Resources

Short Answer Essay Questions

• 1. Why is a model useful in understanding a complex topic? Give an example of a model of diversity in organizations and show how it does or does not guide our understanding. (1)
• 2. Explain the “culinary model” of diversity and how it illustrates different conceptions of diversity. (2-3)
• 3. The text explains three different scholarly models of diversity. Choose any two and show how they differ in highlighting various aspects of diversity. (3-7)
• 4. The most complex model discussed in the text is Cox’s Interactional Model. How does it differ from the simpler models, and what new ideas does it highlight? (6-8)
• 5. In Cox’s Interactional Model, factors of climate, individual outcomes, and organizational outcomes are considered. In this model, (6-8)
  (a) Distinguish among three types of factors that affect diversity climate.
  (b) What are two types of individual career outcomes that are thought to be affected by diversity climate?
  (c) Distinguish between first-level and second-level measures of organizational effectiveness.
• 6. What are surface-level and deep-level diversity, and why is it important to consider them separately? (8-9)
• 7. Harrison and Klein have distinguished among separation, variety, and disparity as ways of conceptualizing diversity. Give an example of each to show how they differ. (9)
• 8. The US Census taken in 2020 enumerated the population in terms of demographic variables (e.g., age, race, sex, religion). What are the largest categories in each area, based on the 2020 Census? When and how are these expected to change in the future? (10-14)
• 9. What is the difference between the population and the labor force? From the perspective of someone interested in workforce diversity, why is it important to measure both of them? (10-11)
• 10. What are EEO-1 reports and AAPs? How can they be useful to a diversity professional? (17-18)
• 11. What types of internal data do organizations collect that can be useful to the diversity professional? (17-18)
• 12. What are legacy issues (micro and macro)? Give two examples pertinent to two different groups. (19-21)
• 13. Why are legacy issues important in understanding and managing diversity? (19-21)
• 14. Why does it “help to know some history”? Give two examples of how this could be important in a diverse organization. (20)
• 15. What does the term “Whiteness” mean? How did the distinction between White and Non-White become important in the US? (22-24)
• 16. How does understanding the history of different racial distinctions play a role in the workplace today? (22-24)

Activities

• Link to 2020 Census Data
  • https://www.census.gov/programs-surveys/decennial-census/decade/2020/2020-census-main.html
• Discussion Questions
  • Discuss amongst your fellow classmates how the history of your race affects you today.
  • Discuss different surface level vs deep-level diversity that each of you hold.
  • Consider the jobs you have had in the past or even currently. How would you describe the diversity culture in that organization?
• Additional link to article
  • https://hbr.org/1990/03/from-affirmative-action-to-affirming-diversity
• Activities:
1. Historical Timeline
   • Instructions: Get into groups with members of the same racial group as yourself. Create a timeline of the history of the racial group you associate with. What are the key historical moments, key leaders, and important events that have happened to your racial group? Compare with other groups.
   • Key learning points:
     • Social construction of race
     • May help illustrate racial privilege
     • Enhance understanding of how history still impacts racial disparities today
2. Legal situations
   • Instructions: Match each of the scenarios with one of the laws discussed in Chapter 2.
   • Key learning points:
     • Apply D&I legislation to workplace situations
   1. I was a lay teacher hired by a Lutheran church school about 15 years ago. I have taught mostly non-religious subjects, but did teach a religion class and sometimes led the class in prayers. About 7 years ago, I got sick and took a leave of absence. Finally, they diagnosed my condition as narcolepsy. I wanted to return to work after about six months, and my doctor said that I could. The school told me that they had “concerns” and asked me to resign. However, I showed up for work when I said I would. The school said they did not have a job for me. So I told them I would file a charge of discrimination under the ___________. Next, the school told me I had been fired for insubordination. I went to the EEOC and said I was being retaliated against for threatening to file a complaint.
      What law applies here? What do you think should happen and why? Answer: ADA
   2. I was a supervisor in a tire plant in Alabama for many years. Just before I retired, someone left an anonymous note for me, saying that I was not being paid as much as my male peers (also supervisors). My company had a policy that we could not talk about our salaries, and I had no ideas this pay difference existed. I found out that there was a $15,000 difference in annual salary because the situation had been like this for many years. So I filed a suit under _______.
      What law applies here? What do you think should happen and why? Answer: Title VII
   3. My twin sister and I were both pilots who were licensed to fly small airplanes. We both wanted to fly larger, commercial plans because the money is better. We both wear glasses; our vision is 20/20 when we have our classes on, but 20/200 without glasses. We applied at Major Big Airlines, and they told us we could not be hired as pilots because our uncorrected vision was not good enough to pass their hiring standard. We filed suit under ________.
      What law applies here? What do you think should happen and why? Answer: ADA
   4. I am a Native American working in a salmon cannery in Alaska. There are lots of us Indians working here, but we are all on “the line”, meaning that we handle and clean the salmon that come through the plant. It is dirty, smelly, messy work and you have to be really careful not to get injured or to contaminate the fish. There are hardly any Native Americans in management here – they are almost all white guys, and they make a lot more money than we do. We filed suit under ____________.
      What law applies here? What do you think should happen and why? Answer: Title VII

Multi-Choice Questions

Short Answer Essay Questions

• 1. Explain the concept of privilege and give an example of how it applies in your life. (2-4)
• 2. How would you explain the idea of privilege to a co-worker or friend? How would you show them how it could affect their judgments about others? (2-4)
• 3. Provide examples of both dominant and oppressed groups. What makes a group dominant versus oppressed? (4-5)
• 4. Distinguish between entitlement, meritocracy and institutional “isms.” (8-9)
• 5. Have ideas of meritocracy affected the academic or social lives of you or someone you know? Give an example of how this concept applies. (9)
• 6. Distinguish institutional racism/sexism from individual racism/sexism.(9-10)
• 7. Why is it important for diversity professionals to understand the concepts of institutional racism and sexism? (9-10)
• 8. Discuss the assumptions that are made in constructionist thought. (10-11)
• 9. In this text, how are the terms “sex” and “gender” distinguished? How are they different? How does this illustrate the process of social construction? (12-15)
• 10. What are the meanings of “race” in everyday language, and in social and biological science? (16-18)
• 11. Define the term “hypodescent” and show how it exemplifies the social construction process. (17-18)
• 12. How does ethnicity differ from race? What are three aspects of ethnicity? (18)
• 13. Are quotas good or bad? Justify your response. (19)
• 14. Describe what Attribution Theory is and describe in detail at least one basic attributional distinction. (20-21)
• 15. Give an example of how habits of attribution apply to the perception of others’ behavior in organizations. How can this work to the disadvantage of underrepresented groups? (19-21)
• 16. Give a brief explanation of Equity Theory. How does it illustrate “an individualistic and meritocratic understanding of fairness” (p. 57)? (22-25)
• 17. List three factors that lead a procedure to seem fair (or unfair). Give an example of one of these factors as it might apply in the context of managing diversity and inclusion. (22-25)

Activities

• Discussion Questions
  • What is the benefit of recognizing your own privilege? Why is it so difficult to do so?
  • How has the recent push to differentiate between sex and gender as well as the discussion on this in your textbook changed your thoughts on this topic?
  • Of the four types of justice described in the chapter, which would you argue is the most important and why?
• Video (Privilege)
  • https://www.youtube.com/watch?v=R4b_ojKx6UI
• Supplemental Readings
  • MEE

    • https://www.cambridge.org/core/journals/journal-of-management-and-organization/article/abs/what-about-mee-a-measure-of-employee-entitlement-and-the-impact-on-reciprocity-in-the-workplace/67C0B67B5657655436BDD4C85BAFEF04

