc. For this reason, both of these freedoms are not completely free and must take into account respect and security of others. Pope Francis seems to agree with this principle. He expressed that while religious freedom and freedom of expression are ―fundamental human rights…there is a limit.‖ Pope Francis denounced the mocking of other‘s religion as well as the use of violence by the offended to redress the offense.

Related articles: Charlie Hebdo Is NOT about Freedom of Speech; It's about Inciting World War 3. Storyleak, N.p., 11 Jan. 2015. Web. 25 Apr. 2015.

Free Speech, Tolerance, and Security: Where's the Balance? Centennial Institute, N.p., n.d. Web. 25 Apr. 2015.

France Backs Freedom of Expression but Warns against Excesses. France in the United Kingdom, N.p., n.d. Web. 25 Apr. 2015.

2. The Charlie Hebdo magazine is known for its controversial cartoons on different issues, including its pictures (satirical caricatures) of the Prophet Muhammad. What was your reaction to the killings that took place? Explain.

Answers will vary. Reactions may range from disgust to anger to sadness, or perhaps a desire to analyze the situation, understand why it happened, and make suggestions for avoiding such problems in the future.

3. Do you agree with Pope Francis that interreligious harmony and inclusion will create better relations among nations? Explain.

Answers will vary. Students may agree that interreligious harmony and inclusion might lead to better relations among nations, citing that with inclusion, the possibility of dialogue and understanding of others increases. An open, honest dialogue may lead to greater awareness of others‘ beliefs. This, in turn, might result in individuals understanding the importance that ―dignity‖ and respect play in improving relations among nations.

Students may benefit from checking the websites below prior to answering these questions. The links below share the idea that dialogue guided by mutual respect may lead to better relations between nations.

Related sources: http://www.dalailama.com/messages/religious-harmony http://en.radiovaticana.va/news/2016/01/07/pope_francis_asks_for_prayers_for_interreligious_di alogue__/1199403 http://en.radiovaticana.va/news/2016/03/21/indian,_pakistan_muslim_religious_leaders_call_for _peace/1217042 10

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http://www.thetimesnews.com/article/20160528/NEWS/160529004 Suggested Videos Video Name: Can prejudice ever be a good thing?

Presenter: Paul Bloom Video Length: 16 minutes 23 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/paul_bloom_can_prejudice_ever_be_a_good_thing Video Description: We often think of bias and prejudice as rooted in ignorance. But as psychologist Paul Bloom seeks to show, prejudice is often natural, rational... even moral. The key, says Bloom, is to understand how our own biases work, so we can take control when they go wrong.

Chapter 3: Employment Legislation

Learning Objectives

After reading this chapter, you should:

   

  

Be aware of the major employment discrimination laws in the United States, including Title VII of the Civil Rights Act, the Age Discrimination in Employment Act, and the Americans with Disabilities Act, the Equal Pay Act, and the Vietnam Era Veterans‘ Readjustment Assistance Act Be familiar with the International Labor Organization and its mission Be aware of average hours worked per week in various countries throughout the world Understand International Labor Organization guidelines to foster productive working environments for many groups around the world with respect to: o age discrimination o child labor o forced labor o disability o LGBTQ+ o migrant workers o seafarers and dockworkers o veterans Understand maternity and paternity benefits Be aware of the wage gap between men and women Know what affirmative action is

Opening Case 11

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A Letter from Tim Cook, the CEO of Apple

Discussion Questions

1. According to the article, America must be a land of opportunity for everyone. Do you think it is right or wrong? Please give your opinion.

Answers will vary. Students are encouraged to discuss this question with classmates in a ―Think, pair, share‖ activity prior to writing their answers.

2. Discrimination is not something that is easy to oppose, Cook says. Do you agree or disagree? Why? Answers will vary. Students are encouraged to read the article ―Tim Cook: Pro-discrimination ‗religious freedom‘ laws are dangerous‖ and to explore the links below to fully comprehend Tim Cook‘s allusion to the struggle for equal rights and the Jim Crow laws. In addition, students will benefit from reading about the Indiana and Arkansas religious freedom laws. At this point, students will be better suited to answer the question above.

Additional resource for students: http://www.pbs.org/wgbh/americanexperience/freedomriders/issues/jim-crow-laws

https://www.archives.gov/education/lessons/civil-rights-act/

http://www.crf-usa.org/black-history-month/a-brief-history-of-jim-crow

http://www.usatoday.com/story/news/nation/2015/04/02/indiana-religious-freedom-law-deal-gaydiscrimination/70819106/

http://www.usatoday.com/story/news/politics/2015/04/02/arkansas-religious-freedom-bill/70831330/

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Closing Case The U.S. Supreme Court and Gay Marriage

Discussion Questions

1. Do you believe same-sex marriage will be socially accepted this time?

Answers will vary depending on student beliefs.

2. Does the Supreme Court decision upholding gay marriage mean discrimination against gays is over?

Why or why not?

Answers will vary depending on students‘ outlook on this issue. Instructors are encouraged to ask their students to answer the question using one or more of the diversity theories introduced in Chapter 2 to support their opinion.

3. Why do you think it took so long for the Supreme Court to make a decision on the constitutionality of gay marriage and gay marriage bans?

Answers will vary. Here is a possible answer: Recognizing same-sex marriages and striking state bans on same-sex marriages might have been difficult for the justices of the Supreme Court given that the U.S. is deeply religious and conservative. As recently as 2003, gay sex was considered illegal until the Supreme Court struck down laws making gay sex a crime and as recently as 2013, married gay couples were still fighting the legality of their rights.

It is difficult to tell why it took the justices so long to decide on the constitutionality of gay marriage and declare illegal state bans on gay marriages. Perhaps the justices were hoping the country would decide the issue on its own by clearly voicing consensus. Perhaps they were waiting to see the direction the majority of states would take on this issue. Perhaps they were respecting the citizen‘s right to choose lest there be discontent and a back-lash against the gay community if individuals felt their right to choose had been violated by the country‘s highest court. Perhaps, they themselves were divided on the issue and needed more time to reach a consensus, or at least have a majority of votes in one direction or the other.

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Sources consulted: http://www.economist.com/blogs/democracyinamerica/2014/10/gay-marriage-and-supreme-court-0

https://supreme.justia.com/cases/federal/us/570/12-307/

Suggested Videos

Video Name: The Bonus Army: How a Protest Led to the GI Bill Presenter: NPR News on the show All Things Considered Video Length: 12 minutes 55 seconds Year Video Produced: 2011 Web Link: http://www.npr.org/2011/11/11/142224795/the-bonus-army-how-a-protest-led-to-the-gi-bill Video Description: This video accompanies the description in Chapter 3 about the veterans of World War I who staged a protest outside the U.S. Capitol in 1932 to claim the bonuses they had been promised after winning World War I. The protesters set up camps and were there for many weeks. The camps were set on fire by the U.S. Army and the protesters were evicted, but this brought to light an injustice and the treatment of veterans, ultimately leading to the GI Bill.

Video Name: Legal & Effective Hiring Presenter: Attorney Linda Walton, Lane Powell Spears Lubersky Video Length: 37 minutes Year Video Produced: unknown Web Link: http://www.npr.org/2011/11/11/142224795/the-bonus-army-how-a-protest-led-to-the-gi-bill Video Description: Video sold by Kantola Training Solutions provides an excellent overview of U.S. employment laws and guidelines for use during selection and hiring.

Finding new employees can be a daunting task. As a manager, you are expected to make an informed decision, yet the legal environment is such that you constantly have to watch your step.

Every question you ask a candidate is fair game for a potential lawsuit. And other parts of the hiring process can be just as sticky.

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This hiring DVD explains proper hiring procedures that help you select the right applicants while at the same time protecting yourself and your organization from legal liability.

You will learn:    

How to base the interview and selection on a well-written job description.

Questions you may—and may not—ask.

Special issues raised by the Americans with Disabilities Act. How to use a matrix for comparing candidates objectively.

Featured in this hiring DVD are important steps that should be taken before the face-to-face interview; eight specific questions that help you get to know the applicant during the interview; and ways to focus on legitimate, non-discriminatory factors during the selection process.

Video Name: The fight against sex slavery Presenter: Sunitha Krishnan Video Length: 12 minutes 42 seconds Year Video Produced: 2009 Web Link: http://www.ted.com/talks/sunitha_krishnan_tedindia Video Description: Sunitha Krishnan has dedicated her life to rescuing women and children from sex slavery, a multimillion-dollar global market. In this courageous talk, she tells three powerful stories, as well as her own, and calls for a more humane approach to helping these young victims rebuild their lives.

Video Name: Slavery by another name Presenter: PBS Video Length: 1 hour 23 minutes 46 seconds Year Video Produced: 2012 Web Link: http://www.pbs.org/tpt/slavery-by-another-name/watch/ Video Description: For about 80 years (after the end of the Civil War and until World War II), the criminal justice system in the South was used to incarcerate African-Americans and force them to work in conditions similar to slavery. Although slavery had been abolished by President Lincoln at the end of the Civil War, this documentary illustrates how discrimination and conditions similar to slavery persisted in the Southern U.S.

Chapter 4: Race and Ethnic Origin Learning Objectives After reading this chapter, you should be able to: 

Define race and ethnicity

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    

Understand some of the history of various racial/ethnic groups in the United States including African-Americans, Hispanics/Latinos, Native Americans, Asian Americans, and White Americans Understand discrimination in the United States and how that affects various groups today Know about the outcomes of racial discrimination Be aware of research on coping with discrimination Be aware of recommendations to prevent racial discrimination and enhance racial inclusion in the workplace

Opening Case How Much Do Different Races of People Differ Genetically? The History of Genetics Discussion Questions 1. What do you think about the statement that human DNA is not highly different across people/races?

Answer may vary depending on students‘ beliefs. Students may express surprise, shock, disbelief, denial, and curiosity, among other reactions.

2. If people of all races are almost genetically identical and race is really a socially constructed concept rather than a genetic one, why do you suppose humans find it so important to create barriers between different groups of people and different geographic boundaries, etc.?

Answers may vary depending on the students‘ understanding of human nature and what they recall from Chapters 1 and 2. The following is a sample answer.

It seems human beings are predisposed to categorize because it is a necessity, a survival tool we use to manage the enormous amount of information we must process on a daily basis. Social Categorization Theory states that categorizing is a natural process by which we distinguish ourselves from others on the basis of surface level demographics. In addition, categorizing serves as the foundation of our self-concept and social identity. As a result, when we differentiate ourselves from others as members of distinct groups, we create barriers and boundaries.

The barriers and boundaries do not necessarily lead to discriminatory behavior until some of us, driven to bolster the importance of our group and our own self-importance as members of that group, begin to treat individuals in a way that is less desirable from the way we would normally treat others. The desire to see our own group as superior to others seems to fulfill a psychological need. Social Identity Theory explains that being part of the ―in-group‖ feeds self-esteem thus enhancing the individual‘s self-image. Also, being part of the ―in-group‖ reduces the uncertainty of not knowing where one fits in and how one should behave. The group solves this uncertainty because it prescribes appropriate behavior for the individual and for others as well as consequences for different behaviors. Therefore, belonging to the ―in-group‖ provides the security of knowing one‘s place in society as well as how society should function. It seems that we create barriers and boundaries because they establish our superiority over others for the purpose of enhancing our group‘s supremacy and boosting our self-esteem.

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3. Scientists are consistently explaining that the planet Earth is one tiny speck in the vast expanse of the cosmos. If extraterrestrial beings (i.e., aliens) from another planet were to visit us next week, how do you think the ways in which we categorize all sentient beings (racial groups and nationalities from the planet Earth, and aliens from outer space) would change? Who would be in the in-group and who would be in the out-group?

Answers will vary. Students may argue that humans would be in the in-group and extraterrestrials would be in the out-group, but even then, we would continue to categorize amongst the human groups because of the need to feel superior to others. Some students may add that the extraterrestrials may serve as a superordinate goal for us, particularly if they appear to be a threat to humanity. In that case, humans might put aside social categorizations amongst the human groups to combat a common out-group.

Closing Case Nurse Sues Michigan Hospital for Following Parents’ Request: No African-American Nurse to Take Care of Baby Discussion Questions 1. How would you have reacted to this situation?

Students may respond with outrage at the request that no African-American nurse tend to the patient. They may also react with indifference or may defend the point of view of the parent making the request. Responses will vary depending on students‘ beliefs.

2. How would you feel about this issue emotionally if you were the nurse?

Answers will vary. Common answers will be angry, frustrated, surprised, confused, insulted, saddened, undermined, and not supported by one‘s employer.

3. Do you think the hospital acted in an appropriate manner? Please explain.

Answers will vary. Some students may write that the hospital acted inappropriately by agreeing to the father‘s request that no African-American nurse take care of his child because in doing so, the hospital condoned a racist behavior. Students may add that the hospital should have supported its African-American nurses and denied the request. Students may express outrage at the betrayal the nurse must have experienced after being told that she could not take care of a White patient and they may add that the hospital disregarded nurse Battle‘s dignity.

Suggested Videos Video Name: A case for color blindness Presenter: Coleman Hughes Video Length: 13 minutes 21 seconds Year Video Produced: 2023 Web Link: https://www.ted.com/talks/coleman_hughes_a_case_for_color_blindness 17

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Video Description: Racial inequality provokes passionate opinions and varied ideas of how to build a fair, equitable society. One topic that's been contentiously debated for generations is color blindness: the concept that we should look beyond race when thinking about equity. In this talk, writer and podcast host Coleman Hughes makes a case in favor of the idea, sharing why he thinks the key to reducing inequality and easing racial tensions is replacing race-based policies with class-based ones.

Video Name: The case for a new Great Migration in the US Presenter: Charles M. Blow Video Length: 13 minutes 18 seconds Year Video Produced: 2023 Web Link: https://www.ted.com/talks/charles_m_blow_the_case_for_a_new_great_migration_in_the_ us Video Description: Social progress in the United States often seems to take two steps forward and one step back, with hard-fought civil rights wins countered by a seemingly inevitable backlash. In this spirited talk, writer Charles M. Blow makes the case that history, inverted, suggests a potential path forward. It's an unapologetically provocative proposal that Blow thinks just might spark a real shift toward equality in the US. Video Name: How the higher education system fails Black educators Presenter: Faheem Curtis-Khidr Video Length: 8 minutes 51 seconds Year Video Produced: 2021 Web Link: https://www.ted.com/talks/faheem_curtis_khidr_how_the_higher_education_system_fails_ black_educators Video Description: History professor Faheem Curtis-Khidr envisions a world in which students can see themselves reflected in their educators. He makes an urgent case for instilling equity in every level of the university experience in order to retain Black educators, explaining why this is a vital step to making higher education more accessible to students of color.

Video Name: How we can start to heal the pain of racial division Presenter: Ruby Sales Video Length: 20 minutes 19 seconds Year Video Produced: 2018 Web Link: https://www.ted.com/talks/ruby_sales_how_we_can_start_to_heal_the_pain_of_racial_divi sion Video Description: "Where does it hurt?" It's a question that activist and educator Ruby Sales has traveled the US asking, looking deeply at the country's legacy of racism and searching for sources of healing. In this moving talk, she shares what she's learned, reflecting on her time as a freedom fighter in the civil rights movement and offering new thinking on pathways to racial justice.

Video Name: A family tree for humanity 18

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Presenter: Spencer Wells Video Length: 20 minutes 43 seconds Year Video Produced: 2007 Web Link: http://www.ted.com/talks/spencer_wells_is_building_a_family_tree_for_all_humanity Video Description: All humans share some common bits of DNA, passed down to us from our African ancestors. Geneticist Spencer Wells talks about how his Genographic Project will use this shared DNA to figure out how we are—in all our diversity—truly connected.

Video Name: Color blind or color brave?

