PDF Solutions Manual for Understanding and Managing Diversity - Readings Cases and Exercises 7th Edi
Learning Goals
Understanding
Workplace Diversity: Where Have We Been and Where Are We Going?
Carol P. Harvey Professor Emerita Assumption University
Michele D. Kegley Professor of Business and Economics University of Cincinnati, Blue Ash College
• Understand the historical context for workplace diversity issues
• Demonstrate the evolution of workplace diversity from a legal issue to a diversity, equity, inclusion, and belonging (DEIB) issue
• Identify some of the major theoretical concepts that underlie managing diversity in the workplace
• Explain the business case for diversity
Synopsis
This introduction provides students with the historical and theoretical context for this course and should be assigned as required reading. Students sometimes assume that workplace diversity is not an issue in the twenty-first century. However, diversity as a learning topic has become much broader. Since the 6th edition of this text, several new laws and legal decisions have been made by courts and states impacting areas such as affirmative action, same-sex marriage, and military inclusion.
Key Points
I. Workplace diversity defined
II. Micro to Macro: Starting with the individual
III. The historical context of workplace diversity the early years (1960s–1970s)
A. Civil Rights legislation
B. Quotas
C. Assimilation/melting pot
III. The valuing diversity era (1980s–1990s)
A. Hudson Report: Workforce 2000
B. Diversity as a competitive advantage
1. Cox & Blake
2. R.R. Thomas
C. Loden
1. Primary more permanent, more central to one’s identity
IV. The Third era Diversity management & inclusion in the twenty-first century (2000s)
A. Diversity as an organizational benefit
B. Diversity expanded beyond essentialism
C. Miller & Katz – Inclusion
1. Diversity out of the box
2. Diversity tied to achievement of organizational mission and goals
D. Diversity as an organizational change process
Discussion Questions and Answers
1. Recently, there have been significant cases brought before the U.S courts that impact DEIB, such as, the 2023 U.S. Supreme Court decision on race-conscious college admissions. Identify two other court cases that relate to diversity and explain how you think they will impact the workplace.
This answer will depend on current events. Students should be encouraged to research any changes or new developments since 2023.
2. How has your age impacted you in the workplace? If you are not in the workplace, think of a social or school situation where you felt judged by your age. What type of conflict have you witnessed or experienced yourself, between people from different generations? Why do you think this happened? Explain the situation and how you would handle it differently in the future.
Age is the one dimension everyone will experience at some point in their lives. This question allows students the opportunity to explore what limitations they may have experienced as a result of their age. For example, voting age, legal drinking age, driving age, rental of cars and lodging, and access to credit are all impacted by age. Encouraging students to have conversations with people of different generations can illustrate these experiences.
3. What are some of the reasons that diversity management is so complex? Identify three trends you think will happen in terms of DEIB in the future.
Some possible reasons are unrecognized stereotypes, prejudices, unconscious biases, life experiences, etc. Currently there is a backlash in several states in response to the political divide that seems to be growing in the United States around diversity, equity, inclusion, and belonging practices. Schools and businesses are being asked to review their DEIB required training and policies, among others
These trends may be dependent on geographic region in the United States, and the age and social identities of your student populations.
Copyright
SECTION I
UNDERSTANDING PERSPECTIVES OF DIVERSITY: AWARENESS, PRIVILEGE, STEREOTYPES, LANGUAGE, CONFLICT, LEADERSHIP, AND LEGAL ISSUES
Learning Goals
• Examine their own perspectives on differences.
• Examine individual perceptions through the Nacirema historical satire.
• Identify the differences between prejudice, stereotypes, and discrimination.
• Understand the notion of privilege and its effects on one’s life and work experiences.
• Explore the relationship between conflict, systemic discrimination, and workplace practices.
• Identify the components of Diversity, Equity, Inclusion, and recognize additional impacted areas
Section I Updates and Changes:
In this updated book about understanding and managing diversity, each section begins with learning goals and an introduction to the material. Each section of this text is organized to facilitate the process of learning through readings, exercises, and opportunities to apply our understanding to past and present experiences to make more informed future choices. Considering new perspectives on diversity is intended to challenge your knowledge, attitudes, and beliefs about differences. Because diversity is an interdisciplinary topic, the articles and cases were written by experts from anthropology, business, communication, economics, management, psychology, sociology, and other diverse fields. The articles include additional opportunities for active learning: discussion questions, web activities, and reflective writing assignments. To provide linkages, the final section includes cases, integrative questions, and culminating projects intended to connect all of the course material together by providing options for demonstrating capstone and experiential learning experiences.
The new articles in Section I include Diversity Awareness Quiz, Terminology, Acronyms, and Language: What did you say and what does it mean?, The Advantage of Privilege, Systemic Discrimination, Enforcement, and Initiatives, Inclusive Leadership: A Leadership Style for A Diverse Workplace, and Doing Diversity: Legal Issues.
The revised exercises I Am, Increasing Multicultural Understanding: Uncovering Stereotypes, and Are You Privileged? provide opportunities for introspection and honest discussion about prejudices and stereotypes. Revised articles include The Emotional Connection of Distinguishing Differences and Conflict and Exploring Diversity in Your Organization. The timeless Body Ritual Among the Nacirema remains a staple in this section.
5. Terminology, Acronyms, and Language: What did you say and what does it mean?
Michele D. Kegley
6. Are You Privileged?
Mark Julien and Micheal T. Stratton
7. The Advantage of Privilege
Michele D. Kegley
8. The Emotional Connection of Distinguishing Differences and Conflict
Carole G. Parker
9. Systemic Discrimination, Enforcement, and Initiatives
Heather Staples and Alexandrea Rodriguez
10. Inclusive Leadership: A Leadership Style for A Diverse Workplace
Cate Wengelnik and Heather Staples
11. Exploring Diversity in Your Organization
Carol P. Harvey
12. Doing Diversity: Legal Issues
Carol P. Harvey
1. DIVERSITY AWARENESS QUIZ
Carol P. Harvey Professor Emerita Assumption University
Learning Goals
• To introduce students to current diversity issues and topics
• To stimulate students’ interest in the course
• To demonstrate that there are misconceptions about workplace diversity
Teaching tips: for classroom use
Ideally, this exercise should be used early in the first class. Stress that this is NOT a quiz and no web searching for answers is allowed. Show a PowerPoint slide of the first question and ask for a show of hands for each possible answer. After students have selected their best guess, show a second slide with the correct answer. Then, use the explanations given below as a source of further information or as a basis for discussion. Proceed through the remaining questions in the same manner.
After this exercise, ask students for their reactions: which of these answers surprised them, what did they learn, and so on. Because this is not intended to be a quiz, do not ask students for their individual tallies of correct answers.
Teaching tips: for online courses
Options online include assigning students to take the quiz in the book and setting up a discussion board where students can discuss their answers.
Instructors may setup the quiz to self-grade using the online quiz function in your learning management system and allow multiple attempts It can be for zero points/no credit. You may allow students to see the correct answer either after two or three attempts or after a pre-set date to allow the whole class to take the quiz before answers are revealed.
For example, as part of the class introduction in an online course students could be asked to take the quiz and then discuss in a discussion board what answers they found surprising that were correct or incorrect. It is helpful to set up the discussion board to require students to make an initial post and then respond to others
Sample discussion board:
Post #1 due 1st Thursday of term (choose a day in the first week) Share at least two quiz questions that you were surprised by the answers Explain why.
Post #2 and #3 due Sunday after 1stpost due date. Respond to at least two other classmates posts. What differences or similarities did you have to their answers? Provide substantive feedback utilizing content from the text to describe topics.
1. Which of the following countries has no federal legislation that requires paid parental leave after the birth or adoption of a child?
A. Sweden
B. United States
C. Bulgaria
D. Greece
B. A few U.S. states such as California, Washington and New Jersey do have state laws that require some compensation, but the U.S. is the only first world country without this as federal legislation. (See below for details on the other countries listed parental leave policies.)
Sweden 480 days Parental benefit is 240 days per parent, a total of 480 days, and it is distributed as you choose between the parents. Fathers get 90 paid paternity days of those 480 reserved just for them to promote father-child bonding.
Bulgaria 410 days Bulgaria offers new parents 410 days of paid leave. Bulgaria’s maternity leave covers 90% of the employee’s salary through social security. For the period between the expiration of the 410 days and the child reaching the age of two years, the employee is entitled to monthly compensation.
Greece 43 weeks Greece offers employees 43 weeks of paid maternity leave and pays them 54.2% of their salary. They are entitled to up to 17 weeks of paid maternity leave (eight weeks before and nine weeks after the birth of a child). Additional leave up to a total of 43 weeks can be taken by reducing daily hours worked over several months.
(Source ChildrensChances.org or https://www.worldpolicycenter.org/ , and PaidFamilyLeave.org or https://www.paidfamilyleave.org/)
2. According to a 2022 survey, what percentage of Asian Americans thought that violence in the U.S. against Asian Americans is increasing?
A. 10%
B. 41%
C. 56%
D. 63%
D. This number has actually decreased from 81% in the 2021’s Pew Research survey when it was impacted by the connection between the Covid pandemic and China. The 2022 Pew research found it higher than that violence against any other ethnic group. About a third of Asian adults, (36%), say they have altered their daily schedule or routine in the past 12 months due to worries that they might be threatened or attacked.
3. In which of the following jobs do women report the highest rate of sexual harassment?
A. nurses
B. restaurant employees
C. clerical workers
D. police officers
B. According to a recent (One Fair Wage) SRSS survey, the number of sexually harassed women in the restaurant industry is the highest (71%) among women reporting sexual harassment. Current sexual harassment workplace statistics show that customers harass women in this industry most frequently and 44% of women in the restaurant industry also have experienced sexual harassment from a person in a management or ownership role.
4. As of 2022, which of the following statements is true?
A. Sixty percent of American workers earn less than $38,000 per year
B. Sixty percent of American workers earn less than $49,000 per year
C. Sixty percent of American workers earn less than $60,000 per year
D. None of these statements are true
A. According to Chetty, Friedman, Gornick, Johnson and Kennickell (see below) 60% of American workers made less than $37,499 annually, and 47% made less than $27,000 in 2020.