  • Attributional Theory
    • https://www.simplypsychology.org/attribution-theory.html
• Activities
  • Beads of privilege
    • https://sc.edu/about/offices_and_divisions/cte/teaching_resources/dei_toolbox/docs/privilege_bead_exercise.pdf
  • Privilege for Sale
    • Instructions: Break into groups of 3-5 and provide each group with a piece of paper with different forms of privilege on it (white, male privilege, heterosexual, socioeconomic, etc). Each group gets to “buy” the privileges for $1 per privilege however they unanimously see fit. Give each group a different dollar amount they can spend, but where no group can buy all of the privileges. Discuss why each group “bought” the privileges they did.
    • Key learning points:
      • All groups have some privilege but some experience more (dominant groups)
      • Some privileges have greater consequences than others
    • Fundamental Attribution Errors
      • Instructions: Consider how the fundamental attribution error would play out in each of these situations:
        • Differences in test scores (Answer: I did well because I studied a lot; my classmate did poorly because they are lazy).
        • Showing up late to work (Answer: I am late because there was a traffic jam caused by an accident; my co-worker is late because they are not committed to their job).
        • Forgetting to wish someone a Happy Birthday (Answer: I forgot because I am so overwhelmed and busy; someone else forgets because they don’t value the friendship)
    • Key learning points:
      • The fundamental attribution error is at work in our everyday lives, often without us ever being aware of it

Multi-Choice Questions

Short Answer Essay Questions

• 1. In an organization, both structures and processes can be formal or informal.Give one example of each of these: formal structure, informal structure, formal process, informal process. (1)
• 2. What are faultlines and why are they significant in organizations? (1-2)
• 3. What is the glass ceiling? The book offers four models that account for the glass ceiling. Choose any two, and show how each implies different proposed remedies.(2-5)
• 4. Describe four of the seven reasons that Eagly & Carli believe that the Glass Ceiling Metaphor is misleading. (5)
• 5. Discuss if and how the glass ceiling continues to change as time progresses. (2-7)
• 6. What is a glass escalator and why should diversity managers be aware of the possibility it may exist? (8-9)
• 7. Define the glass cliff and explain why it may occur. (8-9)
• 8. One example of organizational structure is occupational segregation.To what does this refer, how is it measured, why does it occur, and why is it important?(11-12)
• 9. Sociologists Barbara Reskin and Patricia Roos identified several factors that seemed to lead to “feminization” of jobs. List two of these factors and why you believe these factors have had either a significant or minimal impact on the “feminization” of jobs. (15)
• 10. Explain three problems that arise when attempting to reduce the wage gap. (16-19)
• 11. What is the job evaluation process, and how can it be biased to produce lower outcomes for one group than for another? (17)
• 12. Who was Lily Ledbetter and why is a law named after her? (21)
• 13. Explain the difference between equal pay and pay equity.(22-23)
• 14. Does pay equity apply to racial differences in wages? Why or why not? (22-24)
• 15. Suppose you are the Diversity Manager and discover different patterns of outcomes by sex or racio-ethnic group.How can the concepts of organizational structure and process help you to address these differences?

Activities

• Discussion Questions
  • What are some formal and informal structures that have been in place in your previous work experience?
  • What do you believe is the best way is to address the wage gap given the information you learned in the textbook as well as your real life experiences?
• Video
  • Glass Ceiling
    • https://glassceilingbreaker-casestudy.com/
  • Equal Pay
    • https://www.c-span.org/classroom/document/?17725
• Additional Reading
  • Glass Ceiling
    • https://glassceilingbreaker-casestudy.com/
  • Glass Cliff
    • https://theconversation.com/women-are-shattering-the-glass-ceiling-only-to-fall-off-the-glass-cliff-94071
  • Pay equity
    • https://www.payequitychrc.ca/en/about-act/what-pay-equity
  • Faultlines
    • https://sloanreview.mit.edu/article/bridging-faultlines-in-diverse-teams/
• Metaphor Activity
  • Instructions: In this chapter, you learned about different metaphors to explain struggles that woman face in the workplace (glass ceilings, elevators, cliffs). Get into small groups and come up with a new metaphor to describe a workplace related struggle that women (or another minority group) are facing today, or what they may go through within the next 10 years.
  • Key learning points:
    • Metaphors help to illustrate phenomena that may be difficult to objectively assess
    • Metaphors are often complex, similar to the complex causes and consequences of inequities found in the workplace

Multi-Choice Questions

Short Answer Essay Questions

• 1. List two ways in which theory and research on social identity can be helpful to diversity managers. (1-2)
• 2. What is social identity and why is it important, according to Social Identity Theory? (1)
• 3. According to Social Identity Theory, how do people react when their group-based identity feels threatened? List and give an example of three possible responses. (2-3)
• 4. What is the minimal groups effect? Give an example of its relevance for the diversity manager. (4)
• 5. What are in-group and out-group effects? How are they relevant for diversity professionals? For other employees? (4-5)
• 6. Explain the main ideas in Janet Helms’s theory of either Black or White racial identity. Do you find it convincing? Why or why not? (6-7)
• 7. What is the difference between racial identity and ethnic identity? Which do you think is more relevant for diversity professionals, and why? (6-11)
• 8. How are the concepts of racial and ethnic identity relevant for diversity professionals? (12)
• 9. What is the MEIM-R? How might it be useful for a diversity manager? (10-12)
• 10. Several theories and scales have been developed in the study of group-based identity. What similarities exist among them, and what differences?
• 11. Discuss how the Cross Ethnic-Racial Identity Scale (CERIS-A) is utilized and identify the seven subscales. (14-15)
• 12. Research has addressed identity based in a single dimension (e.g., race, ethnicity, gender) and also identity of those who feel connections with more than one group. Is it useful to consider social identity as based in one membership group? Why or why not? (16-18)
• 13. Describe three factors that are associated with bicultural competency. (19)
• 14. What four types of identities have been identified in research on bi- or multi-racioethnic individuals? How is this relevant for diversity professionals and for those working in a diverse organization? (16-19)
• 15. What does intersectionality mean, and why is it an important concept for those working or interested in the field of diversity and inclusion? (20-21)
• 16. How is employee diversity relevant to the process of joining a work organization? (21-22)
• 17. Explain the ASA Model developed by Benjamin Schneider. What are its implications for diversity managers and other employees? (23-24)
• 18. What is positive organizational support (POS) and how is it relevant to socialization of a diverse group of employees? (25)

Activities

• Discussion Questions
  • Consider your own identity. What social groups do belong to? Which identities are most important to you and why?
  • How have groups you have been a part of shaped your identity?
• Consider the Black and White Racial Identity Development models which may be considered models of non-dominant and dominant group member identity development respectively. In what ways do either of these models resonate with you? Do you feel that you have gone through any of the stages described in either model? Why or why not?
  • The A-S-A model suggests that organizations become more homogeneous over time which then of course means that diversity and the competitive advantages that may bring disappear. What can organizations do to ensure they do not fall into the patter described by the A-S-A model?
• Activity
  • Take the MEIM
    • https://www.facs.nsw.gov.au/__data/assets/pdf_file/0004/536755/MEIM-questionnaire-Authors-summary.pdf
  • Identity mapping
    • Instructions: What do people notice about you when you walk into a room? How do you want people to define you? Are you defined by your skin color, by your gender, or by your sexuality? Or are you defined by your personality, your profession, or how big your paycheck is? What aspects of your identity do you most value? What aspects are most apparent to others?
    • Please take about 3-4 minutes to make a list of your identities. If you were to fill in the blank “I am ____________”, what would appear in your list?
    • Next, please circle those identities in which you might be considered a minority or member of a marginalized or disadvantaged group.
    • Finally, place a star next to those identities you think people notice most about you.
    • Now, please take a few minutes to share your identity list with one or two participants.
    • {SMALL GROUP DISCUSSION} Notice similarities and differences between your lists of identities.
    • Notice any gaps between your most valued identities and what participants/colleagues notice about you.
    • {LARGE GROUP DISCUSSION} What did you observe about how people define themselves versus how others define them?
    • Not all identities are equal in terms of power and status. Which identities have the most power/status and why? Which have the least power/status and why? Does context matter?
• Key learning points:
  • The way we define ourselves is important. And the way others see us is also important. Both have implications for how we perceive and react to various situations, what we value, and how we interact with and are treated by others.
  • We all have different perspectives and experiences and cannot be defined by just one aspect of our identity. We all bring multiple identities to campus with us each and every day. This, of course, is diversity.
• Additional Resources
  • Growth in US
    • https://eu.usatoday.com/story/news/politics/2021/08/12/how-2020-census-change-how-we-look-america-what-expect/5493043001/
• Video
  • Intersectionality
    • https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality?language=en
  • Cave robbers
    • https://www.bing.com/videos/search?q=robbers+cave+study+by+sherif&&view=detail&mid=62F1A790EA04C3DAF95162F1A790EA04C3DAF951&rvsmid=82AF2884090CAF76309482AF2884090CAF763094&FORM=VDRVRV

Multi-Choice Questions

Short Answer Essay Questions

The Big Three: Stereotypes, Prejudice, and Discrimination

• 1. What is the difference between stereotypes, prejudice, and discrimination? According to the text, which of these should be the first place for diversity trainers to begin when trying to improve intergroup relationships in organizations and why? (1-2)
• 2. What are two dangers that can result from stereotyping, especially in a diverse environment? (4)
• 3. Summarize the effects of stereotyping. How can our thought and behavior be affected by pre-existing stereotypes? (4-5)
• 4. Explain whether stereotypes tend to be accurate or not, and how this plays into the workplace. (6)
• 5. What are illusory correlations and how might they apply in a work setting? (7)
• 6. What is a self-fulfilling prophecy and how might it apply in a work setting? (8)
• 7. Explain the concept of stereotype threat and describe two ways in which it can be reduced. (8-10)
• 8. Describe Social Identity Threat and the negative outcomes that are associated with it. (8-10)
• 9. What is stereotype automaticity and why is it relevant in improving relationships at work? (10-11)
• 10. Why does the text recommend not urging people simply to “try not to stereotype others”? What is recommended instead? (10-13)
• 11. The text lists several ways to try to prevent harmful effects of reliance on stereotypes of others. Explain any three of these. (12-13)
• 12. How can the stereotyping process be effectively included in diversity training activities? What should the diversity trainer avoid in this context? (13-14)
• 13. Describe what a microaggression is and list the four aspects of microaggressions. (16-17)
• 14. Explain the difference between “societal-” and “individual-level” accounts of why intergroup prejudice and discrimination develop. Why is it useful to understand this distinction? Give an example of each. (19-20)
• 15. What are three types of individual-level explanations for prejudice and discrimination? Why is it helpful to distinguish among these three types of explanations? Give an example of each. (20-21)
• 16. What is “Mix it up at Lunch Day?” Identify the social science concepts that underly this activity. (22)
• 17. What is “authoritarianism” and how is it measured in contemporary research? (23)
• 18. Explain the concept of “social dominance orientation” (SDO). Describe the likely attributes of someone who scores high on this scale. (24-25)
• 19. Describe one of the Integrative Models and how it is used. (26)
• 20. What is the Intergroup Contact Hypothesis? Summarize the current status of research on this topic. (26-27)
• 21. Explain the jigsaw classroom concept. Is it effective? How could it be used in a work organization? (27-28)
• 22. What is the Common Ingroup Identity Model and what are its implications for doing diversity work in organizations? (29)
• 23. Your text describes four bodies of social psychology research that support the idea that attitudes and feelings often change as a result of behavior change. List these four, and briefly explain any two of them. (29-30)

Activities

• Discussion Questions:
  1. Do you believe that self-fulfilling prophecy is true? Why or why not?
  2. Where do our stereotypes come from?
  3. What do you believe is the best solution to deal with stereotyping?
  4. What do you think is the best way to deal with micraggressions?
  5. Which of the theories for behavioral change do you personally think is the most effective and why?
• Activity
  • Justifying Stereotypes Activity
    • Preparation: construct several short sentences that depict commonly held stereotypes about a group. For example, “People on governmental assistance such as welfare are just lazy” or “Illegal immigrants take good paying jobs from Americans”. Type the statements on a sheet of paper, cut them out, and give small groups a piece of paper with just one statement.
    • Instructions: You are being handed a piece of paper with a stereotype on it. Let us assume that no one in your group agrees with this statement. However, for purposes of this activity, I would like to ask that you defend it. In other words, come up with evidence to share with the class that this statement is valid and true. You have just 3 minutes to complete this.
    • Key learning points:
      • Small groups generally come up with a lot of arguments in a short period of time to “support” their stereotype. Why? Because we are exposed to such stereotypes often from family, friends, media, etc.
      • It is generally easy to find some evidence that may illustrate limited support for nearly any stereotype. It is easy for people to strengthen their own stereotypes by paying attention only to information that confirms it rather than dispels that stereotype.
  • Stereotyping Label Activity
    • Instructions: Come up with a list of “labels” (for each person in the class if class size is small or for a subgroup of students), with a mix of positive and negative adjectives such as “cute, arrogant, wise, overemotional, incompetent, good at math, lazy, funny, untrustworthy, etc.”. Print out each of these labels and have each student take one without looking at it, and tape it to their back. Take 15 minutes and have students talk to one another about their plans for the weekend, but they should treat one another according to the other person's labeled attribute. Ask students how they felt, and have students guess their labels. How did it feel to be stereotyped and to stereotype others based on a single attribute?
    • Key learning points:
    • Being treated a certain way based on a stereotype generally feels demeaning and uncomfortable.
    • Both positive and negative stereotypes can be harmful.
    • We often begin to feel in ways that are consistent with the stereotype. For example, if someone treats us as lazy, we may begin to feel lazy or less confident in our abilities.
  • Identifying examples of categorization strategies
    • Instructions: Watch the film “Remember the Titans”. Ask students to identify examples from the movie of de-categorization, re-categorization, and sub-categorization.
    • Key learning points: Recognize actual examples of each strategy and discuss whether they worked or did not work to overcome the biases and stereotypes the Black versus White football players faced as they were forced to integrate teams.
• Video Link:
  • Microaggressions
    • https://www.youtube.com/watch?v=cPqVit6TJjw
  • Understanding Microaggressions
    • https://www.youtube.com/watch?v=e4N50b76cZc
    • https://www.youtube.com/watch?v=nQ9l7y4UuxY
  • What would you do? Hidden cameras uncover how people react to stereotypes and discrimination
    • Racism and illegal immigration http://www.youtube.com/watch?v=plaqunpTzvM
    • Sikh being refused a job at restaurant http://www.youtube.com/watch?v=wNd6hVEeEhI
• Additional Readings/Resources:
  • “Addressing Stereotype Threat is Critical to Diversity and Inclusion in Organizational Psychology”
    • https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00008/full
  • Jackson, J. W. (2000). Demonstrating the concept of illusory correlation. Teaching of Psychology, 27(4), 273-276.