Presenter: Mellody Hobson Video Length: 14 minutes 14 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/mellody_hobson_color_blind_or_color_brave Video Description: The subject of race can be very touchy. As finance executive Mellody Hobson says, it is a "conversational third rail." But, she says, that is exactly why we need to start talking about it. In this engaging, persuasive talk, Hobson makes the case that speaking openly about race—and particularly about diversity in hiring—makes for better businesses and a better society.

Video Name: Brown v. Board of Education Ruling Presenter: Justice Earl Warren Video Length: 2 minutes Year Video Produced: 1954 Web Link: http://www.history.com/speeches/brown-v-board-of-educationruling?m=55cce9921285b&s=undefined&f=undefined&free=false Video Description: On May 17, 1954, U.S. Supreme Court Chief Justice Earl Warren delivered the unanimous ruling against the "separate but equal" mandate and demanded desegregation of schools. Outside the courtroom, the attorneys who argued the Brown v. Board of Education case, James Nabrit Jr., Thurgood Marshall, and George Hayes, give a press conference.

Video Name: A Class Divided Presenter: Jane Elliott Video Length: 53 minutes 5 seconds Year Video Produced: 1985 Web Link: http://www.pbs.org/wgbh/frontline/film/class-divided/ Video Description: The day after Martin Luther King, Jr. was killed, a teacher in a small town in Iowa tried a daring classroom experiment. She decided to treat children with blue eyes as superior to children with brown eyes. FRONTLINE explores what those children learned about discrimination and how it still affects them today. This video depicts a famous experiment known as the Brown Eyed Blue Eyed experiment. Jane Elliott first told the students that people with blue eyes were superior to those with brown eyes. Very quickly, the blue eyed students in the class started discriminating against those with brown eyes. The next day at school, Elliott 19

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told the students she made a mistake and got the information backwards. Those with brown eyes were in fact superior to those with blue eyes. Once again, the students with brown eyes quickly started discriminating against those with blue eyes. This is an experiment on social status, bias, stereotyping, and discrimination. The video ends with a class reunion of the children in the video when they are about 20 years older. They discuss what they learned about discrimination and how they have carried that lesson with them over time.

Video Name: How to raise a Black son in America Presenter: Clint Smith Video Length: 9 minutes 14 seconds Year Video Produced: 2015 Web Link: https://www.youtube.com/watch?v=Us70DN2XSfM Video Description: As kids, we all get advice from parents and teachers that seems strange, even confusing. This was crystallized one night for a young Clint Smith, who was playing with water guns in a dark parking lot with his White friends. In a heartfelt piece, the poet paints the scene of his father's furious and fearful response.

Video Name: ―I Have a Dream‖ Speech Presenter: Dr. Martin Luther King, Jr. Video Length: 17 minutes 27 seconds Year Video Produced: August 28, 1963 Web Link: https://www.youtube.com/watch?v=H0yP4aLyq1g Video Description: This is Dr. King‘s famous speech about his dream of equality among people of all racial backgrounds and colors.

Video Name: Stokely Carmichael on Assassination of Martin Luther King, Jr. Presenter: Stokely Carmichael Video Length: 2 minutes 41 seconds Year Video Produced: 1968 Web Link: http://www.history.com/speeches/stokely-carmichael-on-assassination-of-martin-luther-king-jr Video Description: On April 5, 1968, in a press conference held the day after the slaying of Martin Luther King, Jr., civil rights activist Stokely Carmichael predicts the outbreak of more violence across the nation in retaliation for ―white America's biggest mistake.‖ Video Name: My road trip through the Whitest towns in America Presenter: Rich Benjamin Video Length: 13 minutes 01 seconds Year Video Produced: 2015 Web Link: http://www.ted.com/talks/rich_benjamin_my_road_trip_through_the_whitest_towns_in_america Video Description: As America becomes more and more multicultural, Rich Benjamin noticed a phenomenon: some communities were actually getting less diverse. So he got out a map, found the whitest towns in the USA—and moved in. In this funny, honest, human talk, he shares what he learned as a Black man in Whitopia.

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Video Name: Montgomery Bus Boycott Presenter: Rich Benjamin Video Length: 4 minutes Year Video Produced: unknown Web Link: http://www.history.com/topics/black-history/march-on-washington/videos Video Description: For 382 days, almost the entire African-American population of Montgomery, Alabama, including leaders Martin Luther King, Jr. and Rosa Parks, refused to ride on segregated buses, a turning point in the American Civil Rights Movement.

Video Name: The Life of Cesar Chavez Presenter: unknown Video Length: 6 minutes 36 seconds Year Video Produced: 2010 Web Link: https://www.youtube.com/watch?v=NzbL3X68TEI Video Description: The life and story of one of the greatest activists of all time.

Video Name: Reggie Jackson on Willie Mays' legacy & emotions of visiting Rickwood Field Presenter: Reggie Jackson Video Length: 8 minutes 7 seconds Year Video Produced: 2024 Web Link: https://www.youtube.com/watch?v=GMH2z4lFvZw Video Description: In the last three minutes of this interview with FOX Sports, Reggie Jackson describes the racism he experienced while he was playing baseball during Jim Crow segregation.

Chapter 5: Sex/Gender Learning Objectives After reading this chapter, you should be able to:        

Understand the gender gap Be familiar with some of the countries that are the best and the worst in the world with respect to the gender gap according to the Global Gender Gap Index Ranking Define sex discrimination Be aware of gender role differences between men and women and how this may contribute to the gender gap Understand that gender differences contribute to the glass ceiling, glass cliff, sticky floor, and glass escalator Be aware of differing expectations in extra-role behavior for male and female employees and how this may contribute to the gender gap Understand how country culture and cultural values can contribute to the gender gap Be familiar with several steps companies can take to remove barriers to women‘s 21

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advancement in organizations Know several recommendations for organizations to diminish the gender gap

Opening Case Harvard’s Secret “Computers” Discussion Questions 1. Do you think that the discoveries these women made compare in importance or significance to the work of their male counterparts? Please explain.

The discoveries these women made are not only as important or significant as those of their male counterparts, but their findings are truly remarkable considering that ―The women were not allowed to use observatory telescopes‖ (Pandika, 2014). These ―Harvard computers‖ performed no small feat. The women identified stars, their orbits, and the time to complete them. In addition, the opening case states that the catalogs that these employees created continue to yield breakthroughs thus further emphasizing the importance of the women‘s work. It is noteworthy that Henrietta Leavitt‘s method of measuring interstellar distances was used by researchers at Harvard and other institutions and that Annie Jump Cannon‘s classification system of stars is today‘s official method of labeling celestial bodies. Are the contributions these amazing women made as important or significant as those of their counterparts? The evidence is clear.

2. Women worked as hard as men in the basement of the Harvard College Observatory. They had to classify stars, catalog pictures, and transcribe information into tables. Why were their salaries so meager? Why have we never heard of these women?

The opening case states that the work the women were doing at the observatory was considered ―tedious and secretarial,‖ in other words, simple, repetitive work. The women‘s meager salaries could be the result of how their work was perceived. In addition, they were women and women could be paid considerably less than their male counterparts. In other words, these remarkable women had two strikes against them, the first of which was their gender, and the second, the fact that their work was not equally valued as that of male astronomers. These women also did not have access to higher education in the scientific fields as men did at the time. Even if these women had been admitted to the university (and at the time, women were not allowed admission or encouraged to apply for many programs), they would have met challenges in that they would have likely been the only woman in the class. Even today, women are underrepresented in the STEM careers, let alone in 1881. Harvard did not admit women in 1881 and Radcliffe (the Harvard Annex for women) had just opened its doors in 1979. The women‘s lower education and social status resulted in devalued work despite the indisputable merits of their discoveries.

Source: Dvorak, J. (2013). The Women Who Created Modern Astronomy. Sky & Telescope, 126(2), 28.

Closing Case High-profile Sex Discrimination Case in Silicon Valley

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Discussion Questions 1. Do you feel that this case deals with sex discrimination? How likely do you think it is that Pao was a poor performer on the job?

The article states that the jury did not find this was a case of gender discrimination; however, seeing the evidence provided in the light shed by this chapter, Pao was fired not because she was a poor performer, but because she was sexually discriminated against at work. The article provides evidence of what Heilman (1983) described as the lack of fit model, where a person is judged by a stereotype instead of the individual‘s actual behavior. Pao was perceived as behaving in ways incongruent with her gender and was thus criticized as having ―sharp elbows.‖ She was also excluded from ―important reunions, email groups, and company dinners,‖ demonstrating that she was socially and professionally rejected. In addition, the article mentions that some of Pao‘s co-workers who, like her, also had negative reviews, were promoted nevertheless. This points to the fact that she was being punished for being ambitious.

2. What should be done in order to improve conditions for women in the work place? Please explain.

Diversity training on explicit and implicit bias against women for everyone seems like a good starting point. In order to improve conditions for women in the work place, deeper social changes must take place and diversity training can play a role in this process. The stereotypes that persist in society about acceptable or prescribed behaviors for women will continue to segregate them to specific expectations, jobs, and pay scales unless people are made aware of socialization patterns and the biases, both conscious and unconscious, that result from them.

Diversity training can mitigate discriminatory behaviors against women by increasing awareness on what our socialization patterns are causing.

Suggested Videos Video Name: It's time to rethink the role of First Lady Presenter: Irina Karamanos Adrian Video Length: 12 minutes 45 seconds Year Video Produced: 2023 Web Link: https://www.ted.com/talks/irina_karamanos_adrian_it_s_time_to_rethink_the_role_of_firs t_lady Video Description: Irina Karamanos Adrian didn't plan on becoming Chile's First Lady — but she set out to transform the role all the same. She shares how she's fighting gender stereotypes and protecting democracy by shifting political power back to where it belongs: to people who were actually elected.

Video Name: How to design workplaces & cities for women Presenter: Virginia Santy Video Length: 13 minutes 48 seconds Year Video Produced: 2022 23

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Web Link: https://www.ted.com/talks/virginia_santy_how_to_design_workplaces_cities_for_women Video Description: From DaVinci's Vitruvian Man to the Modular Man of the mid-20th century, we've used measurements of men's bodies to create everything around us. Chairs. Doorways.

Buildings. Cars. The basic structures of our physical environments work against women, in subtle and not-so-subtle ways, from too-cold offices to too-heavy doors. Design consultant Virginia Santy shares how designing an office for women sparked an even greater conversation: what if we built whole cities and economies for women?

Video Name: So we leaned in ... now what?

Presenter: Sheryl Sandberg Video Length: 16 minutes 43 seconds Year Video Produced: 2013 Web Link: https://www.ted.com/talks/sheryl_sandberg_so_we_leaned_in_now_what Video Description: Sheryl Sandberg admits she was terrified to step onto the TED stage in 2010 -- because she was going to talk, for the first time, about the lonely experience of being a woman in the top tiers of business. Millions of views (and a best-selling book) later, the Facebook COO talks with the woman who pushed her to give that first talk, Pat Mitchell. Sandberg opens up about the reaction to her idea, and explores the ways that women still struggle with success.

Video Name: Sheryl Sandberg: Why we have too few women leaders Presenter: Sheryl Sandberg Video Length: 14 minutes 58 seconds Year Video Produced: 2010 Web Link: http://www.ted.com/talks/sheryl_sandberg_why_we_have_too_few_women_leaders Video Description: Facebook COO Sheryl Sandberg looks at why a smaller percentage of women than men reach the top of their professions—and offers three powerful pieces of advice to women aiming for the C-suite.

Video Name: In US, Women Still Face Glass Ceiling Presenter: Emily Drew Video Length: 2 minutes 34 seconds Year Video Produced: 2013 Web Link: https://www.youtube.com/watch?v=SiQnDtjrBcE Video Description: Emily Drew reveals that, despite great efforts to make the U.S. a society of gender equality, women still face many challenges.

Video Name: The ―Glass Ceiling‖ is misleading Presenter: Alice Eagly 24

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Video Length: 7 minutes 14 seconds Year Video Produced: 2013 Web Link: https://www.youtube.com/watch?v=SiQnDtjrBcE Video Description: The idea that there is a persistent prejudice against women that keeps them from top roles in society is out of sync with reality.

Video Name: The career advice you probably didn‘t get Presenter: Susan Colantuono Video Length: 13 minutes 57 seconds Year Video Produced: 2013 Web Link: http://www.ted.com/talks/susan_colantuono_the_career_advice_you_probably_didn_t_get Video Description: You are doing everything right at work, taking all the right advice, but you are just not moving up. Why? Susan Colantuono shares a simple, surprising piece of advice you might not have heard before quite so plainly. This talk, while aimed at an audience of women, has universal takeaways—for men and women, new grads, and midcareer workers.

Video Name: Christina Kirk: Susan B. Anthony Presenter: Christina Kirk and Josh Brolin Video Length: 3 minutes Year Video Produced: unknown Web Link: http://www.history.com/topics/womens-history/19th-amendment/videos/the-people-speak3?m=528e394da93ae&s=undefined&f=1&free=false Video Description: Actors Christina Kirk and Josh Brolin perform the speeches made at Susan B. Anthony‘s suffrage trial. Produced by the History Channel on the subject of the 19th Amendment to the U.S. Constitution, which granted women the right to vote.

Chapter 6: Sexual Orientation

Learning Objectives

After reading this chapter, you should be able to:

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        

Define what the acronym LGBTQIA stands for Define gender identity and sexual orientation Have a rough idea of how much of the U.S. population may be LGBT Understand the history of discrimination against the LGBT community Be aware of relevant employment legislation and recent lawsuits protecting LGBTQ+ workers Understand the life experiences of LGBTQ+ people compared to heterosexual people Understand the tensions between some religious beliefs and LGBTQ+ rights Know about research findings pertaining to LGBTQ+ families Be aware of recommendations for organizations to be inclusive of the LGBTQ+ community

Opening Case Employee Lawsuit over Sexual Orientation Harassment

Discussion Questions

1. Do you think that sexual orientation has anything to do with work performance?

Answers may vary depending on students’ beliefs. The correct answer is no. Being a member of the LGBT community has nothing to do with one’s ability to perform the required duties of a job in an organization. Companies should focus on each person’s knowledge, skills, and abilities to get the job done rather than irrelevant characteristics that can be used to discriminate against people.

2. What action could the supervisors have taken in order to stop the write-ups and verbal abuse, which created a hostile environment?

The supervisor could have begun by confronting the employees who made fun of Mr. Aguayo immediately and privately telling them to stop the behavior. In addition, clearly stating expectations of professional conduct and the consequences for violating such expectations could have helped to curtail hostility in the working environment. Also, diversity training for the employees and supervisors might have mitigated the write-ups and verbal abuse to which Mr. Aguayo was subjected.

3. Why might there be a discrepancy in the story told by the employee, Aguayo, versus that of the Village Manager, Barwin?

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Answers will vary. Students may explain that someone is not telling the truth either to cover up the unjust dismissal or to prove the lawsuit against the Village is not convincing. The Village Manager is likely trying to protect the organization from losing the lawsuit and possibly having to pay for damages.

Closing Case Gay Marriage in France

Discussion Questions

1. After reading this article, what is your reaction to issues around gay marriage?

Answers will vary.

2. What do you believe drives most of the apprehension conservative groups have toward gay marriage?

Answers will vary. Religious beliefs may be a common answer, as many religions are not in favor of gay marriage. In the U.S., the Defense of Marriage Act (DOMA) enacted in 1996 banned gay marriage for many years under the justification of defending the sanctity of marriage. The U.S. Supreme Court later declared Section 3 of DOMA unconstitutional in 2013. Instructors are encouraged to request that students answer this question incorporating one or more of the diversity theories discussed in Chapter 2 to support their argument.

