Psychology 403:
Diversity at Work
Spring, 2004
Dr. Peter Bachiochi
Office: Webb Hall 135 Phone: 465-4551
E-mail: bachiochip@easternct.edu
Office Hours: Office Hours: T/W/Th 10-11 & T/Th 2-3, and by appointment.
I’m also available most of the day Monday, Wednesday and Friday, so just e-mail me or stop by.
Objectives: The goals of this course are to raise awareness of important differences and provide you with the knowledge needed to be productive in a more diverse workplace. This will be facilitated by discussion of prejudice, stereotypes, and approaches to acculturation and integration in organizations.
Reading Materials:
Carr-Ruffino, N. (1999). Diversity Success Strategies. Boston: Butterworth-Heinemann.
ISBN# 0-7506-7102-5
Gentile, Mary C., (2000). Differences That Work: Organizational Excellence through Diversity. Prospect Heights, IL: Waveland Press. ISBN# 1-57766-117-6
Wood, P. (2003). Diversity: The Invention of a Concept. San Francisco, CA: Encounter Books.
ISBN# 1-893554-62-7
Selected chapters from:
Cox, T. (1993). Cultural Diversity in Organizations. San Francisco: Berrett-Koehler Publishing.
Cleveland, J.N., Stockdale, M., & Murphy, K.R. (2000). Women and Men in Organizations: Sex and Gender Issues at Work. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
You will also be reading some original research and other book chapters on specific topics to supplement the core background in the Carr-Ruffino text. All of the readings are essential for your learning; they are the basis for much of our work. It is very important that you keep up with the readings. The grade you receive on papers and participation will reflect your weekly preparation. I’ve also gotten pretty good at identifying the folks who haven’t done the reading, based on class participation.
Grading: Your grade in this class will depend on your performance in several areas.
Reflection Papers: There will be eight weekly papers, each worth 50 points. They will require you to reflect on the readings and discussion from the previous week and provide your interpretation of the issues discussed. I'm looking for an analysis of the issues, not just a review or rehash of what was discussed. Papers should be 2-4 pages (long enough to provide some meaty background, but succinct). As you can see, there are 15 weeks in the semester, so you can do just eight papers (during the weeks when you're so moved) or you can do more than eight and I'll grade based on your eight best papers.
Final Project: As a final project, I'm going to ask you to visit a setting that is unfamiliar to you and observe what you see, hear, think, and feel. You will have to write a 6-8 page paper that describes your experience and, more important, draws upon the material discussed in class to flesh out your thoughts and feelings. You will need to provide at least 5 references for this paper, but at least 3 must be sources not on the syllabus. I will give you much more guidance in a detailed assignment sheet. The project will be worth 100 points.
Both the reflection papers and the final project will be evaluated on:
Quality of Ideas: originality, creativity, and completeness
Use of Course Concepts: appropriate use of key concepts and frameworks to support your analysis/discussion.
Specificity, Concreteness, and Credibility: Avoidance of generalizations and jargon; use of specific examples to support points; conclusions/recommendations/implications are reasonable, realistic, and well-supported.
Organization
and Writing: Overall clarity and logical organization of your thoughts.
Class Leader for a Day! (or at least 20 minutes): You will also lead the discussion on a topic of your choice during one of the classes. You will be responsible for 20 minutes of class time, no more. The key is to pick a small, manageable subset of one of the topics we’ll cover. You will be expected to lead discussion, select any activities or exercises for the class, and in general take on the role of instructor. You can work in pairs or individually, the choice is yours (a pair will be responsible for 40 minutes and will receive one grade).
Be creative in your selection of a topic and presentation. Taking risks is rewarded in this class! You could use role plays, video cases, written cases, dramas, and/or handouts. The goal is to provide colorful and memorable illustrations for the rest of us. This will be worth 50 points.
You will receive specific feedback from the class and me. Your “performance” will be evaluated based on:
Quality of Topic: originality, new content, or unusual thinking around familiar ideas
Quality of Material Presented: was information well thought out, logical, believable, useful?
Quality of Presentation: organization, management of time, ability to get attention and hold it
Overall Learning: Overall, how much was learned from the session?