Between 2019 and 2020, the poverty rate increased for non-Hispanic Whites and Hispanics. Among nonHispanic Whites, 8.2 percent were in poverty in 2020, while Hispanics had a poverty rate of 17.0 percent. Among the major racial groups examined in this report, Blacks had the highest poverty rate (19.5 percent), but did not experience a significant change from 2019. The poverty rate for Asians (8.1 percent) in 2020 was not statistically different from 2019.
(Source: ) Measuring Distribution and Mobility of Income and Wealth
Book editors: Raj Chetty, John N. Friedman, Janet C. Gornick, Barry Johnson & Arthur Kennickell , University of Chicago Press (2022), Series: Studies in Income and Wealth .)
5. Between 2020 and 2022, which of the following experienced the highest rate of death due to Covid?
A. Black Americans
B. Hispanic Americans
C. Native Americans
D. Asian Americans
C. Although Native Americans had higher vaccination rates than Black or Hispanic Americans, they experienced proportionately higher death rates. Many factors could account for this: poverty, underlying health problems such as diabetes, multigenerational homes, inaccessible access to local health care, etc.
(Source) “Covid’s Toll on Native Americans” by German Lopez and Ashley Wu. Retrieved from The New York Times at https:www.nytimes.com/2022/09/08briefing/covid-death-toll-native-americans.html.)
6. As of 2021, 67% of Americans without a disability were employed or actively looking for work. At the same time, what percentage of Americans with a disability was employed or actively looking for work?
A. 42%
B. 26%
C. 21%
D. 32 %
C. According to the Bureau of Labor Statistics only 21.3% of Americans age 16 and over with disabilities were working or actively looking for work, which is far below the 67.1% rate for Americans without disabilities. Sixty-one- million adults (26%) in the United States live with some type of mental or physical disability. The four major types of disabilities include physical, developmental, behavioral or emotional, and sensory impaired disorders.
(Sources: https://riseservicesinc.org/news/barriers-to-employment-for-adults-with-disabilities/ and https://riseservicesinc.org/news/barriers-to-employment-for-adults-with-disabilities/)
7. Based on a Stanford University study, which of the following started new businesses between 2012 and 2017 at a higher rate than that of the U.S. national average?
A. White Americans
B. Asian Americans
C. Latino Americans
D. Black Americans
C. According to the 2020 State of Latino Entrepreneurship Report produced by the Stanford Graduate School of Business, the number of Latino owned businesses grew 14% between 2012 and 2017. This was more than twice the national average of 6%. In 2018, there were roughly 350,000 Latino-owned employer businesses that generated over $460 billion in annual revenue and employed 2.9 million people. Latinos are starting businesses at a faster pace than other groups, with 44% growth in the last 10 years compared to 4% for non-Latinos.
8. During the past decade, seventy percent of the players in the National Football League were Black. As of 2022, how many of the thirty-two head coaches were Black?
A. Seven
B. Three
C. Five
D. One
B. As of 10/2022 there were only three Black and one bi-racial head coach in the NFL (11%). Since 1990, only 20 of the NFL head coaches have been Black men and 154 have been White men. The
Rooney Rule (2003) was intended to increase coaching diversity, by requiring clubs to interview at least two diverse candidates for open coaching positions. In addition, clubs must conduct an in-person interview with at least one external minority candidate for any General Manager or head coaching position.
A. By 2022, the percentage of U.S. adults who self-identified as lesbian, gay, bisexual, transgender or something other than heterosexual had increased to 7.1%, which is double the percentage when first reported in 2012, when Gallup first measured it.
B. By 2022, the percentage of U.S. adults who self-identified as lesbian, gay, bisexual, transgender or something other than heterosexual had decreased to 2% from 2.3% in 2012, when first reported in 2012, when Gallup first measured it
C. By 2022, the percentage of U.S. adults who self-identify as lesbian, gay, bisexual, transgender or something other than heterosexual has increased to 5% from 2.3% in 2012, when first reported in 2012, when Gallup first measured it
D. By 2022, the percentage of U.S. adults who self-identified as lesbian, gay, bisexual, transgender, or something other than heterosexual has increased to 12.1%, from 2.3% when first reported in 2012, when Gallup first measured it.
A. 7.1%
Roughly 21% of Generation Z Americans who have reached adulthood those born between 1997 and 2003 identify as LGBTQ+. That is nearly double the proportion of older millennials who do so. The gap widens even further when compared with older generations.
More than half of LGBTQ+ Americans, 57%, indicate they are bisexual. That percentage translates to 4.0% of all U.S. adults. Meanwhile, 21% of LGBT Americans say they are gay, 14% lesbian, 10% transgender and 4% something else.
10. In 2020, there were 14,183 age discrimination in employment complaints filed with the EEOC (Equal Employment Opportunity Commission). In what percentage of these cases was a settlement reached for the plaintiffs, because age discrimination was proven?
A. 33%
B. 21%
C. 12%
D. 7%
D. Eighty-nine percent of the age discrimination cases were dismissed outright because age discrimination is difficult to prove. It requires that an employee: (1) be in the protected age class; (2)
demonstrate that their job performance was satisfactory; (3) show that the organization took an adverse job action like a lack of promotions, and (4) show that substantially younger employees were treated more favorably. Even if the employment action was based on age, employers can often come up with other explanations for why they took an action that was not based on the age of the employee.
11. A 2019 survey of 566 non-profit organizations revealed that 52% had a written diversity statement and _________ also had a strategy that outlined how to implement diversity into their organizations.
A. 42%
B. 31%
C. 48%
D. 63%
A. In a Nonprofit HR’s survey only 31% of the 566 non-profits had any plan to initiate diversity initiatives. None of the animal rights/welfare organizations had a diversity strategy. Seventy-eight percent of arts and culture, 86% of associations, 65% of education, 76% of environmental, 75% of health/healthcare, 70% of human/civil rights and 64% of social/human services organizations reported not having diversity strategies.
12. According to 2021 research on bullying, which of the following statements about workplace bullying is false?
A. Women bully women at twice the rate that they bully men.
B. In remote work, bullying happens more often in virtual meetings, than in email.
C. The rate of bullying of Hispanics is lower than the rate Blacks or Whites are bullied.
D. Bullying remains primarily top-down because 65% of bullies were identified as bosses or supervisors.
C. The Workplace Bullying Institute surveys employees every 3 to 4 years about their experience with workplace bullying. In the 2021 survey, the rate of bullying for Hispanics was 35% which is higher than any other ethnic or racial group.
Women bullied other women 65% of the time and men 35% of the time. Remote workers reported that 50% were bullied in virtual meetings vs. 9% through email. Blacks reported a 26% rate of being bullied while 30% of the Whites reported being bullied at work.
On 8/7/2020 Puerto Rico passed the first anti-bullying law in the U.S. Called The “Act to Prohibit and Prevent Workplace Harassment in Puerto Rico ” This law is the closest to the WBI Healthy Workplace Bill that has been introduced in 31 other U.S. States. This legislation defines Workplace harassment as “malicious, unwanted, repetitive and abusive, arbitrary, unreasonable and/or capricious behaviors by employers, agents, supervisors or employees oblivious to the employer’s legitimate business interests that
create an intimidating, humiliating, hostile or offensive work environment not suitable for a reasonable person to perform their duties or tasks in a normal manner.” (Source: https://healthyworkplacebill.org/)
M. June Allard Professor Emerita Worcester State University
Learning Goals
• To help students learn about themselves by examining the roles and group memberships by which they define themselves
• To further examine student self-descriptors for indications of roles and memberships they perceive as most important
Note: This exercise can be done in class, online, or as a writing assignment.
Instructions
1. Ask the students to think about how they would describe themselves to someone they have never met and then write a single-word descriptor on each line of their instruction sheets.
2. Stop description-writing after five minutes. Tell students to strikethrough all remaining blank lines. (This will discourage later additions to their lists when they listen to those given by other students.)
3. Ask students to place a mark by the three most important descriptors.
4. Ask students to share (in online discussion board or write on the board in classroom) the descriptors they marked. Discuss similarities in dimensions and why these were felt to be the most important. Note whether most descriptors are visible or invisible dimensions. Are descriptors such as age, social class, or geographic location listed? Why or why not?
5. Ask students to share (in online discussion board or write on the board if in a classroom) the first three or four descriptors they wrote. Discuss similarities and differences in the dimensions of these descriptors and why these were the first descriptors named.
6. Discuss whether the dimensions differed for men and women and for any other groups represented in the class. Do men write more descriptors than women? Are descriptors such as age, social class, and geographic location listed? Why or why not?
Discussion Notes
Homogeneous groups
Homogeneous classes such as those in which everyone is American or young or men rarely mention that common characteristic probably because it doesn’t distinguish them from other members of the group. They are simply not conscious of it in a situation where everyone is the same.
Heterogeneous groups
In heterogeneous groups with differences in age, ethnicity, race, and/or gender, these characteristics are more likely to surface in the descriptions. Underrepresented status on a characteristic tends to raise consciousness of it.
Characteristics of secondary diversity, such as social class, religion, or geographic location (e.g., Southerner, Easterner), are rarely mentioned. Ask the class why this might be. The most likely reason is that these are less visible diversity characteristics.
Teaching tips: for classroom use
Students can write their descriptors on white boards or discussion boards To highlight differences, mark the themes running through the descriptions. Discuss differences the descriptors.
Teaching tips: for online courses
This assignment works well online as a journal reflection. It also can be used as a prompt for course introductions in a discussion board or a group exercise.
From: The American Anthropologist, vol 58, #1, 1956, pp.18–21
Horace Miner
M. June Allard Professor Emerita Worcester State University
Editor’s Note: Please be aware that the classic Nacirema article was written in 1956. Terminology and tone have changed over the decades. However, the intent of the author was to show that we often assume our own culture makes sense, while other cultural groups may find our practices confusing or strange. The Nacirema article is a satirical method to demonstrate these concepts.
Learning Goals
• To better understand the role that culture plays in the development of stereotypes and prejudices
• To see one’s culture from a different perspective
Key Points
An anthropologist presents observations of a culture less developed than their own and describes features of that civilization in the same manner as we describe cultures that we view as primitive. The “less developed” culture is, of course, American.
• To understand other cultures, we must be able to stand back and view our own culture as others might.