Multi-Choice Questions

Short Answer Essay Questions

• 1. Give one advantage and one disadvantage to using laws to alter behavior. (2-3)
• 2. Why is it a problem that most US Equal Employment laws are complaint-based? (3)
• 3. Describe the idea that a law may be “indeterminate” and provide an example of this. (3)
• 4. What are protected classes and why is it important to know them? (4)
• 5. Explain the difference between protecting rights by the Constitution vs. by statute. (6)
• 6. Distinguish between four different sources of legal constraints. (5-8)
• 7. What are the major provisions of the Equal Pay Act? What are its shortcomings? (9-10)
• 8. What is “Title 7” and why is it important? (10-13)
• 9. What is the difference between adverse impact and disparate treatment? (10-13)
• 10. What is sexual harassment as defined by the EEOC Guidelines? Are these Guidelines laws? (13-14)
• 11. Distinguish between quid pro quo and hostile environment forms of sexual harassment. (14)
• 12. Distinguish between voluntary and court-ordered Affirmative Action. (15-17)
• 13. What is an Affirmative Action plan, and who is required to prepare one? What is done with it? (15-17)
• 14. Distinguish between affirmative action and the use of quotas. Who is required to use each? (15-17)
• 15. What are the major provisions of the Civil Rights Act of 1991? Why was it passed? (17-18)
• 16. What are the major provisions of the ADEA? Who is protected under this law? (18-20)
• 17. What are the major provisions of the ADA? Why was it amended? (20-21)
• 18. What is an essential function? (20)
• 19. What are the major provisions of the FMLA? What are its shortcomings? (22)
• 20. What are the major provisions of the IRCA? (22-23)

Essay Questions

• If you were the victim of serious employment discrimination, would you use the legal route to try to correct the situation? Why or why not?
• Compare and contrast the Equal Pay Act and Title VII CRA as laws to address and correct pay discrimination.
• What do you think is the most important shortcoming of existing EEO laws in terms of protecting workers’ rights and fair employment? If you were going to improve one of these laws, which would it be and why?
• In general, has the enactment of these laws been effective in reducing employment discrimination? Why or why not?

Activities

• Discussion Questions:
  1. Which of the federal laws discussed in chapter 7 do you believe is the most important and why?
  2. Which of the federal laws discussed in chapter 7 do you believe is the most difficult to enforce and why?
  3. What is the current status of Affirmative Action?
  4. How have you seen any of the federal laws discussed in chapter 7 come into play in your own workplace?
• New legislation activity
  • Instructions: Get into a group of 3-4 people and come up with either an amendment to one of the federal laws discussed or create a new law that you believe is necessary and describe why you believe this. Presents your findings to the class.
  • Key Learning points: Identify shortcomings in current DEI legislation.
• Making a case for sexual harassment activity
  • Instructions: Discuss the following scenarios and attempt to determine if they are examples of sexual harassment and if so, whether it would be considered a “quid pro quo” or “hostile environment” case.
  • Key learning points: Clarify conditions for sexual harassment from a legal standpoint.

Event 1:

• A young female works as a secretary for an older male. On several occasions, the boss has overheard her accepting personal calls from her boyfriend. He has scolded her for doing so, stating that company policy prohibits conducting personal business at work. Yet, she has heard him place numerous calls to his wife, and he once asked her to go out and purchase an intimate birthday gift for his wife when he was short on time.
• Answer: Not quid pro quo but could be hostile environment if it continues and progresses

Event 2:

• A male boss asks a female subordinate to travel with him on a personal business trip. There appears to her to be no real business need for her to travel. In order to save money, the trip will require them to stay over on a Saturday night. She refuses, because she feels it is inappropriate. On her next performance evaluation, she receives a much lower rating than she expected.
• Answer: Quid pro quo

Event 3:

• A female co-worker has a desk near the water-fountain. Male co-workers frequently stop at the fountain on Monday mornings, and discuss their weekends. Much of this discussion includes detailed replays of their sexual activity, and often includes derogatory or sexist remarks about their women partners. While they never speak to the female co-worker, she can overhear them. She has repeatedly asked them to stop, and she has begun to dread coming in to work on Mondays.
• Answer: hostile work environment

Event 4:

• A female supervisor asks a male subordinate out on three occasions. Each time, he refuses, but appears pleased that she has asked him. On the fourth occasion, she warns him that the next time she asks him out, he had “better play ball or else”. He is now concerned since he needs the job very badly.
• Answer: ambiguous, not clear the behavior is unwanted

Event 5:

• A male supervisor frequently goes out to lunch with his male subordinates. His female subordinates are rarely asked. He also plays basketball on weekends with several of the other males. He appears to treat both males and females equally in discussions, but everyone in the office is aware that he always gives better work assignments and higher raises to the male subordinates.
• Answer: not sexual harassment
• Video Link:
  • Affirmative action and the diversity dilemma - CBS Documentary
    • https://www.cbsnews.com/news/affirmative-action-and-the-diversity-dilemma/
• Additional Readings/Resources:
  • What organizations need to know about Title VII
    • https://www.forbes.com/sites/forbeshumanresourcescouncil/2018/08/22/understanding-title-vii-what-organizations-need-to-know-about-employees-in-protected-classes/?sh=6882730d3a32
  • Big companies paying Age Discrimination lawsuits
    • https://www.shrm.org/resourcesandtools/hr-topics/behavioral-competencies/global-and-cultural-effectiveness/pages/la-times-to-pay-154-million-in-age-discrimination-case-.aspx

Multi-Choice Questions

Short Answer Essay Questions

• 1. What is the difference between group structure and group process? Illustrate each with an example that is relevant to the management of diversity and inclusion. (1-2)
• 2. Explain the main concepts in Systems Theory and illustrate each concept with an example relevant to the management of diversity and inclusion. (2)
• 3. From the perspective of the GPM, what happens to group productivity as group size increases? (3)
• 4. Explain how GPM affects whether a task is assigned to a group or team and how this process happens. (3)
• 5. In the Steiner GPM, actual productivity of a team may fall short of potential productivity. Give two examples of how that might happen with a team that is internally diverse. (3)
• 6. Give examples and name the steps of the IMOI Framework. (4)
• 7. Mannix and Neale recommend considering organizational context, underlying team processes, and the understanding and measurement of diversity for anyone working with a diverse team. Give examples of any two of these factors. (4-5)
• 8. Mannix and Neale make three recommendations for managing diversity in teams. List these three recommendations. (5)
• 9. What are some good reasons for assigning a job to a team rather than an individual? List any three reasons. (6)
• 10. Explain how different types of interdependence can affect the work of an internally diverse team. (6)
• 11. Researchers have suggested several ways of describing task types. Choose any one of these and explain how type of task might impact the effect of internal diversity on a team’s productivity. (7)
• 12. What is brainstorming and what are its usual effects on a group’s generation of ideas? (7-8)
• 13. What techniques might a leader use when trying to maximize the positive effects of diversity on a group’s problem-solving while reducing its possible negative effects? Briefly explain each technique. (7-11)
• 14. What is information sampling bias (or collective information sampling)? How could a team’s diversity affect its work results as a result of this factor? How might a leader behave differently if he or she understood this process? (10)
• 15. What are some effects of cohesiveness on a team’s work? How can the team’s internal diversity affect its cohesiveness? (10-11)
• 16. What is Groupthink and how might it affect the process and product of a team? (11-12)
• 17. What are some symptoms of Groupthink? List and explain any three. (11-12)
• 18. What is social loafing and how can it affect a team’s success? List three things a leader might do to deal with possible social loafing. (12-13)
• 19. What should a team’s manager understand about the effects of diversity on conflict within the team? (13-14)
• 20. Social and organizational psychologists have studied leadership processes for many years. For any one of the theories of leadership listed, suggest what the theory implies about leadership of internally diverse teams.
• 21. What are team mental models, and why are they important? (15)
• 22. Describe the threetechniques that are used for eliciting diverse ideas. (16)
• 23. Explain three different types of categorization strategies that can reduce conflict. (17)
• 24. Describe and differentiate between two different leadership theories discussed in the chapter. (18-19)
• 25. After summarizing past leadership theories, your text describes six implications that are learned from these earlier theories. Explain at least three of the six. (19-20)
• 26. Chrobot-Mason and her colleagues have written about the process of leadership in diverse social contexts. They recommend three general conclusions for leaders. Summarize their conclusions. (20)
• 27. Ruderman and her colleagues make six recommendations about leading across differences. Explain any two of these recommendations. (21)
• 28. The text presents an analysis of small musical groups as a model of the management of diversity in teams. List and explain any three of the observations drawn in this research. (22-23)
• 29. The Hackman Model proposes that effective teams meet expectations for output, grow as a team over time, and provide experiences of learning and well-being for their members. The model lists five conditions that are required for this effectiveness. List and explain any two of these conditions. (23-24)
• 30. Explain five key factors that affect the success of virtual teams. (25)