Participation: Finally, 100 points will be awarded based on your participation in class. At midsemester, I will give you an estimate of your final participation based on performance up to that point. I can’t stress enough how important participation is. However, the emphasis should be on the quality and not the quantity of your participation. I define participation broadly. Participation involves:
Preparation: Coming to class prepared.
Involvement: Getting into the class exercises, discussions, and lectures.
Observation: Watching what happens in class, including what we do, what others do, what you do and what your own reactions (thoughts and feelings) are.
Understanding: Thinking about what happens in class, reading relevant pages in the texts.
So to recap:
Reflection papers: 400 points
Final project: 100 points
Class Leader: 50 points
Participation: 100 points
Therefore, there are a possible 650 points for the course and grades will be determined as follows:
90-100% = A = Exceptional work, not merely fulfilling the requirements, but well beyond expectations. Creative thinking that is clearly expressed. Should make me say “wow.”
80-89% = B = Very good work, demonstrating thorough preparation and execution.
70-79% = C = Good work that fulfills all the requirements of the assignment.
60-69% = D = Below average, either in terms of completeness or preparation/execution.
59 or below = F = Unacceptable work.
Within letter grades, 80-82=B-, 83-86=B, and 87-89=B+.
Disabilities: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at 465-5573. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please note that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.
Ground Rules:
Attendance: Because this is a seminar (small and discussion-based), I don’t need to emphasize the importance of being here. Your course grade will reflect excessive absences. In addition, because the material in this course is somewhat cumulative or at least highly interrelated, falling behind is not a viable approach.
Punctuality: Classes will begin on time, and I’ll be sure to end them on time.
Preparation and Participation: Thorough preparation and participation in class discussions are essential to your learning as well as that of the others. Again, quality not quantity.
Written Assignments: Late assignments will be deducted 10% for each day late.
Psychology 403 - Diversity
Class Schedule
Date(s) Topic(s)
1/27 Introductions
& Expectations
SECTION
ONE: BACKGROUND INFORMATION
1/29-2/5 What is Diversity and Does it
Matter?
C-R Chapter 1: How to Succeed in a Diverse Workforce (pp. 1-17)
Wood Chapter 1: Diversity in America (pp. 3-18)
Wood Chapter 4: The Language of Diversity (pp. 82-98)
Cox Chapter 2: Why Managing Diversity is at the Core of Leadership Today (pp. 11-18)
Thomas, D.A., & Ely, R.J. (1996). Making differences matter: A new paradigm for managing diversity. In Harvard Business Review on Managing Diversity. Boston: Harvard Business School Press.
C-R Chapter 2: How Cultural Differences Affect Job Success (pp. 18-32)
C-R Chapter 3: Understanding the Dominant Culture: Euro-Americans (pp. 33-59)
Wood Chapter 2: Imagined Diversity (pp. 19-48)
2/17,
19 Stereotypes and Prejudice
C-R Chapter 4: Beyond Stereotypes to Profitable Collaboration (pp. 60-89)
Cox Chapter 8: Ethnocentrism (pp. 130-136)
Cox Chapter 9: Intergroup Conflict (pp. 137-158)
SECTION
TWO: GROUP FACTORS
2/24,
26 Gender: Theoretical
Background
C-R Chapter 5: Male-Female Bonding (pp.
90-126)
Gentile Part III, Chapter 3: Schwartz, F.N.: Women as a Business Imperative (pp. 123-140)
Cleveland, J.N., Stockdale, M., & Murphy, K.R. (2000). Women and Men in Organizations: Sex and Gender Issues at Work. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Chapter 10: Career Issues for Women and Men: Mentoring, Children, and Dual-Career Couples (pp. 252-284)
3/2,
4 Gender:
Outcomes
Gentile Part III, Chapter 2: Sape, G.P.: Coping with Comparable Worth. (pp. 107-122)
Meyerson, D.E., & Fletcher, J.K. (2001). A modest manifesto for shattering the glass ceiling. In Harvard Business Review on Managing Diversity. Boston: Harvard Business School Press. (pp. 67-94)
McCracken, D.M. (2001). Winning the talent war for women: Sometimes it takes a revolution. In Harvard Business Review on Managing Diversity. Boston: Harvard Business School Press. (pp. 171-188)
3/9,
11 Race:
Background Info
C-R Chapter 6: African American Alliances (pp. 127-153)
C-R Chapter 7: Asian American Associates (pp. 154-183)
C-R Chapter 8: Latino American Liaisons (pp. 184-209)
3/16,
18 Race: Outcomes
Brief, A.P., Buttram, R.T., Reizenstein, R.M., Pugh, S.D., Callahan, J.D., McCline, R.L., & Vaslow, J.B. (1997). Beyond good intentions: The next steps toward racial equality in the American workplace. Academy of Management Executive, 11 (4), 59-72.