• In describing some aspects of American culture (“Nacirema” is “American” spelled backward), Miner shows that to more advanced cultures (and by extension, to future generations), our culture today may well be considered primitive.
• It is important to get away from the parochial view that one’s own culture is “right” or “normal” or “superior” and that other cultures are more inconsistent or strange or inferior to our own.
• We think of “primitive” cultures as practicing magic and having strange rituals, but rarely see these elements in our own culture.
Teaching tips: for classroom use with online suggestions
1. In the class immediately prior to the one in which the Nacirema will be discussed, ask how many students have read this article. Sometimes, one or two students are familiar with this reading from a Sociology course. Ask them not to discuss this article with the other students in the class who are not familiar with it.
2. Begin the Nacirema discussion with the question: “Would those of you who just read this essay for the first time give us some one-word reactions, descriptions, evaluation, etc., of the Nacirema?” Then write the students’ responses on the board. Most answers have negative attributions like “weird,” “barbaric,” “sadistic,” and so on. As the class discussion of Miner’s essay proceeds, it becomes obvious that the author is writing about Americans.
Online tip: this exercise could be completed in a discussion board in an asynchronous online course or using the Whiteboard in a synchronous course discussion.
3. Then, referencing the list on the board, ask, “How do you feel about these negative terms now that you know that these people are really Americans?” This opens up a rich discussion that leads to the major themes of this article.
Online tip: if doing this exercise in an online discussion board, instructors might make a follow-up post here. For example, the first response post by students could be listing the one-word reactions. Then ask them to post to the secondary prompt of “How do you feel about these negative terms now that you know that these people are really Americans?” This will have to be scaffolded. This often works well if discussion boards have a first post and second/third feedback posts required.
4. Students sometimes ask for explanations of some of the terms such as “the-holy-mouth-men” (i.e., dentists). This is the perfect opportunity to point out that Miner’s analogies are not dated, as some may attempt to argue. Today, people pay “holy-mouth-men” dearly for optional cosmetic services such as teeth whitening.
5. Even if you do not use the “Nacirema Extended”assignment, its premise that all cultures still have practices that seem ordinary to their members but strange to outsiders, can still be useful in the class discussion.
Discussion Questions and Answers
1. What general message do you think the author was trying to convey in his description of this culture?
The behaviors and beliefs that we take for granted look as strange to other cultures as their behaviors and beliefs do to us. We use our own values and beliefs as the criteria for evaluating other cultures.
2. What stereotypes could you have about the Nacirema culture and its people if this reading were your only source of information?
• Promotes strange practices and rituals
• Highly developed market economy
• Very, very magic-ridden
• Not very advanced in health care practices
• Very conscious of physical appearance and health
3. The many strange and interesting rituals observed by Miner lead him to conclude that the Nacirema have a strong underlying belief about the human body. What is this belief?
“The fundamental belief underlying the whole system appears to be that the human body is ugly and that its natural tendency is to debility and disease … man’s only hope is to avoid these characteristics through the use of powerful influences of ritual and ceremony” (quoted from the first page of Miner).
4. Assume that you are carrying on the work of Miner and study the Nacireman culture as it exists now in the twenty-first century.
a) What additional body-related activities could you observe in their culture today?
health clubs aerobics facials diets teeth whitening
fitness centers saunas face lifts health foods etc.
spas massages piercings cosmetics
b) Is Miner’s observation about the preoccupation with body and health still valid today? Explain.
Preoccupation with health and body image is alive and well, and even expanded today, as the answers to Question 4(a) indicate.
5. Describe, as Miner might have, two or more of the body-related activities you listed for Question 4(a).
Answers will vary depending upon the body-related activities listed in Question 4(a).
6. How does Miner’s article relate to modern business in terms of:
a) outsourcing There needs to be an understanding and respect for differences in social customs, communications, and feedback. For example, responses in emails may be difficult to correctly interpret.
b) international business negotiations Without an appreciation and non-judgmental attitude about other cultures, miscommunications, conflict, and lack of understanding can occur.
c) marketing to growing ethnic populations As a result, businesses can lose sales and alienate potential customers.
7. On a scale from 1 to 10 (10 being very important) how would you rate the appearance and body rituals observed by Miner and by yourself in terms of their importance to:
a) personal life? Explain your rating.
Ratings will vary, but most likely will be high among students of traditional college age
b) the business world? Explain your rating.
Ratings may be quite high. You might refer to the article on appearance in the text (#43. Can’t Weight To See How You Look In That Outfit! Body Image And Appearance In The U.S. Workplace).
8. Other facets of this culture also yield many rituals today. There is, for example, WIKI, a ritual that appears to involve belief in magic. Nacirema students Naciremas trade information with each other in this ritual. They believe that when they read a WIKI, whatever it says, it is indeed
fact. Somehow, WIKIs magically hold all-knowing truths. How might this ritual relate to prejudice and stereotypes?
Society is filled with prejudice and stereotypes about race, ethnicity, religion, etc. WIKIs can easily “trade on” and spread much misinformation that bolsters stereotypes and prejudices as well as actually creating stereotypes and prejudice
9. Vast numbers of individual Nacirema also conduct a Ritual of Networking using magic boxes to weave social “webs.” They exchange pictures of themselves and much personal information with strangers on their webs. “Participants” of the networking ritual seem to constantly check their webs and respond to them. They walk around webbing; they eat with their boxes and check their webs during meals. The magic boxes are always nearby even when they are in their shrines devoted to health and appearance ceremonies. It is said that some even sleep with their boxes. This appears to be very ego-centered activity. What does this say about how people in this culture relate to each other?
This is open to interpretation. In the absence of information on family and other forms of relationships, it suggests that relationships seem to be both indirect and superficial, and that personal interface is not important. What is important is to have a large number of “friends.”
10. Nacirema market economy also has rituals. Among these is the Business-Hiring ritual. In this ritual, business chiefs check the social webs of those desiring to join their tribes before hiring (sometimes even before interviewing) a position-seeker. Business chiefs do not appear to favor position-seekers who have social webs that indicate values and beliefs different from their own. This is not a secret. It is actually a very curious thing: Large numbers of Nacirema insist upon conducting the social web ritual even though they know that business chiefs may very well disapprove. Business chiefs appear to belong to a different group within this society.
a) When a “participant” is both employment-seeking and social networking at the same time, hiring rituals assume great importance. How might the Ritual of Networking help or hurt a position-seeker?
Reading an applicant’s social web can tell an employer whether or not there is likely to be a “good fit” between the applicant and the company. A web that appears to be a “bad fit,” however, can end an employment-seeker’s changes to join the tribe. Social webs can showcase applicants possessing social media skills, something employers may value for customer-relations positions. Other employers may be turned off, however, as extensive media involvement can distract from focusing on the job and is a source of potential leaks of confidential company information.
On the positive side, social networking can inform employment-seekers about job opportunities and pitfalls in the interview process, and about particular companies as well. On the negative side, jobseekers who, as students, post silly and unprofessional information on the Internet may find those postings coming back to haunt them in the job market, particularly when they seek professional positions.
There is concern in some quarters that extensive electronic communication may result in lack of face-to-face people skills and social skills in general and this may be a consideration for some positions.
b) How do these clashing rituals reflect the values of the position-seekers and the business
One set of values reflects the differences between generations, that is, business chiefs and employment-seekers may well belong to different generations. Business chiefs often belong to an older generation, one that may not engage much in electronic social networking and may not value it much. They may place far more value on face-to-face meetings, both for personal and business reasons. In contrast, position-seekers tend to belong to a younger generation that considers such networking integral to their lives, sometimes to the point of addiction. They may not value face-to-face interaction, considering it to be a waste of time.
11. Participants in the modern Nacirema market economy sometimes create relationships that only exist electronically. They create groups called “Virtual Teams” whose members never meet each other in person. Considering the Rituals of Networking, and Virtual Teams, what stereotypes might strangers have about Nacirema culture if these three rituals were their only source of information?
People might stereotype others based on their communication styles. For example, someone with poor grammar or spelling skills, or whose first language isn’t the same as theirs, might be stereotyped as dumb or unqualified. Someone might stereotype those who have trouble dealing with technology as old fashioned and unable to keep up with change.
Conversely, the diversity benefit to electronic communication is that people may be less aware of one’s race, age, sexual orientation, or physical/mental challenges, and so on, thus eliminating the influence of stereotypes.
Teaching tips for Nacirema Extended
• This could be an assigned paper online or in-person classes.
• An online team discussion board prompt can be used to have students answer the extended questions
• This could make an interesting in-class activity where students are divided into groups and given 20–30 minutes to write up this “report ”
Using a style similar to Miner’s, record your perceptions of an event that someone unfamiliar with that culture’s customs or language might find confusing. You can choose from the list that follows, develop an event from your own experience, or use one assigned by your instructor. For the latter, clear your topic with the class instructor. Describe the event, in terms of the rituals, symbols, artifacts, and so forth which are used to recognize the event. Then explain based solely on the information in your report, what kinds of stereotypes of this culture could result from these observations.
M. June Allard Professor Emerita Worcester State University
Learning Goals
• Understand how our own values impact our perceptions of others
• Describe how people react to and judge others in automatic and stereotypical ways
• Analyze the types and sources of stereotypes about others
• Evaluate how personal stereotypes create barriers to appreciating individual differences
Pre-Class Instructions
1. Instruct students to complete the Uncovering Stereotypes worksheet. (This form can be copied and shared in an in-person class. Instructors may want to load a separate PDF or Word Doc into the LMS of an online class for students to print or fill out online Some students have difficulty filling out or copying the form in the eBook version.) Instructors should either add terms for the blank category boxes (e.g., regional stereotype label, migrant worker, etc.) or allow the students to choose the categories that may be significant to them.
2. Instruct participants (working alone) to look at the First Thought/Judgment Column and immediately write their first idea.
3. Next instruct students to rate each thought/judgment as being positive (+), negative ( ), or neutral (0) in the Rating column.
4. In the Sources column, ask students to identify the source(s) of their thoughts and judgments. For example, parents, friends, school, social media, television, workplace, and so on.
Classroom Instructions
5. Form groups with no more than four to six students per group. Group size should be small enough to encourage active participation and maximum discussion.
6. Instruct each group to complete the Group Summary Sheet (form may be copied or instructors may want to load a separate PDF or Word Doc into the LMS of an online class for students to print or fill out online) by entering a quick count of positive, negative, and neutral thoughts/judgments for each Source Category. Students often have more negative than positive thoughts/judgments, even for categories that they have no real experience with such as a Lesbian U.S. President.
7. Instructors can create a summary document to present the Uncovering Group Stereotypes totals with the class. Online Tip: Students can choose a team member to share their group totals in a class sharing platform such as the discussion board, Microsoft Teams, LMS collaboration tool, or other online collaboration tool such as Flipgrid or Padlet.
8. Ask students to analyze the combined data from class. Ask them to specifically detail what trends they see. (Often media becomes the number one source of stereotypes, particularly negative stereotypes, that can lead to a discussion of media influences.)
9. Discuss the implications of having negative or positive stereotypes/judgments. For example, having a negative stereotype about working mothers taking too much time off for childcare can negatively influence a manager’s hiring/promotion decisions for mothers of young children.
Individuals often make stereotypical judgments about groups primarily because:
• This reduces the ambiguity about dealing with representatives of these groups.
• Negative judgments can make individuals feel superior to members of other groups.
10. Discuss some of the advantages and disadvantages of stereotyping, reminding students that stereotypes are neither good nor bad, but it is what we do with those thoughts and judgments that matter.
Editor’s Note for online courses
This activity may seem like a challenge in an online class. Similar instructions can be used if students are assigned to groups or teams depending on your LMS.
I. Students can complete Worksheet A independently then complete Worksheet B as a group assignment and submit as a team to a class discussion board or to the instructor then discuss with the whole class.
II. Ask students to complete Worksheet A and then have a short online discussion if synchronous or in a discussion board if asynchronous.
III. Sometimes depending on the class, students may not be comfortable discussing. If you feel that might be the situation in your class, assign students to reflect on their own answers and write a journal essay. Then, you can synthesize general themes from the journals and post a feedback announcement letting the class know what they all had in common. This often provides students a safe way to express themselves and maintain some anonymity.
Category
Working Mother
WORKSHEET A: UNCOVERING STEREOTYPES
First Thought/Judgment Rating*
Sources
Neglects children, busy, tired –, 0, 0 Own experience, movies
5. TERMINOLOGY, ACRONYMS, AND LANGUAGE: WHAT DID YOU SAY AND WHAT DOES IT MEAN?
Michele D. Kegley Professor of Business and Economics
University of Cincinnati, Blue Ash College
Learning Goals
• Recognize the role words and specific terminology have in the American English language
• Identify the impact the choice of words and terms have on communication between people
• Explain the significance of changing context and the meanings of words, terms, and acronyms to diversity, equity, inclusion, and belonging
Synopsis
This material is meant to introduce students to the nuances that exist in language and word choice. Some students may not be aware of how definitions and appropriate terms have changed over time. For example, when describing a particular identity group capitalization and commonly accepted descriptions have changed over the years. News outlets, the Associated Press, writing manuals such as the APA (American Psychological Association) Writing guidelines, and socially accepted definitions evolve with our current understanding of terms.
Key points
I. Introduction
Explain the importance of ‟doing your best” to use correct descriptions and terms. Reiterate that a term or word may change over time and that showing respect when speaking will benefit the communicator even if they use a term incorrectly. For example, the use of the terms “female and male” has connotations that are viewed negatively in some identity groups and the preferred terms are “women and men.” However, in many government documents and departments, these are still prevalent. It takes time to see updated documents using person, woman, man, etc
II. Term of Art
Explain that words have different meaning when used to describe legal or medical terms.
III. Language
Discuss with students that within social, regional, or cultural groups language may have distinct uses.
IV. Colloquial and regional speech
Some students may be unaware of the vast differences in language use across the United States. It is helpful for students who may relocate with work or travel to become familiar with the local language and workplace jargon For example, in some parts of the country people may say “I need to cut the grass today” and other areas one would say “I need to mow the lawn today.” A simple example will help students grasp this concept.
V. A fun exercise in class or in an online discussion board is to ask students to think of words that they have heard that mean the same things such as soda, pop, coke, carbonated beverage, etc. This can also be related to the Nacerima by Miner article and suggested exercises.
VI. DEI Terminology Changes From 6th Edition To 7th Edition Of This Text
This chart will help with class activities and writing assignments. Instructors may want to use the Doing Diversity Exercise to ask students to think of terms that may need to be added.
VII. Diversity, Equity, And Inclusion (DEI) Acronyms/Abbreviations
Much like the terminology chart, this chart will help students identify abbreviations in the book, class activities, and writing assignments. The Doing Diversity Exercise could be used to combine both charts to ask students to think of additions.
Mark Julien Professor, Goodman School of Business Brock University
Micheal T. Stratton
Dean, J. Whitney Bunting College of Business and Technology Professor of Management Georgia College & State University
Synopsis
The Privilege Checklist has been used in a variety of contexts by instructors teaching affirmative action, employment equity, and human rights. Instructors may find introducing the topic of privilege to be helpful in contextualizing the need for organizations to create a level playing field of opportunity for groups who have historically been disadvantaged in matters of employment. Research (Case, 2007; Combs and Luthans, 2007) suggests that participant awareness of privilege is an important variable when increasing training effectiveness vis-à-vis participant learning. In particular, Case and Stewart (2010) recently found that students enrolled in a diversity course exposed to heterosexual privilege were also more likely to alter their social policy attitudes than their peers not enrolled in diversity courses. This assignment can be used in conjunction with the Writing Assignment in The Advantage of Privilege that directs students to Peggy McIntosh’s privilege articles found online at the National SEED Project website https://nationalseedproject.org/. It is highly recommended that instructors encourage students to review this material.
It is helpful to introduce the concept of privilege and present the Checklist when teaching topics such as affirmative action, equity, harassment, diversity, and discrimination. It is recommended to ask students to suggest additional privileges not identified on the Checklist.
DIRECTIONS
Instructors include options with respect to how the Privilege Checklist is used.
Option 1 Ask students to complete and score the Checklist in class, followed by a discussion of how privilege is defined and how privilege has impacted various social identity groups.
Option 2 Give the students the Checklist to complete and score before class and ask them to write a short reflection paper before attending a classroom discussion. More discussion is elicited using this second approach. This option works well for more introverted students and others who may benefit from having the additional time for reflection.
Option 3
Teaching tip: for online courses
Assign students to complete the Checklist. Then instruct them to select two of the life experiences from the list that they indicated applied to them personally and ask them to post an explanation of how these privileges impact their life experiences. After all students have posted their answers, ask them to react to the answers of others.
Instructors may want to load a separate PDF or Word Doc of the Checklist into the LMS of an online class for students to print or fill out online. This allows them to submit the form as an attachment in the LMS assignment.
Regardless of which option is chosen, when instructors are leading the discussion, they can ask students which questions resonated with them based on their experiences. Students are encouraged to share with the class their experiences with privilege or lack of privilege
While most of the authors’ students come from privileged backgrounds with respect to socio-economic status, race, and/or sexual orientation, they recognize that the social identity characteristics of students at other schools may differ.
Overall, student feedback has been very positive. For example, many students say that they tended to think of discrimination as isolated incidents involving two people. They admit to rarely thinking about systemic (indirect) discrimination and how privilege has had an impact on their lives and the lives of others. Very little resistance or “push back” was experienced by the authors from their students. They strongly recommend that how the instructor positions privilege matters. Make it clear that the goals is not to make those who perceive themselves to be privileged feel bad or guilty, but instead to have an open and honest dialogue about all the ways that privilege may or may not impact us. Let students choose whether or not they comment about the items; do not force anyone to share anything that they don’t wish to share.
As the workplace becomes even more diverse (Zinni, Mathis, & Jackson, 2011), it becomes more important than ever to educate students about topics such as privilege, diversity, equity, inclusion, and belonging.
References
Adams, M., Blumenfield, W. J., Castaneda, C., Hackman, H.W., Peters, M.L. & Zuniga, X. (2010). Readings for diversity and social justice. New York: Routledge. Amoroso, L.M., Loyd, D.L. & Hoobler, J.M. (2010). The diversity education dilemma: Exposing status hierarchies without reinforcing them. Journal of Management Education, 34, 795–822. Bergerson, A.A. (2003). Critical race theory and white racism: is there room for white scholars in fighting racism in education? Qualitative Studies in Education, 16 (1), 51–63. Bozalek, B. & Biersteker, L. (2010). Exploring Power and Privilege Using Participatory Learning and Action Techniques. Social Work Education, 29 (5), 551–572.
Case, K. A. (2007). Raising White Privilege Awareness and Reducing Racial Prejudice: Assessing Diversity Course Effectiveness. Teaching of Psychology, 34 (4), 231–235.
Case, K.A. & Stewart, B. (2010). Heterosexual privilege awareness, prejudice, and support of gay marriage among diversity course students. College Teaching, 58, 3–7.
Combs, G. M., and Luthans, F. (2007). Diversity Training: Analysis of the Impact of Self-Efficacy. Human Resource Development Quarterly, 18 (1), 91–120.
DiAngelo, R.J. (2006). My Class Didn’t Trump My Race: Using Oppression to Face Privilege. Multicultural Perspectives, 8 (1), 52–56.
Mahoney, M. (1997). The social construction of whiteness. In R. Delgado & J. Stefancic (Eds.), Critical White studies: Looking beyond the mirror (pp. 330–333). Philadelphia, PA: Temple University Press.
McIntosh, P. (July/August 1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom Wildman, S. & Davis, A. (2002). Making systems of privilege visible. In P. Rothberg (Ed.), White privilege: Essential readings on the other side of racism (pp. 89–95). New York: Worth. Zinni, D.M., Mathis R.L., & Jackson, J.H. (2011). Human Resources Management. Toronto: Nelson Education.
Class Discussion Privilege and Oppression
Identity exercise:
1. How do you identify yourself (e.g., gender, sexual orientation, age, etc.)? Jot down a list of identities that you use to represent who you are at this point in your life.
