Understanding Individual Perspectives of Diversity

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SECTION I

UNDERSTANDING INDIVIDUAL PERSPECTIVES OF DIVERSITY

I – 9

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DIVERSITY TODAY: FACT OR FICTION?

Carol P. Harvey

Suffolk 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 answer

and 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, 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 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)

I – 9

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DIVERSITY!

Christopher Laib

University of Massachusetts Dartmouth

Jeanne M. Aurelio

Bridgewater 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 aspects

of 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.

I – 9

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.

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.

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.

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.

I – 9

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

Points
1 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
Category 2: Judaism
Points
1 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
Points
1 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
Category 4: Symbols
Points
1 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

Points
1 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%

DIVERSITY! BOARDS: QUESTIONS AND ANSWERS

Board 2 (Green Board) Categories:

6. Here Comes the Judge