Gentile Part I, Chapter 2: Thomas, Jr., E.W.: From Affirmative Action to Affirming Diversity (pp. 27-46)
Thomas, D.A. (2001). The truth about mentoring minorities: Race matters. In Harvard Business Review on Managing Diversity. Boston: Harvard Business School Press. (pp. 117-142)
Gentile Part VI, Chapter 1: Gentile, M. The case of the unequal opportunity (pp. 223-238)
3/25,
27 Spring Break
3/30, 4/1 Sexual Orientation
C-R Chapter 9: Gay and Lesbian Connections (pp. 210-238)
Croteau, J. M. (1996). Research on the work experiences of lesbian, gay, and bisexual people: An integrative review of methodology and findings. Journal of Vocational Behavior, 48, 195-209.
Gentile Part VI, Chapter 3: Williamson, A.D. Is This the Right Time to Come Out? (pp. 253-265)
4/6,
8 Family
Issues
Gentile Part V, Chapter 2: Sussner Rodgers, F., & Rodgers, C.: Business and the Facts of Family Life. (pp. 199-214)
Hayashi, A.M. (2001). Mommy-Track
Backlash. In Harvard Business
Review on Managing Diversity.
Boston: Harvard Business School Press. (pp. 95-116)
4/13,
15 Disabilities
C-R Chapter 10: Persons with Disability: Bridging Comfort Gaps (pp. 239-269)
Storey, K., & Certo, N.J. (1996). Natural supports for increasing integration in the workplace for people with disabilities: A review of the literature and guidelines for implementation. Rehabilitation Counseling Bulletin, 40, 62-76.
Gentile Part V, Chapter 3: Anderson, J. How Technology Brings Blind People Into the Workplace. (pp. 215-219)
Gentile Part IV, Chapter 2: Banas: G.E. Nothing Prepared Me to Manage AIDS. (pp. 163-176)
4/20, 22 Age
C-R Chapter 11: Older-Younger Persons: Bridging Generation Gaps (pp. 270-301)
Walker, A. (1999). Combating age discrimination at the workplace. Experimental Aging Research, 25, 367-377.
Yeatts, D. E., Folts, W.E., & Knapp, James. (2000). Older workers'
adaptation to a changing workplace: Employment issues for the 21st
century. Educational Gerontology, 26,
565-582.
SECTION THREE: APPLICATIONS
4/27, 29 Diversity on Campus
Wood Chapter 5: Bakke and Beyond (99-145)
Wood Chapter 9: Diversity on Campus (pp. 226-256)
5/4, 6, 11 Changing Organizations
Cleveland et al. Chapter 13: Managing Diversity: Research and Interventions (pp. 357-383)
Cox Chapter 13: Institutional Bias (pp. 207-222)
Dass, P., & Parker, B. (1999). Strategies for managing Human Resource diversity: From resistance to learning. Academy of Management Executive, 13 (2), 68-81.
Evaluation Form for Class Leaders
Class Leader: ________________________ Rater Name: _________________________
Quality of Topic: originality, new content, or unusual thinking around familiar ideas.
1 2 3 4 5 6 7
Poor Average Excellent
Quality of Material Presented: was information well-thought-out, logical, believable, useful?
1 2 3 4 5 6 7
Poor Average Excellent
Quality of Presentation: organization, management of time, ability to get attention and hold it
1 2 3 4 5 6 7
Poor Average Excellent
Overall Learning: Overall, how much was learned from the session?
1 2 3 4 5 6 7
Poor Average Excellent
General Feedback: Please offer your constructive feedback below.
Strong Points:
Suggestions for Improvement: