The Inclusive Workplace
Fall 2018 DRAFT
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Syllabus
The Inclusive Workplace Professor
38:578:510 Anne-Michelle Marsden
Send email through the course email tool – or -
Phone: 609-575-7835
Course Description
Inclusive workplaces build on equity principles to create a culture of respect, involvement and success
for all employees. The course involves an examination of individual differences and group affiliations
that create a diverse workforce. It involves what limits and promotes inclusion and what each student,
employees, employers and society can do to promote inclusive workplaces.
The Inclusive Workplace is a fully online course taught
through the Canvas LMS.
This course offers students the opportunity to:
• Gain a broad vision of the concepts of diversity and
inclusion.
• Recognize the need to develop work environments
that operate on equity principles as well as value,
support and engage all employees.
• Investigate the concept of identity and the differences
employees bring to the workplace.
• Identify social justice/exclusion issues related to
nondominate culture cohorts associated with race,
ethnicity, age, gender, religion, sexual orientation,
disability, and other aspects of diversity in work
organizations.
• Identify challenges and means to foster workplace
inclusion:1) organizational culture, policy, programs;
2) interpersonal inclusion.
Learning Objectives
At the conclusion of the course it is expected that
students will demonstrate knowledge and skills in several
core areas. Specifically, students should be able to:
School of Management and Labor Relations objectives
• Evaluate the context of workplace issues, public policies, and management decisions (V. Understand
Context.)
• Demonstrate an understanding of how to apply knowledge necessary for effective work
performance (VI. Application.)
Instructor objectives
Access the Course
This course is taught 100% online using the
Canvas LMS.
Canvas login:
https://onlinelearning.rutgers.edu/canvas-
login
Once the login page opens, click “NetID
Login” and enter your NetID and password.
You will gain access to the course.
Get Help
Need Assistance with
a technical question?
It is the student's responsibility to be able to
perform technically in the course. Contact
helpdesk staff if you need assistance using
the Canvas LMS. Your instructor cannot assist
you with technical issues – but the helpdesk
staff can!
Rutgers University’s Teaching and Learning
with Technology (TLT) Helpdesk
Email: help@Canvas.rutgers.edu
Call: 877-361-1134
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• Synthesize course material and communicate knowledge, ideas and experiences associated with:
1. the concepts of human diversity and inclusion.
2. contemporary challenges within a diverse society and workplace.
3. arguments for creating inclusive workplaces.
4. best practices for inclusion on a personal and organizational level.
• Collaboratively create an in-depth presentation on one nondominate culture workforce cohort
(example: lesbian and gay employees) that focuses on workplace equity/exclusion issues and
potential opportunities to address cohort needs through inclusion strategies.
• Develop and commit to a plan to increase personal diversity leadership behaviors in the workplace.
Course Organization
Weeks 1 - 4 Unit I: Foundation Concepts
Topics:
Course Orientation
The Labor & Employment Relations Perspective on Diversity & Inclusion
(social justice, equity, meritocracy, privilege/oppression)
Framing Professional Leadership: Diversity & Inclusion
Workforce Diversity & Employment Protections
Workplace Inclusion
Perspectives on Inclusion/Exclusion and Diversity (US Historical, Global, Generational)
Weeks 5 - 8 Unit II: Identity and Exclusion Issues
Topics:
Developing, Recognizing and Living One’s Identity
Covering, Passing, Assimilating, Intersectionality
Stereotyping and Prejudice
In-Groups; Out-Groups
Implicit Bias
Discrimination (data driven, overt, subtle)
Impact of Bias, Prejudice, Discrimination
Challenges of Specific Workforce Cohorts
(diversity of age, gender, physical and mental abilities, religion, sexual orientation)
Weeks 9– 14 Unit III: Organizational and Interpersonal Inclusion
Topics:
Organizational Leadership Involvement, Creating an Inclusive Climate and Programs
An Expansive Perspective & Inclusion Strategy (Intersection: CSR and D & I)
Challenges to Organizational Diversity and Inclusion Strategies
(mixed messages, dominate culture perspectives, walking the talk or empty rhetoric)
Beyond the Equity Perspective
Engaging Inclusively (basic strategies, processes, competencies and tools)
Serving in Leadership Roles
Ethnocentric to Ethnorelitive: Cultural Competence
Course Requirements
Reading, Audio & Video Assignments
Reading
Required Text
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Diversity at Work: The Practice of Inclusion, 2013
Editors: Bernardo M. Ferdman and Barbara R. Deane
Publisher: Jossey - Bass
This book of readings can be accessed through the Rutgers Library Online. Students can
read content online, download chapters up to 135 pages (total), or download the book
in its entirety for up to 21 days.
https://ebookcentral-proquest-com.proxy.libraries.rutgers.edu/lib/rutgers-
ebooks/detail.action?docID=1568418#
Students can also purchase the book as an ebook or hardback.
ISBN-13: 978-0470401330
ISBN-10: 0470401338
All other materials (journal articles, book excerpts, Internet published information and reports)
are already linked within the course.
Audio/Visual Resources
The instructor provides ongoing content overviews to students through Kaltura video
presentations. In addition, this course uses video and audio clips on diversity and inclusion from
a variety of sources (Example: TED Talks, You Tube and National Public Radio - NPR)
Writing Assignments
Portfolio (5 parts)
25% of final grade - Worth 250 points
Students engage in higher order thinking on course related topics to complete all portions of the
portfolio assignment. Additional readings and activities are often required before completing
portions of the assignment. Self-reflection is also a critical component in assignments 1, 2, 3 and
5. Readings, activities, and reflections enable professional growth as well as the development of
a personal leadership plan for supporting inclusive workplaces.