3. How effective are the arguments used for or against gay marriage in the article? In your response, consider the opinion expressed by the French university professor who stated that homosexual couples can never obtain equality with heterosexual couples because they cannot have children together biologically. Also, reflect on the fact that some heterosexual couples are not able to have children.

Answers will vary; however, the following is a possible answer.

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The arguments used against gay marriage, primarily that they will cause the erosion of society and the destruction of the family, seem moot in light of the evidence presented in this chapter, at least to the extent that the children have lesbian mothers. Studies have revealed that children raised by lesbian mothers as opposed to heterosexual parents are not significantly different. Children from both households demonstrated to be similar in psychological and social adjustment even when evaluated by a psychiatrist who was unaware of whether the children were being raised by gay or heterosexual parents. Furthermore, having lesbian mothers did not affect the typical activities of 4–6 year olds, nor the percentage of acceptance perceived by 5–10 year olds from their peers. Also, no significant difference was found in adolescents’ self-esteem, depression, school grade point average, delinquent behavior, or drug or alcohol use in teens across LGBT or heterosexual households. Additionally, no differences were found in the probability of adolescents having sex, the age when they first had sex, or the number of sexual partners (Biblarz & Savci, 2010; Davis & Friel, 2001; Wainright et al., 2004). While the article explains that studies on the children of gay fathers are limited, scientific evidence demonstrates that having gay mothers does not adversely affect the children.

This question requests a reflection on a couple’s ability to naturally produce offspring. While it is true that gay parents are unable to reproduce biologically, that is also the case for numerous heterosexual couples. The point raised in the article regarding homosexuals’ inability to “claim” full equality “with heterosexual couples” in the sense of having children is not valid as both homosexual and some heterosexual couples find themselves in similar circumstances.

4. Are gay couples less capable of being good parents?

Answers will vary. A suggested response follows.

According to the research discussed in this study, the answer is no. Children from both gay and heterosexual households are similarly well adjusted in all aspects. The evidence points to the fact that parenting skills are not dependent on the parents’ sexual orientation, but on the individual’s ability to care for and raise a child. The study does shed light on the challenges lesbian mothers have in raising sons. Research indicates that this is due primarily to “the societal expectations around gender roles.”

Heterosexual couples also expressed concerns about teaching sons appropriate masculine behavior (Biblarz & Savci, 2010).

Suggested Videos

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Video Name: This is what LGBT life is like around the world Presenter: Jenni Chang and Lisa Dazols Video Length: 11 minutes 42 seconds Year Video Produced: 2015 Web Link: https://www.ted.com/talks/jenni_chang_and_lisa_dazols_this_is_what_lgbt_life_is_like_aro und_the_world Video Description: Jenni Chang and Lisa Dazols made "Out & Around" to show the momentous changes in the status of LGBTQ equality -- all around the world.

Video Name: 3 ways to be a better ally in the workplace Presenter: Melinda Briana Epler Video Length: 9 minutes 29 seconds Year Video Produced: 2018 Web Link: https://www.ted.com/talks/melinda_briana_epler_3_ways_to_be_a_better_ally_in_the_wor kplace Video Description: We're taught to believe that hard work and dedication will lead to success, but that's not always the case. Gender, race, ethnicity, religion, disability, sexual orientation are among the many factors that affect our chances, says writer and advocate Melinda Briana Epler, and it's up to each of us to be allies for those who face discrimination.

Video Name: The duality of labels – and how to use them for good Presenter: Alexandria Holder Video Length: 10 minutes 23 seconds Year Video Produced: 2021 Web Link: https://www.ted.com/talks/alexandria_holder_the_duality_of_labels_and_how_to_use_the m_for_good Video Description: From racial identity to political affiliation, labels shape our lived experiences. Alexandria Holder delves into her life as a queer activist and US Air Force Sergeant to illustrate this duality, explaining that while labels can be used to divide, their greater power lies in helping people connect, find common ground and build healthy, supportive communities.

Video Name: The case for same-sex marriage Presenter: Diane J. Savino Video Length: 7 minutes 32 seconds Year Video Produced: 2009 Web Link: http://www.ted.com/talks/diane_j_savino_the_case_for_same_sex_marriage Video Description: Hours before New York lawmakers rejected a key marriage equality bill (38-24), State Senator Diane J. Savino made the passionate case for a government that recognizes and administers same-sex marriages. Here is her fresh, thought-provoking perspective on one of the most contentious issues in U.S. culture, religion, and government.

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Video Name: Why I must come out Presenter: Geena Rocero Video Length: 9 minutes 55 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/geena_rocero_why_i_must_come_out Video description: When fashion model Geena Rocero first saw a photo of herself in a bikini, ―I thought... you have arrived!‖ As she reveals, that is because she was born with the gender assignment ―boy.‖ In this moving talk, Rocero tells the story of becoming who she always knew she was.

Video Name: How I help transgender teens become who they want to be Presenter: Norman Spack Video Length: 16 minutes 53 seconds Year Video Produced: 2013 Web Link: http://www.ted.com/talks/norman_spack_how_i_help_transgender_teens_become_who_they_wa nt_to_be Video Description: Puberty is an awkward time for just about everybody, but for transgender teens, it can be a nightmare, as they grow overnight into bodies they are not comfortable with. In a heartfelt talk, endocrinologist Norman Spack tells a personal story of how he became one of the few doctors in the U.S. to treat minors with hormone replacement therapy. By staving off the effects of puberty, Spack gives trans teens the time they need.

Video Name: The danger of hiding who you are Presenter: Morgana Bailey Video Length: 10 minutes 22 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/morgana_bailey_the_danger_of_hiding_who_you_are Video Description: Morgana Bailey has been hiding her true self for 16 years. In a brave talk, she utters four words that might not seem like a big deal to some, but to her, have been paralyzing. Why speak up? Because she realized that her silence has personal, professional, and societal consequences. In front of an audience of her co-workers, she reflects on what it means to fear the judgment of others, and how it makes us judge ourselves.

Video Name: Love, no matter what Presenter: Andrew Solomon Video Length: 23 minutes 23 seconds Year Video Produced: 2013 Web Link: http://www.ted.com/talks/andrew_solomon_love_no_matter_what Video Description: What is it like to raise a child who is different from you in some fundamental way (like a prodigy, or a differently abled kid, or a criminal)? In this quietly moving

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talk, writer Andrew Solomon shares what he learned from talking to dozens of parents, asking them: ―What‘s the line between unconditional love and unconditional acceptance?‖ Video Name: Stonewall Uprising (official trailer) Presenter: several Video Length: 2 minutes 14 seconds Year Video Produced: 2010 Web Link: http://www.bing.com/videos/search?q=stonewall+uprising&view=detail&mid=4BB285ED742C 8C2208774BB285ED742C8C220877&FORM=VIRE Video Description: Describes the events that took place during the Stonewall Uprising. This is the trailer for the full-length feature film (contains some language that is offensive).

Chapter 7: Religion

Learning Objectives

After reading this chapter, the reader should be able to:

      

Define religion Have a high level understanding of major religions in the world Understand that religion shapes beliefs and relationships that have evolved over many centuries Know which religions tend to be prominent in different countries/regions of the world Understand the role of women and men in major religious groups Be aware of best known practices in managing religious diversity from the Equal Employment Opportunity Commission and the Society for Human Resource Management Comprehend the importance of being respectful of different religious beliefs

Opening Case Mayor of a Dallas/Fort Worth City Takes Efforts to Prevent Sharia Law Influence

Discussion Questions

1. Do you think immigrants who move from one country to another should have the freedom to abide by laws from the old country while living in the new country?

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Answers will vary depending on students’ cultural backgrounds and life experiences. One suggested answer is that when people move to a new country, they need to follow the laws of that new country.

They can also advocate for changes in that country and try to change the laws if they feel it is necessary to do so. At the same time, hopefully, the new country allows people who immigrate there sufficient freedom to sustain their core cultural values and beliefs that represent who they are, even if those beliefs are different from those of most citizens in the new host country. It may also be helpful for instructors to speak to students about arbitration and how it is used in the U.S. as an alternative to litigation. See the following link for information about mediation and arbitration: https://www.consumer.ftc.gov/articles/0162-alternative-dispute-resolution

2. In the U.S., citizens have a right to freedom of religion and, at the same time, there is a legal separation between religious organizations and the judicial/legal system. In what ways is there a tension between following the established legal system to settle disputes versus allowing for religious freedom, which is also protected under law?

Freedom of religion is protected in the United States by law. There is also a legal separation of church and state in the United States. Sometimes, the law and the religion do not agree, which is why there are often religious exceptions to laws like the Affordable Care Act championed by President Obama, which does not require religious institutions to pay for employees’ birth control if it violates their religious beliefs.

3. In what ways is following Sharia law positive for Muslims living in the U.S.? In what ways might it be negative for Muslims living in the U.S.?

Answers will vary depending on the student’s cultural background and knowledge of this subject. It is recommended that instructors provide more information about Sharia law to students to better prepare them to answer this questions. Suggested links:

www.loc.gov/law/help/sharia-law.php (link to the Library of Congress and the legal definition of Sharia Law)

https://goo.gl/kvvYPC (link to USA.gov and a list of links related to Sharia Law)

Possible answer:

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Following Sharia law may be positive for Muslims who believe in the importance of retaining and practicing one’s cultural values and traditions. In following the law of their birth land, Muslims are demonstrating pride in ancestral customs as well as respect, which are both highly valued in the Muslim society. In addition to demonstrating cultural pride, following Sharia law may save the extensive litigation cost of the American legal system. A disadvantage of following Sharia law could be that as the opening case stated, Muslims may be forced to abandon “their inherent rights under our law and submit instead to Sharia, many times to their own detriment.”

As long as both Sharia law and the laws of the host country can be followed, there should be no conflict.

4. Many Christians in the U.S. go to members of the clergy (e.g., a pastor) for advice. In what ways is that similar to or different from a Muslim going to their imam for advice in the article described above?

There does not seem to be much difference between going to a member of the clergy for advice and consulting an imam. The opening case states that imams gathered as a “mediation panel” and acted “as judges to settle disputes among Muslims who, out of their own free will, surrendered to the panel’s authority.” The opening case further explains that the decisions are “nonbinding decisions such as business issues, divorces, and other family problems.” Just as Muslims go to the imam for advice, so do Christians, out of their own free, go to a member of the clergy for nonbinding counsel.

5. How would Muslims going to an imam to resolve a conflict be the same as or different from other U.S. citizens going through a mediation/arbitration process that results in them settling their differences?

Answers will vary. The suggested answer is that it may be a similar process when Muslims go to an imam for advice relative to other U.S. citizens going to a mediator for advice in the sense that they are seeking outside guidance. One difference is that the decision of the imam will be less legally binding than that of arbitration or mediation. Arbitration and mediation is less formal than appearing in court but the decisions may be legally binding. With advice from an imam, the decisions would be less formal still and would not be legally binding if it is simply advice.

Students will be better prepared to answer this question after exploring the following link from USA.gov where they will be able to read about mediation and arbitration to see how it is explained by different United States courts in different parts of our country: https://www.consumer.ftc.gov/articles/0162alternative-dispute-resolution.

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Closing Case United Nations Told Atheists Face Discrimination Worldwide

Discussion Questions

1. Do religion and morality always go together? In other words, can one be a moral person without religion, and can one be a religious person who lacks morality? Please explain.

Answers will vary. Instructors are encouraged to have students discuss this question in a think, pair, share format where the student first thinks about the question and jots down two or three points to share with others. After about two minutes, students then could share with a partner for about two minutes and then move on to a different partner. Students should take notes as they speak with others.

After several conversations, students will be better prepared to answer the question.

The suggested answer to this question is simply no—religion and morality do not always go together.

Religion and morality may be correlated positively for some people because religious teachings can provide a strong sense of what is right and wrong morally. However, there are many examples in history including holy wars, violence, and other atrocities committed by people in the name of religion, which demonstrate that religion and morality do not always go together. Extremist groups who carry out acts of terrorism and violence in the name of religion today are also examples. If religious beliefs lead one to think that one’s group is absolutely right and everyone else is absolutely wrong, intolerance and violence can result. There are also examples of people who are not particularly religious or religious at all who have a sense of morality and behave in a moral way. Therefore, while religion and morality are associated for many people, they do not always go together.

2. There have been a number of conflicts related to the religious beliefs of various groups around the world. Do you have any suggestions for finding solutions so that the different groups can have better relations? Please explain.

Answers will vary but students may benefit from listening to Nobel Peace Prize winners such as Rigoberta Menchú Tum and others who propose solutions to these types of conflicts. Rigoberta Menchú Tum’s acceptance speech from 2012 is interpreted in English at the following link: http://www.nobelprize.org/nobel_prizes/peace/laureates/1992/tum-lecture.html.

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In addition, by going to the following link and typing the search term “religious leaders,” students will have hundreds of Nobel laureates to choose from, which they can then research for different solutions to the religious conflicts that we still face today: http://www.nobelprize.org/nobel_prizes/peace/laureates/

3. How can countries achieve a situation where people of many different religious beliefs respect each other?

Answers will vary. The section “Recommendations for Managing Religious Diversity in Organizations” should help students produce a more complete answer to this question.

Some recommended answers to this question include having religious freedom enshrined in the national constitution of the country. This sends a signal of what is valued and protected in that society. Another example is for the leaders of a country to display respect and tolerance for different religious beliefs in their actions and public speeches. This sets an example for the country as well. Finally, instructors may remind students of the United Nations guidelines set in the chapter regarding international standards on freedom of religion. The United Nations describes international standards on freedom of religion primarily based on article 18 of the Universal Declaration of Human Rights, article 18 of the International Covenant on Civil and Political Rights, and the Declaration on the Elimination of All Forms of Intolerance and of Discrimination Based on Religion or Belief (United Nations, 2015).

Suggested Videos

Video Name: Why Iranians are cutting their hair for "Woman, Life, Freedom" Presenter: Sahar Zand Video Length: 13 minutes 37 Seconds Year Video Produced: 2023 Web Link: https://www.ted.com/talks/sahar_zand_why_iranians_are_cutting_their_hair_for_woman_ life_freedom Video Description: Sahar Zand reports on current affairs in some of the most remote and hostile environments, amplifying marginalized voices through her work.

Video Name: Kung Fu, Star Trek and the many paths to spirituality Presenter: Rainn Wilson Video Length: 28 minutes 28 seconds (the first 15 minutes are the best/most relevant) 35

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Year Video Produced: 2023 Web Link: https://www.ted.com/talks/rainn_wilson_kung_fu_star_trek_and_the_many_paths_to_spiri tuality Video Description: Do you feel overwhelmed by the complex issues facing our world, not to mention your own personal problems? Spirituality is the key to staying grounded and hopeful -even for skeptics, says actor and author Rainn Wilson. He explains why it's time for all of us to experience a spiritual shake-up and outlines two paths to tap into your innate wisdom, kindness and strength.

Video Name: Ugly History: The Spanish Inquisition Presenter: Kayla Wolf Video Length: 5 minutes 25 seconds Year Video Produced: 2021 Web Link: https://www.ted.com/talks/kayla_wolf_ugly_history_the_spanish_inquisition Video Description: In 1478, Pope Sixtus IV issued a decree authorizing the Catholic monarchs, Ferdinand and Isabella, to root out heresy in the Spanish kingdoms. The inquisition quickly turned its attention to ridding the region of people who were not part of the Catholic Church— leading to more than 350 years of ethnic cleansing. Kayla Wolf digs into the persecution and brutality of the Spanish Inquisition.

Video Name: On technology and faith Presenter: Billy Graham Video Length: 26 minutes 20 seconds Year Video Produced: 2008 Web Link: http://www.ted.com/talks/billy_graham_on_technology_faith_and_suffering Video Description: Speaking at TED in 1998, Rev. Billy Graham marvels at technology‘s power to improve lives and change the world—but says the end of evil, suffering, and death will come only after the world accepts Christ. A legendary talk from TED‘s archives.

