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SECTION I

UNDERSTANDING INDIVIDUAL PERSPECTIVES OF DIVERSITY

1. Diversity Today: Fact or Fiction?

DIVERSITY TODAY: FACT OR FICTION?

Carol P. HarveySuffolk University

Assumption College, Professor Emerita

Goals

To introduce students to current diversity issues and topics

To stimulate students interest in the content of the course

To demonstrate that there are many misconceptions about workplace diversity

Pedagogy

This exercise is intended to generate conversation around current issues of diversity. It was designed to be administered very early in the semester, ideally in the first class, to provide an overview of the semester. If students do not have a text yet, use the Power Point slides to ask the questions. Then, ask students for a show of hands whether each item is fact or fiction. After they have “voted,” show the slide with the correct answerand perhaps expand a bit on any topic of particular interest.

1. Fiction: While somewhat difficult to measure, recent studies conducted by Catalyst, McKinsey & Co., the Society for Human Resource Management (SHRM), and others are starting to document that having diversity, coupled with having policies and procedures that lead to employees feeling included and valued, can result in cost savings through retention, productivity, improved team work, and improved creativity. (Sources: catalyst.org,www.mckinsey.com/careers/women/~/media/Reports/Women/Changing_ companies_minds_about_women.ashx, shrm.org/diversity.businesscase.asp)

2. Fiction: In the U.S. (as in China), there are no federal laws that require that fathers receive paid paternity leave. A few U.S. states such as California, Washington, and New Jersey, as well as the District of Columbia, do have local laws that require some paid time off for new fathers. Even when employers choose to provide such leaves, few men take advantage of this benefit and those who do usually take about a week off from work. (Sources: ChildrensChances.org and PaidFamilyLeave.org)

3. Fact: Finnigans is an interesting example of corporate philanthropy and social responsibility to the poor. The organization has a halo as part of its corporate logo, and supports food banks for families, children, and veterans in Minnesota,

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http://www.mckinsey.com/careers/women/~/media/Reports/Women/Changing_%20companies_minds_about_women.ashx

http://www.mckinsey.com/careers/women/~/media/Reports/Women/Changing_%20companies_minds_about_women.ashx

Full file at http://testbank360.eu/solution-manual-understanding-and-managing-diversity-6th-edition-harvey

South and North Dakota, and Wisconsin by donating 100% of its profits to these causes. Their packaging says, “belly-up and fill a belly up.” (Source: finnigans.org)

4. Fact: This question was asked as part of Gallop’s annual Values and Beliefs poll. Not only is it true, but this is the largest gap ever reported between these two opinions. As recently as 1990, only 19 percent answered that sexual orientation was inborn, with 48 percent saying that it was caused by external factors. (Source: www.gallup.com/poll/162569/americans-gay-lesbian-orientation-birth-factor.aspx).

5. Fact: Figures released in June 2013 from the Bureau of Labor Statistics estimated that the 2012 unemployment rate for people without a disability but who were actively seeking work was 7.9 percent, while the similar rate for people actively seeking work but with a disability was 13.4 percent.(Source: http://www.bls.gov/news.release/disabl.nr0.htm)

6. Fiction: Actually, racial prejudice in the U.S. has increased slightly. Researchers from Stanford University, the University of Michigan, and the University of Chicago found that racial prejudice is increasing. In 2008, 48 percent of those surveyed using an implicit racial attitude bias test scored as racist, but the study was repeated in 2012 and 51 percent scored as racist. (Source: Agiesta, J, and Ross, S. (2012). Poll finds majority hold racist views. The Boston Sunday Globe, October 28, A-4)

7. Fiction: First, Hispanics and Latinos are ethnic minority groups, not racial categories. They can be of mixed race or of any race. Asians were the fastest growing racial group increasing by 45.6 percent between 2000 and 2010 according to the U.S. Census Bureau reports. (Source: census.gov)

8. Fact: Started as a roadside stand in Japan, this retailer has a strong sense of social responsibility to people with disabilities and to refugees. In addition to its program to hire those with physical and mental challenges, UNIQLO has a goal of donating at least one piece of clothing to each refugee in the world. So far, they have donated over three million items of clothing to this cause. (Source: UNIQUO.com)

9. Fiction: According to a 2010 Catalyst study, informal mentoring relationships are much less successful than formal programs that include matches based on an employee’s individual needs, establishment of measurable developmental goals, and linkages to the strategy of the organization. (Source: Making Mentoring Work, by S. Dinolfo and J.S. Nugent, available at http://www.catalyst.org/knowledge/making-mentoring-work-0)

10. Fact: Workplace bullying is four times more prevalent than sexual harassment, and a recent survey by the Workplace Bullying Institute revealed that 37 percent

Copyright © 2015 Pearson Education, Inc.I – 3

http://www.catalyst.org/knowledge/making-mentoring-

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of American workers reported being bullied at work. While 60 percent of the bullying is done by men, when women do act as bullies, 70 percent of the time they target other women. (Sources: workplacebullyinginstitute.org and http://www.forbes.com/sites/worldviews/2012/04/30/why-women-are-the-worst-kind-of-bullies)


http://www.forbes.com/sites/worldviews/2012/04/30/why-women-are-the-worst-

http://www.forbes.com/sites/worldviews/2012/04/30/why-women-are-the-worst-

2. DIVERSITY!

DIVERSITY!

Christopher LaibUniversity of Massachusetts Dartmouth

Jeanne M. AurelioBridgewater State College

This game is designed to be played in the classroom using software found on the textbook website. It can be used as a dynamic course opener that, besides being fun, will interest students in various course concepts and identify aspects of diversity with which they may or may not be familiar. The game may be played twice: once as an introductory experience, and once as an assessment activity later in the semester.

Teaching Tip

The instructor is able to alter the questions to focus on particular course material or to change, for example, the diversity law questions to cover Canadian laws as needed.

Goals of Diversity!

To enable students to test their knowledge of some aspectsof diversity in an engaging way

To learn about diversity and its wide-ranging subject matter

To become acquainted with fellow students

Time Required

A single round (board) of Diversity! can be completed in a 50-minute class session, while a 60- or 75-minute session will accommodate more discussion or two rounds (both boards) of the game.

Materials

To “host” the Diversity! game, access from the classroom to the Diversity! Power Point presentation on the textbook website is needed. Some practice with the software prior to class is necessary.

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2. DIVERSITY!

Pre-class Preparation

1. To access the Diversity! game:

a) Go to http://www.pearsonhighered.com/educator/.

b) Search for the 6th edition by author, title, or ISBN.

c) Go to the Resources tab and click on the Diversity! game link for the download.