Students are required to follow a template and a set of instructions when completing each
portion of the assignment. Assignment 1 is shared with learning community members to
introduce themselves to the community.
Assignment:
o #1: Identity Markers and Initial Reflections (due week 2, worth 40 points)
o #2: Diversity Story (worth 60 points)
o #3: Implicit Association Test Reflection (worth 50 points)
(due week 7)
o #4: Organizational Audit (due week 10, worth 50 points)
o #5: Diversity & Inclusion Leadership Plan (due week 14, worth 50 points)
Course Project
30% of final grade – 300 points
Students choose one nondominate identity group from 5 options around which the course
project is developed (age, gender, physical and mental abilities, religion, sexual orientation.)
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The course project is designed as a team assignment. Contact professor if there is a reason why
you cannot engage in a collaborative team assignment. Course projects are researched and
developed according to a project template and instructions. Projects will be shared with and
discussed by learning community members in either forum 5 or 6.
All projects are evaluated by both the instructor (210 points – 70% of grade) and learning
community members (75 points – 25% of grade.) Five percent (5% -15 points) of a student’s
grade is associated with team member evaluation. See grading page in course for grading
rubrics.
Video Overview
Interesting and Important Topics/Issues/Facts
Framing Our Community’s Discussion
Briefings
Overview of Equity & Inclusion Issues
Existence & Limitations of Legal Remedies
Government & Advocate Support
Existence & Limitations of Contemporary Organizational Initiatives
Special Interest Topic #1
In-depth examination of 1 equity and/or inclusion issue named in the overview
briefing- OR – Subtopic of interest associated with equity and/or inclusion of
chosen cohort
Recommendations on Application of Best Practices in Social Justice & Inclusion
Addressing Systemic Inequities
Organizational Leadership, Policies and Programs
Interpersonal Bias
Asynchronous Threaded Discussions – Forums
30% of final grade – 300 points (Each forum worth 50 points)
Students are encouraged to research, share and discuss appropriate high-quality material with
their learning community to advance or support topical discussions. In addition, learning
community members are encouraged to ask peers mindful questions to support critical thinking
and further investigation of forum related topics.
Forums are open for 7 days that coordinate with the beginning and end of the course week
(Wednesday – to – Tuesday.)
Why Are Forums Important?
1) Forums require engagement in course material. A more engaged student will retain
information and also make meaning out of the material being investigated.
2) Students can communicate their insights and thoughts pertaining to a particular topic,
as well as learn from one another in the process.
3) The content of what a student chooses to share within a forum is a means for the
instructor to identify whether or not a student comprehends required reading and video
assignments.
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Forum Leaders
At the beginning of the semester students choose the discussion where they will serve as a forum
leader. Forum Leader Responsibilities:
• Early 1st comment deadline. Forum leader 1
st
comment must be made on or before Friday 11:59
pm. (All other learning community members must make a 1st comment on or before Sunday,
11:59.)
• Offer a substantive comment. Forum leader comments should help to frame the discussion for
the week. Forum leaders must be well versed in the topics being address in the forum.
• Engage with Learning Community members. Forum leaders follow through by engaging in a
dialogue with those who respond to the leader’s original comment. Forum leaders may find that
they make more than the minimum 3 comments during the week they are serving in the
leadership role.
Quizzes
15% of final grade
Quizzes use question pools; the quiz tool automatically pulls questions from the pool.
No two quizzes are the same.
o Course Orientation Quiz
Assesses overall knowledge of topics addressed in course, assignments, scheduling and course
policies. Assessed Material: syllabus, calendar, professor course overview PowerPoint Mix
presentations. Open book. (Worth 15 points)
o Unit I Quiz
Assess knowledge and critical thought on week 1 – 3 course topics/concepts. (worth 60 points –
open resource; can take quiz up to 2 times)
Forum
Student
Forum Leader
Lead
Week
1
Yes
4
2
Yes
5
3
No
6
4
Yes
7
5
Yes
13
6
Yes
14
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o Unit II Quiz
Assess knowledge and critical thought on week 5 – 7 course topics/concepts. (worth 70 points –
open resource; can take up to two times)
Grading
Each assignment is worth a certain number of points. Highest number of points a student can earn is
1,000. Points accumulate to determine final percentage grade (percent of 1,000 points.)
Outstanding Very Good Good Satisfactory
100 – 90% = A 89 – 87% = B+ 86 – 80% = B 79 – 77% = C+
76 – 70% - C
Policies and Procedures
Class Sessions
• The course week begins on Wednesdays, ends on Tuesdays, 11:59 pm
• A weekly message is published and uploaded into the announcement area of the course each
Wednesday morning. A notification is automatically sent to indicate availability of message.
Information about content and assignment procedure is available within the weekly message or
students are directed to a presentation within the course.
• Each week is 7 days in length. Students may enter the course and engage in coursework at any
time 24 hours a day, 7 days a week.
Due Dates
• Portfolio Assignments and Course Project
Must be submitted by Tuesdays 11:59 pm Eastern Time. Check calendar for due dates.