Activities

• Discussion Questions:
  • Discuss a team you have been a part of and how cohesiveness played a role in your team’s effectiveness (can be positive or negative).
  • When has groupthink and/or social loafing plagued something you have been a part of?
  • How has the pandemic changed or cemented your view of the effectiveness of virtual teams?
  • Based on your own experiences, what should be done to ensure the success of virtual teams?
• Activity: Scavenger Hunt
  • Instructions: Get into small groups. As a group, you will have 15 minutes to accumulate as many points as possible by finding items on the list below. You may not purchase any of the items on the list. You may count items in your possession.
    • Ponytail holder (5 pts)
    • Piece of sugarless bubble gum (un-chewed and still in its wrapper) (5 pts)
    • 3 paper clips (5 pts)
    • Book to read for fun (not a textbook) (5 pts)
    • Scissors (5 pts)
    • Flash drive (5 pts)
    • Parking pass (10 pts)
    • Umbrella (10 pts)
    • Uni-ball pen – must be brand name (10 pts)
    • Empty pepsi bottle (must be pepsi) (10 pts)
    • Signature of someone you can get to jump on one foot for 10 seconds (10 pts)
    • Signature of someone who has bearcat season tickets (20 pts)
    • Business card from anyone (20 pts)
    • Business card from someone who owns their own business (20 pts)
    • Total possible points = 140
      • Reflection questions:
        • How did your team go about accomplishing the task?
        • Would you consider your team successful? Why or why not?
        • What role did you take on within your team and why?
  • Key Learning points: Consider various roles in teams, how teams organize and execute a plan.
• Activity: Marshmallow challenge
  • Instructions: See https://www.commonsense.org/education/lesson-plans/the-marshmallow-challenge
  • Key learning points: Examine team processes and effectiveness in action.
• Activity: Techniques for eliciting diverse ideas
  • Instructions: After learning about the different techniques for eliciting diverse ideas (round-robin, delphi, nominal group), get into small groups to practice at least one of these techniques. Within your subgroup, use of one of these techniques to identify three new uses for wine corks. Share with the class what you were able to come up with and how your process worked.
  • Key learning points: Clarify and illustrate differences between the round-robin, delph, and nominal group techniques.
• Video Link:
  • More info on LMX Theory
    • https://www.youtube.com/watch?v=kmD1R8hXsN4
  • Space Shuttle Challenger Disaster: Major Malfunction /Retro Report/The New York Times
    • https://www.bing.com/videos/search?q=space+shuttle+disaster%3a+major+malfunction&view=detail&mid=7A6B932B7036C0EE71BD7A6B932B7036C0EE71BD&FORM=VIRE
• Additional Readings/Resources:
  • Groupthink disaster: 1996 Everest - book chapter
    • https://www.researchgate.net/publication/227714198_Leadership_in_extreme_contexts_A_groupthink_analysis_of_the_May_1996_Mount_Everest_disaster
  • The Abilene Paradox Story
    • https://www.aspeninstitute.org/wp-content/uploads/files/content/upload/16-Harvey-Abilene-Paradox-redacted.pdf
  • Getting Virtual Teams Right
    • https://hbr.org/2014/12/getting-virtual-teams-right

Multi-Choice Questions

Short Answer Essay Questions

• 1. Distinguish between the concepts of “sex” and “gender.” (1)
• 2. What factors and world events have affected women’s and men’s labor force participation since the Industrial Revolution? (2)
• 3. Explain the Labor Force Participation trends from 1900-today for both men and women. (3)
• 4. Discuss three of the best practices that the HRC released about transgender inclusion. (5)
• 5. Explain how the use of pronouns are changing in today’s culture? (6-7)
• 6. Should the sexes be seen as fundamentally different or the same in work-related attributes? Justify your answer. (8-9)
• 7. Distinguish between primary and secondary causes of sex discrimination and suggest what kinds of things can be done to reduce this inequity. (10-11)
• 8. Discuss how sexism can take the form of microaggressions based on sex/gender. (13-14)
• 9. Distinguish between hostile and benevolent sexism. Why is benevolent sexism particularly difficult to identify and correct? (14)
• 10. What are the major federal laws barring sex discrimination? What factors limit the effectiveness of these laws in dealing with sex discrimination, especially pay discrimination? (16-17)
• 11. Are men better salary negotiators than women? Support your answer based on research discussed in the text. (17-20)
• 12. Give actual examples of sex discrimination in hiring and promotion. (20-21)
• 13. What does the Pregnancy Discrimination Act require? Give some actual examples of employment discrimination on the basis of pregnancy. (21)
• 14. What is the rationale for accommodating nursing mothers in the workplace? What accommodations are recommended? (22)
• 15. Discuss what is meant by the “MeToo movement”. (22-23)
• 16. What factors lead to sexual harassment in the workplace? How should employers act to prevent and correct sexual harassment? (22-25)
• 17. Discuss the recommendations made by SHRM on prevention and management of SH complaints. (25-26)
• 18. What patterns have been found in victims’ reactions to sexism and discrimination? (28)
• 19. What can employers do to prevent problems from romantic relationships that occur at work? (29-31)
• 20. Why should employers and diversity professionals be informed about domestic violence as a workplace concern? Describe some best practices for dealing with this problem. (31-33)
• 21. What is the “ideal worker” and how is this related to stresses for employees and their families? (33)
• 22. What is “contingent work” and how is it related to diversity and inclusion at work? (34-35)
• 23. How is motherhood related to employment outcomes for women? (35-37)
• 24. Describe the new form of motherhood penalty resulting from the COVID-19 pandemic. (36)
• 25. How is the caretaking role related to work outcomes for women and men? What is “family responsibility discrimination?” (37-38)
• 26. What are work-life conflict and work-life facilitation? What four processes occur in the relationship between work and life responsibilities? (38-39)
• 27. How can employees manage the conflict they experience between work and non-work domains? (39-40)

Activities

• Discussion Questions:
  1. Discuss what types of sexism you have seen or experienced firsthand? Would you describe this as blatant or modern sexism? Hostile or benevolent sexism?
  2. What do you believe can be done in prevention of sexual harassment in the workplace?
  3. Discuss what you believe should be done with regard to workplace relationships. Should they be allowed in the workplace? Why or why not?
  4. What are successful/unsuccessful strategies to develop and maintain work-life balance?
• Activities
  • “Tall for a woman” activity
    • Instructions: Have everyone in class write their height down on a piece of paper and place it into a container. Next, ask the class to identify the tallest person and have that student stand. Continue asking the students to identify the next tallest person and ask them to stand next in line. Continue doing this until everyone in the class has been selected.
    • Key learning points: Generally, students realize that tall females are picked after shorter males and that we are not very good at guessing height. One takeaway is that if we have so much trouble avoiding gender bias when evaluating something as objective as height, how can we rely on the fairness of our judgements of more subjective and complex attributes such as leadership ability.
  • Work Life Balance Wheel
  • Instructions:

    https://www.jdblissblog.com/2006/11/a_fun_way_to_im.html

  • Key learning points: Assess work-life balance and satisfaction with different life domains. Explore strategies to enhance balance.
• Video Link:
  • How we can end sexual harassment at work
    • https://www.ted.com/talks/gretchen_carlson_how_we_can_end_sexual_harassment_at_work?language=en
• Additional Readings/Resources:
  • Creating a Trans-Inclusive Workplace
    • https://hbr.org/2020/03/creating-a-trans-inclusive-workplace
  • Why sexism is still an issue at the Olympics
    • https://www.aljazeera.com/news/2021/8/8/sexism-is-still-a-problem-at-the-first-gender-equal-olympics

Multi-Choice Questions

Short Answer Essay Questions

Race, Ethnicity, and Work

• 1. Give an example of why the concept of race is complicated. (1-2)
• 2. Distinguish “race” from “ethnicity.” Why is the term “racio-ethnicity” used? (1)
• 3. Why is the term “minority” problematic? (3)
• 4. What is a colorblind ideology (as measured by the CoBRAS), and how does it differ from a multicultural view? (4-5)
• 5. Is it possible for someone to be truly “colorblind”? Why or why not? (4-5)
• 6. What are some consequences of a colorblind ideology? (4-5)
• 7. What is the “Ethnicity Paradigm” and how is it relevant to organizational diversity and inclusion? (5-7)
• 8. Why are Asian Americans called the “Model Minority”? What are some consequences of this stereotype? (6-7)
• 9. Describe the difference between access and treatment discrimination. (8-9)
• 10. Give two examples of (a) access discrimination, and (b) treatment discrimination? (9)
• 11. What is the “accumulation of advantage and disadvantage”? (9)
• 12. Give one advantage and one disadvantage of using standardized tests for selection from the perspective of a diversity manager. (10-11)
• 13. Discuss three different things to consider when utilizing tests in an employment context. (11)
• 14. Distinguish between Outtz & Newman’s “first-generation adverse impact model” and their “second-generation model.? Why is this a useful distinction? (15-16)
• 15. Explain Outtz and Newman’s three strategies for responding to adverse impact. (16-17)
• 16. Rivera studied recruitment and hiring in prestigious law firms. These firms thought they were trying to increase racial diversity among new hires but were not successful. Explain two reasons for this outcome. (16-17)
• 17. Explain what The Great Divide is. (20)
• 18. What is the diversity-validity dilemma? How do employers typically respond to this quandary? (21-22)
• 19. Distinguish among race discrimination, racism, and institutional racism. (24-25)
• 20. You overhear a co-worker say, “Slavery and segregation ended a long time ago. Why can’t we just “get over it”? How might a diversity manager interpret this perspective? What does it overlook? (25)
• 21. How is “contemporary racism” different from “old-fashioned racism”? (25-26)
• 22. Give two examples of the beliefs held by those with Modern or Symbolic Racist views. (25-27)
• 23. What is implicit bias, and why is it difficult to control? (27-29)
• 24. What are the benefits and drawbacks of the IAT? (28-29)
• 25. List two federal laws written to address race discrimination. Briefly state what they prohibit. (29-32)
• 26. According to sociologists, three processes underly patterns of segregation. List and explain two of these processes. (31-32)
• 27. What is an audit study and what does it generally show, based on the examples in the text? (33)
• 28. The text presents several examples of actual EEOC complaints of discrimination or harassment based on race, color, or national origin. Describe any two of these. (34-35)
• 29. What is “reverse discrimination”? Why is this term misleading? (35-36)
• 30. Explain the dilemma faced by the New Haven Civil Service Board in the Ricci case. (36)

Activities

• Discussion Questions:
  1. Do you believe that colorblindness may someday work such that we can make workplace decisions without seeing color? Why or why not?
  2. Some say that we all have implicit biases and stereotypes. Do you agree? Why or why not?
  3. What experiences, programs or movements have you seen that effectively reduce racism?
  4. What are your thoughts regarding the “Reverse Discrimination” Quandary?
• Activities
  • Implicit Association Test
    • Instructions: https://implicit.harvard.edu/implicit/takeatouchtest.html
    • Key learning points: Gain understanding of how implicit bias is measured and recognize that everyone has some degree of implicit bias.
  • Institutional Racism
    • Instructions: Create a list of various practices or policies that perpetuate institutional racism. Consider specific practices or policies in institutions such as education, legal, housing, voting, etc.,
    • Key learning points: Students will better understand what institutional racism is by coming up with specific practices and policies that serve to perpetuate inequity based on racio-ethnicity.
  • Reverse discrimination debate
    • Instructions: Split the class into two or more groups. Assign half of the groups the task of arguing in support of reverse discrimination and the other half will argue that reverse discrimination does not exist.
    • Key learning points: through the debate, students will come to see the various arguments used in support of both positions for and against the existence of reverse discrimination
• Video Link:
  • Implicit Bias TED Talk
  • https://m.youtube.com/watch?v=kKHSJHkPeLY
• Additional Readings/Resources:
  • Structural Racism in Health Care Policy
  • https://www.healthaffairs.org/doi/10.1377/hlthaff.2021.01466

Multi-Choice Questions

Short Answer Essay Questions

Sexual Orientation and Work

• 1. What is gender identity and how does it differ from gender and from sexual orientation? (2-3)
• 2. Is sexual orientation discrimination at work legal?  Why or why not? (4)
• 3. Sexual orientation differs from other bases of difference that may lead to workplace discrimination in several ways.  List and explain three of the ways in which sexual orientation is “different.” (5-8)
• 4. Explain the trends found regarding homophobia in the US today. (6-7)
• 5. What does the term “DADT” mean?  What is its legal status? What have been its consequences? (10)
• 6. Explain two legal provisions that impact the rights of LGB persons. (10)
• 7. Why is it difficult to estimate the level of workplace discrimination based on sexual orientation?  Give one example of research that has attempted to measure the level of sexual orientation discrimination.  (11-13)
• 8. Describe one study that has measured access discrimination and another that has measured treatment discrimination based on sexual orientation. (11-12)
• 9. Describe two examples of discrimination that LGB members face. (11-13)
• 10. Describe the Minority Stress Model. (13-15)
• 11. Distinguish between three disclosure strategies used by LGB persons and discuss at least one possible consequence of each. (15-17)
• 12. Describe one way in which LGB sexual orientation may affect career development. (17-18)
• 13. What is “courtesy stigma”? (19)
• 14. Describe two situations in which a diversity manager may confront issues related to the sexual orientation of LBG employee(s). (19-20)
• 15. Explain two economic rationales that support employers’ efforts to prevent or reduce harm to employees based on sexual orientation. (21).

Activities

• Discussion Questions:
  1. Why do you think homophobia can often be much more blatant than other types of discrimination?
  2. How has your experiences with members of the LGBTQ community changed or broadened your perspective of issues facing this group in the workplace?
  3. What can be done locally to improve acceptance of LGBTQ members?
  4. What can be done at a federal level to improve acceptance of LGBTQ?
  5. Your text argues that organizations should create an affirming climate for LGBTQ employees. What do you think is the most important action/policy that organizations should adopt to do so? Why do you think this is so important?
• Activity: Examining the portrayal of members of the LBTQ community in media
  • Instructions: Watch an episode of a tv show that has a main character who is a member of the LGBTQ community (e.g., Will and Grace, Modern Family, Grace and Frankie). Answer the following questions after watching an episode or multiple episodes:
    1. How does this character manage their sexual orientation/identity?
    2. What identity management strategies do they use and why?
    3. How do others respond to this character?
    4. What struggles do you see this character endure as a result of their sexual orientation/identity?
    5. How do they overcome such struggles?
  • Key learning points: examine the use of identity management strategies and sexual orientation disclosure as portrayed in the media using different tv characters.
• Video Link:
  • Homophobia in Sports
    • https://outonthefields.com/
• Additional Readings/Resources:
  • Religious Freedom Act
    • https://www.indystar.com/story/news/2018/04/25/rfra-indiana-why-law-signed-mike-pence-so-controversial/546411002/
  • The Benefits of LGBTQ Inclusion and Diversity Training
    • https://www.adp.com/spark/articles/2018/06/the-benefits-of-lgbtq-inclusion-and-diversity-training.aspx

Multi-Choice Questions

Short Answer Essay Questions

Ability, Appearance, Weight, Age; Religion, Social Class, and Work

• 1. Among the diversity dimensions discussed in this text, ability is different in two important ways. Explain one of these. (1-2)
• 2. Among the diversity dimensions discussed in this text, how are body size and appearance different? Give two reasons. (1-2)
• 3. What is legally required under the ADA? (4-5)
• 4. Discuss two recent examples of disability complaints and the results after being resolved by the EEOC. (4-5)
• 5. Does the ADA protect employees against discrimination based on weight or appearance? Why or why not? (5-6)
• 6. Describe two stereotypes about persons with disabilities. Are these accurate? (7-9)
• 7. Give examples of two respectful forms of language concerning those with disabilities. (8)
• 8. As diversity officer, you are contacted by a supervisor who is concerned about the cost of accommodating a job candidate with a disability. What would you say to this supervisor? (9)
• 9. In some cases, coworkers and supervisors may be concerned about employment of an individual with a disability. Other than cost of accommodation, describe two such concerns. How would you handle these situations as a diversity officer? (9-10)
• 10. What is “courtesy stigma”? (12)
• 11. Why should the diversity professional be concerned about discrimination on the basis of appearance and/or weight? What does research show about this form of discrimination? (11-13)
• 12. What changes are occurring in the distribution of ages in the US workforce? (13-15)
• 13. What types of age discrimination routinely occurred prior to ADEA but are now prohibited? What age discrimination is presently legal under federal law? (15)
• 14. Describe one actual example of an age discrimination complaint filed with the EEOC. How was it settled? (15)
• 15. Six stereotypes about older workers are described in the text. Describe any two, and summarize the evidence supporting or refuting each. (15-16)
• 16. Typical workforce dilemmas related to age include stereotyping, meta-stereotyping, discrimination, generational differences, and retirement. Describe one example for any three of these dilemmas. (16-21)
• 17. What are “bridge employment” and “phased retirement”? In what ways can they be helpful to older employees? (20-21)
• 18. What are the largest religious affiliations in the US? What are the smallest? What trends have occurred since the 1970s in religious affiliation in the US? 22
• 19. Describe the Constitutional bases for protection of religious belief in the US. Explain the term “separation of church and state.” Is it a formal legal protection? (22-23)
• 20. What kinds of complaints are usually filed under Title VII based on religion? How are they generally resolved? (22-23)
• 21. What difference(s) led to contrasting outcomes in the two religious discrimination cases described in the text (Peterson and Buonanno)? (24)
• 22. Explain two strategies that employers should use to accommodate religious beliefs and avoid religious discrimination. (24-25)
• 23. Explain why organizations are said to have a “class structure.” (26-27)
• 24. What does it mean to say that in organizations, class can refer to “structure,” “process,” or “style”? Give an example of each. (26-27)
• 25. What are “exempt” and “non-exempt” employees? Show how this forms a kind of class distinction in organizations. (28-29)
• 26. How does an employee union create a “class structure” in a unionized work organization? (29)
• 27. Pick one work organization with which you are familiar. Do you see “class distinctions” in that organization? Why or why not? (29-30)

Activities

• Discussion Questions:
  1. What laws do you believe could be implemented to make a difference at the federal level to protect individuals from weight and appearance discrimination?
  2. Have you been affected by stereotypes regarding your age? How has this affected you?
  3. How can acceptance of those with disabilities be improved?
  4. Do you believe there should be religious exemptions in the workplace, why or why not?
  5. Some view class distinctions in the US as of minor importance because anyone can pursue the “American Dream”. Do you agree or disagree? Why?
• Activity: Understanding Social Class Hierarchy
• Instructions:
  • Give each student a token or strip of paper of one of three random colors (e.g. orange, green, and blue) not connected to their identities. Ask them to talk to as many of their classmates as possible, exchanging papers each time they talk to another student.
  • Interrupt the activity after a minute or two and explain that you have forgotten to tell them something: Blue is best, green is “okay,” and orange is not so good. Remind them about the purpose of the activity—to talk to as many students as possible—and ask them to proceed. Note the differences in behavior now that you have assigned value to the strips (engaged in social construction of difference).
  • Interrupt a third time and call the blue group over to you. In front of the other groups, talk about how lucky they are to be blue. Do not attach any real meaning to their good fortune (don’t associate it with wealth, intelligence, ability, etc.). Then call the green group over and tell them that they are “okay.” Finally, call the orange group over and tell them how sorry you are for their misfortune. Ask the students to continue the activity, reminding them to talk to as many students as possible. Once again, observe the behaviors.
  • After another two minutes, end the activity and debrief by asking students to describe what happened, identify their feelings, discuss the changes in behavior, and relate the exercise to real-life experiences.
• Key learning points: Students are usually quick to recognize the parallels to class structure. Instructors can use this activity to discuss how class privilege is initially an accident of birth, but ultimately something that we work to maintain.
• Video Links:
  • Changing the way we talk about disability
    • https://www.ted.com/talks/amy_oulton_changing_the_way_we_talk_about_disability
  • Weight Discrimination
    • https://www.cnbc.com/2020/01/24/why-weight-discrimination-permeates-the-us-workplace.html
• Additional Readings/Resources:
  • EEOC Updates COVID-19 Guidance for Religious Objections to Vaccinations
    • https://www.esrcheck.com/2022/03/03/eeoc-covid-19-guidance-religious-objections-vaccinations/
  • Weight Stigma
    • https://www1.racgp.org.au/newsgp/gp-opinion/weight-stigma-why-everybody-needs-to-act
  • Disability Confidence
    • https://disabilityconfident.campaign.gov.uk/

