Chapter 1
Introduction to the Study of Diversity in Organizations
Chapter Outline
I. Introduction and Overview
II. Determining “Diversity” in an International Context
III. Multiple Group Memberships and Permeability of Boundaries
IV. Terminology
V. The Stimulus for the Focus on Diversity: Workforce 2000
VI. Diversity and Organizational Competitiveness
VII. Individual Benefits of Diversity
VIII. Diversity, Individual Outcomes, and Organizational Effectiveness
IX. Organization of the Book
X. Summary
XI Key Terms
XII. Questions to Consider
XIII. Actions and Exercises
Chapter Objectives
After completing this chapter, readers should have a firm understanding of the importance
of diversity in organizations. Specifically, they should be able to:
, 1. explain what “diversity” encompasses in the United States and considerations used
in determining the relevant diversity concerns in other countries.
2. discuss the historical background for the study of diversity in organizations.
3. define key diversity terms, including types of discrimination, productive
characteristics, and inclusion.
4. discuss research supportive of the individual and organizational benefits of
diversity.
Lecture Notes and Teaching Suggestions
This chapter introduces “diversity in organizations” to the reader, laying the groundwork
for the concepts and terminology that will be investigated throughout the book. The
meaning of diversity and its importance to individuals and organizations are emphasized.
The instructor should emphasize to students that a firm understanding of the concepts
introduced in this chapter will help them synthesize and understand material in the
following chapters. The instructor should also note that readers will be referred to these
concepts (for example, Cox and Blake’s rationale for valuing diversity) throughout the book.
The instructor should discuss Johnston & Packer’s book, Workforce 2000, which spurred
much of the interest in diversity issues. Many younger students were not born in 1987
when the work was published, but older students will likely be familiar with Workforce
2000. Point out the misunderstandings about Johnston and Packer’s original projections, but
emphasize that the workforce is indeed changing and becoming considerably more diverse
than ever before. The workforce in which most recognized and highly rewarded workers
were Whites and men is considerably different now. As more types of workers join the
workforce, what worked with a more homogenous workforce will no longer be effective.
Provide examples of this, such as an employer’s assumption that a man was the sole
provider and would have no responsibilities to family and childcare because he had a wife
doing it; or, an assumption that a woman was working for pin money rather than as a
committed provider for her family, seeking a career; or, an assumption that people of color
were only suited for low-level, menial, low-wage, or other devalued jobs; or, an assumption
that older workers would soon be leaving the workforce, and thus training should not be
invested in them.
,The purpose of the book is to provide readers with a comprehensive source of information
about diversity issues relevant to work, workers, and organizations. Emphasize that an
understanding of diversity issues is crucial for individuals and organizations to succeed in
today’s diverse and increasingly diverse society. Diversity is not just about or for women
and minorities—it is for and about everyone and everyone needs to know about the history,
current status of certain groups, and the implications of increasing diversity for individuals
and organizations. Emphasize that everyone has multiple group memberships, and although
some combinations are more negative for people’s outcomes, experiences, and
opportunities, diversity remains relevant to everyone.
The instructor should point out to students that individuals are not “diverse,” and to avoid
talking about “a diversity candidate” or a “diverse hire.” It is differences among people that
make a group diverse. In an all male group, adding a woman would bring some diversity to
the group; in an all female group, adding a man would bring some diversity into the group.
An all Black group is as racially homogenous as an all White group is. An all female group is
just as homogeneous as an all male group is.
The textbook is written from the perspective that moral and social reasons should be
included as reasons for supporting diversity, in addition to business reasons. Reduction of
inequality, poverty, and discrimination can benefit society and organizations.
Key Facts (and Selected Questions)
Questions following some “Key Facts” are helpful in stimulating class discussion. (Selected
key facts include discussion points in this Instructors’ Manual. Instructors may choose
different ones to emphasize depending on the needs/interests of students and instructors).
Instructors may wish to have students formulate questions of their own relevant to the key
facts and use them for class discussion.
Despite extraordinary corporate and media attention to diversity in the past
thirty years, discrimination, inequality, and exclusion persist in organizations.
Question: What role does education of employees and managers play in the
reduction of discrimination and exclusion?
, The instructor should emphasize that most people are unaware of the persistence of
discrimination, inequality, and exclusion, and many people are unaware of the content and
requirement of diversity-related legislation.
Valuing diversity can benefit organizations in the areas of cost, resource
acquisition, marketing, creativity, problem solving, and system flexibility.
Question: What other specific areas are affected by effective diversity management?
If an organization develops a reputation for valuing all types of employees, it
will become known as an employer of choice, in which workers from all
backgrounds feel they have an opportunity to work, grow, and be treated fairly.
Question: What happens if an organization develops a reputation for only valuing
certain workers from certain backgrounds?
Problems with recruiting, customer boycotts, low worker morale and high turnover are a
few of many possible negative outcomes.
Working in and learning in environments with people who are different can
benefit individuals through intellectual engagement, perspective taking, and
greater understanding of the implications and benefits of diversity.
Question: How could these individual benefits be helpful in the workplace?
This increasing diversity of workplaces makes it important for people to understand and
value diversity. Diversity education in colleges can help prepare students to work
effectively in diverse environments.
A supportive climate for diversity results in benefits for individuals and
organizations, but having diversity without a supportive climate can result in
negative consequences.