Late penalties on portfolio assignments and course project grades: Up to 48 hours late (12
midnight Tuesday – 11:59 pm Thursday) = deduction of 10% of points (One full letter grade).
Assignments will not be accepted after 48 hours past the due date and time except for
documented emergencies.
• Course Project Evaluations
There is no grace period for submitting a peer evaluation on a course project – or – submitting a
team evaluation.
When a student doesn’t submit one of the evaluations by the deadline the following points will
be deducted from the student’s Course Project points, which may impact the student’s final
grade for the assignment:
15 point deduction – no peer course project evaluation
10 point deduction – no team evaluation
• Forums
There are two 1
st
comment deadlines.
When a student serves as a forum leader, the 1
st
comment deadline occurs Fridays, 11:59 pm.
When a student is not serving as a forum leader, 1
st
comment deadline occurs Sunday, 11:59
pm.
Forums close on Tuesdays, 11:59 pm.
Check calendar for exact open, close and 1
st
comment dates.
Students cannot make up points associated with a missed 1
st
comment or an entire forum.
• Quizzes
Check calendar for exact open and close dates.
Course Orientation – Opens Week 1, Closes 11:59 pm, Tuesday, week 2, 11:49 pm
Unit I Exam: Opens Sunday /Closes Tuesday, week 4, 11:59
Unit II Exam: Opens Sunday/Closes Tuesday, week 8, 11:59
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No makeup exams will be held. Students have three days to complete exams.
Extra Credit
Each student is given the responsibility of serving as a forum leader during the semester. When a
student volunteers to serve as a forum leader in more than 1 forum, the student will, if he/she
performs the duties of a forum leader appropriately, earn up to 20 extra credit points. See the
About Forums page for more information on forum leader duties.
If a student submits Portfolio Part 4 by November 13th, he/she will earn 15 extra credit points. (The
assignment must be submitted by November 27.)
There are no other options for earning extra credit points for a team - or - for an individual student.
Messages Between Student and Professor
All correspondence associated with the course is housed within the course.
Students are to send correspondence to the professor through using the Canvas message tool in the
course. (Click on the Inbox icon) The professor will also send correspondence to the student using
the message tool. A notification will be sent to the individual to indicate that a message is waiting to
be read in the course.
Message Checking Policy
Unless students receive advance notification, the professor will check her message inbox in the
course by 10:00 am Eastern Time Monday - Saturday. Students will receive a response within 24
hours. This policy excludes Sunday and Thanksgiving Break. Responses will not occur on those days.
It is the responsibility of the student to check for incoming course related messages when they
receive a notification that a new email message is waiting in their course inbox.
Course Expectations
It is each student’s responsibility to:
Use Technical Tools & Engage in Problem Solving
• learn to maneuver around the course and use all course tools. Particularly, students are
responsible for setting up and managing the type and timing of the notifications they will
receive.
GO TO: Course Tools page under Course Home to learn how to use course tools, including
the notifications tool.
• contact the technical support helpdesk when there is a question or a technical problem.
Technical issues are not an acceptable reason for not engaging in the course. Refer to the
phone number and the email address prominently located on page 1 of the syllabus to
access helpdesk staff.
Work with Course Set-Up
• Instructions and links are provided for students to identify how and where course content
and assignment information is organized. Upon entering the course, follow all steps
presented to become acclimated to the location of key pieces of information and feel
comfortable entering all areas of the course shell.
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Assist in Creating and Fostering an Online Community of Learners
Online learning communities are an important part and a benefit of an online course. Interacting
with peers increases a sense of connection and belonging. Interaction during the semester
reminds students that they are part of a larger group of individuals who are engaged in the
same learning experience.
Beyond basic interaction, the development of a community of learners offers students the
opportunity to collaborate. Students work together and assist one another while focusing on a
common goal – successfully gaining knowledge and skills associated with course topics and
learning objectives.
The responsibility of creating an online learning community is shared between the professor and
the student. The professor develops a course format, activities, and policies that offer the
possibility of a community. However, student involvement within their community is a critical
component to the community’s success.
When participating in this course it is an expectation that students will:
• Engage in regular and sustained interaction with peers in forum discussions.
• Communicate clearly, authentically, and maintain a content-oriented focus within the
discussions.
• Intellectually challenge peers by offering comments that invite others to share their
thoughts and understanding of course material/course topics when engaged in forum
work and developing the course project.
• Serve as a reliable teammate when developing the course project.
• Conduct a serious and fair review of content prior to evaluating a team’s course project.
• Maintain a positive and respectful attitude when interacting with peers. “Flaming” –
where students focus on demeaning a peer instead of constructively offering a differing
opinion - has point deducting consequences.
Recognize Assignment Best Practices and Use Them to Achieve Success
Students are offered specific directions on how to complete each assignment within the course shell as
well as within the weekly messages. In addition, specific grading rubrics are published so that students
understand how each assignment will be graded. It is expected that students will be attentive to
directions and the grading criteria for assignments. Paying attention is in the student’s best interest.
It is the student’s responsibility to review best practices/grading rubrics and ask questions prior to
submitting an assignment or engaging in forum work.
Course Reading and Audio/Visual List
by Unit, Week & Topic
Notes:
• In addition to the materials listed below, material that highlights current events associated with
workplace diversity and inclusion (particularly workforce discrimination) is linked to a page
titled Contemporary News & Views. News & Views material is used when engaging in Forum #4
and is available for use when developing sections of the course project.