Video Name: A life of purpose Presenter: Rick Warren Video Length: 20 minutes 58 seconds Year Video Produced: 2006 Web Link: http://www.ted.com/talks/rick_warren_on_a_life_of_purpose Video Description: Pastor Rick Warren, author of The Purpose-Driven Life, reflects on his own crisis of purpose in the wake of his book‘s wild success. He explains his belief that God‘s intention is for each of us to use our talents and influence to do good.

Video Name: Let‘s revive the Golden Rule Presenter: Karen Armstrong Video Length: 9 minutes 54 seconds Year Video Produced: 2009 Web Link: 36

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http://www.ted.com/talks/karen_armstrong_let_s_revive_the_golden_rule#t-12226 Video Description: Weeks from the Charter for Compassion launch, Karen Armstrong looks at religion‘s role in the 21st century: Will its dogmas divide us? Or will it unite us for common good? She reviews the catalysts that can drive the world‘s faiths to rediscover the Golden Rule.

Video Name: When people of Muslim heritage challenge fundamentalism Presenter: Karima Bennoune Video Length: 20 minutes 05 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/karima_bennoune_the_side_of_terrorism_that_doesn_t_make_headlin es Video Description: Karima Bennoune shares four powerful stories of real people fighting against fundamentalism in their own communities—refusing to allow the faith they love to become a tool for crime, attacks, and murder. These personal stories humanize one of the most overlooked human-rights struggles in the world.

Video Name: Atheism 2.0 Presenter: Alain de Botton Video Length: 19 minutes 20 seconds Year Video Produced: 2012 Web Link: http://www.ted.com/talks?sort=newest&topics%5B%5D=atheism Video Description: What aspects of religion should atheists (respectfully) adopt? Alain de Botton suggests a ―religion for atheists‖—call it Atheism 2.0—that incorporates religious forms and traditions to satisfy our human need for connection, ritual, and transcendence.

Video Name: Is religion good or bad? (This is a trick question) Presenter: Kwame Anthony Appiah Video Length: 14 minutes 40 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/kwame_anthony_appiah_is_religion_good_or_bad_this_is_a_trick_qu estion#t-863056 Video Description: Plenty of good things are done in the name of religion, and plenty of bad things too. But what is religion, exactly—is it good or bad, in and of itself? Philosopher Kwame Anthony Appiah offers a generous, surprising view.

Video Name: The beauty and diversity of Muslim life Presenter: Bassam Tariq Video Length: 4 minutes 38 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/bassam_tariq_the_beauty_and_diversity_of_muslim_life Video Description: Bassam Tariq is a blogger, filmmaker, and halal butcher—but one thread unites his work: his joy in the diversity, the humanness of our individual experiences. In this 37

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charming talk, he shares clips from his film These Birds Walk and images from his tour of 30 mosques in 30 days—and reminds us to consider the beautiful complexity within us all.

Video Name: The habits of happiness Presenter: Matthieu Ricard Video Length: 20 minutes 54 seconds Year Video Produced: 2004 Web Link: http://www.ted.com/talks/matthieu_ricard_on_the_habits_of_happiness Video Description: What is happiness, and how can we all get some? Biochemist turned Buddhist monk Matthieu Ricard says we can train our minds in habits of well-being to generate a true sense of serenity and fulfillment.

Video Name: What is the Torah?

Presenter: Jewish Rabbi (name unknown) Video Length: 57 minutes 2 seconds Year Video Produced: unknown Web Link: https://www.bing.com/videos/search?q=you+tube+what+is+the+torah&view=detail&mid=D029 85B205249456D4BBD02985B205249456D4BB&FORM=VIRE Video Description: The rabbi in the video discusses the Torah and describes it as an instruction manual for life. The talk provides an understanding of Jewish beliefs. The discussion covers some difficult topics and uses some wording that some people may disagree with.

Video Name: Success in Daily Life through Bhagavad Gita Presenter: Vivek Bindra Video Length: 1 hour 20 minutes 55 seconds Year Video Produced: 2015 Web Link: https://www.youtube.com/watch?v=9jSd72rQx34 Video Description: The clip on ―Management Principles from Bhagavad Gita‖ is a class hosted

by Vivek Bindra, a motivational speaker and life coach in India. This session was conducted for business people who are facing a tough time in their personal as well as professional life. The class is completely based on Bhagavad Gita where Bindra, based on shlokas, or passages from the Bhagavad Gita, tells the strategy one needs to follow to be a transformational leader.

Bindra talks about stress management, time management, emotional intelligence, coaching skills, team building, ownership and responsibility, accountability, leadership, mentoring, managing, anger management, success in daily life, and motivation. By pointing out these terms, he teaches the art of implementing the principles of Bhagavad Gita in our lives.

This video on ―Management Principles from Bhagavad Gita‖ is specially designed for corporate India to take the essence of Bhagavad Gita and apply the powerful lessons to succeed in the corporate world.

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Vivek Bindra helps organizations and individuals implement best practices through his leadership, motivational, and team building training. Vivek Bindra has also won several accolades from various national and international bodies and associations. He has been a trusted adviser to almost 500 corporate clients.

Chapter 8: Age Diversity

Learning Objectives

After reading this chapter, you should be able to:

      

Name the various generations that are currently in the workforce Understand challenges and opportunities of an age-diverse workforce Roughly define to whom “older” and “younger” employee labels are typically applied Understand age stereotypes and the impact they have on employees Describe research findings on the validity of age stereotypes that prove almost all of the stereotypes to be false Know what an age diversity climate is and why it matters to organizations Articulate best-known methods for managing age diversity in organizations

Opening Case It Takes People of All Ages: The Need for Older Workers in the Computer Industry

Discussion Questions

1. From the information presented above, would you say that age diversity could be considered a source of competitive advantage for a company in the computer industry?

Yes. The first sentence of the opening case states that “Computer programming is an example of a job where workers of all ages are required” and then the author proceeds to explain why. If 70% of higher learning institutions are no longer teaching COBOL, and there are 220 billion lines of this code running business applications today, and it would be cost prohibitive to replace this code with a new language, then it is in the best interest of businesses to have on hand knowledgeable programmers who can maintain “legacy programs” such as COBOL. This of course means business for those computer

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companies who have a diverse payroll, including programmers in their 50s who can fill the “important need” of maintaining the older business applications mentioned in the opening case.

2. The computer industry is somewhat well-known for its lack of gender and racial diversity as well as possible ageism. For example, the CEO of Facebook, Mark Zuckerberg, received much media attention for saying “Young people are just smarter” in 2007 at the age of 22 while speaking to a group at Stanford University (Ross, 2013). Do you think that the image of lacking diversity and favoring young people presents a strategic business problem for the computer industry? Why or why not?

In light of the answer to the first question posed in this opening case, the response is yes. Yes, it is a strategic business problem to lack age diversity for several reasons. First, and perhaps the most obvious reason, is that there is still a need to service the “legacy” computer programs that serve as the infrastructure of many businesses, and with those courses disappearing from universities’ lecture halls, who will be left to service programs such as COBOL and FORTRAN? Companies will have to look to older computer programmers, not just the 20–30 year olds.

In addition, although there is evidence that diversity may interfere in a firm’s performance, Chapter 1 demonstrated with numerous examples from national and global corporations that diversity is sought after by companies and that diversity works. The “value in diversity hypothesis” explained in Chapter 1 further underlines the benefits of diversity. Its tenets—the creativity argument, the problem-solving argument, the cost argument, the resource acquisition argument, the marketing argument, and the system flexibility argument—sum up to suggest that diversity of “opinions in a decision-making process should de-emphasize conforming to norms of the past and should spur creativity.” Moreover, Chapter 3 underlined the efforts the United States and ILO member countries have placed on age discrimination acts and other government campaigns that focus on the benefits of age diversity. In light of the global focus given to the importance of age diversity, yes, it is a strategic business problem for the computer industry to lack this type of diversity.

3. If you were the CEO of a computer company, what message would you give to your employees and what types of norms would you set in your organization with respect to diversity? How would you do it?

With respect to diversity, I would send the message that diversity is a necessity to compete in today’s global market. To support my statement, I would cite two important examples from Chapter 1, primarily the corporations Daimler-Benz and L’Oréal and how they insist that their leadership or product development teams, respectively, integrate multicultural members. A norm I would set if I were a CEO comes from the section “Best Practices for Managing Diversity” from Chapter 1 where the author wrote 40

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that it is very important for team members to see diversity as an “opportunity rather than a threat.”

Accordingly, prospective employees would have to share this belief. I would achieve sending my message on diversity and my norm on a positive outlook on diversity in a number of ways. First, I would make sure that my top management team and I reflect the message and company norm by leading by example. Next, through professional development training, I would address the concerns, misconceptions, disadvantages, and advantages of diversity. I would make sure my staff is informed in the latest research regarding the facts about diversity.

Closing Case Recommendations for Making Jobs More Inclusive of All Age Groups

Discussion Questions

1. The suggestions provided above seem straightforward. Yet, many people perceive age discrimination and many thousands of age discrimination lawsuits are filed every year. In what ways might it be easy for employers to implement the guidelines above? In what ways might it be difficult for employers to implement the guidelines above?

Easy to implement The guidelines seem straight forward and easy to follow. There does not seem to be anything unreasonable in asking interviewers to avoid making references to age in the job description or avoid asking interview questions related to age or to use images and recruiting campaigns that reflect a diverse group of people. Similarly, recruiting from various sources that will provide a diverse applicant pool seems common sense as well as carefully considering the job description requirements. Clearly, training those involved in the decision-making process is in the best interest of the company and should not be difficult to achieve. Finally, accepting equivalent qualifications makes sense if the applicants have comparable qualifications and can demonstrate they have the skills needed to perform the job.

Difficult to implement While the guidelines seem straight forward and easy to follow, it may be difficult for age biased interviewers to refrain from making references to age in the job description or to avoid asking interview questions related to age.

Recruiting from various sources may be more expensive for some companies as could hiring industry experts to train interviewers.

Finally, accepting equivalent qualifications may be something interviewers are unwilling to do.

Employer/interviewer biases may interfere in the implementation of this last suggestion.

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2. In your own experience as a job applicant or as someone involved in the interviewing and selection process, have you witnessed age bias in the selection process? If so, how could it have been prevented?

Answers may vary.

3. Can you think of other suggestions for organizations to be more inclusive of all age groups?

Answers may vary. To arrive at the most creative possible answers, it would benefit students to think about the question and jot down their own ideas first, for a few minutes. Next, students should pair and share their ideas, adding to their list of innovative or outstanding suggestions. Students may repeat this step a few times. Finally, students may share the best ideas on their lists with the class.

Suggested Videos Video Name: Why we should embrace aging as an adventure Presenter: Carl Honoré Video Length: 12 minutes 34 seconds Year Video Produced: 2019 Web Link: https://www.ted.com/talks/carl_honore_why_we_should_embrace_aging_as_an_adventure Video Description: We need to feel better about aging in order to age better, says writer and activist Carl Honoré. How? In this spirited talk, Honoré offers a set of simple solutions to combat ageism -- as well as a host of trailblazers and changemakers who came into their own later in life, from artists and musicians to physicists and business leaders.

Video Name: The truth about human population decline Presenter: Jennifer D. Sciubba Video Length: 10 minutes 34 seconds Year Video Produced: 2023 Web Link: https://www.ted.com/talks/jennifer_d_sciubba_the_truth_about_human_population_declin e Video Description: With birth rates falling, the worldwide human population is getting older and smaller. According to traditional thinking, this spells a future of labor shortages, bankrupt social security systems and overall economic collapse.

Video Name: Let's end ageism Presenter: Ashton Applewhite Video Length: 11 minutes 28 seconds 42

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Year Video Produced: 2017 Web Link: https://www.ted.com/talks/ashton_applewhite_let_s_end_ageism Video Description: It's not the passage of time that makes it so hard to get older. It's ageism, a prejudice that pits us against our future selves -- and each other. Ashton Applewhite urges us to dismantle the dread and mobilize against the last socially acceptable prejudice. "Aging is not a problem to be fixed or a disease to be cured," she says. "It is a natural, powerful, lifelong process that unites us all."

Video Name: Never, ever give up Presenter: Diana Nyad Video Length: 15 minutes 35 seconds Year Video Produced: 2013 Web Link: http://www.ted.com/talks/diana_nyad_never_ever_give_up Video Description: In the pitch-black night, stung by jellyfish, choking on salt water, singing to herself, hallucinating, Diana Nyad just kept on swimming. And that‘s how she finally achieved her lifetime goal as an athlete: an extreme 100-mile swim from Cuba to Florida—at age 64. Hear her story.

Video Name: Life‘s third act Presenter: Jane Fonda Video Length: 11 minutes 20 seconds Year Video Produced: 2011 Web Link: http://www.ted.com/talks/jane_fonda_life_s_third_act Video Description: Within this generation, an extra 30 years have been added to our life expectancy—and these years are not just a footnote. Jane Fonda asks how we can re-imagine this new phase of our lives.

Video Name: What makes a good life? Lessons from the longest study on happiness Presenter: Robert Waldinger Video Length: 12 minutes 47 seconds Year Video Produced: 2015 Web Link: http://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_the_longes t_study_on_happiness Video Description: What keeps us happy and healthy as we go through life? If you think it is fame and money, you are not alone—but, according to psychiatrist Robert Waldinger, you are mistaken. As the director of a 75-year-old study on adult development, Waldinger has unprecedented access to data on true happiness and satisfaction. In this talk, he shares three important lessons learned from the study as well as some practical, old-as-the-hills wisdom on how to build a fulfilling, long life.

Chapter 9: Ability

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Learning Objectives After reading this chapter, you should be able to:        

Define disability Explain what the essential functions of a job are Understand reasonable accommodation and undue hardship Know roughly what percentage of the population has a disability Understand how disability varies by age Be aware of educational attainment of people who have a disability Be aware of discrimination against people who have a disability Be aware of recommendations for organizations to provide equal opportunity to people with disabilities

Opening Case Derrick Coleman: First Legally Deaf Professional Football Player to Win a Super Bowl Discussion Questions 1. We have just seen an example of the Seattle Seahawks successfully integrating diversity on the basis of hearing ability and going on to win a Super Bowl. How open do you believe professional sports teams are to hiring persons with disabilities?

Answers will vary depending on students‘ knowledge of this subject. Instructors may suggest a quick search for disability and professional sports so that students have a better understanding of this topic and are better prepared to answer this question.

2. Is there any evidence that having someone on the team with a disability has in any way diminished the team‘s ability to play the sport well?

Students will need background information to answer this question. Doing the quick search for question 1 will prepare them to answer question 2. Students may add that Derrick Coleman‘s story is evidence that athletes with disabilities do not diminish a team‘s ability to play a sport well.

3. What things can professional sports teams and other organizations do to be more welcoming of people who have a disability but demonstrate high levels of ability to perform the job?

Answers will vary. For more complete and thought out answers, instructors may ask students to ponder the question and write their list of ideas that they will then share with different partners or in groups. Instructors may then pose the question to the class.

Students may add that diversity training for coaches/team managers may help increase the inclusion of disabled athletes to team sports.

Closing Case 44

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Chiropractic College and Accommodations for the Blind Discussion Questions 1. Do you agree or disagree with the decision of the Davenport Civil Rights Commission?

Why? Answers will vary. Students will benefit from additional reading on the Aaron Cannon case.

Please see links suggested: https://goo.gl/5xRlWf http://goo.gl/TVB1BB 2. Do you think that chiropractors must have good vision in order to do their work?

Answers will vary. Students may say yes due to the nature of the profession, especially if the chiropractor intends to practice independent of others. Reading X-rays seems to be a critical aspect of a chiropractor‘s job and so eye sight would be crucial to perform this part of the job.