Note: Adopters will need to obtain access to the course website through their Pearson Sales Representatives.

2. Once you have the “board” displayed, click one of the cells to reveal a question. For best results, do not click directly on top of the point designator. Click again and the answer is revealed.

3. To return to the main board, click on the icon in the lower right corner of the screen. 4. To advance to the second board, forward to the next slide and click the logo in the

middle of the screen. This should take you to the Extreme Diversity! board (Board 2).

5. You will likely want to familiarize yourself with all of the questions and answers that appear in the Appendix at the end of these instructions.

Team materials

Determine the number of teams you will have in class and make a sign for each with a legible marker. (Alternatively, you could provide a manila folder and marker to each team in class.) Also, determine if you would like teams to have audible sounds (e.g., bell, horn, whistle, kazoo, harmonica, maracas, etc.) for registering their readiness. If so, either assemble the required number of instruments, or assign the teams to bring them to class.

Assistant

It is helpful to choose an assistant (e.g., a student or a teaching assistant) to record the order of team responses for each question, and to record the scores so they are visible to all teams. (Note: The authors recommend having an assistant, especially the first time you administer the game.)

Prizes

You may wish to hand out low monetary value prizes, like candy or pencils, to give students either as they answer or at the conclusion of the game. (Your commitment to diversity may be established by providing “diverse” prizes such as chopsticks, or Turkish delight). Prizes of any sort add to the spirit of fun in the classroom.


2. DIVERSITY!

Classroom Instructions (once the software is displayed in the classroom)

A. 1 minute

Tell the class they will be playing a diversity game. If you have one, introduce your assistant and explain that s/he will be determining the answer order and recording scores.

B. 4 minutes

Select teams of 4-5 people or more. Allow them to move their chairs so that each team may sit close together to confer quietly. Hand out or allow them to make team designator signs.

C. 5 minutes

Read these instructions to the class:

One team will randomly be selected to choose the first question category and level. Once a question is read aloud, all teams will debate the answer. One team will raise a hand or use his or her assigned team noisemaker when the team is ready to answer.

I will call on the first team to respond. If they answer correctly, they will receive the number of points indicated, and they will choose the next question category and level. If their answer is incorrect, I will call upon the second quickest team that responded, and so on.

In the event that no team answers the question correctly, I will give the correct response. The team that chose last still has control of the board and should choose the next question.

Scores will be recorded and the winner announced at the end of the round. There will be one round of 25 questions (or two rounds of 25 questions each).

Ask for and answer any questions the students have. Give them time to look over the practice questions that appear in the textbook article, Diversity!

D. 30 minutes for 50-minute class (40 minutes for 60-minute class) (50 minutes for 75-minute class)

Randomly select a team to choose the first category and level. Display and read the question they select and call on the first team indicating readiness. You are the judge of whether they answer correctly. If they are correct, have them choose another category and level.


2. DIVERSITY!

If no team answers correctly, you should give the correct response and allow the last team that chose to select the next question. For longer classes, move on to the second screen of questions once they have completed the first. The game can be stopped at any point.

E. 10 minutes for 50-minute class (15 minutes for 60- and 75-minute classes)

Determine who won and recognize them or hand out prizes. Then ask the class the following Discussion Questions.

Discussion Questions & Answers

1. Which of the Diversity! questions would you like to discuss further?

Students may wish to address any of the game questions. Their interest provides a good opportunity to let other students respond, thereby revealing pockets of knowledge and experience in the classroom. You may also respond to add more information.

2. What did you learn as a result of this game that you did not know prior to playing it?

Responses to this question may help you assess their level of knowledge in the course subject matter. Allow several students to respond, or call on students if they haven’t volunteered.

3. In which areas did you notice that you and/or class members were particularly knowledgeable? In which areas did you and/or class members lack knowledge?

The class will identify areas where students seem fairly knowledgeable or not. They may, for example, be fairly comfortable with gay and lesbian issues, but less so with transgender topics. You should draw them out on the subjects they introduce, or ask them questions regarding particular areas like African Americans, persons with disabilities, or Islam. They may begin to express their feelings, so you can use this information to get to know their issues.

4. What is your reaction to this experience?

This question often results in students saying that they thought the experience was fun. Try to move them beyond that response to question whether they felt competent to answer many questions, whether they felt uncomfortable when certain topics were broached, and the like.


2. DIVERSITY!

5. How do you think this experience ties in with the purpose of your course?

You should be able to guide them into consideration of all the areas that are going to be covered in your course. While they probably felt enthusiastic and competitive during the game, you might let them know that the course may bring out a lot of feelings that they will be able to examine. Lastly, you might be able to point out that a main course goal is to become more knowledgeable and open-minded regarding the differences that people bring to the workforce.


2. DIVERSITY!

DIVERSITY! BOARDS: QUESTIONS AND ANSWERS

Board 1 (Blue Board) Categories:

1. LGBT (Lesbian, Gay, Bisexual, Transgendered) 2. Judaism 3. World Languages 4. Symbols

5. The Amazing Race

Category 1: LGBT

Points1 This was the first state in the United States to recognize the marriage of two

people of the same gender. Massachusetts

2 This term refers to the fear and hatred expressed toward people identifying as gay, lesbian, bisexual, or transgender. Homophobia

3 This symbol from WWII was used by the Nazis in concentration camps to identify gay males. Pink Triangle

4 This 1968 riot in New York City’s Greenwich Village marked the beginning of the lesbian and gay rights movement in the United States. Stonewall Riots

5 This term refers to a person who identifies and lives as a member of the opposite gender. Transgendered

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2. DIVERSITY!

Category 2: Judaism

Points1 The majority of Christians worship in a church and many Muslims worship in a

mosque. Followers of the Jewish faith worship in this edifice. Synagogue or Temple

2 Not mixing milk and meat because it is forbidden by Jewish law is an example of this type of Jewish meal preparation. Kosher

3 Observant Jews may leave the office early on Friday afternoons to celebrate this holy observance. Shabbat or Sabbath

4 This holiday is considered to be the Jewish New Year. Rosh Hashanah

5 The mystical teachings of Judaism, made popular by Madonna and Britney Spears and symbolized by a red string bracelet, are known collectively as this. Kabbalah

Category 3: World Languages

Points1 This is the second most common language in the United States. Spanish

2 This world organization has six official languages for business: English, French, Spanish, Arabic, Russian, and Chinese. United Nations

3 Between 1000 and 1500 languages are spoken on this continent. Africa

4 While English is used to conduct all federal government proceedings, this country has never designated English as its official language. The United States

5 This language surpasses English as the most widely spoken language in the

world. Mandarin Chinese


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2. DIVERSITY!