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• Course Content: Material may be substituted or added to listing below. Check course week
pages on which course content is provided. Any new resources or resource substitutions will be
announced and the citation for the resource provided in the appropriate weekly message or on
the page where the new resource is linked.
• Students may use any course resource when developing writing assignments or course project,
but a correct citation must be provided. If a formal citation is not offered in the syllabus or
course shell, contact professor for assistance.
Unit I: Foundation Concepts
Weeks 1 - 4
Topic: Course Orientation
Kaltura Video
Instructor Presentation
Course Overview (Content, Assignments)
Reading
Syllabus, Calendar, Instructor Course Overview Presentations
Topic: Labor & Employment Relations Perspective on Diversity & Inclusion
Overview
Kaltura Video
Instructor Presentation
A Labor & Employment Relations Perspective of Diversity & Inclusion
Reading
Knights, D., Omanovic, V. (2015.) Rethinking Diversity in Organizations and Society in
The Oxford Handbook of Diversity in Organizations. Oxford University Press.
Access:
https://www.researchgate.net/publication/272114949_Rethinking_Diversity_in_Organi
zations_and_Society
Excerpt: Introduction
Canas, K. A., Sondak, H. (2014.) Opportunities and Challenges of Workplace Diversity,
3rd ed. Pearson Publishing, Upper Saddle River, NJ.
Excerpt: Understanding and Assessing the Business Case for Diversity , p. 19 – 21
Bell, M. B. (2007). Diversity in Organizations. Thompson Southwestern, Mason. OH.
Excerpt: Facing the Future: The Broad Reach of Diversity in Organizations, p. 464 – 465.
Recommended
Pittinsky, T. L. (April 11, 2016.) We’re Making the Wrong Case for Diversity in Silicon
Valley. Harvard Business Review. Access:
https://hbr.org/2016/04/were-making-the-wrong-case-for-diversity-in-silicon-valley
Week 1: Introduction
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Subcategory Overview
Kaltura Video
Instructor Presentation
Social Justice Issues in the Workplace
Reading
Privilege, Oppression and their Systemic Imprints
Goodman, D.J. (2015.) Oppression and Privilege: Two Sides of the Same Coin. Journal of
Intercultural Communication. 18, 1 -14.
Readings for Diversity and Social Justice, 3
rd
Edition
Excerpt:
Social Categories, Classifications, and Structural Inequity, Chapter 2, p. 12
Case Study: Invisible Disabilities
Wax, A. (2014). Putting the "Ability" Back into "Disability". Industrial and Organizational
Psychology-Perspectives On Science and Practice, 7(2), 253-255.
Excerpt:
Privilege and Oppression; Capitalizing on Abilities, p. 253 – 254
The Problem with Meritocracy
The Atlantic
Cooper, M. (December 1, 2015.) The False Promise of Meritocracy. The Atlantic.
http://www.theatlantic.com/business/archive/2015/12/meritocracy/418074/
Recommended
More on one of the studies that is discussed in The Atlantic Article (above.)
Castilla, E. J. (June 13, 2016). Achieving Meritocracy in the Workplace. MIT Sloan
Management Review, Summer 2016. Access:
http://sloanreview.mit.edu/article/achieving-meritocracy-in-the-workplace/
Topic: Framing Professional Leadership: Diversity & Inclusion
Reading
Diversity at Work: The Practice of Inclusion
Excerpts:
Head, Heart, and Hand, Unconscious Competence, Intercultural Sensitivity, Chapter 2, p.
59 – 62.
Develop (for self) and Build (for Others) Cultural Competence, Chapter 20, p. 553 – 555.
Goodman, D.J. (2013.) Cultural Competence for Social Justice: A Framework for
Student, Staff, Faculty and Organizational Development.
Excerpt: Overview of the Cultural Competence for Social Justice Model, p. 2 -4.
http://www.dianegoodman.com/documents/TheCulturalCompetenceforSocialJusticeM
odel-2pages.pdf
Assignments
• Instructor Presentations; Reading
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• Portfolio Assignment #1: Identity Markers and Initial Reflections– Submit and Share with
Class (Due by end of week 2)
• Course Orientation Quiz
• Updating of Account Information in Canvas (Worth 5 points) Students upload photo,
offer profile, review email address for notifications and check notification settings
Topic: Overview
Kaltura Video
Instructor Presentation
Diversity & Inclusion Overview
Video
Duke University, 2011
A Place at the Table: Understanding Diversity, Inclusion & Equity, 6:57 Minutes
https://www.youtube.com/watch?v=LKO-MIKidY0
Reading
Diversity at Work: The Practice of Inclusion
Excerpt:
From Diversity to Inclusion: An Inclusion Equation, Chapter 7
Beginning of chapter through Inclusion is Harder to Achieve Than Diversity, p. 205 – 208.
The Practice of Inclusion in Diverse Organizations, Chapter 1
Beginning of the chapter – stop at – What is Inclusion?, p. 3 – 12.
Topic: Workforce Diversity & Employment Protections
Workforce Diversity
Reading
Opportunities and Challenges of Workplace Diversity
Excerpt: A Theoretical and Pedagogical Perspective, Chapter 1, Defining Diversity, p. 7 -
11
Workforce Employment Discrimination Protection
Kaltura Video
Instructor Presentation
Workforce Diversity and Employment Discrimination Protection
Topic: Workplace Inclusion
Reading
Diversity at Work: The Practice of Inclusion
Excerpt: Chapter 1, p. 12 - 47
What Is Inclusion?