However, students may say that eye sight is not necessary in this profession if the chiropractor has partners who will perform those tasks requiring vision.

3. According to the Americans with Disabilities Act, organizations are required to provide reasonable accommodations that do not cause them an undue hardship. Does it seem like providing a sighted assistant to read X-rays meets the definition of a reasonable accommodation for Palmer Chiropractic College?

Answers will vary depending on the student‘s viewpoint. Some students may focus on the ease with which another student in the same class could serve as a sighted assistant whether voluntarily or paid for by the university such as a work-study student.

Video Suggestions Video Name: How to help employees with disabilities thrive Presenter: Tiffany Yu Video Length: 5 minutes 9 seconds Year Video Produced: 2023 Web Link: https://www.ted.com/talks/tiffany_yu_how_to_help_employees_with_disabilities_thrive Video Description: What can we do to make workplaces more welcoming to people living with disabilities? Representation advocate Tiffany Yu shares three ways that employers can change and tap into every worker's skills and gifts.

Video Name: Why autism is often missed in women and girls Presenter: Kate Kahle Video Length: 13 minutes 13 seconds Year Video Produced: 2021

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Web Link: https://www.ted.com/talks/kate_kahle_why_autism_is_often_missed_in_women_and_girls Video Description: Women and girls with autism spectrum disorder often don't display the behaviours people typically associate with neurodivergence, greatly impacting when, how -- and if -- they are diagnosed.

Video Name: 4 ways to design a disability-friendly future Presenter: Meghan Hussey Video Length: 9 minutes 5 seconds Year Video Produced: 2022 Web Link: https://www.ted.com/talks/meghan_hussey_4_ways_to_design_a_disability_friendly_future Video Description: Nearly fifteen percent of the world's population lives with a disability, yet this massive chunk of humanity is still routinely excluded from opportunities.

Video Name: Why I live in mortal dread of public speaking Presenter: Megan Washington Video Length: 12 minutes 58 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/megan_washington_why_i_live_in_mortal_dread_of_public_speaking Video Description: Megan Washington is one of Australia‘s premier singer/songwriters. And, since childhood, she has had a stutter. In this bold and personal talk, she reveals how she copes with this speech impediment—from avoiding the letter combination ―st‖ to tricking her brain by changing her words at the last minute to, yes, singing the things she has to say rather than speaking them.

Video Name: When a reporter becomes the story Presenter: Giles Duley Video Length: 11 minutes 53 seconds Year Video Produced: 2012 Web Link: http://www.ted.com/talks/giles_duley_when_a_reporter_becomes_the_story Video Description: Giles Duley gave up a life of glamour and celebrity as a fashion photographer to travel the world and document the stories of the forgotten and marginalized.

While on assignment in Afghanistan, he stepped on a landmine, a horrific event that left him a triple amputee. In this moving talk, Duley tells us stories of lives lost and found—including his.

Video Name: Deaf in the military Presenter: Keith Nolan Video Length: 18 minutes 41 seconds Year Video Produced: 2012 Web Link: http://www.ted.com/talks/keith_nolan_deaf_in_the_military Video Description: Keith Nolan always wanted to join the United States military. The challenge: he is deaf, which is an automatic disqualification according to military rules. In this

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talk, he describes his fight to fight for his country (in American Sign Language, with real-time translation).

Video Name: How I learned to communicate my inner life with Asperger‘s Presenter: Alix Generous Video Length: 10 minutes 27 seconds Year Video Produced: 2015 Web Link: http://www.ted.com/talks/alix_generous_how_i_learned_to_communicate_my_inner_life_with_ asperger_s Video Description: Alix Generous is a young woman with a million and one ideas—she has done award-winning science, helped develop new technology, and tells a darn good joke (you will see). She has Asperger‘s, a form of autistic spectrum disorder that can impair the basic social skills required for communication, and she has worked hard for years to learn how to share her thoughts with the world. In this funny, personal talk, she shares her story—and her vision for tools to help more people communicate their big ideas.

Video Name: How autism freed me to be myself Presenter: Rosie King Video Length: 6 minutes 08 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/rosie_king_how_autism_freed_me_to_be_myself Video Description: ―People are so afraid of variety that they try to fit everything into a tiny little box with a specific label,‖ says 16-year-old Rosie King, who is bold, brash, and autistic. She wants to know: Why is everyone so worried about being normal? She sounds a clarion call for every kid, parent, teacher, and person to celebrate uniqueness. It is a soaring testament to the potential of human diversity.

Chapter 10: National Origin and Immigration Learning Objectives After reading this chapter, you should be able to:        

Be familiar with the term ―melting pot‖ and why it is applied to America Know about discrimination against immigrant groups and why it happens Be aware of Title VII employment law, which prohibits national origin discrimination Name some prominent immigrants to the U.S. who have made great contributions to society Know why immigration is influenced by the economy and politics Understand the economic impact of immigration Understand how immigrant groups become part of the larger society through processes such as recategorization, contact, segregation, assimilation, and acculturation List a few suggestions for organizations to be inclusive and avoid national origin discrimination 47

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Opening Case America, The Melting Pot Discussion Questions 1. America is a nation full of immigrants and descendants of immigrants. In what ways do you think this shapes American view on immigration and acceptance of immigrants today?

Answers will vary depending on students‘ knowledge of history and current events. Students may identify with J. Hector St. John de Crevecoeur by stating that their families are multicultural also and how that has influenced their family traditions. Students may notice the message that de Crevecoeur conveys by recognizing that it is the influence of other cultures that has made the United States great. On the other hand, students may express that although America is a nation full of immigrants and descendants of immigrants, the country has not been very accepting of some newcomers and they may point out the heated immigration reform discussions of the 2016 primary elections as well as those of the 2016 election campaign.

Instructors may want students to conduct a perfunctory search of this topic and then answer this question in light of social categorization theory and realistic group conflict theory, as both of these are revisited in the chapter. In addition, instructors may request that their students elaborate on how Americans, being descendants of immigrants, have treated and treat immigrants. A powerful realization here is that the great majority of us are immigrants or their descendants.

2. America has the idea of being a melting pot. In countries that have no such idea that they are a melting pot of immigrants, how do you think they view immigrants?

Answers may vary. Students may answer based on their own experience living in or visiting various countries. Students may also conduct short searches on Google to look for immigration levels in different parts of the world. For instance, Europe has been receiving an influx of Syrian refugees who are fleeing dangerous situations in their home country. Some host countries are more open to welcoming Syrian refugees than others. In Britain, the political climate went so far as to prompt the Brexit vote, which resulted in the people voting for Britain to leave the European Union. In other parts of the world that are very homogenous religiously (Middle East, for example), there is probably little notion of being a melting pot. How might this make the people in that country less tolerant of immigrants, especially those with different cultural backgrounds and religions from the majority group of those countries? These are the types of discussions that one may expect.

Closing Case Requirements Keep Young Immigrants Out of Long Island Classrooms Discussion Questions

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1. There are different perspectives on how to handle undocumented immigrants, in part because of the tension between humanitarian views and economic views. What are some arguments for and against providing social services to undocumented immigrants?

Answers will vary. Instructors are encouraged to have students conduct a brief search on the topics ―teachers walk out‖ and ―public education funding issues‖ prior to answering the question.

In their answer, students might specifically mention the 1982 Supreme Court ruling that ―states could not deny students a free public education‖ and that ―any resources which might be saved from excluding undocumented children from public schools were far outweighed by the harms imposed on society at large from denying them an education.‖ The Court‘s ruling makes evident two arguments, one for and one against the public education of undocumented immigrants.

First, the issue of resources must be addressed. Funds for public schools are scarce. In 2016, Chicago teachers walked out to protest the state of Illinois‘ inadequate funding of schools. In 2015, Washington state teachers protested ―what they say are unacceptably high class sizes and low pay, stemming from their state legislature‘s failure to fully fund public education‖ (Vasquez, 2015). In 2014, the Washington Post published an article that revealed America‘s school funding problems (Strauss, 2014). Clearly, resources are a concern, and because that is the case, some ask: Why invest limited resources on undocumented immigrants as opposed to the children of tax-paying citizens or legal residents? This is one argument against educating undocumented immigrants.

In favor of educating all young minds, regardless of immigrant status, is the argument presented by the Supreme Court in its 1982 ruling where the justices, in a 5-4 vote, agreed that the cost to society at large of not educating undocumented children would far outweigh any savings districts might make in the short term. Therefore, the argument in favor of educating all children, regardless of legal status, is seen as the greater good. Ultimately, society benefits by educating all its children.

Sources consulted: http://goo.gl/hshhr9 http://goo.gl/0ZH5dw https://goo.gl/wl7yjA Strauss, V. (2014, February 5). America‘s school funding problems, state by state. The Washington Post. Retrieved from https://www.washingtonpost.com/news/answersheet/wp/2014/02/05/americas-school-funding-problems-state-by-state/ Vasquez, M. (2015, June 1). 30,000 Teachers Walk Out in Protest of Big Class Sizes in Washington State. In These Times. Retrieved from http://inthesetimes.com/working/entry/18004/washington_state_teachers_strike

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2. Why do you suppose states and schools are challenging the 1982 Supreme Court decision that ruled that states cannot deny a child free education on the basis of his/her immigration status by requiring undocumented immigrants to present documents that would be difficult for them to obtain?

Students may make reference to realistic group conflict theory as the root cause of this situation.

According to this theory, intergroup competition or, in other words, the threat that another group is taking one‘s own group‘s scarce resources, is most evident during difficult economic times.

Because the nation is experiencing difficult economic times, funding is limited for public schools; as a result, undocumented immigrants may be perceived as competing for those limited resources with citizens/legal residents. Intergroup competition for educational resources occurs when people object to sharing scarce funds with undocumented immigrants and thus set up road blocks to delay or prevent these individuals from joining the public school system.

Video Suggestions Video Name: How your company can gain a global talent advantage Presenter: Johann Daniel Harnoss Video Length: 11 minutes 40 seconds Year Video Produced: 2023 Web Link: https://www.ted.com/talks/johann_daniel_harnoss_how_your_company_can_gain_a_globa l_talent_advantage Video Description: If a diverse workforce makes a better company, why don't more businesses hire internationally? Innovation and migration strategist Johann Daniel Harnoss details the advantage of global talent and how to best build the systems and culture to welcome immigrants to your staff.

Video Name: Invisible to Stereotyped: The Journey to Hollywood Presenter: Azita Ghanizada Video Length: 17 minutes 15 seconds Year Video Produced: 2020 Web Link: https://www.ted.com/talks/azita_ghanizada_invisible_to_stereotyped_the_journey_to_holly wood?subtitle=en Video Description: TV, Media and Film messaging is far more powerful than we even understand. In this powerful talk, Azita Ghanizada takes us through the journey of assimilating from Afghanistan to Northern Virginia, and turning to TV to help her along the way. How she broke down barriers as a woman from Afghanistan and learned to create her own hero.

Video Name: The fundamental right to seek asylum Presenter: Melanie Nezer Video Length: 10 minutes 46 seconds Year Video Produced: 2019 Web Link: https://www.ted.com/talks/melanie_nezer_the_fundamental_right_to_seek_asylum 50

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Video Description: Refugee and immigrants rights attorney Melanie Nezer shares an urgently needed historical perspective on the crisis at the southern US border, showing how citizens can hold their governments accountable for protecting the vulnerable. "A country shows strength through compassion and pragmatism, not through force and through fear," she says.

Video Name: The psychological impact of child separation at the US-Mexico border Presenter: Luis H. Zayas Video Length: 14minutes 40 seconds Year Video Produced: 2019 Web Link: https://www.ted.com/talks/luis_h_zayas_the_psychological_impact_of_child_separation_at _the_us_mexico_border Video Description: How does psychological trauma affect children's developing brains? In this powerful talk, social worker Luis H. Zayas discusses his work with refugees and asylum-seeking families at the US-Mexico border. What emerges is a stunning analysis of the long-term impact of the US's controversial detention and child separation policies.

Video Name: A tale of two Americas. And the mini-mart where they collided Presenter: Anand Giridharadas Video Length: 19 minutes 23 seconds Year Video Produced: 2015 Web Link: http://www.ted.com/talks/anand_giridharadas_a_tale_of_two_americas_and_the_mini_mart_wh ere_they_collided Video Description: Ten days after 9/11, a shocking attack at a Texas mini-mart shattered the lives of two men: the victim and the attacker. In this stunning talk, Anand Giridharadas, author of The True American, tells the story of what happened next. It is a parable about the two paths an American life can take, and a powerful call for reconciliation.

Video Name: My immigration story Presenter: Tan Le Video Length: 12 minutes 9 seconds Year Video Produced: 2011 Web Link: http://www.ted.com/talks/tan_le_my_immigration_story Video Description: In 2010, technologist Tan Le took the TEDGlobal stage to demo a powerful new interface. But now, at TEDxWomen, she tells a very personal story: the story of her family—mother, grandmother, and sister—fleeing Vietnam and building a new life.

Video Name: Refugees have the right to be protected Presenter: Antonio Guterres Video Length: 19 minutes 54 seconds Year Video Produced: 2015 Web Link: http://www.ted.com/talks?sort=newest&topics%5B%5D=immigration

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Video Description: UN High Commissioner for Refugees António Guterres thinks that we can solve the global refugee crisis—and he offers compelling, surprising reasons why we must try. In conversation with TED‘s Bruno Giussani, Guterres discusses the historical causes of the current crisis and outlines the mood of the European countries that are trying to screen, shelter, and resettle hundreds of thousands of desperate families. Bigger picture: Guterres calls for a multilateral turn toward acceptance and respect—to defy groups like ISIS‘s anti-refugee propaganda and recruiting machine.

Video Name: The changing state of US ethnicity Presenter: BBC Video Length: 2 minutes 31 seconds Year Video Produced: 2012 Web Link: https://www.bing.com/videos/search?q=immigration+patterns+in+united+states+video&FORM= VDLORD&view=detail&mid=A9B4BEEBEEA3D7804D29A9B4BEEBEEA3D7804D29 Video Description: The U.S. has undergone many different immigration trends since the 15th century, with various ethnic groups rising and falling over time.

Chapter 11: Appearance, Family Responsibility, Pregnancy, and Genetics Learning Objectives After reading this chapter, you should be able to:      

Understand major forms of appearance diversity in the workplace, including attractiveness, weight, and height Be familiar with weight discrimination and its outcomes Define family responsibility discrimination Know about the motherhood penalty Be aware of the challenges pregnant women face in the workplace Define GINA

Opening Case Meghan Trainor: Stop Modifying My Appearance to Make Me Look Thinner Discussion Questions 1. Why would the video producers have Photoshopped Meghan Trainor‘s waist to make it look smaller? What does that say about the culture that is consuming the video?

Instructors are encouraged to have the students research this question prior to discussing it in class. Following is an example of a possible answer: American society seems to be obsessed with appearance. We live in a culture that promotes inexpensive, high-in-calories, high-in-fat fast foods while at the same time, images of thin, toned, muscular bodies bombard us through ads, billboards, etc. In addition, new diet fads promising a weight loss of 30 lbs. in a month fill supermarket checkout lanes. Furthermore, the weigh-loss 52

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industry is a $20 billion dollar giant and the media continues to parade images of what the ideal man/woman ought to look like while obesity continues to increase. It would follow that a music icon should conform to today‘s arbitrary image of feminine beauty.

What does altering Meghan Trainor‘s picture say about the culture consuming the video?

It says a number of things. First, it suggests that consumers may not buy the product because Trainor does not fit the image of the ideal woman. It also indicates a rejection of reality in favor of a distorted reality.