Category 4: Symbols

Points1 This symbol of gay pride was created in 1978 by artist Gilbert Baker. It is

generally flown in lesbian and gay pride marches worldwide. Rainbow Flag

2 This symbol, used by the Nazis, was actually used for more than 3000 years by cultures across the globe to represent the sun, power, strength, and good luck. Swastika

3 While the color white is used in weddings in many cultures, it is also used in this ritual in many Asian countries. Funerals or mourning

4 This textile, originally from Ghana, has come to represent pride in one’s heritage in the African American community. Kente cloth

5 This Hindu symbol is applied to a woman’s forehead and is said to strengthen

concentration and protect the spirit of the wearer. Bindi

Category 5: The Amazing Race

Points1 Their history of slavery has made the road to full equality a laborious journey.

African Americans.

2 This Civil Rights icon prompted the Montgomery, Alabama Bus Boycott when she refused to give up her seat on the bus. Rosa Parks

3 Created in the pan-Latin melting pot of New York City in the late 1960s and early 1970s, this musical genre is based on rock, jazz, and Latin American musical traditions. Salsa

4 This American city boasts the largest percentage, about 66%, of Asian Americans. Honolulu

5 According to the Human Genome Project, human beings of all “races” are genetically alike by this percentage. 99%


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2. DIVERSITY!

DIVERSITY! BOARDS: QUESTIONS AND ANSWERS

Board 2 (Green Board) Categories :

6. Here Comes the Judge 7. Cane & Able 8. Islam 9. Women in the Workforce

10. U.S. Culture

Category 6: Here Comes the Judge

Points2 This law protects women from losing their jobs after taking maternity leave.

Family and Medical Leave Act

4 This law makes it illegal for work organizations to discriminate againstanyone born in another country or with a different ancestral heritage.

Title VII of the Civil Rights Act of 1964

6 Policies against sexual harassment, as a form of discrimination, have been developed in work organizations as a result of this law. Civil Rights Act of 1964

8 This is one of two forms of discrimination not covered by the U.S. Equal Employment Opportunity Commission. Sexual orientation, weight, height,or social class

10 This man, who later became a Supreme Court Justice, presented the legal argument in the historic 1954 case of Brown vs. the Board of Higher Education, which ruled that racial segregation in schools is unconstitutional. Thurgood Marshall


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2. DIVERSITY!

Category 7: “Cane & Able”

Points2 This piece of legislation enacted in 1990 provides equal access for people with

disabilities. Americans with Disabilities Act

4 Discrimination based on an individual’s or group’s perceived socio-economic status is referred to as _________. Classism

6 This condition affects a person’s ability to read letters and numbers, often distorting the image and making it difficult to read. Dyslexia

8 This non-verbal language has just as many cultural variations as spoken English. American Sign Language

10 This breed of primate has been trained to assist quadriplegics with day-to-day household chores. Capuchin monkey

Category 8: Islam

Points2 This holy text of Islam is believed to be the word of Allah given to Muhammad.

Koran or Quran

4 According to religious teachings, Muslims are required to pray this number of times per day. Five (5) times per day.

6 This city is said to be the ancient birthplace of the Prophet Muhammad and is the most revered city for Muslims. Mecca

8 A yarmulke is to the Jewish religion as this headgear is to Islam. Kufi

10 The five pillars of Islam are Salat (prayer), Zakat (almsgiving), Ramadan (fasting), Kalima (creed), and this, which translated into English means Pilgrimage. Hajj


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2. DIVERSITY!

Category 9: Women in the Workforce

Points2 This term refers to prejudice or discrimination based on gender. Sexism

4 In 1981, this woman, appointed by President Reagan, became the first female Supreme Court Justice. Sandra Day O’Connor

6 In 2009, women comprised this percentage of the United States workforce. 47%

8 According to the U.S. Department of Labor, men comprised 8% of the workforce in this traditional female occupation in 2009. Nursing

10 In what year were men first outpaced by women in the number of baccalaureate degrees they earned? 2000

Category 10: U.S. Culture

Points2 This religious group in the United States is known for their horse-drawn buggies

and rejection of electricity. Amish

4 This term is used by the United States government to classify people who come from a Spanish or Spanish-speaking background. It should not be confused with the terms Latino and Latina, which refer to people from Latin America. Hispanic

6 These Americans hold the view that people should live in harmony with the natural world. Native Americans (American Indians)

8 Evidence indicates that these workers tend to be more involved in their jobs, have higher morale, and are less likely to leave their organizations. Older workers

10 This major cultural group, comprised of many subgroups, has experienced rapid growth in the United States due to high birthrates. Hispanic Americans


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2. DIVERSITY!

Additional Questions

With approximately 1 billion followers, this religion is the world’s third largest organized religion, and India’s largest. Hinduism

The origins of this popular stress relaxation activity stem from the Hindu religion. Yoga

The practice of closing businesses from 1:30 - 4:30 pm in tropical regions around the world is known in the United States as _______. Siesta

This term refers to the oppression of the disabled community. Ableism


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2. DIVERSITY!

Appendix A: Diversity! Source Notes

Board 1 (Blue Board) Categories :

1. LGBT (Lesbian, Gay, Bisexual, Transgendered) 2. Judaism 3. World Languages 4. Symbols

5. The Amazing Race

Category 1: LGBT

Points

3 Pink Triangle http://www.pink-triangle.org/ Retrieved 6-17-2010

4 Stonewall Riots http://www.columbia.edu/cu/lweb/eresources/exhibitions/sw25/case1.html

Retrieved 6-17-2010

Category 2: Judaism

2 Kosher http://www.jewfaq.org/kashrut.htm Retrieved 9-25-2006

3 Shabbat or Sabbath http://www.jewfaq.org/shabbat.htm Retrieved 6-17-2010

5 Kabbalah http://www.digital-brilliance.com/kab/faq.htm Retrieved 6-17-2010

Category 3: World Languages

1 Spanish http://july.fixedreference.org/en/20040724/wikipedia/Languages_in_the_United_States Retrieved 6-17-2010

2 United Nations http://www.un.org/Depts/DGACM/faq.html Retrieved 6-17-2010

3 Africa http://www.africanlanguages.org/ Retrieved 6-17-2010


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http://www.africanlanguages.org/

http://www.un.org/Depts/DGACM/faq.html

http://july.fixedreference.org/en/20040724/wikipedia/Languages_in_the_United_States

http://july.fixedreference.org/en/20040724/wikipedia/Languages_in_the_United_States