Elements of Inclusion at Work
Facing the Challenges and Paradoxes of the Practice of Inclusion
Assignments
• Instructor Presentations; Reading
Week 2 Diversity and Inclusion Part I
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• Complete and Submit Topics of Interest Form
(Course Project Dimension of Diversity & Forum Leadership Topic)
• Portfolio Assignment #1: Identity Markers and Initial Reflections– Submit and Share with
Class
Topic: Overview
Kaltura Video
Instructor Presentation
Diversity & Inclusion Perspectives
Topic: US Historical Perspectives on Inclusion/Exclusion and Diversity
Reading
Diversity at Work: The Practice of Inclusion
Excerpts:
From Diversity to Inclusion (HR perspective), Chapter 8, p. 231 - 233
Historical Evolution of Approaches to Managing Diversity in the Workplace;
The Inclusion Paradigm, Chapter 22, p. 581 – 589.
Prasad, A. (2001). Understanding Workplace Empowerment as Inclusion. The Journal of
Applied Behavioral Science, 37(1).
Excerpts:
Discrimination and Diversity in the Discourse of Difference; Conclusion and Implications,
p. 56 – 67
Nkomo, S., & Al Ariss, A. (2014). The Historical Origins of Ethnic (White) Privilege in US
Organizations: Explaining the On-Going Challenge of Inclusion. Journal of Managerial
Psychology, 29(4), 389-404.
Excerpt:
Mechanisms of Ethnic (White) Privilege in Post Title VII Contemporary
Organizations
Whites are Raceless As Well As Organizations
Whiteness As A Resource
Whiteness Infuses the Prototype of the Ideal Employee
p. 10 – 14
Managerial Development/Training
Bottom of p. 16 – 17
Topic: Global Perspectives
Reading
Farndale, E., Biron, M., Briscoe, D. R., & Raghuram, S. (2015). A Global Perspective on
Diversity and Inclusion in Work Organizations. International Journal of Human Resource
Management, 26(6), 677-687. doi:10.1080/09585192.2014.991511
Week 3: Diversity & Inclusion Part II
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Tang, N., Jiang, Y, Chen, C., Zhou, Z., Yu, Z., & Chen, C. (2015). Inclusion and Inclusion
Management in the Chinese Context: An Exploratory Study. International Journal of
Human Resource Management, 26(6), 856-874. doi:10.1080/09585192.2014.985326
Topic: Generational Perspectives
White, G. B. (May 13, 2015). The Weakening Definition of “Diversity.” The Atlantic.
http://www.theatlantic.com/business/archive/2015/05/the-weakening-definition-of-
diversity/393080/
Full report: Research on which article is based
Smith, C. (2015.) The Radical Transformation of Diversity and Inclusion: The Millennial
Influence. Deloitte University Leadership Center for Inclusion.
http://www.bjkli.org/wp-content/uploads/2015/05/report.pdf
Assignments
• Instructor Presentations; Reading
• Interact with Course Project Team Members
Assignments
• Forum #1
• Unit I Quiz
• Virtual Team Meeting With Professor about Course Project - Can occur anytime week 4 -
6
Unit II: Identity and Exclusion Issues
Weeks 5 - 7
Topic: Overview
Kaltura Video
Instructor Presentations
Identity & Difference Concepts
Topic: Developing, Recognizing and Living One’s Identity
Reading
Readings for Diversity and Social Justice, 3rd Edition
Excerpt: The Cycle of Socialization, Chapter 6, p. 45 – 49.
Taturn, B.D. (2013.) The Complexity of Identity: “Who Am I?” In Readings for Diversity
and Social Justice, 3rd Edition, Taylor & Francis.
Excerpt: Introduction, Who Am I? Multiple Identities, p. 6 – 7.
Diversity at Work: The Practice of Inclusion
Week 5: Identity and Difference
Week 4: Unit I Discussions and Quiz
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Excerpts: Chapter 3, p. 95 - 105
Embracing Our Multiple Identities; Views of “Self”; Bringing One’s Whole Self to
Work: What Do We Mean and Why Does That Matter? (through We Each Make
Choices About How Much to Know and Be)
Case Studies
Crisp, C. (2014) White and Lesbian: Intersections of Privilege and Oppression, Journal of
Lesbian Studies, 18:2, 106-117, DOI: 10.1080/10894160.2014.849161
Excerpt: Intersectionality - p. 109 - 110.
Delgado-Romero, E. A. (2010). No Parece: The Privilege and Prejudice Inherent in Being
a Light-Skinned Latino Without an Accent. In S. K. Anderson and V.A. Middleton,
Explorations in Diversity: Examining Privilege and Oppression in a Multicultural Society
2nd Edition, Brooks Cole, p. 157 - 164.
The Atlantic (also on YouTube)
What American Women Who Wear Hijab Want You to Know
August 26, 2016
Access: http://www.theatlantic.com/video/index/497318/hijabi-world/
Topic: Covering, Passing, Assimilating
Reading
Yoshino,K., Smith, C. (December 6, 2013.) Uncovering Talent: A New Model of Inclusion.
Deloitte University Leadership Center for Inclusion, Deloitte LLP
Excerpt: p. 4 through 13
Case Study Assimilation
Aziz S. (Fall 2014.) Coercive Assimilationism: The Perils of Muslim Women’s Identity
Performance in the Workplace. Michigan Journal of Race & Law, 20(1):1-64.