Multi-Choice Questions

Short Answer Essay Questions

Building Diversity Competence for Individuals

• 1. What is diversity competence? (2)
• 2. What is a “valuing diversity” activity, and what is its role in a program for managing D&I? 3
• 3. The text says that little information exists about “KSAs actually needed for competence in managing D & I.” Why is this so? 3-4
• 4. Chrobot-Mason has identified three stages in multicultural competence. What are these three stages? 4
• 5. What is the Critical Incident Technique, and how could it be used to determine KSAs for Diversity Training? 5-6
• 6. Do you think that different diversity competencies might be needed in different organizational settings? Why or why not? 6-8
• 7. Distinguish between Awareness and Skills models of diversity training. 8-9
• 8. What is allyship and why is it important? (10)
• 9. List two factors that have been found to be associated with change in affect or attitude, and two that are associated with change in cognition. 11
• 10. Explain the steps in the Instructional Design Model. 11-12
• 11. What are microaggressions, and why might they be included in a diversity training program? 12
• 12. Why do people often experience interracial dialogs as stressful? List two reasons. 13
• 13. What are the politeness protocol and the colorblind protocol, and how are they related to race talk? 14
• 14. Suppose you are part of a conversation in which someone says something racially offensive. How would you decide whether to respond? If you decided to respond, what would you say or do? 14
• 15. What is active listening? List three habits of active listening. 15
• 16. What are Kirkpatrick’s four criteria for evaluation of training? Which do you think is most common? Which do you think is most important, and why? 15-16
• 17. Discuss whether diversity training works while referencing research to back up your ideas. (16-17)
• 18. Based on studies of the evaluation of diversity training, list and explain four recommendations for those planning this activity. 17
• 19. Explain what is meant by specialized leadership development. Discuss one reason why such development should be offered, and one reason why it should not. 18
• 20. What is mentoring? What does research show about its effects? 19
• 21. Two processes have been identified in informal mentoring. Explain and give a brief example of each process. 19-20
• 22. Explain one way in which the mentoring experience and its effects may vary with (a) sex of participants, and (b) racio-ethnicity of participants. 20-21
• 23. What is formal mentoring? List three research-based recommendations for formal mentoring. 21-22
• 24. What is meant by the mentoring paradox? 22-23
• 25. What are affinity groups or ERGs? What are they intended to do? Explain two cautions of which the diversity professional should be aware pertaining to ERGs. 23-24
• 26. What are work-family or work-life benefits? How do they fit into a program of managing diversity and inclusion? 25-26
• 27. Give an example of the most available W-F (W-L) benefits, and one example of the least available ones. 26
• 28. If you were an advocate for employees, why would you argue against complete supervisor discretion in access to W-F (W-L) benefits? 26
• 29. What is a right to request policy, and why is it considered useful? 27
• 30. What are three aspects of supportive work-life culture? Explain any one of these. 27-28
• 31. The text lists five recommendations to management for helping employees to manage work-family conflict. Explain any two of these recommendations. 28
• 32. Explain the business case for W-F (W-L) benefits. 28-29
• 33. How does the US compare with other industrialized countries in terms of family-friendly policies for employees? 29

Activities

• Discussion Questions:
  1. What experiences have you had with a mentor and in what ways were they helpful or not helpful?
  2. Do you believe that formal or informal mentoring is better? Why?
  3. Have you participated in diversity training? If so, how did it affect you?
  4. What do you think about employee resource groups (ERG’s)? Do you believe they serve to include or exclude people?
  5. How can Work-Life policies be improved in the US to better compare to other countries around the world?
• Activity
  • Practicing active listening
    • Instructions: Ask students to read this article or a similar one in which tips are provided for practicing effective listening: https://www.forbes.com/sites/womensmedia/2012/11/09/10-steps-to-effective-listening/?sh=514fe18f3891. Then ask students to break into dyads. Each person has 8 minutes to share a dilemma (it could be personal or professional) that they are currently facing with their partner. Their partner’s job is to practice active listening – not to solve the dilemma! As class facilitator monitor time carefully and at the 8 minute mark ask the dyads to pause and the person speaking should spend 2 minutes providing feedback to their partner regarding their active listening – what did they do well and how could they improve. Then switch and do the same thing with the other partner.
    • Key learning points: Students better understand how challenging it is to simply listening for understanding rather than attempt to solve someone else’s dilemma. As with any skill, practice strengthens skill so challenge the students to practice this with friends and family members.
  • Assessing your multicultural competence
    • https://www.avma.org/sites/default/files/2022-02/DiversityCulturalCompetenceChecklist.pdf
• Video Link:
  • Why the Power of Mentoring Can Change the World
    • https://www.ted.com/talks/shirley_liu_why_the_power_of_mentoring_can_change_the_world
  • How to be an ally for racial equality
    • https://www.youtube.com/watch?v=cNq-Rr9kphM
• Additional Readings/Resources:
  • ERG’s in the Workplace
    • https://psychcentral.com/health/empathy-at-work-leading-an-employee-resource-group
  • Learn about Virtual Reality as a Diversity Training tool
    • https://equalreality.com/
  • The Black Experience in America – The Course By Jon Fortt (forttmedia.com)

Multi-Choice Questions

Short Answer Essay Questions

Building Organizational Diversity Competence through Organizational Development

• 1. Explain the representation of women and ethnic minorities in high tech industries and what is being done to address this problem. (2-3)
• 2. Why is it useful to approach building a D&I program as a case of OD? 3
• 3. What does the term “organizational development” imply? 3
• 4. What is action research and how could it be useful in developing a program for managing D&I? (4)
• 5. What is a culture audit and how could it be used in a D&I management program? (5)
• 6. What is diversity resistance and why does it occur? Why should diversity professionals understand it? 6-7
• 7. What is the difference between diversity climate and diversity attitude? What is the role of either or both in a program of D&I management? 7-8
• 8. What is a SWOT analysis, and how could it be used in implementing a program of D&I management? 9-10
• 9. The text discusses six OD techniques. Name and describe any two, and explain how they could be used in implementing a D&I management program? 11-15
• 10. What is meant by structural locus of responsibility, and why is it important in a D&I program? 16-18
• 11. Explain the concept of alignment and show how it could be a problem for managing D&I in an ongoing organization. 19
• 12. Explain a situation where misalignment is present and why this is problematic. (19)
• 13. The text presents a model of organizational change developed by Cox (2001). Draw this model and label its major factors. Show how it can be helpful in designing and implementing a program for managing D&I. 19-20
• 14. Suppose you are a consultant to an organization that is considering development of a D&I management program. What are some initial questions you might have and discuss with organizational leaders? 21
• 15. You are newly hired as the Diversity and Inclusion officer of a medium-sized company that has only a few things in place to address D&I. How might you get started? What would be some things to assess before you begin? 21-22
• 16. The text describes the Full Integration Model of Diversity Change (Agars & Kottke, 2004). What is this model designed to clarify, and what are its major components? 23-24
• 17. The Global Diversity and Inclusion Benchmarks (O’Mara & Richter, 2016) are discussed and illustrated in the text. What are these benchmarks, and how can they be useful in managing a program of D&I management? 24-26
• 18. Explain why a background in Human Resources would be useful for someone working in the area of D&I management. Why would a background in I-O psychology be useful?
• 19. What is the difference between Diversity Training and Diversity/Inclusion Management? How do they fit together?

Activities

• Discussion Questions:
  1. What was the most important thing that you took away from this book?
  2. In what ways will you strive to implement DEI through OD practices in different places in your life?
  3. Discuss your experience with a culture of diversity in an organization that you have been a part of. Was it positive or negative? What could have improved the culture of diversity in this organization?
  4. How important do you believe alignment is for an organization when it relates to DEI and why?
• Activity
  • Job diagnostic survey
    • Instructions: Complete the job diagnostic survey using a current or previous job as a reference. Then discuss as a class what could be done to improve your satisfaction in this job using the job characteristics theory.
      • https://scales.arabpsychology.com/s/job-diagnostic-survey-jds/
    • Key learning points: gain a better understanding of how the job characteristics theory can improve job satisfaction and other work outcomes
  • Organizational DEI case study
    • Instructions: Write a case study that describes an existing organization and how they apply (or do not apply) the material we covered as part of this course. Select an organization to study and examine internet sources including the company’s website, newspaper articles, glass door reviews, etc. Look for evidence of diversity culture and make recommendations for this organization to improve its DEI culture in the future.
    • Key learning points: Gain a better understanding of what organizations do and do not do with respect to creating a positive DEI culture.
• Video Link:
  • Diversity climate
    • https://www.aamc.org/what-we-do/equity-diversity-inclusion/learning/webinar-assessing-institutional-culture-climate
• Additional Readings/Resources:
  • Job rotation
    • https://www.patriotsoftware.com/blog/payroll/5-advantages-disadvantages-job-rotation-strategy/
  • Shifting the Diversity Climate: The Sodexo Solution
    • https://www.hbs.edu/faculty/Pages/item.aspx?num=40727

Multi-Choice Questions