Introduction to the Study of Diversity in Organizations
Chapter Outline
I. Introduction and Overview
II. Determining “Diversity” in an International Context
III. Multiple Group Memberships and Permeability of Boundaries
IV. Terminology
V. The Stimulus for the Focus on Diversity: Workforce 2000
VI. Diversity and Organizational Competitiveness
VII. Individual Benefits of Diversity
VIII. Diversity, Individual Outcomes, and Organizational Effectiveness
IX. Organization of the Book
X. Summary
XI Key Terms
XII. Questions to Consider
XIII. Actions and Exercises
Chapter Objectives
After completing this chapter, readers should have a firm understanding of the importance
of diversity in organizations. Specifically, they should be able to:
, 1. explain what “diversity” encompasses in the United States and considerations used
in determining the relevant diversity concerns in other countries.
2. discuss the historical background for the study of diversity in organizations.
3. define key diversity terms, including types of discrimination, productive
characteristics, and inclusion.
4. discuss research supportive of the individual and organizational benefits of
diversity.
Lecture Notes and Teaching Suggestions
This chapter introduces “diversity in organizations” to the reader, laying the groundwork
for the concepts and terminology that will be investigated throughout the book. The
meaning of diversity and its importance to individuals and organizations are emphasized.
The instructor should emphasize to students that a firm understanding of the concepts
introduced in this chapter will help them synthesize and understand material in the
following chapters. The instructor should also note that readers will be referred to these
concepts (for example, Cox and Blake’s rationale for valuing diversity) throughout the book.
The instructor should discuss Johnston & Packer’s book, Workforce 2000, which spurred
much of the interest in diversity issues. Many younger students were not born in 1987
when the work was published, but older students will likely be familiar with Workforce
2000. Point out the misunderstandings about Johnston and Packer’s original projections, but
emphasize that the workforce is indeed changing and becoming considerably more diverse
than ever before. The workforce in which most recognized and highly rewarded workers
were Whites and men is considerably different now. As more types of workers join the
workforce, what worked with a more homogenous workforce will no longer be effective.
Provide examples of this, such as an employer’s assumption that a man was the sole
provider and would have no responsibilities to family and childcare because he had a wife
doing it; or, an assumption that a woman was working for pin money rather than as a
committed provider for her family, seeking a career; or, an assumption that people of color
were only suited for low-level, menial, low-wage, or other devalued jobs; or, an assumption
that older workers would soon be leaving the workforce, and thus training should not be
invested in them.
,The purpose of the book is to provide readers with a comprehensive source of information
about diversity issues relevant to work, workers, and organizations. Emphasize that an
understanding of diversity issues is crucial for individuals and organizations to succeed in
today’s diverse and increasingly diverse society. Diversity is not just about or for women
and minorities—it is for and about everyone and everyone needs to know about the history,
current status of certain groups, and the implications of increasing diversity for individuals
and organizations. Emphasize that everyone has multiple group memberships, and although
some combinations are more negative for people’s outcomes, experiences, and
opportunities, diversity remains relevant to everyone.
The instructor should point out to students that individuals are not “diverse,” and to avoid
talking about “a diversity candidate” or a “diverse hire.” It is differences among people that
make a group diverse. In an all male group, adding a woman would bring some diversity to
the group; in an all female group, adding a man would bring some diversity into the group.
An all Black group is as racially homogenous as an all White group is. An all female group is
just as homogeneous as an all male group is.
The textbook is written from the perspective that moral and social reasons should be
included as reasons for supporting diversity, in addition to business reasons. Reduction of
inequality, poverty, and discrimination can benefit society and organizations.
Key Facts (and Selected Questions)
Questions following some “Key Facts” are helpful in stimulating class discussion. (Selected
key facts include discussion points in this Instructors’ Manual. Instructors may choose
different ones to emphasize depending on the needs/interests of students and instructors).
Instructors may wish to have students formulate questions of their own relevant to the key
facts and use them for class discussion.
Despite extraordinary corporate and media attention to diversity in the past
thirty years, discrimination, inequality, and exclusion persist in organizations.
Question: What role does education of employees and managers play in the
reduction of discrimination and exclusion?
, The instructor should emphasize that most people are unaware of the persistence of
discrimination, inequality, and exclusion, and many people are unaware of the content and
requirement of diversity-related legislation.
Valuing diversity can benefit organizations in the areas of cost, resource
acquisition, marketing, creativity, problem solving, and system flexibility.
Question: What other specific areas are affected by effective diversity management?
If an organization develops a reputation for valuing all types of employees, it
will become known as an employer of choice, in which workers from all
backgrounds feel they have an opportunity to work, grow, and be treated fairly.
Question: What happens if an organization develops a reputation for only valuing
certain workers from certain backgrounds?
Problems with recruiting, customer boycotts, low worker morale and high turnover are a
few of many possible negative outcomes.
Working in and learning in environments with people who are different can
benefit individuals through intellectual engagement, perspective taking, and
greater understanding of the implications and benefits of diversity.
Question: How could these individual benefits be helpful in the workplace?
This increasing diversity of workplaces makes it important for people to understand and
value diversity. Diversity education in colleges can help prepare students to work
effectively in diverse environments.
A supportive climate for diversity results in benefits for individuals and
organizations, but having diversity without a supportive climate can result in
negative consequences.