Excerpt: Introduction, p. 2 – 8
Video
Case Study: Covering
TED Talks
The Danger of Hiding Who You Are, November 2014, 10:22
Morgana Bailey, Human Resources Activist
https://www.ted.com/talks/morgana_bailey_the_danger_of_hiding_who_you_are?lang
uage=en#t-603024
Recommended
Wingfield, A. H. (October 14, 2015.) Being Black—but Not Too Black—in the Workplace.
The Atlantic.
Video
TEDx Talks
It's Time to Get Under the Covers, 16:05 Minutes
Accessed at: https://www.youtube.com/watch?v=leWB_wKdugc
New Moon Productions
America: Mosaic or Melting Pot ,2012, 6:12 Minutes
Kenji Yoshino, New York University
(Addresses: assimilation vs flaunting; covering and passing; mainstreaming vs human
flourishing)
Accessed at: https://vimeo.com/28234036
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Assignments
• Instructor Presentations; Reading
• Work on Portfolio Assignment #2: Diversity Story. Submit week 7.
• Forum #2
• Virtual Team Meeting with Professor – Course Project (Can occur week 4 – 6)
Topic: Overview
Kaltura Video
Instructor Presentation
Reactions to Difference
Topic: Stereotyping and Prejudice
Reading
Managing Diversity: People Skills for a Multicultural Workplace, 9th Edition.
Excerpt: Chapter 4: Stereotypes and Prejudice; Stereotypes, Prejudice, Discrimination-What’s
the Difference? p. 104 - 107
Stereotypes
Why Do We Stereotype People? p. 106 - 107
Prejudice; Why Do We Feel Prejudice?
Chart
Stereotype vs. Archetype
Topic: In-Groups; Out-Groups
Reading
Managing Diversity: People Skills for a Multicultural Workplace, 9th Edition
Carr- Ruffino, N. (2012). Managing Diversity: People Skills for a Multicultural Workplace,
9th Edition. Pearson Custom Publishing.
Excerpt: Chapter 4: Stereotyping & Prejudice
We Form Ingroups and Reference Groups p. 121 – 122
We Become Ethnocentric, p. 122 – 123
Chart
Impact of Categorization (in group/out group)
Topic: Implicit Bias
Reading
Kirwan Institute, Ohio State University
Understanding Implicit Bias
Defining Implicit Bias; A Few Key Characteristics of Implicit Biases
Accessed at: http://kirwaninstitute.osu.edu/research/understanding-implicit-bias/
Thiederman, S. (2008). Making Diversity Work, Kaplan Publishing, New York, NY.
Excerpt:
But Everybody Does It, p. 11 – 14
Bias Case Studies (for use in Forum 4), p. 15 - 17
Recommended
Week 6: Reaction to Difference Part I
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NPR
How Shows Like “Will & Grace” and “Black-ish” Can Change Your Brain, 2016, 5:35
Minutes. Accessed at:
http://www.npr.org/sections/codeswitch/2015/08/31/432294253/how-shows-like-will-
grace-and-black-ish-can-change-your-brain
Video
Scientific American Frontiers
The Hidden Prejudice, 7:37 Minutes
Accessed at: https://www.youtube.com/watch?v=2RSVz6VEybk
(About Unconscious bias highlighted by the Implicit Association Test - IAT)
NOTE: Students take IATs this week!
Assignments
• Instructor Presentations; Reading, Video
• Work on Portfolio Assignment #3: Implicit Association & Bias (worth 50 points) Due
Week 7
• Forum #3 – This is a post first assignment! Students must post their choice of implicit
bias from 9 case studies and their rationale by the first comment deadline!
Topic: Discrimination
Chart
Examples of individual (interpersonal) and organizational (formal) resistance by overt
and subtle discrimination
Reading
Data Driven Discrimination
Kim, P. T., (June 27, 2016). Data-Driven Discrimination at Work. William & Mary Law
Review, Available at SSRN: http://ssrn.com/abstract=2801251
Excerpt:
Introduction, p. 2 – 6.
C. Types of Harm, p. 20 -24
Case Study: Overt Discrimination
Video
How employees get to the point of overt employment discrimination/harassment and a
strategy for addressing this form of discrimination.
TEDxUGA
Practical Diversity: Taking Inclusion from Theory to Practice
Dawn D. Bennett-Alexander, University of Georgia
https://www.youtube.com/watch?v=ExcDNly1DbI
Reading
Mitchell, K. (February 11, 2015.) Denver Jury Awards Nearly $15 Million in Racial
Discrimination Case. The Denver Post.
Accessed at: http://www.denverpost.com/2015/02/11/denver-jury-awards-nearly-15-
million-in-racial-discrimination-case/
Week 7: Reaction to Difference Part II
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Subtle Discrimination
Morris, M., Fiske, S (November 12, 2009.) The New Face of Workplace Discrimination,
Forbes.
Accessed at: http://www.forbes.com/2009/11/12/discrimination-workplace-prejudice-
leadership-managing-bias.html
(Highlights research of Susan Fiske, Princeton University)
Video
TEDx
Modern Discrimination: Subtle but Significant, 2013 18:37 Minutes
Michelle Hebl, Rice University - Interpersonal Discrimination
Accessed at: https://www.youtube.com/watch?v=CkbzQpmNrlk
Topic: Impact of Bias, Prejudice, Discrimination
Reading
What If? Short Stories to Spark Diversity Dialogue
Robbins, S. L. (2009). What If? Short Stories to Spark Diversity Dialogue, Nicholas Brealey
Publishing, Boston, Ma.