Sources: 100 Million Dieters, $20 Billion: The Weight-Loss Industry by the Numbers. (May, 2012). ABC News. Retrieved from http://goo.gl/VfRG7g Luciani, J. (2015, December). Why 80 Percent of New Year‘s Resolutions Fail. Why is it that with such good intentions, getting fit, losing weight and improving our lives seems so elusive?

U.S. News Wellness. Retrieved from http://goo.gl/RSKGwF Better Policies for a Healthier America. (2016). The state of obesity. A project of the Trust for America‘s Health and the Robert Wood Johnson foundation. Retrieved from http://stateofobesity.org/rates/ 2. What do you think people in society can learn from Trainor‘s confrontation and demand that her original video and body appearance be restored?

Students may arrive at several lessons. Instructors are encouraged to give students a few minutes to think about the answer, then pair with a partner and share those answers. Students may share with three or four partners. A class discussion could follow.

A possible answer students may surmise is the affirmation of reality, truth, and acceptance of the self on the part of the singer. Also evident here is individual determination to resist the social pressures to conform and deceive.

3. In what ways might Trainor‘s confrontation and the restoration of the original video online be beneficial for both women and men?

Trainor‘s confrontation with the video producers is a victory for women and men because she is demonstrating that integrity, truth, and acceptance of the self is more important than sales. In addition, she is valuing her integrity above profits.

Closing Case Pregnancy and Accommodation: A Lawsuit at UPS Discussion Questions

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1. According to Katherine Kimpel, an employment discrimination expert, 75% of women joining the workforce today will become pregnant at least one time while they are working, and many of them will keep working during their pregnancies (Zillman, 2015). In what ways does this ruling help these women?

Students may point to the peace of mind that accommodations will now be provided for pregnant women as well as for other individuals who may have an inability to perform certain parts of a job.

2. How could UPS have responded differently to Young‘s request to avoid the discrimination lawsuit?

Students may point out that UPS could have made the accommodation Young was requesting, which was not to lift packages heavier than 20 pounds while she was pregnant.

3. In what ways is pregnancy similar to and different from other temporary injuries that can diminish an employee‘s ability to do his/her job?

Depending on students‘ life experiences, they may point out the relatively short duration of pregnancy and may compare it to events such as breaking a limb, for which one would have to wear a cast for some time. Students may say that physical therapy after an accident, or chemo therapy after the detection of cancer, would require the individual to take some time off not only for the treatment, but to regain his/her strength and full health. Needing time after these events is similar to maternity leave, where the mother needs time to heal and bond with her newborn.

Pregnancy is different from other temporary injuries that can diminish an employee‘s ability to do his/her job in the sense that a life is created. In addition, the health/life of two individuals is at risk during pregnancy. Special care must be taken to protect the life of the unborn child and, sometimes, that means making temporary accommodations for expecting mothers.

Suggested Videos Video Name: The end of Roe v. Wade -- and what comes next for reproductive freedom Presenter: Kathryn Kolbert Video Length: 16 minutes 52 seconds Year Video Produced: 2021 Web Link: https://www.ted.com/talks/kathryn_kolbert_the_end_of_roe_v_wade_and_what_comes_ne xt_for_reproductive_freedom Video Description: Roe v. Wade, the landmark 1973 Supreme Court decision protecting people's right to have an abortion in the United States, will be overturned within a year, says reproductive rights attorney Kathryn Kolbert. In this electrifying call to action, she breaks down the systematic attack against reproductive freedom in the US and envisions what a post-Roe world could look like.

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Video Name: The single most important parenting strategy Presenter: Becky Kennedy Video Length: 14 minutes 4 seconds Year Video Produced: 2023 Web Link: https://www.ted.com/talks/becky_kennedy_the_single_most_important_parenting_strategy Video Description: Everyone loses their temper from time to time — but the stakes are dizzyingly high when the focus of your fury is your own child. Clinical psychologist and renowned parenting whisperer Becky Kennedy is here to help.

Video Name: The age of genetic wonder Presenter: Juan Enriquez Video Length: 17 minutes 54 seconds Year Video Produced: 2019 Web Link: https://www.ted.com/talks/juan_enriquez_the_age_of_genetic_wonder_jan_2019 Video Description: Gene-editing tools like CRISPR enable us to program life at its most fundamental level. But this raises some pressing questions: If we can generate new species from scratch, what should we build? Should we redesign humanity as we know it? Juan Enriquez forecasts the possible futures of genetic editing, exploring the immense uncertainty and opportunity of this next frontier.

Video Name: OpenLine: Workplace Weight Discrimination Presenter: Dr. Jennifer Shinall Video Length: 11 minutes 42 seconds Year Video Produced: 2014 Web Link: https://www.youtube.com/watch?v=lAu03k2qSJE Video Description: A television station interview with a researcher (Jennifer Shinall, a law professor from Vanderbilt University) discussing the researcher‘s findings on obesity in the workplace. The first six minutes of the interview cover the findings of the research study. The rest of the interview involves commentary from a caller who phones into the studio as well as a follow-on conversation about the discrimination that all obese people, and in particular obese women, face in the workplace. This includes a discussion about the loss of opportunity with respect to the types of jobs obese people are able to obtain as well as the pay level of those jobs.

Video Name: From stigma to supermodel Presenter: Rick Guidotti Video Length: 18 minutes 04 seconds Year Video Produced: 2011 Web Link: http://www.ted.com/talks?sort=newest&q=appearance Video Description: Rick Guidotti is a fashion photographer with a passion project: finding and sharing the beauty of kids with albinism and other conditions that affect their physical appearance—and the way society treats them. At TEDxPhoenix, he shares some of their stories and the empowering effects of a little glamour as he redefines their beauty in a flash.

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Video Name: The US needs paid leave—for the sake of its future Presenter: Jessica Shortall Video Length: 15 minutes 45 seconds Year Video Produced: 2015 Web Link: http://www.ted.com/talks/jessica_shortall_how_america_fails_new_parents_and_their_babies Video Description: We need women to work, and we need working women to have babies. So why is America one of the only countries in the world that offers no national paid leave to new working mothers? In this incisive talk, Jessica Shortall makes the impassioned case that the reality of new working motherhood in America is both hidden and horrible: millions of women, every year, are forced back to work within just weeks of giving birth. Her idea worth spreading: the time has come for us to recognize the economic, physical, and psychological costs of our approach to working mothers and their babies, and to secure our economic future by providing paid leave to all working parents.

Video Name: For parents, happiness is a very high bar Presenter: Jennifer Senior Video Length: 18 minutes 07 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/jennifer_senior_for_parents_happiness_is_a_very_high_bar#t1072125 Video Description: The parenting section of the bookstore is overwhelming—it is ―a giant, candy-colored monument to our collective panic,‖ as writer Jennifer Senior puts it. Why is parenthood filled with so much anxiety? Because the goal of modern, middle-class parents—to raise happy children—is so elusive. In this honest talk, she offers some kinder and more achievable aims.

Video Name: Inclusion, Exclusion, Illusion and Collusion Presenter: Helen Turnbull Video Length: 13 minutes 15 seconds total length, but 30 seconds are relevant for this chapter.

From 11 minutes 15 seconds to 11 minutes 45 seconds, there is an excellent 30-second clip where the speaker shows six pictures and asks the audience to shout out which people they would not want on their team. Immediately, the audience responds by saying that the heavy person and the person whose appearance is least professional would not be welcome on the team.

The speaker explains that this is the common reaction and that people have strong first impressions based on weight and appearance.

Year Video Produced: 2013 Web Link: https://www.youtube.com/watch?v=zdV8OpXhl2g&index=4&list=PLmi2N0XQhz2Dw4ugKlU W6fp1Jv9IQJA5Y Video Description: CEO of Human Facets, Helen has an over 25-year successful track record in the field of Global Inclusion. She is an internationally recognized thought leader on unconscious bias, global inclusion, and diversity. As creator of ―Cognizant‖—an unconscious bias assessment tool—and the ―ISM Profile‖ for measuring inclusion skills gaps, her work has contributed to 56

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clients winning the Catalyst Award for gender improvements. Helen is passionate about inclusion work and relaxes by watching and playing golf.

In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where ―x‖ indicates an independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized (subject to certain rules and regulations).

Chapter 12: Intersectionality Learning Objectives After reading this chapter, you should be able to:      

Define intersectionality Be familiar with research findings on intersectionality, including gendered race, intersectional invisibility, and double jeopardy Understand the historic origins of intersectionality with respect to Black women Know the difference between intersectionality and faultlines Be aware of different characteristics that can intersect, including social class, religion, and sexual orientation, among others Name a few things companies can do to be inclusive toward employees who experience intersections of various dimensions, especially those that can be stigmatizing

Opening Case President Barack Obama Discussion Questions 1. Like President Obama, we all have many different characteristics with which we identify.

What are some characteristics that you identify with?

Answers will vary depending on the student‘s life experience. Instructors may expect a similar answer to that shown for President Barak Obama in the introduction of the chapter.

2. Are the characteristics that you identify with always in agreement? What are some identities that fit together harmoniously? Do you have other identities that are in direct conflict with one another?

Answers will vary depending on the students in your class. Some identities that fit together may include being a member of one‘s family, one‘s marital status, being a parent, membership in parent/teacher groups, a sponsor of one‘s child‘s recreational activity group, or teaching Sunday school at church. Identities that may have more conflict include sexual orientation (nonheterosexual) and one‘s religious institution, especially if that religion is not one of the more inclusive ones of the LGBTQ community.

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Closing Case Art as an Expression of Multiple Identities and Minority Status Discussion Questions 1. There is a saying that a picture is worth 1,000 words. Do you believe that art could be a good way to communicate complicated diversity issues such as intersectionality?

Instructors are encouraged to have students brainstorm times when a picture helped them understand a concept prior to answering this question.

It is a common belief that complex ideas can be explained with a picture. Anida Yoeu Ali, the artist introduced in the closing case, thinks that art ―can help people understand religion, identity, and minority status,‖ all of which are intricate subjects to explain. In addition, many of us are visual and naturally create mental images of what we read and our thoughts. Imagination is fueled by our ability to visualize. Furthermore, thinking about school subjects now, how many of them depend on images to clarify a concept or increase the readers understanding of it?

Mathematics, the sciences (biology, chemistry, physics), social studies, language arts, and world languages all depend on images to increase the student‘s grasp of a concept. It would be logical to think that intersectionality could also be explained with a picture.

2. Think of one or two examples you have seen in the past of some form of art (whether it was a painting, a play, a movie, music, photography, or some other example) that conveyed a complex meaning in a clear and distinct way. What are these examples?

Answers will vary.

3. In what ways do organizations currently use art to convey meaning with respect to diversity?

Instructors are encouraged to have students brainstorm, in pairs or as a class, a list of the electronic or paper flyers, brochures, and ads that they receive/see regularly whether at the university or at work. Students should also list the billboards, posters, store fronts, and public transportation ads they see as they travel around their city. Are the ads selling services, requesting donations, recruiting, or announcing/promoting businesses informative? Which ethnic groups are portrayed in the ads? Doing this activity will result in more complete student answers.

4. In what ways can organizations expand their use of art to improve diversity management?

Students who have work experience and have seen their company art may already have ideas regarding ways in which their respective organizations can use art to improve diversity management. Instructors are encouraged to use this wealth of information to enrich students with less exposure. Students with limited work experience would benefit from working with those who are employed and aware of their company art.

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Alternatively, instructors may provide various examples of company art accessible to students either via their electronic devices or over a classroom projector. A partner activity where students exchange ideas on improving the ads followed by a class discussion is suggested.

Suggested Videos Video Name: 4 ways to redefine power at work to include women of color Presenter: Rha Goddess and Deepa Purushothaman Video Length: 13 minutes 4 seconds Year Video Produced: 2021 Web Link: https://www.ted.com/talks/rha_goddess_and_deepa_purushothaman_4_ways_to_redefine_ power_at_work_to_include_women_of_color Video Description: With many women of color considering exiting the workforce due to unfair conditions, it's time to reshape systems in order to put an end to this massive loss of talent.

Exposing the harmful repercussions of racist, toxic organizational cultures, soul coach Rha Goddess and corporate inclusion visionary Deepa Purushothaman share four pathways to reimagine work so women of color are centered as leaders. Instead of aspiring to a "seat at the table".

Video Name: What it takes to be racially literate Presenter: Priya Vulchi and Winona Guo Video Length: 12 minutes 13 seconds Year Video Produced: 2017 WebLink.https://www.ted.com/talks/priya_vulchi_and_winona_guo_what_it_takes_to_be_ racially_literate Video Description: Over the last year, Priya Vulchi and Winona Guo traveled to all 50 US states, collecting personal stories about race and intersectionality. Now they're on a mission to equip every American with the tools to understand, navigate and improve a world structured by racial division.

Video Name: Museums should honor the everyday, not just the extraordinary Presenter: Ariana Curtis Video Length: 12 minutes 10 seconds Year Video Produced: 2018 WebLink:https://www.ted.com/talks/ariana_curtis_museums_should_honor_the_everyday _not_just_the_extraordinary Video Description: Who deserves to be in a museum? For too long, the answer has been "the extraordinary" -- those aspirational historymakers who inspire us with their successes. But those stories are limiting, says museum curator Ariana Curtis.

Video Name: Ain‘t I A Woman Presenter: Kerry Washington Video Length: 3 minutes Year Video Produced: 2015 Web Link: 59

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http://www.history.com/topics/womens-history/19th-amendment/videos/aint-i-a-woman Video Description: Kerry Washington performs a famous speech called ―Ain‘t I A Woman‖ by abolitionist and former slave Sojourner Truth. Introduction by Viggo Mortensen. Produced by the History Channel on the subject of the 19th Amendment to the U.S. Constitution, which granted women the right to vote in the U.S. Video Name: Social maps that reveal a city‘s intersections—and separations Presenter: Dave Troy Video Length: 5 minutes 28 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/dave_troy_social_maps_that_reveal_a_city_s_intersections_and_separ ations Video Description: Every city has its neighborhoods, cliques, and clubs—the hidden lines that join and divide people in the same town. What can we learn about cities by looking at what people share online? Starting with his own home town of Baltimore, Dave Troy has been visualizing what the tweets of city dwellers reveal about who lives there, who they talk to—and who they do not.

Video Name: The untapped genius that could change science for the better Presenter: Jedidah Isler Video Length: 13 minutes 42 seconds Year Video Produced: 2015 Web Link: http://www.ted.com/talks/jedidah_isler_the_untapped_genius_that_could_change_science_for_t he_better Video Description: Jedidah Isler dreamt of becoming an astrophysicist since she was a young girl, but the odds were against her. At that time, only 18 Black women in the United States had ever earned a Ph.D. in a physics-related discipline. In this personal talk, she shares the story of how she became the first Black woman to earn a Ph.D. in astrophysics from Yale—and her deep belief in the value of diversity to science and other STEM fields. ―Do not think for one minute that because you are who you are, you cannot be who you imagine yourself to be,‖ she says. ―Hold fast to those dreams and let them carry you into a world you can‘t even imagine.‖ Video Name: Embracing otherness, embracing myself Presenter: Thandie Newton Video Length: 13 minutes 48 seconds Year Video Produced: 2011 Web Link: http://www.ted.com/talks/thandie_newton_embracing_otherness_embracing_myself Video Description: Actor Thandie Newton tells the story of finding her ―otherness‖—first, as a child growing up in two distinct cultures, and then as an actor playing many different selves. A warm, wise talk from the stage at TEDGlobal 2011.

Chapter 13: Team Diversity

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Learning Objectives

After reading this chapter, you should be able to:

     

Understand why team diversity presents both opportunities and challenges Describe phenomena that may help explain why team diversity can have either positive or negative effects in teams, including information elaboration, diversity beliefs of the team members, and complex situational/contextual factors Know that diversity effects in teams tend to be nuanced and affected by the power of the individual team members as well as the differences between team members Understand that bias in teams may be subconsciously driven Be aware of the effects of team longevity on the performance of demographically diverse teams List a few tips for managing team diversity

Opening Case Diversity at Twitter: Thoughts on Diversity from an Ex-Employee

Discussion Questions

4. How common do you think it is to associate new hires who add to organizational diversity with lowering company standards? Why do you believe people make this association?

Answers will vary. Exploring the following link is suggested: http://pxlnv.com/blog/diversity-of-tech-companies-by-the-numbers-2015-edition/

This phenomenon is similar to the stigma of incompetence discussed in Chapter 5 (Heilman et al., 1997) whereby women who are perceived as benefitting from affirmative action are sometimes presumed to lack qualifications for the position. This assumption is frequently misinformed and can be combatted by emphasizing the person‘s qualifications to do the job when they are hired.

Source: Heilman, M. E., Block, C. J., & Stathatos, P. (1997). The affirmative action stigma of incompetence: Effects of performance information ambiguity. Academy of Management Journal, 40(3), 603–625.

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5. Do you think the Twitter Senior Vice President of Engineering responded to Miley‘s questions about diversity in an appropriate manner? Why or why not?

Answers will vary depending on students‘ backgrounds and beliefs.

Possible answer: The Senior Vice President of Engineering did not respond appropriately to Miley. His response assumes that there are not equally qualified minorities that could be employed at Twitter. His response also implies that lowering standards is the only way minorities could be hired by this company.

The VP‘s reply is offensive and reflects much about the outlook and beliefs of the speaker.

6. What do you think Twitter and other high tech companies can do to increase their representation of racial minority and women employees in engineering?

Answers will vary depending on students‘ life/work experience.

Possible answer: One thing Twitter and other high tech companies could do to increase their minority representation is to become business partners with local school districts as well as universities, whereby the high tech companies visit elementary, middle, high school, and university students in advantaged as well as disadvantaged areas of their cities and expose students to the possibilities available to them postuniversity graduation. This is one important step at fostering future, equally qualified employees from all walks of life.

In addition, high tech companies could offer tours/internships of their plants/offices to these students thus opening their horizons to the high tech industry. Programs such as Girls Who Code, which brings young girls into high tech companies like Twitter and gives them programming experience, also builds a pipeline of young women who can enter STEM (science, technology, engineering, and math) careers and increase diversity in those male-dominated fields. Moreover, instituting summer programs where students can advance their knowledge of technology is another suggestion high tech companies could implement to increase the representation of racial minority and women employees in engineering.

Closing Case Diversity at Twitter: Manager’s Response to Thoughts on Diversity from an Ex-Employee

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Discussion Questions

1. Do you think the Senior Vice President‘s response to the diversity issues raised in the opening case of the chapter was appropriate? Why or why not?

Answers will vary.

Possible answer: The Senior Vice President of Engineering was accountable and responded appropriately to Miley‘s post regarding the lack of demographic diversity at Twitter. First, the VP acknowledged having ―blind spots.‖ Next, he recognized that his initial choice of words represented ―something far from his intention,‖ stating that he had ―miscommunicated.‖ Then, the VP apologized for miscommunicating.

Following the apology, a multi-step plan of action was offered to remedy the lack of diversity at the company. The plan proposed inclusion training with booster sessions for all employees/interns throughout the duration of their stay at Twitter. In addition, the company would view more closely the ―underrepresented minorities at all stages, from hiring to promotion,‖ and would review its employment practices and minority retention rates. Furthermore, the VP indicated that the company had started developing diversity-related actions to be implemented at all levels and that it would reach out to Hispanic-serving institutions and historically Black colleges and universities to recruit their best talent. The Senior Vice President‘s response seems honest and reflects accountability and a broader effort on Twitter‘s part to increase diversity at the company.

2. Does the four-part action plan outlined by the Senior Vice President seem like a reasonable approach to handling the lack of diversity at Twitter? Why or why not?

Answers will vary. Instructors are encouraged to assign the question as a paired activity where students discuss the four-part action plan with multiple partners, followed by a class discussion where the best ideas are shared.

3. Twitter plans to recruit the best talent from Hispanic-serving institutions and historically Black colleges and universities. If this is a new recruiting outlet for Twitter, do you think this could be seen by some employees as lowering the bar for recruitment? What could Twitter do to avoid perceptions that standards have been lowered?

Answers will vary.

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Possible answer: It is possible that some employees may feel the company is lowering the bar in its efforts to recruit minorities. To avoid such perceptions, the company must make sure that employees are aware of and understand the four-part action plan put in place to increase minority representation in the company. It is critical that employees understand that ―the best talent from Hispanic-serving institutions and historically Black colleges and universities‖ will be recruited because, in knowing that, employees will recognize that they are being joined by exceptional colleagues with impressive qualifications.

Suggested Videos

Video Name: The power of multilingualism in education Presenter: Megan Alubicki Flick Video Length: 11 minutes 23 seconds Year Video Produced: 2023 Web Link: https://www.ted.com/talks/megan_alubicki_flick_the_power_of_multilingualism_in_educat ion Video Description: Despite being ranked fifth of all countries in the world for language diversity, the United States tends to focus heavily on English in schools, with the native languages of students often going unrecognized. Educator Megan Alubicki Flick advocates for dual language programs—which focus on developing and sustaining two languages—and explains how they can cultivate and maintain languages, show respect for different cultures, and foster connections in schools and communities.

Video Name: Hidden connections that transcend borders and defy stereotypes Presenter: Aparna Bharadwaj Video Length: 12 minutes 45 seconds Year Video Produced: 2022 Web Link: https://www.ted.com/talks/aparna_bharadwaj_hidden_connections_that_transcend_borde rs_and_defy_stereotypes Video Description: Global consumer strategist Aparna Bharadwaj shares a fascinating glimpse at under-the-radar affinities that transcend cultures and borders -- from the way people snack in China and Saudi Arabia to how people shop for clothes in the US and Russia. "There are patterns where you least expect them," she says -- and paying attention to them just might bring the world a little bit closer.

Video Name: Diversity in the College Classroom Presenter: Liz Falconer Video Length: 5 minutes 40 seconds Year Video Produced: 2012 Web Link: https://www.youtube.com/watch?v=_f1laeCrzhY 64

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Video Description: Over a quarter of the nation‘s 6.5 million degree-seeking community college students come from an immigrant background. By 2050, nearly one in five U.S. residents will be foreign-born.

Video Name: How great leaders inspire action Presenter: Simon Sinek Video Length: 18 minutes 4 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action Video Description: Simon Sinek has a simple but powerful model for inspirational leadership— starting with a golden circle and the question ―Why?‖ His examples include Apple, Martin Luther King, and the Wright brothers.

Video Name: What it takes to be a great leader Presenter: Roselinde Torres Video Length: 9 minutes 15 seconds Year Video Produced: 2013 Web Link: http://www.ted.com/talks/roselinde_torres_what_it_takes_to_be_a_great_leader Video Description: The world is full of leadership programs, but the best way to learn how to lead might be right under your nose. In this clear, candid talk, Roselinde Torres describes 25 years observing truly great leaders at work, and shares the three simple but crucial questions would-be company chiefs need to ask to thrive in the future.

Video Name: The importance of multiculturalism Presenter: YouTube Video Length: 3 minutes 31 seconds Year Video Produced: 2010 Web Link: http://www.bing.com/videos/search?q=the+importance+of+multiculturalism%2c+you+tube&vie w=detail&mid=D2329C88904DDD39C76BD2329C88904DDD39C76B&FORM=VIRE Video Description: Teaches the importance of multiculturalism in the education system and at home.

Chapter 14: Subconscious/Implicit Bias Learning Objectives After reading this chapter, you should be able to:    

Define subconscious/implicit bias Know where subconscious/implicit bias comes from Understand that subconscious/implicit bias is triggered automatically and that most of people‘s daily activities are subconsciously driven Know what the Implicit Association Test is and where one can go to take it

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  

Realize that the majority of the population in the U.S. holds implicit biases for the majority groups and against the minority groups Understand conditions that can exacerbate biased reactions including having power and being tired List some things that combat subconscious/implicit bias, including: o directions from leaders to focus on job-related qualifications o people with a motivation to respond without prejudice o fostering value for diversity among employees o presenting counter-stereotypical examples to reprogram subconscious bias

Opening Case Life on Auto-Pilot: The Automaticity of Living Discussion Questions 1. If the majority of the things we do in a given day are governed by the subconscious mind, what other types of things we do in a given day might be done subconsciously?

Answers may vary. Depending on the individual, students might say: A. Walk to class B. Exercise C. Flush the toilet D. Lock the dorm/front door E. Set the car/house alarm F. Pay at the checkout register G. Prepare breakfast 2. Experts agree that subconscious processing happens very quickly and relies on information that is accumulated in the mind over many years and can be called on automatically when needed. What does this mean about the way that we treat other people? As we encounter others throughout the day, in what ways might the biases and stereotypes that we have about various social groups be manifested?

For the first question, instructors may expect students to reflect on their behavior as they go throughout the day, noting what they do or fail to do because they were on ―auto-pilot‖ mode.

Whether at school or work, with significant others or strangers (on the bus, at the cafeteria, etc.), students may point out, with examples, that they have experienced the behavior of subconscious living.

For the second question, students might say that they are more expressive or willing to talk with a person of their same group (gender, race, religion, sexual preference, etc). Patience and the demeanor to respectfully listen to others may be something students point out. They may indicate that they have noticed more tolerance for one group of people over another and that their thoughts have manifested in various ways. Students should be able to list examples where they expressed biases or perceived biases expressed toward them.

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3. Let us assume someone is either distracted at the beginning of the day or they are tired at the end of the day and their mind is in subconscious mode. They are in a public place and come across a member of a different racial group that they do not normally interact with very much on a given day. They instinctively avoid the person, do not make eye contact with the person, and do not smile at the person or address the person. Do these nonverbal gestures have any impact on the other person? Does the fact that they were likely subconsciously driven in the mind of the actor have any less impact on the other person than if they had been done consciously by the actor?

Answers will vary depending on the individual and his/her life experiences. Students may indicate that nonverbal gestures definitely have an impact on those around the actor. Students may say that everyone is responsible for their behavior and that subconsciously driven or not, people must be mindful to treat others as they want to be treated. Students may expect the actor to put himself/herself in the shoes of the person receiving the undesirable behavior and ask: How would they like to be on the receiving end of that behavior?

On the other hand, students may say that they would give the actor the benefit of the doubt and move on. Students may justify the actor‘s behavior, indicating that everyone has an off day.

Students may show patience with the poor behavior of the actor, understanding that people have days when unexpected events tug at our balance. Students may reason that under difficult circumstances, people are not going to be fully aware of their behavior and they are likely to exhibit a brusque attitude.

Closing Case Iowa Court Rejects a Class Action Lawsuit Based on Implicit Racial Bias Discussion Questions 1. There is a discrepancy in this case. The court points to evidence that there is no discrimination against African-Americans because they have a higher success rate than Whites in the hiring process. Yet, African-Americans feel that implicit bias has impacted them in hiring and promotion. Is it possible that both sides being presented are accurate?

The state had evidence of the success that African-Americans had in the different state agencies.

Students may side with the state given that data analysis by experts showed ―better success rates for African-Americans than Whites among the different [State] agencies as between the different stages of the hiring process.‖ Clearly, the state provided evidence to defend its position.

On the other hand, given that no one is immune to implicit bias, is it not possible that individuals were passed over for a position/promotion despite the state‘s equal opportunity system, which requires all hiring and promotion decisions to be based on merit? No one is immune to implicit bias and so, when you consider that approximately 2,000 supervisors had hiring and promotion authority, is it not possible that some individuals were passed over for a promotion? It seems possible that the plaintiffs were also right.

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2. What kinds of human resources processes could cause a situation where the hiring process is inclusive of African-Americans but these same employees feel they do not advance in the organization? What might this say about process and accountability at the State of Iowa?

In answering the first question, students will probably stipulate a number of things, including that the Iowa Human Resources Department may not advocate and practice transparency regarding employee qualifications for specific promotions. The human resources department may lack a promotion process that is transparent—a process that demonstrates fairness for all its employees regardless of race, gender, creed, age, sexual orientation, etc.

In answering the second question regarding accountability at the State of Iowa, students might say that accountability for the state stopped at the hiring process. While the State of Iowa does have a process in place for hiring African-Americans, there does not seem to be a similar process in place for the advancement of this minority group. Hiring African-Americans is a good first step in the process of equal employment rights to this minority group; however, the process and the accountability to ensure the advancement of qualified members of this minority group must continue.

3. How could implicit biases be affecting all parties related to this case?

It is very interesting to see how implicit bias can take different forms. In this case, there may be implicit bias on the part of African-American employees toward their employer, as well as implicit bias of the State of Iowa Human Resources Department toward its African-American employees, as well as the judge deciding the case toward African-American employees. Given that no one is immune to implicit biases, the plaintiffs could be under the impression that the defendants were prejudiced and discriminatory on the basis of the plaintiffs‘ own experiences with and exposure to those types of treatment at the hands of people in power. On the other hand, the defendants could also be affected by years of exposure to stereotypical information about African-Americans. These same biases may have affected the judge making the ruling in this case. Because all parties involved in this case probably have been receiving repeated negative messages about the ―other‖ and have made these negative cognitive associations about one another, it follows that both would be affected by implicit bias.

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Suggested Videos Video Name: How to let go of being a "good" person -- and become a better person Presenter: Dolly Chugh Video Length: 11 minutes 39 seconds Year Video Produced: 2018 Web Link: https://www.ted.com/talks/dolly_chugh_how_to_let_go_of_being_a_good_person_and_bec ome_a_better_person Video Description: What if your attachment to being a "good" person is holding you back from actually becoming a better person? In this accessible talk, social psychologist Dolly Chugh explains the puzzling psychology of ethical behavior -- like why it's hard to spot your biases and acknowledge mistakes -- and shows how the path to becoming better starts with owning your mistakes.

Video Name: The bias behind your undiagnosed chronic pain Presenter: Sheetal DeCaria Video Length: 12 minutes 47 seconds Year Video Produced: 2022 Web Link: https://www.ted.com/talks/sheetal_decaria_the_bias_behind_your_undiagnosed_chronic_p ain Video Description: While doctors take an oath to do no harm, there's a good chance their unconscious biases can seep into how seriously they take your pain. Physician Sheetal DeCaria explains how perception impacts medical care and treatment -- and calls for health care professionals to check in with how they do their patient checkups.

Video Name: 4 ways to design a disability-friendly future Presenter: Meghan Hussey Video Length: 9 minutes 4 seconds Year Video Produced: 2022 Web Link: https://www.ted.com/talks/meghan_hussey_4_ways_to_design_a_disability_friendly_future Video Description: Nearly fifteen percent of the world's population lives with a disability, yet this massive chunk of humanity is still routinely excluded from opportunities. Sharing her experience growing up with an autistic sister, disability inclusion advocate Meghan Hussey illuminates the path towards an inclusive future in four steps, and it starts with an attitude check on assumptions and stereotypes.

Video Name: How racial bias works -- and how to disrupt it Presenter: Jennifer L. Eberhardt Video Length: 14 minutes 8 seconds Year Video Produced: 2020 Web Link: https://www.ted.com/talks/jennifer_l_eberhardt_how_racial_bias_works_and_how_to_disr upt_it 69

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Video Description: Our brains create categories to make sense of the world, recognize patterns and make quick decisions. But this ability to categorize also exacts a heavy toll in the form of unconscious bias. In this powerful talk, psychologist Jennifer L. Eberhardt explores how our biases unfairly target Black people at all levels of society -- from schools and social media to policing and criminal justice -- and discusses how creating points of friction can help us actively interrupt and address this troubling problem.