http://www.digital-brilliance.com/kab/faq.htm

http://www.jewfaq.org/shabbat.htm

http://www.jewfaq.org/kashrut.htm

http://www.columbia.edu/cu/lweb/eresources/exhibitions/sw25/case1.html

http://www.pink-triangle.org/

2. DIVERSITY!

4 The United States http://www.strictlyspanish.com/whitepaper2.htm Retrieved 6-17-2010

5 Mandarin Chinese http://www.nationsonline.org/oneworld/most_spoken_languages.htm Retrieved 6-17-2010

Category 4: Symbols

1 Rainbow Flag http://www.gay-web.de/service/symbole/rainbowflag.shtml Retrieved 6-17-2010

2 Swastika http://history1900s.about.com/cs/swastika/a/swastikahistory.htm Retrieved 6-17-2010

4 Kente cloth http://exploringafrica.matrix.msu.edu/students/curriculum/m12/activity3.php Retrieved 6-17-2010

5 Bindi http://en.wikipedia.org/wiki/Bindi_(decoration) Retrieved 6-17-2010

Category 5: The Amazing Race

3 Salsa http://en.wikipedia.org/wiki/Latin_American_music Retrieved 6-21-2010

5 99.9% http://www.ornl.gov/sci/techresources/Human_Genome/project/journals/insights.html Retrieved 6-17-2010

Board 2 (Green Board) Categories :

6. Here Comes the Judge 7. Cane & Able

8. Islam 9. Women in the Workforce

10. U.S. Culture


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http://www.ornl.gov/sci/techresources/Human_Genome/project/journals/insights.html

http://www.ornl.gov/sci/techresources/Human_Genome/project/journals/insights.html

http://en.wikipedia.org/wiki/Latin_American_music

http://en.wikipedia.org/wiki/Bindi_(decoration)

http://exploringafrica.matrix.msu.edu/students/curriculum/m12/activity3.php

http://history1900s.about.com/cs/swastika/a/swastikahistory.htm

http://www.gay-web.de/service/symbole/rainbowflag.shtml

http://www.nationsonline.org/oneworld/most_spoken_languages.htm

http://www.strictlyspanish.com/whitepaper2.htm

2. DIVERSITY!

Category 6: Here Comes the Judge

Points

8 Sexual orientation http://www.eeoc.gov/facts/fs-orientation_parent_marital_political.html Retrieved 6-17-2010

10 Thurgood Marshall http://chnm.gmu.edu/courses/122/hill/marshall.htm Retrieved 6-17-2010

Category 7: “Cane & Able”

4 Classism http://poverty.suite101.com/article.cfm/classism Retrieved 6-17-2010

10 Capuchin Monkey http://www.monkeyhelpers.org/ourfamily/monkeys/monkeyDO/ Retrieved 6-17-2010

Category 8: Islam

2 Koran or Quran http://en.wikipedia.org/wiki/Qur%27an Retrieved 6-17-2010

10 Hajj http://www.mnsu.edu/emuseum/cultural/religion/islam/beliefs.html Retrieved 6-17-2010

Category 9: Women in the Workforce

6 47% http://www.dol.gov/wb/stats/main.htm Retrieved 6-17-2010

8 Nursing http://www.dol.gov/wb/stats/main.htm Retrieved 6-17-2010

Category 10: U.S. Culture

4 Hispanic http://shpetc.dreamhosters.com/index.php?option=com_content&task=view&id=27&Itemid=41 Retrieved 6-17-2010

Sources for Additional Questions


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http://www.dol.gov/wb/stats/main.htm

http://www.dol.gov/wb/stats/main.htm

http://www.mnsu.edu/emuseum/cultural/religion/islam/beliefs.html

http://en.wikipedia.org/wiki/Qur'an

http://chnm.gmu.edu/courses/122/hill/marshall.htm

http://www.eeoc.gov/facts/fs-orientation_parent_marital_political.html

2. DIVERSITY!

With approximately 1 billion followers, this religion is the world’s third largest organized religion, and India’s largest. Hinduism http://en.wikipedia.org/wiki/Hinduism Retrieved 6-17-2010

This term refers to the oppression of the disabled community. Ableism http://www.answers.com/topic/ableism Retrieved 6-17-2010


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http://www.answers.com/topic/ableism

http://en.wikipedia.org/wiki/Hinduism

3. Body Ritual Among the Nacirema

BODY RITUAL AMONG THE NACIREMA Horace Miner

Instructor’s Notes

M. June AllardAssumption College

Worcester State University, Professor Emerita

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 his/her own and describes features of that civilization in the same manner as we describe cultures 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 backwards), 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.


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Teaching Tips

1. In the class immediately prior to the one in which the Nacirema will be discussed, I ask how many students have read this article. Sometimes, one or two students are familiar with this reading from a Sociology course. I ask them not to discuss this article with the other students in the class who are not familiar with it.

2. I 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 I write the students’ responses on the board. Most answers have negative attributions like “weird,” “barbaric,” “sadistic,” etc. As the class discussion of Miner’s essay proceeds, it becomes obvious that the author is writing about Americans.

3. Then, referencing the list on the board, I 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.

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 Diversity on the Web assignment (“Nacirema Extended”), 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?

Message: 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 Nacireman 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 healthcare practices Very conscious of physical appearance and health


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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 21st century.

a) What additional body-related activities could you observe in their culture today?

Answers may include:

tanning exercising liposuction supplements dental implantsgyms yoga plastic surgery vitamins dental braceshealth clubs aerobics facials diets teeth whiteningfitness 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 4a indicate.

c) Is Miner’s observation about the underlying belief about the human body still valid today? Explain.

The answers to Question 4a are evidence that the human body needs to be “improved upon” in Nacireman culture today. Further evidence comes from the media promotion of the “body beautiful,” the slim, ideal body most people don’t have, but are encouraged to strive for. The huge number of products designed to avoid the appearance of aging (wrinkle-reducers, hair dyes, etc.) also attest to concern over appearance.

5. Describe, as Miner might have, two or more of the body-related activities you listed for Question 4a.

Answers will vary, depending upon the body-related activities listed in Question 4a.


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6. How does Miner’s article relate to modern business in terms of:a) outsourcing b) international business negotiations

c) marketing to growing ethnic populations?

Without an appreciation and non-judgmental attitude about other cultures, miscommunications, conflict, and lack of understanding can occur. 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, in your own opinion, 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 (#37, Appearance and Weight Discrimination in the 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. Student Naciremans trade information with each other in this ritual. They believe that when they read a WIKI, whatever it says 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.

Teaching Tip: If your class is diversified, check for gender, age and ethnic differences in response to Question 8.

9. Vast numbers of individual Naciremans also conduct a Ritual of Networking using magic boxes to weave a social “web.” 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?


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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. Nacireman 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 Naciremans 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, job-seekers 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 chiefs?

One set of values reflects the differences between generations, i.e., 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


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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 Nacireman 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, WIKI, and Virtual Teams, what stereotypes might strangers have about Nacireman 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, etc., thus eliminating the influence of stereotypes.


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Diversity on the Web

NACIREMA EXTENDED

You are a member of a team of anthropologists studying a large and rather diverse group of people. These people have a primitive information and communication system called “Internet” that will provide you with a first glimpse of their culture. To begin examining this culture, the team decides to scan Internet for information on their rituals.

1. Read the Body Ritual Among the Nacirema article in the text.

2. Using the websites listed at the bottom of this box as a starting point, investigate (scan) Internet for descriptions of one ritual. Be complete in your investigation searching for symbolism and note how the ritual relates to a holiday or event. What does the ritual celebrate? Are there special roles in the event? Who participates?

3. Using a style similar to Miner’s, record your perceptions of one of the eventsfrom the list that follows. A sample description, “Observation of the Cultural Event Called Halloween”, appears on the next page.

4. Based solely on the information in your report, what kinds of stereotypes ofAmerican culture could result from these observations?

College Graduation Ceremonies http://brownielocks.com/graduation_ceremony.html http://www.wrightwood.com/college.htm http://timesofindia.indiatimes.com/Delhi_times/An_underwater_degree_ceremony/articleshow/22050.cms

National Political Conventions http://people.howstuffworks.com/political-convention.htm http://wikipedia.org/wiki/united_states_presidential_nominating_convention http://en.wikiedia.org/wiki/political_convention

Saint Patrick’s Day Parade http://www.saintpatricksdayparade.com

Mardi Gras Parade http://www.holidays.net/mardigras/parades.htm

Thanksgiving Parade http://www.nyctourist.com/macys_menu.htm

Easter Parade http://www.ny.com/holiday/easter

Rose Parade http://www.tournamentofroses.com/aboutus/officialPhotos.asp

Adapted from Nacirema Extended by M. J. Allard from C. P. Harvey & M. J. Allard:Understanding and Managing Diversity 3rd ed., Prentice Hall, 2005.


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http://www.tournamentofroses.com/aboutus/officialPhotos.asp

http://www.ny.com/holiday/easter

http://www.nyctourist.com/macys_menu.htm

http://www.holidays.net/mardigras/parades.htm

http://www.sainpatricksdayparade.com/

http://en.wikiedia.org/wiki/political_convention

http://wikipedia.org/wiki/united_states_presidential_nominating_convention

http://people.howstuffworks.com/political-convention.htm

http://www.wrightwood.com/college.htm


SAMPLE DESCRIPTION

Observation of Cultural Event Called Halloween

Halloween is a very strange custom. It doesn’t appear to be a holiday; it is more like an event—an event characterized by at least two rituals and many symbols. There seem to be no special roles for males, females, or elders. The chief rituals appear to be the 1) Ritual of the Pumpkins and 2) Ritual of the Begging.

Ritual of the Pumpkins

The pumpkin vegetable, which apparently is eaten at other times of the year, is not eaten at this event. Instead, the people paint strange faces on pumpkins or carve faces on empty pumpkin shells. Lighted candles are placed inside the carved pumpkins. Decorated pumpkins appear in windows facing outdoors or on display outside of homes.

Ritual of the Begging

This is a special ritual for children. On Halloween night, children dress up in costumes that frequently represent mythical characters such as ghosts, witches, monsters, ghouls, cartoon characters, etc. They wear masks to hide their identities. After dark, the children go begging from house to house, calling out “Trick or treat!” People then open their doors and give candy to the children. Sometimes the children play pranks on the people.

Symbols

Among the prominent symbols of Halloween are ghosts, skeletons, spiders, witches, black cats, grave yards and monsters, all of which seem to be very frightening, gory, ugly, or sinister in character. Not only are these symbols displayed in the costumes the children wear, but many houses are adorned on the outside with displays of them, particularly witches and ghosts.

Sometimes people visit “haunted houses” (eerie houses where frightening creatures lurk in dark corners to scare people). Sometimes, too, people attend social events called Halloween parties, where they play strange games such as dunking their heads in buckets of water while trying to catch an apple in their teeth.

These events are sometimes for adults and sometimes for children.


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4. Increasing Multicultural Understanding: Uncovering Stereotypes

INCREASING MULTICULTURAL UNDERSTANDING: UNCOVERING STEREOTYPES*

John R. Bowman




Goals

To help individuals become aware of their own values

To show students how culture programs them to react to and judge others in automatic and stereotypic ways

To discover the types and sources of stereotypes about others

To provide an opportunity for participants to see how their stereotypes create barriers to appreciating individual differences

Time Required

Approximately 30 minutes

Materials

Uncovering Stereotypes Student Instructions, Student Worksheet, Group Summary Sheet (included in the text as well as in this manual), and pencils or pens.

Pre-Class Instructions

1. Instruct students to turn to the Uncovering Stereotypes worksheet in the text. (This form can be copied.) Note that the blank category boxes should be completed by either the instructor assigning categories that reflect different special populations (e.g., hillbilly, migrant worker, Jews, etc.) or by allowing the students to choose the categories that may be significant to them.

________________________*Adapted from Dr. John Bowman, Pembroke State University of the University of North Carolina


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2. Instruct participants (working alone) to look at the First Thought/Judgment Column and immediately write their first thought or judgment. For example, are their first thoughts/judgments about the category immoral, greedy, hard working, etc?

3. Instruct students to rate each thought/judgment as 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, television, friends, school, etc. (Total time for steps 1, 2, 3, and 4 is 15-20 minutes).

Classroom Instructions

5. Form groups with no more than 4-6 students per group. Group size should be small enough to encourage active participation and maximum discussion. Chairs should be in a circular configuration where participants can face one another.

6. Instruct each group to complete the Group Summary Sheet (form may be copied) 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 gay female U.S. President.

7. Make a transparency of the Uncovering Group Stereotypes Summary sheet (next page) and project it on the board. Enter group totals with chalk or a marker.

8. Analyze the combined data from class. What trends do you 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 stereotypic judgments about groups primarily because: They reduce 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 count.


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WORKSHEET A: UNCOVERING STEREOTYPES

Category First Thought/Judgment Rating* Sources

Working Mother Neglects children, busy, tired

--. 0, 0, Own experience, movies

Transgender Male

Muslim Femalewearing Burqa

Bipolar Co-worker

Illegal Asian Immigrant

Job Applicant with Facial Piercing

Gay Female President of the U.S.