Excerpt: Chapter: 7 - A Difference in Weight, p. 45 – 50
Reaction to Ongoing Stereotyping and Prejudice
Managing Diversity: People Skills for a Multicultural Workplace, 8th Edition
Carr- Ruffino, N. (2009). Managing Diversity: People Skills for a Multicultural Workplace,
8th Edition. Pearson Custom Publishing.
Excerpts: Chapter 5:
How Does Prejudice Affect People? p. 134 – 136.
Video
The Damage Bias Causes in the Workplace, 2013, 3:55 Minutes
(Addresses: Microinequities; Stereotype Threat)
Accessed at: https://www.youtube.com/watch?v=GELchzXisPQ
New Moon Productions
The Psychology of Hate, 2012, 8:48 Minutes
Joseph Brown, Stanford University
Accessed at: https://vimeo.com/28235441
Assignments
• Instructor Presentations; Reading, Video
• Forum #4
• Submit Portfolio Assignments # 2 and #3.
Assignments
• Unit II Quiz
• Work on Course Project; Team leaders, Check-in with professor (recommended)
Week 8: Course Project Research Week & Unit II Quiz
The Inclusive Workplace
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Unit III: Organizational and Interpersonal Inclusion
Weeks 9 - 14
Topic: Overview
Kaltura Video
Instructor Presentation
Organizational Strategies & Critical Considerations
Topics: Organizational Leadership Involvement, Creating an Inclusive Climate and Programs
Reading
Diversity at Work: The Practice of Inclusion
Excerpt: Chapter 7
Inclusion Equation Macro Element #1: Values Driven Culture p. 211 – 214
Inclusion Equation Macro Element #2: Inclusive Systems and Programs (recruiting, work-
life strategies, mentoring, sponsorship, diversity councils, employee network groups,
employee engagement surveys), p. 214 - 221
Excerpt: Chapter 8
Best Practices (developing pipeline, confronting subtle discrimination) p. 239 – 242
Training, Training, Training; Using Peer to Peer Influence, p. 245 - 247
Excerpt: Chapter 9
D & I and Organizational or Employee Surveys, p. 265 – 268, 270
D & I and 360 Degree Feedback, p. 273 – 277.
The Importance of Senior Level Support, The Importance of Training in D & I Efforts, p.
284 - 287
Excerpt: Chapter 11, p. 330 - 340
Creating Inclusive Climates in Diverse Organizations
Excerpt: Chapter 15
Leadership Effectiveness; Governance and Accountability; Talent Management; Work
Climate and Culture; Outreach; Integration, p. 437 – 444
What Effective Leaders Do, p. 447 – 449.
Excerpt: Chapter 16
Institutional Commitment, p. 456 – 458
Affirming Climate, p. 469 - 472
Topic: An Expansive Perspective & Inclusion Strategy
Reading
Diversity at Work: The Practice of Inclusion
Excerpts: Chapter 13; p. 392 - 399
The Inclusive Workplace: Community and Society as Stakeholders
Expanding Inclusion Beyond the Traditional Corporate Walls
A Proposed Three-Stage Continuum of Practices: from Philanthropy Through
CSR to Corporate Inclusion Strategy
Week 9: Organizational Strategies: Valuing Diversity & Promoting Inclusion
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Recommended
Inclusive Workplace Model in Practice: Examples, p. 399 - 405
Assignments
• Instructor Presentations; Reading
• Work on: Portfolio Assignment #4 Organizational Audit – Due week 10
Topic: Overview
Kaltura Video
Instructor Presentation
Opportunities and Challenges
Reading
McCkoskey, F.J. (July/August 2013). In Search of Bigfoot: Exploring Four Urban Myths of
Diversity and Inclusion. Insight into Diversity, p. 18 – 20. www.insightintodiversity.com
Diversity Resistance in Organizations
Avery, D. R., Johnson, C. D. (2008.) Now You See It, Now You Don’t: Mixed Messages
Regarding Workforce Diversity. In K. M. Thomas (ed.) Diversity Resistance in
Organizations. Taylor & Francis.
Excerpt:
The Manifestation of Mixed Messages, (Affinity groups, diversity councils,
diversity celebrations, mentoring programs, institutional colorblindness) p. 223
– 233.
Recommended
Joshi Y. (September 2014.) The Trouble with Inclusion. Virginia Journal of Social Policy & The
Law. 21(2):207-265.