2. Of your identities, pick one that is most central to how you view yourself. Do you have privilege or are you oppressed?
a. How has it impacted your life; your attitudes/behaviors?
b. If you have experienced oppression, has it been fairly aggressive and prevalent where others notice, or does it go unnoticed by many?
Privilege:
• Advantages that we have in society (e.g., to make rules, influence change, be taken seriously, gain access, acquire/maintain power, and distribute/acquire resources)
• We tend to be taught NOT to actually see our privilege and therefore we often take our privileges for granted. Nor do we understand how or why we may exist in a social system/hierarchy in which we are inadvertently or unconsciously the oppressor.
When we look at protected groups from this perspective, we see how and why laws and regulations are put into place to provide a more even playing field (equal opportunity). This also shows us where there may be opportunities to address existing injustices.
Directions: Please check “True,” “False,” or “N/A” for not applicable for the statements below that best describe your life experiences. Only use the N/A column if you cannot relate to an item at all (such as for #2 if you have never flown, or #18 if you do not follow a particular religion). Then total your scores for the three columns.
Life Experiences
1. I can talk freely about my sexual orientation or gender identity to fellow students.
2. If I am selected for additional screening procedures at the airport, I rarely feel it’s because of my appearance.
3. I can kiss my partner farewell at the airport, confident that onlookers will either ignore us or smile understandingly.
4. I can physically access most stores and public buildings.
5. People do not consider my age to be a detriment to getting a job.
6. I can easily find appropriate cards for my partner, to celebrate special occasions like our anniversary.
7. I feel I am not treated differently because of my size.
8. At the bottom of the stairs, I never have to wonder how to get to the next floor.
9. I can be fairly certain my gender will not negatively affect my income.
10. I can make plans with friends confident that I have the money to be able to do so.
11. I can be confident that I will not be harassed in the washroom I choose to use.
12. I can consider getting a visible tattoo without worrying about it affecting my chances for a job.
13. I got a job or internship because of someone I knew.
14. If my partner is seriously ill, I know I will be allowed into the intensive care unit to visit them.
15. In my neighborhood, I can walk to my car late at night without worrying about my safety.
16. When out in public, I can be fairly certain I will not be stared at because of appearance.
17. If I experience violence in the street, it will not be because I am holding hands with my partner.
18. If I take time off from work for a religious holiday, I will not be challenged.
19. When I fill out a form, I can usually check off a box that accurately represents my ethnic identity.
20. I rarely hear negative jokes or comments about a group to which I belong.
Total number of checks:
Learning Goals
7. THE ADVANTAGE OF PRIVILEGE
Michele D. Kegley Professor of Business and Economics University of Cincinnati, Blue Ash College
• Recognize our own privilege as individuals
• Identify the different types of privilege and who experiences it
• Explain the significance of privilege in the U.S workplace
Synopsis
The purpose of this article is to provide students with a better understanding of privilege and open their minds to how privilege impacts our abilities to navigate social groups and workplaces. It is not uncommon for this discussion to meet with pushback from students who feel that they are “blamed” or labeled privileged when they don’t feel they have privilege. It may take some finesse to help students see that individuals may experience both advantages and disadvantages in different settings, authority positions, or identity groups, in social groups, home, and workplace.
Key points
I. Defining Privilege, economic advantage, and disadvantage differentiate privilege, advantage, and disadvantage for students. This is often a difficult concept for students. Students born in the United States were privileged to be born in this country, but they may still experience disadvantages based on other factors such as race, color, or sexual identity White students born into low-income families often struggle to accept that they have any privilege because of skin color because they have experienced the disadvantage of being in a poor family or a workingpoor family.
II. Types of Privilege differentiate between privilege of color or sex from socioeconomic privilege.
A. Historical implications of privilege use the historical note to encourage students to explore how stratification in the workforce impacted by level of education, job or career type, and specific fields of work can further influence social privilege.
B. Relating privilege to dimensions of diversity use the tables defining definition and privilege to allow students to identify the relationship to dimensions of diversity. Instructors may have a class discussion and ask students to reflect on examples they have experienced or witnessed others experiencing by privilege type. Ask students to think about the stereotypes associated with privilege and how they group privilege by dimension.
• Primary what seems more easily recognized that which we “see. ”
• Secondary not as easily recognized.
III. COVID & Privilege The pandemic pointed out areas that many people take for granted such as Internet and computer access, home offices, childcare, school days, and so on. When families
were forced to have children, parents, and sometimes extended family all at home trying to do schoolwork and employment work the need for space and better resources became a significant issue.
A. Schools Some families didn’t have home Internet service, or home computers, so students immediately became disadvantaged in their schoolwork if they did not have access and resources to complete online coursework. Mobile devices became extremely important to stretching the tools of access in a household. Could a child do their Quizlet exercises on a smartphone or iPad while the parent used the home computer? Could siblings establish a way to be home all day together and complete schoolwork on one computer? Schools put emergency plans in place to get computers or mobile devices to students. Some colleges and schools had to increase their Internet capacity to allow more students to access their online learning systems.
B. Childcare Maybe this was one big surprise to everyone, that children need care even if a parent is at home working. Companies and managers had to recognize that work–life balance was not a myth. Instructors can point students to the article later in the textbook regarding this subject.
C. Work Families with multiple working members had to pivot to remote work if they had the type of job they could do from home again found themselves vying for resources of space, Internet bandwidth, and computers. Some people were not able to work from home: essential workers in health care, food services, and first responders such as police and firemen, still had to go to work and try to mitigate their own exposure to the disease while helping others.
Families and individuals who had resources were at an advantage over those who did not. The list goes on. This is an opportunity to use an event that everyone experienced to discuss and teach examples of privilege and disadvantage.
Writing assignment
The Writing Assignment provides an opportunity for students to review Peggy McIntosh’s 1989 article “White Privilege: Unpacking the Invisible Knapsack ” Encourage students to reflect on how it applies to them. It is an interactive reflection which has been utilized in diversity classes for decades. Utilize this as an opportunity to further the conversation about how perceptions of privilege have evolved. Some instructors may want to compare this to Jane Elliott’s Class Divided and Brown Eyes/Blue Eyes experiments. Due to copyright issues, eBooks, and the availability of the McIntosh article online it has not been reprinted in the 7th edition. It is available through the National SEED Project website at https://nationalseedproject.org/SEED-Directors-and-Year-Round-Staff/peggy-mcintosh and Wellesley Center for Women at https://www.wcwonline.org/Fact-Sheets-Briefs/white-privilege-unpacking-theinvisible-knapsack-2 Instructors are strongly encouraged to have students read it at one of these locations. It may be available through your institution’s library as well.
Discussion Questions and Answers
1. Are privilege and advantage the same? Why of why not?
Answers will vary. The goal here is to get students to think about what really defines privilege and advantage/disadvantage. Often, we define privilege as the advantage, one individual or group
has over another individual or group. For example, White privilege is a common term students will have heard. Discuss what this means to people who appear to be White and how they can navigate most workplaces and social spaces with little resistance to their skin color.
2. Develop a list of privileges people without a disability enjoy that people with a disability do not experience.
Answers will vary. For example, people who use a wheelchair often have difficulty navigating multiple story buildings that do not have elevators, crossing to sidewalks that do not have curb cuts, or entering restrooms that do not have accessible entrances.
3. Most of us have experienced privilege in some form. Describe an example and identify the privilege type from your experience.
Answers will vary. Instructors may have to encourage people to look beneath the surface. Experiences during COVID may be a way to encourage people to look beyond their first reaction to this question.
4. Identify examples of socioeconomic privilege you have observed in your social or work experience. Write a summary of at least one example from each area.
Answers will vary. Instructors may use examples of generational wealth; the differences between families from upper-, middle-, and lower-income classifications; and education levels.
5. How does this article help you to understand the oppression that members of other groups may experience?
Answers will vary based on individual experiences.
Teaching Tips: Instructors may want to assign viewing one of the films identified in the Section VII Going to the Movies list to students. Additional films that may be of interest, that are not on the list, are The Hate U Give, Just Mercy, and Twelve Years a Slave.
8. THE EMOTIONAL CONNECTION OF DISTINGUISHING DIFFERENCES AND CONFLICT
Carole G. Parker Retired Associate Professor of Business Seton Hill University
Learning Goals
• Understand how emotions can escalate into conflicts
• Identify when it is appropriate to avoid and repress differences
• Recognize the dangers of avoidance and repression in terms of the business case for diversity
Key Points
The text includes a discussion of diversity in organizations focusing on factors used in the treatment of difference and ways of addressing diversity. These include the positive aspects of difference and the escalation of emotions into conflict. Emotions are introduced as a primary factor leading to a choice for choosing conflict or valuing the difference as a manner of managing the interaction.
I. How differences are often managed
A. Management of Differences by Avoidance
1. Avoidance techniques: restrict associations to those with similar backgrounds; segregation of conflicting individuals
2. Repression techniques: don’t allow conflict to be resolved, that is, “let’s all work together on this,” etc.
3. Appropriateness of avoidance and repression: useful for limiting considerations when deadlines are tight; sometimes a good interim strategy to buy time to make decisions
4. Dangers of avoidance and repression: strong resistance may develop; groupthink may result; over compatibility (stifling creativity and productivity) may occur and further conflict is likely
II. Positive aspects of differences
A. Differences and Conflict
1. Positive aspects: enriched perspectives and creativity; a way to test the strength of a position
2. Factors affecting individuals’ treatment of differences: needs, wants, goals of the individual, the value placed on the relationship; experiences and successes in interacting with dissimilar others
3. Differences evoke emotions varying in intensity; intense or mild emotions can lead to conflict; conflict is not a prerequisite for managing differences
III. The emotional connection
A. Emotional Intelligence
B. Emotions in the workplace
Discussion Questions and Answers
1. How can one distinguish difference from conflict?
Conflict arises when the emotions evoked in attempting to deal with differences intensify and escalate. If similarities among individuals are too weak to enable an appreciation of the difference, and the difference is heightened, the potential for conflict increases.
2. What are some of the dangers of avoiding and repressing differences?
Avoiding differences can lead to ‟groupthink,” wherein a group follows through with a potentially disastrous plan or decision because different opinions are not expressed. Repression can lead to overcompatibility (i.e., everyone is overly agreeable due to similar values, etc.), which can lead to lowered productivity.
