Understanding and Managing Diversity / Edition 5

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A diverse approach to understanding and managing diversity.

Understanding and Managing Diversity uses applications to clarify the complexity of a diverse workforce, and explains how it can be used as an organizational asset. This text also provides readers with a wide range of expertise–from the perspective of experienced interdisciplinary instructors (business, psychology, economics, theology, law, politics, history, etc.) to practitioners (diversity trainers, corporate managers, etc.).

This edition has been substantially updated to reflect the changing diversity issues in today’s workplace–including 18 new and 15 revised articles/cases/exercises.

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Product Details

  • ISBN-13: 9780132553117
  • Publisher: Prentice Hall
  • Publication date: 8/10/2011
  • Edition description: Older Edition
  • Edition number: 5
  • Pages: 416
  • Sales rank: 203,290
  • Product dimensions: 6.90 (w) x 9.10 (h) x 0.50 (d)

Meet the Author

Carol E Harvey (Ed.D., University of Massachusetts at Amherst) is associate professor and former Chair of Business Studies at Assumption College. She holds an MBA and a Certificate of Advanced Studies from Northeastern University and an MA in Psychology from Assumption Colleges. She is a site visitor for NEASC (New England Association of Schools and Colleges) for college accreditation and consultant to businesses, particularly in the areas of mentoring and organizational development. Formerly employed as a manager at the Xerox Corporation, her research interests include implementing diversity initiatives in organizations and improving critical thinking skills in the college classroom. She is the co-recipient of the 2004 Roethlisberger Memorial Award from the Organizational Behavior Teaching Society for the best article from the Journal of Management Education for "Critical Thinking in the Management Classroom: Bloom's Taxonomy as a Learning Tool."

M. June Allard (Ph.D., Michigan State University) is professor and Chair of Psychology at Worcester State College. She is a social and experimental psychologist with research and teaching interests in international and cross-cultural psychology and in assessment and evaluation. A site visitor for NEASC (New England Association of Schools and Colleges) for college accreditation, she consults to colleges on assessment and conducts undergraduate program evaluations. A lifelong world traveler, she lectures on research and evaluation internationally in countries such as Morocco, Costa Rica, Poland, Mexico, Turkey, Nicaragua, Bolivia, Brazil, and Italy and has conducted research projects for the U.S.Peace Corps, UNESCO, and USAID and educational evaluation for the International Baccalaureate Organization (Cardiff, Wales).

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Table of Contents

–Jeanne Aurelio and Christopher Laib
2. Understanding Attribution Theory by Using Visual Literacy
–Carol P. Harvey
3. I AM…
–M. June Allard
4. Diversity Awareness Quiz
–Paul C. Gorski
5. Thriving in a Multicultural Classroom
–Michelle R. Dunlap
6. Body Ritual Among the Nacirema
–Horace Miner
7. Increasing Multicultural Understanding: Uncovering Stereotypes
–John R. Bowman
8. White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies
–Peggy McIntosh
9. The Emotional Connection of Distinguishing Differences and Conflict
–Carole G. Parker
10. The Best of the Best
–R. Roosevelt Thomas, Jr.
11. The Pitney Bowes Case: A Legacy of Diversity Management
–Carol P. Harvey
12. Exploring Diversity in Your Organization
–Carol P. Harvey
13. World View of Cultural Diversity
–Thomas Sowell
14. We Have an African American President: How Could Racism Still be a Major Problem?
–Joyce McNickles
15. To Be Asian in America
–Angela Johnson Meadows
16. Inventing Hispanics: A Diverse Minority Resists Being Labeled
–Amitai Etzioni
17. Immigration: Cultural Transmission Today
–M. June Allard
18. Negotiating: The Top Ten Ways that Culture Can Effect Your Negotiation
–Jeswald W. Salacuse
19. Global Call Center Exercise: Learning to Negotiate
–Carol P. Harvey
20. The Coca-Cola Company: Then and Now
–Carol P. Harvey
21. Being an Only
–Carol P. Harvey
22. Women in Leadership Positions: Why Aren’t They There Yet?
–Carol P. Harvey and Deborah L. Larsen
23. The Paradox of Male Privilege
–Steven D. Farough
24. Are We Equal Yet? Making Sense of Lesbian, Gay, Bisexual, and Transgender Issues in the Workplace
–Gerald Hunt
25. Generational Diversity in the Workplace
–Diane M. Holtzman, Evonne J. Kroger, and Charles D. Srock
26. How Old Should You Be to Drive a Bus? Exploring Ageism
–Sharon P. McKechnie
27. Musical Chairs
–M. June Allard
28. The Best Buy Case: Committed to the Inclusion of People with Disabilities
–David P. Harvey
29. Sexual Harassment
–Carol Harvey
30. The Cracker Barrel Restaurants
–John Howard
31. Social Class: The Fiction of American Meritocracy
–Colleen A. Fahy
32. Does Social Class Make a Difference?
–Carol P. Harvey
33. Religion in the U.S. Workplace
–Kathleen M. Fisher, Jeanne M. McNett, and Pamela D. Sherer
34. Appearance and Weight Inclusion Issues in the Workplace
–M. June Allard
35. Military Veterans
–Carol P. Harvey
36. Choosing the Board
–M. June Allard
37. Fairfax Metropolitan Hospital
–M. June Allard
38. The Ethics of Workplace Diversity
–Jeanne McNett
39. Ethics and Diversity: Legal Applications in the Workplace
–M. June Allard
40. How Canada Promotes Workplace Diversity
–Marc S. Mentzer
41. Media Messages: The Shaping of Culture
–M. June Allard
42. Improving Communication in Today’s Diverse Workplace
–Gina Colavecchio and Carol P. Harvey
43. Changing Consumer Markets: The Business Case for Diversity
–M. June Allard
44. The Bar Exam
–M. June Allard
45. The UBS Diversity Case
–Arlene O. Dewitt
46. Leadership, Employee Resource Groups, and Social Responsibility: What Organizations Can Do to Manage Diversity
–Carol P. Harvey
47. Work-Life Balance Issues: Changing When and How the Work Gets Done
–Carol P. Harvey
48. Diversity Training: Ideological Frameworks and Social Justice Implications
–Patti DeRosa
49. The Diversity Awards: What Do They Mean?
–M. June Allard
50. Evaluating Diversity Management: Conducting a Diversity Audit
–Carol P. Harvey
51. The U.S. Air Force Academy Case
–Egidio A. Diodati
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Diversity is a more controversial topic today than it was when the second edition of this book was published four years ago. Due to immigration patterns, changing demographics, increasing global business, and technological innovation, there is no question that the composition of today's workforce is more diverse. However, recent high-profile lawsuits, such as Texaco, Denny's, and Coca-Cola, showcase the human, public relations, and financial costs of failing to understand and effectively manage this new workforce.