IV. Organizational Diversity, p. 244 - 263
(a) diversity does not address different forms of organizational injustice
(b) diversity becomes an instrument for preserving organizational interests
(c) diversity is constrained by organizational norms of behavior
(d) diversity (and attempts to be diverse) legitimize organizational norms and structures
(e) diversity initiatives produce partial inclusion that rationalizes partial exclusion
Audio
NPR
In-House Resource Groups Can Help and Harm, Minutes 5:06
http://www.npr.org/templates/story/story.php?storyId=122516577
Topic: Challenges to Organizational Diversity and Inclusion Strategies
Reading
Dominate Culture Perceptions
Jansen, W., Otten, S., & van der Zee, K. (2015). Being Part of Diversity: The Effects of an
All-Inclusive Multicultural Diversity Approach on Majority Members’ Perceived Inclusion
and Support for Organizational Diversity Efforts. Group Processes and Intergroup
Relations, 18(6), 817-832. doi:10.1177/1368430214566892
Excerpts:
Week 10: Critical Considerations
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Fall 2018 DRAFT
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Introduction; Diversity Approaches as Contextual Cues, p. 817 – 820
General Discussion, p. 826 - 827
Kaiser, C., Brady, L., Major, B., Dover, T., Jurcevic, I, & Shapiro, J. (2013). Presumed Fair:
Ironic Effects of Organizational Diversity Structures. Journal of Personality and Social
Psychology, 104(3), 504-519. doi:10.1037/a0030838Exerpts:
Excerpts:
Introduction
Diversity Structures Create Illusions of Fairness
Diversity Structures and the Perception of Procedural Justice
p. 504 – 506
Practical Implications of the Illusion of Fairness and Underestimation of
Discrimination
Implications for Organizations
Implications for Law
Implications for Targets of Discrimination
p. 516 - 517
Jansen, W., Otten, S., Vos, M., Podsiadlowski, A, & van der Zee, K. (2016). Colorblind or
Colorful? How Diversity Approaches Affect Cultural Majority and Minority Employees.
Journal of Applied Social Psychology, 46(2), 81-93. doi:10.1111/jasp.12332
Excerpts:
Diversity Approaches and Inclusion: Differences Between Majorities and
Minorities, p. 82 – 83.
Discussion; Possible Limitations and Future Research, p. 88 – 90
Walking the Talk – or – Empty Rhetoric
Reading
Diversity at Work: The Practice of Inclusion
Excerpt: Communication Models of Diversity, Chapter 12, p. 380 – 383.
Recommended
Use when preparing to complete Portfolio Assignment #5
Marques, J. (2010). Colorful Window Dressing: A Critical Review on Workplace Diversity
in Three Major American Corporations. Human Resource Development Quarterly, 21(4),
435-446. doi:10.1002/hrdq.20045
Topic: Beyond the Equity Perspective
Reading
Kelly, W. S., Smith, C. (2014.) What if the Road to Inclusion Were Really an Intersection?
Deloitte University Press. Accessed: http://d27n205l7rookf.cloudfront.net/wp-
content/uploads/2014/12/DUP_1003_Intersectionality_MASTER.pdf
Excerpts:
Shifting the Conversation, p. 2 - 4
Intersectionality: An Expanded View of Inclusion, p. 5 – 6
The Intersection of Analytics and Culture, 11 - 12
Beyond a One-Dimensional Understanding of Difference, p. 13
Assignments
• Instructor Presentation, Reading, Audio
• Submit Portfolio Assignment #4 Organizational Audit
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Assignment
• Submit Course Project (only 1 member of team – project leader submits)
Short Week: Thanksgiving Break
Topic: Overview
Kaltura Video
Instructor Presentation
Skill Building Opportunities for D & I Leadership
Topic: Engaging Inclusively
Reading
Basic Strategies
Robbins, S. L. (2009). What If? Short Stories to Spark Diversity Dialogue, Nicholas Brealey
Publishing, Boston, Ma.
Be Less Certain and More Curious
Chapter: 12 – I Know Everything Already, p. 79 – 83
Engage Different Perspectives
Chapter 11 – Strange New Worlds, p. 73 – 76
Expand Experiences with Diverse Others
Chapter: 8 – “Bizeer Gummies”, p. 55 – 59
Processes, Competencies and Tools to Engage Inclusively
Diversity at Work: The Practice of Inclusion
Chapter 4: Strengthen Interpersonal Awareness and Fostering Relational Eloquence p. 128
– 151
Assignments
• Instructor Presentation; Reading
• Create video introduction to course project – 1 team member responsible for taping
• Team Members: Submit course project team member evaluation
Topic: Serving in Leadership Roles
Reading
Diversity at Work: The Practice of Inclusion
Excerpts: Chapter 6: The Work of Inclusive Leadership
The Role of Leaders in Fostering Inclusive Cultures, p. 180 – 181
Individual Level; Relational Level, p. 182 – 186
(Organizational level is optional)
Week 11: Course Project Work Week
Week 12: Interpersonal Inclusion Part I
Week 13: Interpersonal Inclusion Part II
The Inclusive Workplace
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Kelly, W. S., Smith, C. (2014.) What if the Road to Inclusion Were Really an Intersection?
Deloitte University Press. Accessed: http://d27n205l7rookf.cloudfront.net/wp-
content/uploads/2014/12/DUP_1003_Intersectionality_MASTER.pdf
Excerpt:
How can leaders engage in building inclusive cultures that leverage employee potential
at work? p. 7 – 11.
Assignments
• Reading: Leadership material
• Reading: Course Projects associated with week 13
• Forum #5
• Peer Evaluators: Submit Evaluation of Course Project
Topic: Ethnocentric to Ethnorelitive: Cultural Competence
Graphic
Ethnocentric vs. Ethnorelitive
Reading
Diversity at Work: The Practice of Inclusion
Chapter 5: Intercultural Competence: Vital Perspectives for Diversity and Inclusion, p. 155 -
172.
Assignments
• Reading: Cultural Competence material
• Reading: Course Projects associated with week 14
• Forum #6
• Portfolio Assignment #5: Diversity & Inclusion Leadership Plan
Week 14: Interpersonal Inclusion Part III