*Ratings: (+) = Positive (--) = Negative (0) = Neutral


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WORKSHEET B: UNCOVERING STEREOTYPES GROUP SUMMARY SHEET

Source Categories Positive (+) Thoughts/Judgments

Negative (–) Thoughts/Judgments

Neutral (0) Thoughts/Judgments

Family

Media

Experience

Work Experience

Friends

Other

Total


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4. Increasing Multicultural Understanding


1. Take and score the multicultural quiz found on the website listed at thebottom of this box.

2. Think about your score on this quiz and your responses to Bowman’s Uncovering Stereotypes exercise.

a) What are your primary sources of information about social identity groups to which you do not belong?

b) How accurate is your knowledge about these groups?

c) How could a lack of correct information contribute to the formation of stereotypes?

http://www.edchange.org/multicultural/quizzes.html


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http://www.edchange.org/multicultural/quizzes.html

5. I AM . . .

I AM …



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

Time Required

30 minutes

Note: This exercise can be done in class, online, or as a writing assignment.

Materials for In-class Use

Student Instruction sheets from the text, pens or pencils, chart pad or board, and markers

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 draw an “X” through 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 star by the three most important descriptors.

4. Ask students to read aloud (or write on the board) the descriptors they starred. Discuss similarities in dimensions and why these were felt to be the most important. Note whether most descriptors are visible dimensions, such as gender, race, and personality characteristics, or are roles such as student and breadwinner most often given. Do some class members consistently differ from those in the minority? Are descriptors such as age, social class, or geographic location listed? Why or why not?


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5. I AM . . .

5. Ask students to read aloud (or write on the board) 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 males and females and for any other groups represented in the class. Do men write more descriptors than women? Do the descriptions of majority class members differ from those in the minority? 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 male 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 mixed age, ethnicity, race and/or gender, these characteristics are more likely to surface in the descriptions – especially for those in the minority on that characteristic. Minority status on a characteristic tends to raise consciousness of it.

Other ObservationsCharacteristics 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

Males and females can write their descriptors on separate boards.

To highlight gender differences, circle the themes running through the descriptions. Generally, males tend to list physical and personal characteristics such as tall, strong, brave, etc. Females rarely list personal traits, however; they tend to list relationships such as daughter, sister, and girlfriend, etc. Discuss differences in starred descriptors as well.


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6. Are You Privileged?

ARE YOU PRIVILEGED?

Mark JulienBrock University

Micheal T. StrattonUniversity of North Carolina Asheville

Background on Privilege

The notion of privilege emerged from Critical Race Theory (CRT). According to Bergerson, CRT evolved out of legal studies and the recognition that the legal system can perpetuate racism. The crux of CRT is to engage persons of color in efforts to combat and eliminate racism (Bergerson, 2003). CRT is a theory “developed by people of color to better understand their experiences and to revolutionize the current system in ways that could ultimately be viewed as…beneficial to people of color” (Bergerson, 2003, p. 56).

One of the main tenets of CRT is the centrality of race and racism in our society and by examining both the micro (individual acts of racism) and macro (how society and its institutions perpetuate racism). CRT proponents promote the use of counter stories that challenge dominant cultural perspectives and views (Bergerson, 2003).

Recent 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.

The Privilege Checklist has been used in a variety of contexts by the Brock University Office of Human Rights and Equity Services to educate students and staff and in Introduction to Human Resource Management courses at Brock University and University of North Carolina Asheville. Instructors teaching affirmative action, employment equity and human rights 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.


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Teaching Notes

We have found introducing the concept of privilege and presenting the Checklist to be very helpful when teaching topics such as affirmative action, equity, harassment, diversity, and discrimination are introduced.

We suggest asking students to suggest additional privileges not identified on the Checklist.

DIRECTIONS

Instructors include options with respect to how the Privilege Checklist is used.

Option I 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. We have found that 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 (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.

Regardless of which option is chosen, when instructors are leading the discussion, they can ask students which questions resonated with them based on their privileged or disadvantaged experiences. Students are encouraged to share with the class their experiences with privilege or disadvantage.

Most of our students come from privileged backgrounds with respect to socio-economic status, race, and/or sexual orientation, but we 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. We have encountered very little resistance or “push back” from our students. We would strongly recommend that how the instructor positions privilege matters. We make it clear that we are not here to make those


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who perceive themselves to be privileged feel bad or guilty, but instead to have an open and honest dialogue about all the ways the privilege may or may not impact us. We also let students choose whether or not they comment about the items; no one is forced to share anything that they don’t wish to share.

Please see the additional instructions that we have included if you would like to assign the privilege checklist as a short reflection paper. We have also provided a brief overview of some questions you can ask to facilitate the privilege discussion. Additional resources on privilege that you may wish to consult include: McIntosh, 1989; Amoroso, Loyd & Hoobler, 2010; DiAngelo, 2006; Bozalek & Biersteker 2010; and Case & Stewart 2010.

As the workplace becomes even more diverse (Zinni, Mathis & Jackson, 2011), it becomes more important than ever to educate management students about topics such as privilege, diversity, and equity. It is hoped that sustaining a theme of social justice through our teaching will help the next generation of business leaders focus on these issues in their decision making.


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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.


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In-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 privilege 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.


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Privilege Checklist

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 True False N/A

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-unit to

visit her/him.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:


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7. White Privilege and Male Privilege

WHITE PRIVILEGE AND MALE PRIVILEGE: A Personal Account of Coming to See Correspondences

Through Work in Women’s Studies Peggy McIntosh


Carol P. HarveyAssumption College

Key Points

The reluctance of males and whites to recognize that they have special unearned privileges that give them advantages is examined in this article, which concludes with an extensive list of everyday, taken-for-granted, white privileges.

Males and whites are taught not to recognize their privileges; they can admit that others are underprivileged, but can't see the corollary to this.

Denial of male over-privilege is seen in a variety of arguments males make against changing the academic curriculum to reduce male centrality and dominance.

The author lists 46 special privileges she (and other whites) take for granted daily – privileges not enjoyed by nonwhites.


1. What does the author mean by the concept of "white privilege"?

Being unaware of unearned advantages such as being white, male, heterosexual, able-bodied, etc.

2. Re-read the author's list of 46 examples of white privilege. Select the five examples that seem the most significant in helping you to understand that white people are privileged. Explain your selections.