Consequently, learning how to motivate, communicate, and work productively with coworkers, subordinates, managers, and customers who may differ in significant ways is a necessary workplace skill. A recent survey of American colleges and universities found that 63 percent of them currently have or are planning to add a diversity course requirement to their curriculum. Organizations, too, recognize this need. Millions of dollars are spent every year on diversity training efforts.

Effective diversity management is a complex issue. We believe that both individuals and organizations need to begin the process by becoming more knowledgeable about their values and beliefs as well as those of people who may be different in their salient social identities. Increased awareness and heightened understanding become the foundation on which individual and organizational changes can build. Superficial diversity efforts, like unexamined thinking, often produce superficial results. Diversity efforts involve both individual and organizational development.

Two goals motivated us to produce the third edition: first, to maketeaching diversity-related courses easier for the instructor by providing a wide range of classroom material and instructor support material, and second, to make learning about diversity interesting, timely, and thought provoking for the students.

Teaching about diversity is more complex than teaching other courses. Clearly diversity is an interdisciplinary field. Much of its theoretical framework originates in the social sciences. Adapting and applying this material to organizational diversity issues can be a challenge. Because of the rapid increase in college-level diversity courses over the past ten years, many of those who teach in this field are struggling to find appropriate classroom materials that balance the theoretical with practical applications to meet the learning needs of their students. Although we teach in business and psychology, our contributors represent a wide range of additional disciplines such as sociology, history, and English. Teaching diversity-related courses can be draining for the instructor because these topics often challenge students' core beliefs, generate conflict, and require a high level of student involvement in the learning process.

There is little agreement among scholars on the definition of diversity, much less what should be included in a diversity textbook. Many books and courses focus only on some or all of the so-called primary dimensions of individual difference such as race, gender, ethnicity, age, sexual orientation, and physical/mental challenges, which was how we organized the first edition. Others extend the definition to include secondary dimensions, such as religion, social class, communication style, and family status, and this was one of the changes that we added in our second edition. Both the first and the second editions were organized by separating the readings, cases, and exercises into separate sections.

To meet these challenges, we gathered a wealth of information from those who best understand these issues: faculty and trainers who teach courses involving diversity. As part of the process, we compiled data from over 50 syllabi both from instructors who used our previous editions and from those who used other texts. In addition, our second edition was thoroughly reviewed by professors who used that book over several semesters and who told us frankly what worked in their classes, what didn't, and what they thought should be included in the third edition.

This wealth of information resulted in an extensive revision with many changes in terms of organization, content, and approach. In this edition, we divided the material into three logical sections working from the micro to the macro level. In the Instructor's Manual, available online and in print to adopters, these sections are all integrated into an analytical framework that incorporates the development of critical thinking skills.

  • Section I—Individual Perspectives serves as a foundation to the study of diversity by increasing students' personal awareness in terms of ethnocentrism, values, stereotypes, conflict, and communication.
  • Section II—Group Identity Perspectives provides a foundation of understanding for some of the complexities and issues of many different and multiple group identities.
  • Section III—Organizational Perspectives examines diversity issues put into action within organizational contexts.

Reviewers told us that one of the strengths of the second edition of the book was the experiential material, and they asked us for additional exercises. As a result, we have added fifteen totally new exercises and revised and updated four from the previous edition.

Our analysis of adopters' (and nonadopters') syllabi for required readings revealed that there is no one authority in this field, and this is as it should be. By its nature, the study of diversity requires multiple perspectives. We have reprinted classic essays by major authors such as Milton Bennett, Peggy McIntosh, Thomas Sowell, Deborah Tannen, David Thomas, and Robin Ely. We added new material on ethics (McNett), the business case for diversity (Robison and Dechant), intercultural communication (Bennett), media (Allard #36), first-person accounts of experiencing diversity (Baldino, Diodati, Ross and Whitty), several Web-based exercises (Sherer #22 & #33, Harvey #48), and material on diversity in the NAFTA countries (Muller on Mexico, Hunt #3, and Mentzer on Canada). In addition, each of the three sections now begins with learning outcomes and ends with a capstone reading, assignment, or exercise designed to assess student achievement in terms of the material.

In keeping with our belief that diversity is a complex subject to teach, we have prepared a comprehensive instructor's manual available through your Prentice Hall sales representative to simplify your class preparation work. The material includes sample syllabi; matrices for incorporating the readings, cases, and exercises text into Human Resources, Organizational Behavior, Diversity with a social science approach, and Management courses; teaching tips; website resources; suggestions for related assignments; answers to discussion questions; a list of suggested video resources; and PowerPoint slides. Adopters should contact their Prentice Hall sales representative for a user name and password for access to this site, which is located at .

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