Video Name: How to overcome our biases? Walk boldly toward them Presenter: Vernā Meyers Video Length: 17 minutes 49 seconds Year Video Produced: 2014 Web Link: http://www.ted.com/talks/verna_myers_how_to_overcome_our_biases_walk_boldly_toward_the m Video Description: Our biases can be dangerous, even deadly—as we have seen in the cases of Michael Brown in Ferguson, Missouri, and Eric Garner in Staten Island, New York. Diversity advocate Vernā Myers looks closely at some of the subconscious attitudes we hold toward outgroups. She makes a plea to all people: acknowledge your biases. Then move toward, not away from, the groups that make you uncomfortable. In a funny, impassioned, important talk, she shows us how.

Video Name: What does my head scarf mean to you?

Presenter: Yassmin Abdel-Magied Video Length: 14 minutes 1 second Year Video Produced: 2014 Web Link: http://www.ted.com/talks/yassmin_abdel_magied_what_does_my_headscarf_mean_to_you Video Description: What do you think when you look at this speaker? Well, think again (and then again). In this funny, honest, empathetic talk, Yassmin Abdel-Magied challenges us to look beyond our initial perceptions, and to open doors to new ways of supporting others.

Video Name: Scientific American Frontiers: The Hidden Prejudice Presenter: Alan Alda Video Length: 7 minutes 57 seconds Year Video Produced: 2007 Web Link: https://www.youtube.com/watch?v=2RSVz6VEybk&list=PL802298AE45D8652C http://safeshare.tv/v/2RSVz6VEybk Video Description: Scientific American Frontiers host Alan Alda speaks with Dr. Mahzarin R. Banaji (Harvard University) and Dr. Brian Nosek (University of Virginia) on how the subconscious mind can influence decision making. They discuss several experiments that use the Implicit Association Test (IAT) to reveal hidden gender and racial biases.

Video Name: Inclusion, Exclusion, Illusion and Collusion Presenter: Helen Turnbull Video Length: 13 minutes 15 seconds 70

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Year Video Produced: 2013 Web Link: https://www.youtube.com/watch?v=zdV8OpXhl2g&index=4&list=PLmi2N0XQhz2Dw4ugKlU W6fp1Jv9IQJA5Y Video Description: CEO of Human Facets, Helen has an over 25-year successful track record in the field of Global Inclusion. She is an internationally recognized thought leader on unconscious bias, global inclusion, and diversity. As creator of ―Cognizant‖—an unconscious bias assessment tool—and the ―ISM Profile‖ for measuring inclusion skills gaps, her work has contributed to clients winning the Catalyst Award for gender improvements. Helen is passionate about inclusion work and relaxes by watching and playing golf.

In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where ―x‖ indicates an independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized (subject to certain rules and regulations).

Video Name: Implicit bias: How should psychological science inform the law?

Presenter: Dr. Anthony Greenwald Video Length: 1 hour 3 seconds Year Video Produced: 2015 Web Link: http://uwtv.org/series/allen-l-edwards-psychology-lecture-series/watch/PIuF2WluqYE/ http://safeshare.tv/v/PIuF2WluqYE Video Description: Evening lecture with Dr. Anthony Greenwald, Professor, Psychology Department. Part of a lecture series at the University of Washington.

In the last 30 years, psychology has undergone an ―implicit revolution.‖ Occurring outside of awareness, implicit bias disadvantages segments of society, intrudes on law enforcement, and affects the administration of justice.

In ―Discriminating without Awareness of Discriminating,‖ psychology professor Anthony Greenwald discusses how intergroup discrimination can occur without prejudicial hostility, conscious intent, or awareness of acting in discriminatory fashion. This lecture includes interactive demonstrations that judgments and behaviors operate potently outside of awareness, along with evidence that unconscious processes can routinely sustain intergroup disadvantages in American society.

Chapter 15: Diversity Management Learning Objectives After reading this chapter, you should be able to:  

Define diversity management Explain the arguments behind the business case for diversity 71

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   

Define diversity climate and research findings associated with it Understand different approaches to diversity management and some pros and cons of each Know about diversity training and when it is most effective Describe best practices for managing diversity

Opening Case Businesswomen Navigate Traditions When Traveling to Saudi Arabia for Business Discussion Questions 1. Do you think that the presence of Western women in Saudi Arabia will help obtain more freedom for the Saudi women? Please explain.

It is very possible that the presence of Western women will help obtain additional freedoms for the women of Saudi Arabia. History has demonstrated how cultures that come together influence each other and thus one could conclude that Saudi Arabia would not be an exception. Consider also the statement made in the opening case explaining that women traveling to Saudi Arabia have found ways to better their working conditions in that country by working within the system of local laws and traditions as Nancy Ruddy, co-founder of CentraRuddy, did on a visit to that part of the world. She cleverly found a way to have access to a restroom in a 23-story office building that had no ladies‘ room.

More freedom for Saudi women is coming. The women of Saudi Arabia continue to work for change, but in the words of a royal advisor, Hanan Al-Ahmadi, ―we need to be able to create this change gradually and maintain our identity.‖ Examples of recent changes include the ability to run for office and vote, a right granted by the king in 2011, which became a reality in December 2015 when, for the first time in the history of that country, women went to the polls as candidates and voters. In 2013, 30 women were appointed to the Shura, a consultative body of 150 members who can propose laws to the king and cabinet (http://www.aljazeera.com/news/middleeast/2013/02/2013219201637132278.html). As summarized by Gorney (2016), ―until the early 1960s, most girls had nowhere to attend school.

A decade ago Saudi women were first allowed to study law. Three years ago the first women received permission to work as lawyers rather than just consultants. Women now make up more than half of the kingdom‘s university students. When King Abdullah started a royal scholarship program for study abroad in 2005, women were included among its initial scholars; as of 2014, more than 35,000 Saudi women were enrolled in foreign undergraduate and graduate programs, with more than half studying in the United States.‖ Yes, women in Saudi Arabia will continue to gain more freedom, whether by the presence of foreign women or by their own relentless yet cautious push for progress.

2. In what ways could Saudi Arabian companies make some changes to allow foreign women to conduct business more effectively while in their country?

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One simple way would be to make sure the businesswomen have a concrete understanding of the host country‘s culture. With that in mind, Saudi Arabian companies could then request a list of needs from the businesswomen in an effort to minimize obstacles during their business trip.

Additionally, if available, perhaps Saudi businesswomen could mentor or host their foreign female counterparts to facilitate the transition from one culture to another, ensuring more effective/productive meetings.

3. Whose responsibility is it when women travel to Saudi Arabia to see to it that these women can do their jobs effectively? Should the responsibility lie on the women travelers to accommodate all traditions? Should the company seek some accommodations to accommodate female colleagues? Should the government intervene and make some concessions for companies in order to facilitate foreign business coming to their country?

All parties involved bear some responsibility in ascertaining that the women can do their jobs effectively, that they have the needed/appropriate accommodations, and that the companies sponsoring them have government support to conduct foreign business. The women travelers certainly have a responsibility to know the culture and adjust, within reason, to the traditions of that country. Much can be accomplished when all involved demonstrate respect and consideration for local laws and traditions. On the other hand, the responsibility must be shared by the host country as well. As gracious hosts, companies extending an invitation to foreign businesswomen must provide for their acclimation to the culture, security, needs, etc. to foster growth and prosperity and possibly future business ventures. Additionally, because the government in Saudi Arabia is a monarchy that rules a patriarchal and very conservative society, it also behooves the government to be involved in these types of events to prevent disruptions in the daily flow of Arab traditions, to make certain that pertinent concessions are in place to accommodate foreign businesswomen and, at the same time, to allow companies to grow their international business opportunities.

Sources consulted: Gorney, C. (2016, January 13). The Changing Face of Saudi Women. National Geographic. http://ngm.nationalgeographic.com/2016/02/saudi-arabia-women-text Saudi Arabia‘s women vote for the first time http://www.bbc.com/news/world-middle-east-35075702 Saudi women take seats in Shura Council http://www.aljazeera.com/news/middleeast/2013/02/2013219201637132278.html Closing Case What Does Diversity Management Mean at the Country Level?

A Case of a Death Sentence in Sudan for Religious Conversion and Marriage Discussion Questions 1. Do you believe that Meriam Ibrahim deserved the death sentence because she left Islam and married a Christian man? Please explain.

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Depending on students‘ backgrounds, answer will vary from ―yes‖ to ―no‖ with student reasoning to explain their response. It is suggested that students re-read the section ―Religious Freedom‖ in Chapter 7 where the international standards on freedom of religion appear. Students should reference the three basic rights put forth in the Universal Declaration of Human Rights in their answer.

2. Do you believe it is appropriate for governments to decide what is morally correct on matters pertaining to religious freedoms? Please explain.

Depending on students‘ backgrounds and beliefs, answers will vary. Students may say ―yes,‖ ―no,‖ ―sometimes,‖ or ―depending on the circumstances.‖ Students must explain their answer and support their reasoning. Instructors are encouraged to remind students of what the sanctity of life means for all life and to stress the need to preserve the dignity and rights of all beings.

3. Do you believe that governments should have the power to impose the death penalty on citizens who are not behaving according to moral norms of the land? Why? Depending on students‘ backgrounds, answers will vary. Students may be better prepared to answer the question after reading the following suggested materials: From the BBC, 2014, Arguments in favour of capital punishment, elaborate on both points of view, for and against the death penalty: http://www.bbc.co.uk/ethics/capitalpunishment/for_1.shtml Additionally, from Michigan State University, 2000, Arguments for and Against the Death Penalty (PDF): http://deathpenaltycurriculum.org/student/c/about/arguments/arguments.PDF Finally, students will benefit from reading the 2014 Gallup poll, Americans: ―Eye for an Eye‖ Top Reason for Death Penalty: http://www.gallup.com/poll/178799/americans-eye-eye-topreason-death-penalty.aspx 4. If countries have the right to impose the death penalty for morally objectionable behavior, where does this right end? Who gets to decide what it means to be behaving in a morally objectionable manner?

Students‘ answers may vary. Here is a possible answer: The right to impose the death penalty for morally objectionable behavior ends within a country‘s borders. What a particular country considers morally objectionable behavior is identified as such by the institutions that form part of a given society, by the citizens of that society, and in some cases, by pressure exerted from the international community, as was the case of Meriam Ibrahim.

Therefore, the right to decide what morally objectionable behavior for a country is ends at the country‘s borders. However, the citizens of that country as well as the global community can bring about changes in what a country ultimately perceives as morally objectionable.

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Suggested Videos Video Name: Why corporate diversity programs fail -- and how small tweaks can have big impact Presenter: Joan C. Williams Video Length: 14 minutes 35 seconds Year Video Produced: 2020 Web Link: https://www.ted.com/talks/joan_c_williams_why_corporate_diversity_programs_fail_and_ how_small_tweaks_can_have_big_impact Video Description: Companies in the US spend billions of dollars each year on diversity, equity and inclusion initiatives, but subtle (and not so subtle) workplace biases often cost these initiatives -- and the people they're meant to help -- big time by undermining their goals. DEI expert Joan C. Williams identifies five common patterns of bias that cause these programs to fail -- and offers a data-driven approach to pinpoint where things go wrong and how to make progress instead.

Video Name: Why cultural diversity matters Presenter: Michael Gavin Video Length: 17 minutes 53 seconds Year Video Produced: 2014 Web Link: https://www.youtube.com/watch?v=48RoRi0ddRU Video Description: This talk was given at a local TEDx event, produced independently of the TED Conferences. Michael Gavin, associate professor of human dimensions of natural resources, researches biological diversity and discusses the importance that history, language, and tradition have in the preservation of culture.

Video Name: The importance of multiculturalism Presenter: YouTube Video Length: 3 minutes 31 seconds Year Video Produced: 2010 Web Link: http://www.bing.com/videos/search?q=the+importance+of+multiculturalism%2c+you+tube&vie w=detail&mid=D2329C88904DDD39C76BD2329C88904DDD39C76B&FORM=VIRE Video Description: Teaches the importance of multiculturalism in the education system and at home.

Video Name: The Games People Play—Glass Ceiling Presenter: Ivette Bethel Video Length: 6 minutes 33 seconds

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Year Video Produced: 2008 Web Link: https://www.youtube.com/watch?v=nWH6X5op23A Video Description: Yvette Bethel, human resources trainer, executive coach, and emotional intelligence advisor, gives tips for handling and navigating the frustration of the corporate glass ceiling.

Video Name: The Paradox of Diversity: Dr. Marylin Sanders Mobley Presenter: Dr. Marylin Sanders Mobley Video Length: 16 minutes 6 seconds Year Video Produced: 2014 Web Link: https://www.youtube.com/watch?v=WCgqkY5jlXc Video Description: Appointed in 2009 as the inaugural Vice President for Inclusion, Diversity and Equal Opportunity at Case Western Reserve University (CWRU), Marilyn Sanders Mobley, Ph.D., provides strategic leadership for the university-wide effort to develop and sustain a welcoming environment for faculty, students, staff, and alumni. She is a member of the Leadership Cleveland Class of 2010 and serves as a trustee for the Cleveland Institute of Music, the Cuyahoga County Public Library Foundation, and Women of Hope. She was also selected to chair the Breakthrough Charter Schools Diversity Committee and was recently selected to serve on the board of the National Association of Diversity Officers in Higher Education.

Prior to her appointment at CWRU, she served as provost at Bennett College for Women in Greensboro, North Carolina. Prior to her provost appointment, she was the Associate Provost for Educational Programs at George Mason University and a tenured Associate Professor of English, where she was also a faculty member for 19 years. Mobley also founded the African American Studies Program at George Mason and served as its first director for six years.

She is a published author and Toni Morrison scholar whose first book—Folk Roots and Mythic Wings in Sarah Orne Jewett and Toni Morrison: The Cultural Function of Narrative (LSU Press, 1991)—was one of the first cross-cultural studies on the Nobel Prize-winning author. Her two books in progress include Spaces for the Reader: Toni Morrison's Narrative Poetics and Cultural Politics and The Strawberry Room, And Other Places Where a Woman Finds Herself, a memoir about the passage from family trauma to spiritual recovery. Mobley is a member of Delta Sigma Theta Sorority, Inc, and is the proud mother of two adult sons and grandmother of three grandsons. She serves as a lay minister at Arlington Church of God and resides in Akron, Ohio.

In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and 76

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live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where ―x‖ indicates independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized (subject to certain rules and regulations).

Video Name: The Science of Inclusion Presenter: Quinetta Roberson Video Length: 10 minutes 10 seconds Year Video Produced: 2014 Web Link: https://www.youtube.com/watch?v=SS7ID8VClko Video Description: Quinetta Roberson is a professor of management in the Villanova School of Business. She earned her Ph.D. in organizational behavior from the University of Maryland, and holds an MBA in finance and strategy from the University of Pittsburgh and a BS in finance and accounting from the University of Delaware. Roberson‘s research focuses on understanding how to enhance fairness in work teams and how the management of diversity can improve organizational effectiveness. Her research has appeared in several management and psychology journals, and she is the editor of the Handbook of Diversity in the Workplace, published by Oxford University Press. When Roberson is not working on her research, she teaches courses globally on human resource management at the undergraduate, graduate, and executive levels.

Roberson is a social scientist and enjoys being social as much as she enjoys being a scientist. She is an avid traveler, having lived in Milan, given presentations in over 20 countries, hiked Machu Picchu, and gone on safari in South Africa. She considers herself an oenophile and earned a Baccalauréat Vigne et Vin in 2012. She has been snowboarding for over 10 years and raced in Aspen. In the true sense of social science, Roberson believes that ―all life is an experiment; the more experiments you make, the better‖ (Ralph Waldo Emerson). It is this belief that also motivated her to discover how she could combine her knowledge and experience with others in the Villanova community to create, innovate, and inspire.

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