Answers vary here, but some examples are usually more difficult for white students to comprehend (e.g., example numbers 2, 5, 8, 20, 24, 35) than others which they seem to understand (as in numbers 3, 12, 46). This article can add to a productive class dialogue, particularly if there are minorities present in the class who will share their reactions to these 46 items. Many white students think that legislation has "taken care of" some of these examples of racial privilege. Minorities know that this is far from the reality.


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7. White Privilege and Male Privilege

3. In addition to white privilege, the author also cites examples of heterosexual privilege. In a similar manner, develop a list of privileges that the able-bodied enjoy that the physically challenged do not experience.

Answers should come from the class. Small groups can be used to develop ideas. Sometimes you will have to give one or two examples to get the class moving (i.e.,I can choose any seat on a bus or an airline, I can use any rest room, I am not dependent on anyone to dress me in the morning).

4. Most of us have experienced privilege in some form. Describe an example from your experience.

Many students have difficulty with this question. An example for Christians is the emphasis put on the celebration of Christmas as though it is everyone's holiday.

If the class is comprised of students of traditional age, bring to their attention some "privileges" from the past such as the "help wanted male" job ads, lower life and car insurance rates for females, the fact that in many states men were not allowed by law to teach below the 6th grade, etc. Students can also be assigned to ask their parents and grandparents for additional examples.

5. How does this article help you to understand the oppression that members of other groups may experience?

The author's unique approach offers an opportunity to understand that we may be unaware of how many unearned "privileges " we have by virtue of our race or sexual preference. This can lead to an interesting dialogue about how 30 years of EEO/AA legislation have not, and may never, totally level the playing field for everybody.


Peggy McIntosh writes about the notion of racial, gender, and straight privilege and makes it clear that most people are unaware of their privileges. Watch “The Miniature Earth” video at:

www.miniature-earth.com

What does this short video teach you about your educational and social class privileges?

What are the global and future implications of the data presented in the video?


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8. The Emotional Connection of Distinguishing Difference and Conflict

THE EMOTIONAL CONNECTION OFDISTINGUISHING DIFFERENCE AND CONFLICT

Carole G. Parker

Goals

To understand how emotions can escalate into conflicts

To learn when it is appropriate to avoid and repress differences

To be aware of 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.

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, i.e., “let’s all work together on this,” etc.

3. Appropriateness of avoidance and repression: useful for limiting considerations when deadlines are tight; 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

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


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3. Differences evoke emotions varying in intensity; intense or mild emotions can lead to conflict; conflict is not a prerequisite for managing differences


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 because different opinions are not expressed. Repression can lead to over-compatibility (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 himself or herself in the position of assuming more responsibility for completing a group project because of a tendency to avoid conflict with 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. Think of the many different types of food that excite you when attempting to select a restaurant for a dinner (e.g., Chinese, Japanese, Italian, Indian, Thai, Vietnamese, Mexican, Brazilian, etc.).

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


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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 his or her 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 www.feel.org/articles/index.html 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. For a more detailed discussion of Johari Window, consult the Briarwood Case in the Instructor’s Manual.

Awareness of emotions allows one to better manage oneself when differences are encountered. Self-management 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.


Research the history of a major class-action lawsuit such as Bell South, Texaco, Denny’s, Georgia Power, WalMart, etc. Develop a timeline of the events that led to these lawsuits.

Do the events listed on the timeline indicate escalating conflict as illustrated by Parker’s triangle? Why or why not?

What actions or interventions could have been taken to prevent these conflicts from escalating into costly lawsuits?


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http://www.feel.org/articles/index.html



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9. Exploring Diversity in your Organization

EXPLORING DIVERSITY IN YOUR ORGANIZATION


Goals

To provide an opportunity early in the course for students to examine the degree of surface and deep diversity in their college or workplace

To allow students to see that people have very different definitions of what it means to be diverse

To illustrate that there is a tendency to assume that organizations are more diverse than they actually are, especially at the leadership levels of the organization

To examine how one’s educational or work experiences may be different if diversity is present or absent in an organization

Teaching Note

Option A can be completed in 25-30 minutes. Because Option B involves students’ reporting on various organizations, allow at least an hour depending on the size of the class. To maximize critical thinking, assign questions to be answered prior to class.

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. Be sure to bullet their answers on the board or chart pad, so that these can be referred to later.

3. Initially, students, like many organizations, often define diversity in terms of EEO 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.

If students only talk about surface diversity, you may want to ask them about the less visible aspects of diversity such as social class, religion, etc. The purpose here is to


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9. Exploring Diversity in your Organization

determine if there are obvious groups that are not represented in the leadership of the organization.

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 religion may arise as a diversity issue but this is to be expected. In Option B, a business located in a racially diverse city would be expected to be more diverse, etc.

If the students don’t bring up the less visible aspects of diversity such as social class, religion, geographical origin, etc., ask them how people often determine these aspects of diversity (e.g., cars, dress such as headscarves, jewelry, such as crosses, Stars of David, accents, etc.).

4. 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 more diverse institution and the benefits that may be 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 friends from different countries, the institutional norms around dress, behavior, sex, alcohol, etc.)

Option B: In an evening, online, or graduate class where the students may have extensive work experience but less contact with the college, they will be reporting out on many different organizations. So, it is important to guide the discussion towards a “business case for diversity” theme. How can diversity add to this organization’s bottom line in terms of reduced turnover, better recruitment and selection practices, improved morale, better community relationships, new product/service development, and better customer service?


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10. The Pitney Bowes Case

THE PITNEY BOWES CASE: A LEGACY OF DIVERSITY MANAGEMENT


Goals

To provide an example of an organization that has been successful at linking diversity initiatives with its business strategy planning process

To illustrate the importance of corporate support for successful diversity management

To show the impact of organizational values on programs and policies

To demonstrate that diversity can be a competitive advantage

Summary

Pitney Bowes is an organization with a history of diversity management dating back to the 1930s when the President, Walter Wheeler, encouraged the hiring, development and promotion of women and racial minorities. Today, the corporation continues this tradition by using a human capital approach that connects the organizational mission to its diversity initiatives. Since a prime requirement for successful diversity management is support from the top of an organization, the contributions of three CEOs, Walter Wheeler, George Harvey and Michael Critelli, are detailed in the case.

Although the company is best known for the development of the postage meter, Pitney Bowes has adapted to meet the changing needs of its marketplace, the decrease in traditional snail mail and advances in technology. Today, this corporation is a leading provider of integrated mail and document systems to a global customer base extending to 130 countries.

At Pitney Bowes, diversity is considered to be a competitive advantage that permeates the way that business is conducted and employees are managed. Each business unit produces an annual strategic plan that is derived from corporate goals and this must include diversity. The Diversity Leadership Council monitors the units’ progress in diversity management, which is taken into account in determining executive compensation.