3. Think of an experience that you had in an organization or social setting involving avoidance or repression of differences. What was the outcome? How did you feel about the outcome?
A possible example could be a friendship that has been lost because the discussion of difficult feelings or emotions was avoided. Another example could be when a student finds themself in the position of assuming more responsibility for completing a group project because of a tendency to avoid conflict with the other members of the work group.
4. What are some positive aspects of difference and what roles do emotions play in our ability to manage differences?
More than one perspective can result in a more creative approach to problem solving. Differences are also valuable in ensuring that more aspects are considered in making decisions. In business, this can result in improved marketing opportunities. Differences are both physical, cognitive, value based, emotional, and cultural.
The ability to be aware of emotional triggers and feelings when encountering differences may enable one to be selective in the manner in which one addresses the difference. When one chooses conflict, several outcomes may occur: the parties may resolve the conflict to their satisfaction, one person may emerge the ‟winner” and the other the ‟loser,” or the parties may learn important information from each other that may otherwise remain hidden.
5. How can you develop the skills needed to increase your emotional intelligence?
• Workshops such as those offered by National Training Laboratories in Alexandria, Virginia or the Gestalt Institute of Cleveland are just two organizations that specialize in the personal and professional growth of individuals.
• Expanding one’s experience base to include individuals who are different and learning from the richness of those differences.
• Spending time with individuals or cultures that require one to move from their personal ‟comfort zone.”
• Keep a journal of differences and experiences that evoke emotions; include your response to the event, and the outcome. This may assist in the self-reflection process, enabling one to
return to an event (without the intensity and emotion) and learn from the experience.
• Consulting an online source on emotional intelligence such as Mental Health America https://mhanational.org/what-emotional-intelligence-and-how-does-it-applyworkplace#:~:text=Emotional%20Intelligence%20(EI)%20is%20the,%2C%20empathy%2C %20and%20social%20skills
• Reading books and articles on emotional intelligence by Daniel Goleman and others.
Teaching Tips
A brief overview of the Johari Window could be useful in addressing this question. The Johari Window, developed by Joe Luft and Harry Ingram, uses a model to describe how others see us. Go to this link to see the model https://www.communicationtheory.org/the-johari-window-model/, if the link is broken search ‟Johari Window Model.”
Awareness of emotions allows one to better manage oneself when differences are encountered. Selfmanagement is the true key to dealing effectively with differences. Exploring when, what, how, and why emotions are aroused is important. Self-reflection of behaviors and feelings can lead to better understanding and outcomes with differences.
9. Systemic Discrimination, Enforcement, and Initiatives
Heather Staples Associate Professor of Practice
The University of Texas at San Antonio
Alexandrea Rodriguez Manager of Diversity, Equity, & Inclusion
The
San Antonio Zoological Society
Learning Goals
• Explain the concept of systemic discrimination, including its definition as a pattern with broad impacts
• Identify manifestations of systemic discrimination by providing examples in various contexts, such as hiring, promotions, assignments, policies, practices, and discharge
• Understand the role of systemic enforcement and the EEOC’s responsibility in collecting workforce data and addressing grievances related to systemic discrimination
• Analyze the need for initiatives to address systemic discrimination and promote diversity, equity, and inclusion
Synopsis
Systemic discrimination is characterized as a pattern or practice where alleged discrimination has a broad impact on an industry, profession, company, or geographic location. It involves bias ingrained in an organization’s structures and systems, leading to differential treatment and opportunities for different employees. Systemic discrimination encompasses behaviors that disadvantage certain individuals, often associated with low-wage work. Antecedent conditions contributing to vulnerability include employment security, compensation disparities, limited workplace benefits, and insufficient protection against discrimination.
Systemic enforcement involves the U.S. Equal Employment Opportunity Commission (EEOC), a federal agency responsible for collecting workforce data and addressing discrimination-related grievances. The EEOC plays a crucial role in enforcing compliance with systemic discrimination regulations. It receives thousands of charges annually, many of which pertain to systemic discrimination. The EEOC files lawsuits, resolves cases, and seeks to create workplace changes to combat systemic discrimination. Noteworthy examples include suits related to hiring, policies, and discharge practices. These lawsuits result in monetary damages paid by employers and assistance provided to individuals impacted by systemic discrimination.
Initiatives are workplace policies and actions aimed at raising awareness and reducing discrimination. Employers analyze demographic data, identify areas of concern, and develop strategies to address patterns of discrimination. Initiatives may include mentorship programs, diverse recruitment strategies, Employee Resource Groups (ERGs), and culturally sensitive promotional materials. Regular measurement of progress, necessary adjustments, and reporting to stakeholders are crucial components of successful initiatives.
By understanding systemic discrimination, the role of enforcement agencies like the EEOC, and the implementation of initiatives, organizations can work toward fostering diversity, equity, and inclusion in the workplace.
Key points
• Systemic discrimination refers to patterns or practices that broadly impact an industry, profession, company, or geographic location. It is the bias built into organizational structures and systems that disadvantage certain employees.
• Systemic discrimination can manifest in various ways, such as employment insecurity, low compensation, limited workplace benefits, and lack of protection against discrimination and unfair behavior.
• Examples of systemic discrimination include biased hiring, promotion, or assignment practices; discriminatory policies and practices; and involuntary termination policies based on protected characteristics.
• The U.S. Equal Employment Opportunity Commission (EEOC) plays a role in enforcing compliance with systemic discrimination. They collect workforce data and grievances, handle systemic discrimination claims, and file lawsuits against violators.
• The EEOC receives a significant number of charges related to systemic discrimination each year. They have resolved cases through consent decrees, resulting in monetary damages paid by employers.
• Initiatives are workplace policies and actions aimed at reducing discrimination and promoting diversity and inclusion. They may include mentorship programs, recruitment strategies targeting underrepresented groups, Employee Resource Groups (ERGs), and culturally sensitive promotional materials. Analyzing demographic data and measuring progress are essential for these initiatives.
Discussion Questions and Answers
1.Select one of the vulnerabilities to systemic discrimination (i.e., employment security, compensation, limited workplace benefits, protection). Provide an example not listed in this section where this was seen in the workplace.
Answers will vary. The following examples are not exhaustive as systemic discrimination can manifest in various forms and across different dimensions within an organization. These examples serve to highlight some common instances where systemic discrimination can occur.
• Employment Security: In a manufacturing company, employees of a certain racial or ethnic group consistently face higher layoff rates compared to their counterparts. Despite having similar qualifications and performance, these individuals are consistently targeted for layoffs based on their race or ethnicity, indicating systemic discrimination in the workplace.
• Compensation: In a restaurant chain, there is evidence of systemic discrimination when employees from marginalized groups, such as immigrants or minorities, consistently receive wages below the legal minimum. Additionally, these individuals are often denied proper overtime compensation, despite working extra hours in accordance with labor laws. This pattern of unequal pay and denial of overtime indicates systemic discrimination in compensation practices.
• Limited Workplace Benefits: In a large corporation, employees from certain demographics, such as women or minority groups, are provided with limited access to health care coverage compared to their counterparts. This disparity in healthcare benefits based on demographic factors indicates systemic discrimination. Similarly, certain employees may have limited access to job training programs and career development opportunities, which disproportionately affects specific groups, indicating systemic discrimination in providing workplace benefits.
• Protection Against Discrimination and Unfair Behavior: In a professional services firm, employees from marginalized groups consistently experience discriminatory treatment and unfair behavior from supervisors or colleagues. Despite reporting such incidents, these individuals are met with minimal action or inadequate support, indicating a lack of protection against discrimination and unfair behavior. This failure to address and prevent discrimination demonstrates systemic discrimination within the workplace.
2.The amount paid by employers due to EEOC enforcement of systemic discrimination in 2020 was significantly higher than in 2019 and 2021. How might this drastic difference be explained by the COVID-19 pandemic that began in 2020?
The COVID-19 pandemic brought about various challenges and disruptions in the workplace, exacerbating existing inequalities and creating new forms of discrimination so student’s answers will vary. Some response may include:
• Economic Impact: The pandemic resulted in widespread job losses, furloughs, and financial strain on businesses. In such circumstances, employers may have engaged in discriminatory practices to cut costs, leading to an increase in systemic discrimination cases.
• Shift to Remote Work: With the shift to remote work arrangements, new challenges arose, including potential disparities in access to resources, unequal treatment, and biased decision-making in the virtual workspace. These factors could have contributed to an increase in discrimination claims.
• Disproportionate Impact on Marginalized Communities: Marginalized communities, including racial and ethnic minorities, women, and individuals with disabilities, were disproportionately affected by the pandemic in terms of job losses, income reduction, and health care disparities. This heightened vulnerability may have led to an increased awareness of unfair treatment and motivated individuals to file discrimination claims.
How would this impact people’s perception of unfair treatment regarding marginalized communities enough to file a claim with the EEOC?
The COVID-19 pandemic and its associated impacts may have raised awareness about systemic discrimination and unfair treatment, leading more individuals to file claims with the EEOC. The unique circumstances created by the pandemic likely highlighted disparities and inequities, motivating marginalized communities to seek legal recourse to address discrimination.
Why are DEI initiatives especially important in non-profits and government entities?
DEI initiatives are especially important in non-profits and government entities for several reasons:
• Social Responsibility: Non-profits and government entities often serve diverse populations and have a responsibility to ensure equitable treatment and access to resources and services. DEI initiatives help address systemic barriers and promote
inclusivity within these organizations, aligning their practices with their mission of serving the public good.
• Reflecting the Communities Served: Non-profits and government entities should strive to reflect the diversity of the communities they serve. By prioritizing DEI initiatives, they can build a workforce that is representative of the population, bringing diverse perspectives, experiences, and insights to decision-making processes.
• Enhancing Effectiveness and Innovation: Diverse and inclusive organizations perform better, are more innovative, and achieve better outcomes. DEI initiatives in non-profits and government entities help foster a collaborative and inclusive work environment, allowing for the full utilization of talent and diverse perspectives to drive organizational success.
• Addressing Systemic Discrimination: Non-profits and government entities, as key stakeholders in society, have a responsibility to address systemic discrimination. By implementing DEI initiatives, they can actively work to dismantle barriers and promote equal opportunities, thereby creating a more just and equitable society.