To recruit and retain the best diverse employees, Pitney Bowes has formed partnerships and made alliances within the diverse community. As a result of involvement with organizations such as the National Urban League and the Society of Women Engineers, the corporation has become an employer of choice for qualified minorities and women.


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These efforts are supported by integrating diversity into core management functions, developing flexible benefit programs and utilizing open communication systems.

Pitney Bowes has been the recipient of many awards for its diversity initiatives.(See Figure 1 in the case.) However, from interviewing three vice presidents, it is clear that the organization’s diversity efforts are driven by a sincere commitment to diversity, not external recognition.

Corporate management at Pitney Bowes is acutely aware that maintaining diversity as an operational value and competitive advantage will be an ongoing challenge in the future. To stay competitive in a rapidly changing business environment, the organization has developed a business strategy that is focused on growth through diversification and global expansion. Consequently, maintaining diversity initiatives as an integral part of the Pitney Bowes’ culture will require continued Board and corporate support.

Teaching Tips

1. Depending on the instructor’s approach to teaching this course, the Pitney Bowes case can be used in two very different ways. The first alternative is to assign the case early in the semester to provide students with an illustration of systemic integration of diversity initiatives in a real organization. This provides students with a frame of reference and concrete examples that can be used throughout the semester.

2. A second approach is to wait until later in the course, when organizational change is the focus, and to use Pitney Bowes as an early yet current example of how an organization evolves in response to its internal values and the needs of its external environment. In both sequences, students should be encouraged to apply the organizational theory covered in this course to the current status of diversity at Pitney Bowes.

One of the interesting aspects of this case as a teaching tool is that management is acutely aware that the current status of diversity as a strategic imperative at Pitney Bowes could be jeopardized in the future. All three vice presidents who were interviewed for this case mentioned that they were concerned about maintaining the systemic diversity at Pitney Bowes as the organization transitions to the 21st century. New markets, global competition, transitioning from a manufacturing model to a service provider, new corporate management, etc. could change the organization in ways that could dilute the importance of diversity as an integral part of the fabric of the organization.


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1. Given Pitney Bowes’ growth and globalization strategies, analyze the forces for and against maintaining an organizational culture that supports diversity as a business imperative.

Forces for maintaining diversity as an organizational value: Corporate history/tradition of valuing differences Support for diversity at the corporate and board levels Large contingent of current managers and employees are female and racially

diverse The organization needs creativity, innovation, and new product development to

offset declining market opportunities for traditional postage-meter products. So diversity can be linked to the bottom line. (Business Case)

The organization does business in 130 countries and has a strategy of global expansion. Employees who can speak other languages and understand their cultures will continue to be an asset.

Influence of external stakeholders that have established relationships with Pitney Bowes, such as the National Urban League, Women’s Business Enterprise Council, National Black MBA Association, etc.

Forces against maintaining diversity as an organizational value: Threats of downsizing due to global competition, declining markets, and

development of new technologies Increased external competition for qualified women and minority employees Growth through acquisition of companies that do not share the same

organizational culture and values Corporate takeover or buy-out by an organization with a corporate culture that

does not value diversity Substantial changes in corporate and Board leadership

2. Provide specific examples of ways that Pitney Bowes has aligned diversity goals with a market-driven approach to meeting customer needs.

Possible examples include but are not limited to: When women were promoted from low paying clerical positions into the sales

force, sales increased. International operations account for 17% of the company’s total revenue and this

percentage is expected to increase. In 2000, the corporation purchases $47 million dollars worth of goods and

services from women and minority suppliers. Helping these businesses to grow and become profitable can result in new customers.

Including diversity as part of the mission, planning process, and executive evaluations.


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3. At Pitney Bowes, diversity, in addition to being an ethical imperative, is a business imperative. How does diversity create competitive advantages for this corporation?

One of the reasons that Pitney Bowes has survived as a viable business is because it has changed and adapted to its external environments. Clearly, the United States is becoming more diverse every year. Having a reputation as a good place for women and minorities to work and with external partnerships with many diverse organizations, Pitney Bowes has a wider base from which to recruit new employees. This allows the corporation to select the best potential employees from a wider pool of applicants.

Creativity and out of the box product development have prevented Pitney Bowes from making the same mistakes as many staid U.S. manufacturing companies that were reluctant to adapt their products to changing customer needs (auto industry, steel industry, shoe industry, etc.). To maintain this level of innovation, Pitney Bowes needs a cross-section of diverse employees. In addition, Pitney Bowes’ corporate culture supports the integration of these employees into its decision-making processes. There are female and racially diverse role models throughout the corporation. Since open communication is valued and rewarded, these employees are encouraged and expected to contribute and produce.

Teaching Tip

The Pitney Bowes’ website (www.pb.com) is an excellent source to use to demonstrate a good example of integrating diversity into organizational web material. See text at the end of Article 59 (Evaluating Diversity Management: Conducting a Diversity Audit) in the text.


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The last sentence of the Pitney Bowes case mentions that the corporation’s commitment to diversity could be affected by its growth and global strategies. An additional threat would be hiring a new CEO who does not value diversity as a strategic value. Although the current CEO, Murray Martin, continues the diversity legacy at Pitney Bowes, what has happened in terms of the organization’s efforts to maintain an inclusive and diverse culture during a time of internal and external change? How has Pitney Bowes adapted to becoming more of a globalbusiness while maintaining diversity as a core value?

To answer these questions, go to the webite below. Reading this document affirms that diversity and inclusion are still important in the Pitney Bowes culture. Evaluate the 2009 report in terms of:

a) the organization’s efforts to maintain an inclusive and diverse culture during a time of internal and external change; and b) Pitney Bowes’ adaptation to becoming more of a global business while

maintaining diversity as a core value. c) What have they done and why has it worked?

Source: www.pb.com (Search for the “2009 CR report”)

`


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11. Section I: Integrative Questions

INTEGRATIVE QUESTIONS FOR SECTION ONE

1. What did you learn about yourself from the exercises, readings, and cases in this section? How could this new knowledge help you in the workplace? How could it help you in your personal life?

2. Now that you understand that there are differences between prejudices and stereotypes, what are the major sources of your stereotypes? How could you prevent your (future) children from developing stereotypes?

3. How does the Miner article relate to McIntosh’s notion of unearned privilege?

4. Provide an example from your own experience of how a “difference” has led to a conflict.

5. Thinking about organizational diversity at this point in the course, what do you think an organization needs to change or do to successfully manage diversity?


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section i - test bank and solution manual you need-...

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