3.Aside from demographic data, what information would be beneficial for a company to collect to initiate a DEI program?
Collecting additional information beyond demographic data allows companies to gain a comprehensive understanding of their workforce and the challenges faced by employees from different backgrounds. This information serves as a foundation for designing and implementing effective DEI initiatives, measuring progress, and fostering a more inclusive and equitable work environment. Some response may include:
• Employee Feedback and Experiences: Gathering feedback from employees through surveys, focus groups, or anonymous reporting systems can provide valuable insights into their experiences within the organization. This information can help identify potential areas of bias, discrimination, or barriers to inclusion. It allows the company to understand the specific challenges faced by different groups and tailor their DEI initiatives accordingly.
• Employee Engagement and Satisfaction Data: Measuring employee engagement and satisfaction levels, through surveys or other assessment tools, can help identify any disparities across different demographic groups. Understanding how employees from various backgrounds perceive their work environment and opportunities for advancement is crucial in identifying areas for improvement and creating a more inclusive culture.
• Recruitment and Hiring Data: Collecting data on recruitment and hiring processes, such as applicant demographics, sourcing channels, and selection outcomes, can help assess whether the organization is attracting and hiring a diverse pool of candidates. This data can be used to identify any potential biases or disparities in the recruitment process and inform strategies to enhance diversity in the workforce.
• Promotion and Advancement Data: Tracking data on promotions, advancement opportunities, and career development programs can provide insights into whether there are any disparities in the progression of employees from different demographic groups. This information helps identify potential barriers to advancement and supports the development of targeted initiatives to ensure equal opportunities for growth.
• Pay Equity Data: Examining pay equity data, including salary ranges, compensation levels, and gender or race-based pay gaps, is essential to address any disparities in
compensation. It helps identify potential instances of pay inequity and informs strategies to ensure fair and equitable compensation practices within the organization.
• Training and Development Participation: Collecting data on employee participation in training and development programs can highlight any disparities in access to learning opportunities. Analyzing this information can help identify any barriers preventing certain groups from accessing necessary training and support the development of targeted programs to address these gaps.
Justify what this information would be used for and how it will be helpful.
The collected information will be used to:
• Identify areas of improvement: By analyzing the collected data, companies can identify specific areas where disparities or biases may exist, such as in recruitment, promotion, or compensation. This information allows them to focus their efforts and resources on addressing these specific areas and creating targeted interventions.
• Set benchmarks and track progress: Establishing baseline data and key performance indicators (KPIs) enables companies to measure progress over time. By regularly reviewing the data, organizations can track their advancement in areas like diversity representation, pay equity, and employee satisfaction, ensuring that their DEI efforts are having a positive impact.
• Make informed decisions: The data collected provides evidence-based insights to guide decision-making. It helps organizations identify trends, patterns, and areas requiring intervention, allowing them to make informed decisions about implementing strategies, policies, and programs that support diversity, equity, and inclusion.
• Foster accountability and transparency: Collecting and analyzing data promotes accountability and transparency within the organization. It enables companies to demonstrate their commitment to DEI and track their progress toward goals. Sharing aggregated data and progress updates with employees and stakeholders builds trust and fosters a culture of transparency.
4.Who are the stakeholders affected by a diversity, equity, and inclusion program?
• Employees: Employees are directly influenced by a proactive approach to DEI. A welldesigned DEI program creates a more inclusive work environment where all employees feel valued, respected, and have equal opportunities for growth and advancement. It promotes a sense of belonging, fosters diversity of perspectives, and encourages collaboration and innovation. Employees benefit from increased job satisfaction, engagement, and motivation, leading to higher productivity and retention rates.
• Leaders and Managers: Leaders and managers play a crucial role in implementing and championing DEI initiatives. A proactive approach to DEI empowers leaders to create inclusive cultures, establish fair policies and practices, and promote diversity in leadership positions. By embracing DEI, leaders can enhance their leadership skills, promote effective team dynamics, and foster a positive work culture. They are instrumental in driving organizational change and setting the tone for inclusive practices throughout the organization.
• Customers and Clients: DEI programs can positively influence customer perceptions and satisfaction. A diverse and inclusive workforce is better equipped to understand and cater to the needs of a diverse customer base. By valuing diversity and practicing inclusive
behaviors, organizations can build stronger relationships with customers and clients, leading to increased customer loyalty, positive brand reputation, and business growth.
• Shareholders and Investors: Shareholders and investors are increasingly recognizing the importance of DEI in driving business success. A proactive approach to DEI demonstrates an organization’s commitment to ethical practices, social responsibility, and long-term sustainability. It can attract socially conscious investors, enhance the organization’s reputation, and contribute to financial performance and growth.
• Communities and Society: DEI programs have broader societal implications. Organizations that prioritize DEI contribute to social progress by challenging systemic inequalities, promoting social justice, and addressing barriers faced by marginalized groups. They can serve as role models and catalysts for positive change within their communities, inspiring other organizations to adopt similar practices and creating a more inclusive society.
How are they influenced by a proactive approach? How are they impacted by this? (Question 4 answer continued.)
The proactive approach to DEI positively impacts these stakeholders by creating a more inclusive and equitable work environment. It fosters a sense of belonging and empowerment among employees, leading to improved job satisfaction, productivity, and overall well-being. Proactive DEI initiatives also enhance leadership effectiveness, customer relationships, and brand reputation, contributing to business success and shareholder value. Additionally, communities benefit from organizations that actively promote diversity, equity, and inclusion, as it helps reduce social disparities and create opportunities for underrepresented groups.
Conversely, if an organization neglects or fails to prioritize DEI, stakeholders may experience negative consequences. Employees may face discrimination or lack opportunities for advancement, leading to decreased morale and high turnover rates. Customers may perceive the organization as insensitive or out of touch with their needs, resulting in reputational damage and decreased loyalty. Shareholders may question the organization’s commitment to social responsibility, impacting investor confidence. Furthermore, society as a whole may view the organization unfavorably, potentially leading to public backlash and loss of community support.
Teaching Tips
Teaching a class on systemic discrimination, enforcement, and initiatives requires a thoughtful approach to promote understanding, critical thinking, and engagement with the topic. Some teaching tips to facilitate a meaningful learning experience include:
• Establish a safe and respectful learning environment: Begin by creating a safe and respectful space for students to engage in discussions on sensitive topics. Set ground rules for respectful dialogue and encourage students to listen to and learn from different perspectives. Emphasize the importance of open-mindedness, empathy, and active listening.
• Engage with different perspectives: Encourage students to explore different perspectives on systemic discrimination and enforcement. Incorporate readings, videos, and guest speakers that represent a range of viewpoints and experiences. This approach fosters critical thinking, helps students challenge their assumptions, and encourages a more nuanced understanding of the complexities involved.
• Analyze policies and initiatives: Examine policies, laws, and initiatives that aim to address systemic discrimination and enforce equitable practices. Evaluate their effectiveness, limitations, and unintended consequences. Encourage students to think critically about the impact of policy choices and consider alternative approaches to create systemic change.
• Encourage research and analysis: Assign research projects that require students to investigate specific aspects of systemic discrimination and enforcement. This allows students to delve deeper into the topic, develop research skills, and analyze empirical evidence. Provide guidance and resources to support their research process.
• Facilitate meaningful discussions: Organize discussions, debates, or small-group activities that promote student engagement and interaction. Encourage students to share their thoughts, experiences, and insights while respectfully challenging each other’s perspectives. Facilitate discussions that explore potential solutions, encourage empathy, and promote social justice.
• Encourage self-reflection and action: Encourage students to reflect on their own biases, privileges, and responsibilities in combating systemic discrimination. Foster an environment that supports personal growth, self-awareness, and a commitment to taking action. Encourage students to consider their role in creating positive change and explore opportunities for engagement, advocacy, and allyship.
• Stay updated on current events and initiatives: Systemic discrimination and enforcement are dynamic topics influenced by ongoing events and initiatives. Stay informed about current events, policy developments, and grassroots movements related to the subject. Share relevant news articles, videos, or podcasts to facilitate discussions on real-time issues and promote critical analysis.
Remember, teaching a class on systemic discrimination, enforcement, and initiatives requires sensitivity, open-mindedness, and a commitment to fostering an inclusive learning environment. By incorporating these teaching tips, you can help students develop a deeper understanding of systemic discrimination and inspire them to contribute to creating a more equitable society.
10. INCLUSIVE LEADERSHIP: A LEADERSHIP STYLE FOR A DIVERSE WORKPLACE
Cate Wengelnik
Instructional Assistant Professor of Management
Texas
A&M University San Antonio
Heather Staples
Associate
Professor of Practice
The University of Texas at San Antonio
Learning Goals
• Explain the relationship between diversity, equity, and inclusion and inclusive leadership
• Discuss inclusive leadership traits and its relevance in the workplace
• Summarize the benefit of cultural intelligence for inclusive leaders
• Learn to apply inclusive leadership to your personal experiences
Synopsis
Diversity, equity, and inclusion are essential components of inclusive leadership. They create the foundation for a work environment that builds on an individual’s uniqueness. This chapter summarizes the components of inclusive leadership and highlights its importance for diversity management in organizations.
Key points
• Diversity in the workplace encompasses equity, inclusion, and inclusive leadership.
• Diversity management lays the foundation for inclusive leadership to thrive.
• The main components of inclusive leadership encompass commitment, courage, cognizance of bias, curiosity, collaboration, and cultural intelligence.
• The inclusive leadership model looks at antecedent conditions, behaviors, and outcomes to impact the organizational policies and practices in an inclusive manner.
• Inclusive leadership and cultural intelligence are interconnected. They impact diversity, equity, and inclusion efforts in the modern workplace.
Discussion Questions and Answers
1. Think about a current or past workplace that did not have inclusive practices. What do you see as the barriers to implementing inclusive leadership practices in this organization? Answers may vary significantly. Some examples of resisters to inclusive leadership practices may include:
• The organization climate rewards favoritism and/or nepotism.
• The company culture supports an absence of accountability.
• Executive leadership is heavily focused on metrics.
• Management has adopted a top-to-bottom leadership approach.
• Leaders demonstrate lack of awareness of their unconscious bias.
2. What are the advantages of working in a company that practices inclusive leadership in terms of recruitment, retention, creativity, and productivity?
Answers may vary significantly. Some examples of practices may include:
• Employees with diverse backgrounds are part of the organization.
• Employees from all walks of life are found in leadership positions.
• The workforce is enticed to think of innovative solutions.
• The overall productivity of teams working under inclusive leaders is increased.
3. Look for an example of a lawsuit that you could relate to a lack of inclusive leadership practices. What are the “costs” of not having an inclusive leadership structure in a company or organization?
Answers may vary but students can find examples on the EEOC website. Some examples of the costs demonstrated in these lawsuits may include:
• Compensatory damages
• Punitive damages
• Company reputation and brand damage
• Decrease in employee morale and engagement
• High turnover
4. How can leaders create a culture of psychological safety to ensure their followers are comfortable speaking up if their voices are not heard? Give examples.
Answers may vary significantly. Some examples on how leaders can create a culture of psychological safety may include:
• Lead by example.
• Practice active listening.
• Establish clear communication channels.
• Create psychological safety guidelines.
• Encourage employees to share diverse points of view.
• Reward and acknowledge employees who speak up about concerns.
• Offer a safe space to address concerns during one-on-one meetings.
5. List three examples when you have witnessed someone (leader, manager, coach, teacher, etc.) demonstrating cultural intelligence. What role did cultural intelligence play in the effectiveness of leadership?
Answers may vary significantly. Examples of the role cultural intelligence played in the effectiveness of leadership are when
• A teacher incorporates a multitude of perspectives.
Teaching Tips
Inclusive leadership can be a sensitive topic. Foster a safe and respectful learning environment where students feel comfortable expressing their opinions, sharing their experiences, and asking questions. Establish ground rules for respectful communication and encourage active listening and open dialogue. Address any disrespectful behavior promptly and assertively.
Have students begin by reflecting on their own biases, assumptions, and cultural perspectives. It’s essential for them to understand their own potential biases that may impact your teaching. This selfreflection helps create a foundation for unbiased and inclusive teaching and learning.
Carol P. Harvey Professor Emerita Assumption University
If organizations do not have diverse students or employees, they will not get very far in their DEI efforts. This assignment is designed to raise students’ awareness of the importance of having diverse stakeholders at every level of their organization.
Learning Goals
• To provide an opportunity for students to examine the differences in social identity groups at different levels in their college, university, or workplace
• To broaden students’ awareness that many social identities and differences are not visible and/or easy to determine
• To illustrate that diversity may or may not exist equally at all levels of an organization
• To consider how one’s educational or work experiences may be different if diversity is present or absent in an organization
Instructions:
1. Assign either Option A or B to be completed prior to class.
2. Since this exercise is intended to provide a non-threatening way to get people talking about diversity as they define it, simply ask the students to report out on the questions listed in the exercise.
3. Initially, students, like many organizations, often define diversity in terms of very visible characteristics like race and gender. Notice that the directions in the text are purposefully vague. This is done to encourage discussion about what diversity really encompasses. Often, college students will point out that people several generations older than them are making decisions about their campus experience with little or no input from their age group. Employed students may comment on the decreasing number of women in positions of authority, and so on
When students talk about surface diversity, that is, what they can see, you may want to ask them about the less visible aspects of social identities such as religion, social class, and military service, among others The purpose here is to broaden their concept of diversity. This is an opportunity to determine if there are obvious groups that are not represented in the leadership levels of the organization.
If the students don’t bring up the less visible social identities such as social class, religion, geographical origin, and so on, ask them how people often determine these types of diversity (e.g., expensive cars, designer clothing, religious jewelry, yamakas, head scarves, accents, etc.). Note: Criteria for defining diversity may be related to an organization’s mission and/or location. For example, if this is a church-sponsored college, lack of diversity in terms of religions may arise as a diversity issue but this is to be expected. In Option B, for a business located in a racially diverse city, one would expect that more employees would be people of color.
4. For option A: As you continue asking the questions in the exercise, encourage the students to contrast specific examples of the “costs” of not attending a diverse institution or the converse the benefits that may be more available in a diverse college; for example, the type of courses/majors that may or may not be available, the hiring and promotion policies, dynamics of in-class discussions, the availability of diverse professors as mentors, learning from other students from different countries, religions, and ethnicities.
For option B: In an evening, online, or graduate class where each student will have researched a different organization, the discussions may take longer. So, it is important to guide the discussion toward a “business case for diversity” theme. How can well-managed diversity initiatives add to this organization’s bottom line in terms of reduced turnover, better employee recruitment and selection practices, improved morale, better community relationships, innovative new product or services, and better customer service?
12. DOING DIVERSITY: LEGAL ISSUES
Carol P. Harvey Professor Emerita Assumption University
1. The new manager at the Wal-Mart store in Aiken S.C. failed to provide a “reasonable accommodation” for this employee under the Americans with Disabilities Act (ADA). The manger told this employee that electric carts were only for customers use. Yet, other employees had used these carts when they had temporary disabilities. Since this employee was unable to purchase and transport his own cart, which was the solution offered by the manager, the only other alternative offered as a “reasonable accommodation” was to transfer him to a position as a self-checkout host. Because of the employee’s disability, he was not able to perform that job.
On 8/8/2022, the EEOC ruled that this action was a violation of the ADA. “Wal-Mart revoked a reasonable workplace accommodation that enabled Mr. Quiñones to perform the essential functions of his job despite his disability, and then failed to provide him with a reasonable alternative.” His being Hispanic was not relevant to the lawsuit. It is interesting to see if students mention his ethnicity as an issue.
2. Some students may think that this policy is fair and legal because only women can have babies. However, Estee Lauder, the world’s largest manufacturer of perfume and cosmetics lost this lawsuit in 2018. Their personnel policy allowed mothers, who adopted, fostered, or gave birth, six weeks of paid leave after their medical leave ended, to bond with their child. Fathers received two weeks of paid leave. In addition, new mothers were offered modified work schedules to ease back into their jobs. Men were not allowed the same benefit. The EEOC ordered the company to pay $1.1 million dollars to 210 men employees. The rationale for the decision was that it was a violation of both the Equal Pay Act of 1963 and the Civil Rights Act of 1964. It is an interesting case because it illustrates that men can also be discriminated against and are protected by law
3. By not hiring the most qualified applicant primarily because of her age, Marymount Manhattan College violated the Age Discrimination in Employment Act (ADEA) which protects people over forty years of age from workplace discrimination. Age discrimination is one of the most difficult cases to prove because it requires that the claimant prove all of the following: 1. Be in a protected age class 2. Demonstrate that their job performance was satisfactory 3. Show that the organization took an adverse job action and 4. Prove that younger employees were treated more favorably. In this case, the woman was over forty, was already performing satisfactorily in a part-time position, and lost the job to a younger less qualified applicant. As a result, Marymount was ordered to pay the woman $125,000 to resolve the lawsuit.
4. Winner Ford of Cherry Hill N.J. lost this case and was ordered by the court to pay the Chinese employees $150,000 in back pay. The management was also required to train managers that Title VII of the Civil Rights Act of 1964 makes it illegal to discriminate against employees on the basis of national origin and illegal to threaten retaliation against individuals who complain about discrimination claims. Retaliation claims are the most common and account for 56% of all discrimination claims.
5. In 2020, the sixth circuit court ruled that transgender employees were protected under Title VII and that the firing was illegal. The original suit was filed in 2014 but was not settled until 2022. By this time, the employee was deceased, but the Harris Funeral Homes Inc. was ordered to pay the employee’s estate $130,000 and the American Civil Liberties Union, who championed this case, received $120,000. In addition, the funeral home was required to train its employees about stereotypes and sex discrimination. The court’s ruling pointed out that an unequal clothing allowance based on sex was illegal.
6. The National Federation of the Blind (NFB) and the National Federation of the Blind of Maryland (NFBM) sued Wal-Mart on behalf of the two customers under the ADA law. On 10/12/ 2021, a Maryland federal judge ruled in favor of Wal-Mart. The ruling, which only applies to retail check-out kiosks, was that the store made a reasonable accommodation and met its legal obligation by providing assistance from nearby trained staff. Wal-Mart was not required to adapt its check out system or to compensate these customers. The money stolen by the employee had previously been returned.
7. In 2020, Lenovo, the tech giant, was found guilty of violating the Family Medical Leave Act. The Department of Labor Wage and Hour Division ordered the company to pay settlement of $ 108,152 for failure to reinstate the employee. No information was available about the employee’s qualifications or lack of qualifications for these open positions. However, Lenovo is a huge corporation and has approximately 5,100 employees in the U.S. alone. This appears to be a corporation that has learned a valuable lesson. The following is from the Lenovo website, as of 11/29/22.
“You’re bringing home a new addition. You probably want a little time to bond with your newest family member. All new parents get 16 weeks of parental leave at full pay, and birth moms get an additional 6–8 weeks of short-term disability. That’s a whole lot of coochy-coo time.”
8. Versant Supply Chain and their client, AT&T were ordered to provide religious non-discrimination training to their employees, to pay $150,000 in damages, and to change their dress code to reasonably accommodate the religious beliefs of the employees, when they worked on the AT&T warehouse. The court ruling said that the companies violated Title VII of the Civil Rights Act of 1964 by failing to make a “reasonable accommodation” to their policies. Allowing the women to cover their heads does not create an undue hardship in the workplace.
9. The Covenant Medical Center rationale for the pay inequities did not hold up in court. The woman employee was being paid $31.67 an hour, the transferred co-worker, who was a man, was paid $39.94 an hour, and the newly hired 2ndman employee $35.05 per hour. The court, enforcing the Equal Pay Act, awarded the woman employee $104,707 in monetary relief and raised her pay to $40.54 per hour to reflect her job experience.
10. Applicants with neurodiversity disabilities such as autism and ADHD are covered under the Americans with Disabilities Act. The mother detailed exactly what accommodations her son would need to perform the essential functions of the job. As these were considered “reasonable” at the time of hiring by management, Subway was legally obliged to provide them. In May of 2022, the Equal Employment Opportunity Commission sued the franchisee for failing to provide these reasonable accommodations, and for firing the employee. The employee was awarded $30,000 in damages.
