Ethnic Groups.

|[pic] |Syllabus |
| |College of Humanities |
| |SOC/315 Version 4 |
| |Cultural Diversity |

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Course Description

This course focuses on the issues, challenges, and opportunities presented by U.S. population diversity. Workplace issues related to employee diversity in terms of gender, race or ethnicity, socioeconomic class, and cultural background are emphasized.

Policies

Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents:

• University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

Course Materials

Harvey, C. P., & Allard, M. J. (2009). Understanding and managing diversity (4th ed.). Upper Saddle River, NJ: Pearson.

Schaefer, R. T. (2011). Racial and ethnic groups (12th ed.). Upper Saddle River, NJ: Pearson.

All electronic materials are available on the student website.

|Week One: Workplace Diversity |
| |Details |Due |Points |
|Objectives |Recognize the dimensions of diversity. |6/10/13 | |
| |Differentiate the concept of inclusion from the concept of diversity. | | |
| |Describe diversity and inclusion in the workplace. | | |
|Reading |Read Ch. 1 of Racial and Ethnic Groups. | | |
|Reading |Read Ch. 17 of Racial and Ethnic Groups. | | |
|Reading |Read Introduction to Section I and Section I of Understanding and Managing Diversity. | | |
|Participation |Participate in class discussion. |6/10/13 |2 |
|Discussion Questions |Respond to weekly discussion questions. |6/10/13 |2 |
|Learning Team |Create the Learning Team Charter. | | |
|Instructions | | | |
|Learning Team Charter | | | |
|Learning Team |Review the Week One objectives and discuss insights and questions you may have. | | |
|Instructions | | | |
|Weekly Team Review | | | |
|Individual |Apply critical-thinking skills to answer the following questions based on this week’s |6/10/13 |5 |
|Thinking About Diversity|readings. The response to each question must contain 150 to 300 words. | | |
|and Inclusion | | | |
| |What are the dimensions of cultural diversity? Identify and briefly explain the dimensions by | | |
| |referencing both textbooks. | | |
| |With what ethnic, cultural, or other groups do you identify? Describe what members of your | | |
| |social circle have in common. | | |
| |What is the difference between diversity and inclusion? | | |
| |What is the importance of workplace diversity training? | | |
| |What is your experience with workplace culture? Could there be, or could there have been, more| | |
| |inclusion? | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |

|Week Two: Prejudice, Stereotypes, Discrimination, and Privilege |
| |Details |Due |Points |
|Objectives | |6/17/13 | |
| |Explain how the concept of culture is used to construct group identity. | | |
| |Analyze the social concept of race. | | |
| |Describe how behavioral and thinking patterns apply to diversity issues. | | |
|Reading |Read Ch. 2 of Racial and Ethnic Groups. | | |
|Reading |Read Ch. 3 of Racial and Ethnic Groups. | | |
|Reading |Read Ch. 5 of Racial and Ethnic Groups. | | |
|Reading |Read Introduction to Section II in Section II of Understanding and Managing Diversity. | | |
|Reading |Read Are African Americans Still Experiencing Racism? | | |
| |in Section II of Understanding and Managing Diversity. | | |
|Reading |Read Inventing Hispanics in Section II of Understanding and Managing Diversity. | | |
|Reading |Read To Be Asian in America in Section II of Understanding and Managing Diversity. | | |
|Reading |Review Ch. 6 of Racial and Ethnic Groups. | | |
|Reading |Review Ch. 7 of Racial and Ethnic Groups. | | |
|Reading |Review Ch. 8 of Racial and Ethnic Groups. | | |
|Reading |Review Ch. 9 of Racial and Ethnic Groups. | | |
|Reading |Review Ch. 10 of Racial and Ethnic Groups. | | |
|Reading |Review Ch. 11 of Racial and Ethnic Groups. | | |
|Reading |Review Ch. 12 of Racial and Ethnic Groups. | | |
|Reading |Review Ch. 13 of Racial and Ethnic Groups. | | |
|Reading |Review Ch. 14 of Racial and Ethnic Groups. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |6/17/13 |2 |
|Discussion Questions |Respond to weekly discussion questions. |6/17/13 |2 |
|Learning Team |Submit the Learning Team Charter. | | |
|Instructions | | | |
|Learning Team Charter | | | |
|Learning Team |Review the Week Two objectives and discuss insights and questions you may have. | | |
|Instructions | | | |
|Weekly Team Review | | | |
|Learning Team |Begin working on the Equal Rights Proposition Outline assignment due in Week Three. | | |
|Instructions | | | |
|Equal Rights Proposition| | | |
|Outline | | | |
|Individual Multicultural|Resources: Culturegrams database and Racial and Ethnic Groups |6/17/13 |15 |
|Matrix and Analysis | | | |
|Worksheet |Select and research six ethnic groups from Part III (Ch. 6–14) of Racial and Ethnic Groups and| | |
| |in Culturegrams. Use the following instructions to access Culturegrams: | | |
| | | | |
| |From the University Library, click the Library Resources link. | | |
| |Click Country Profiles and Economic Data. | | |
| |Click Culturegrams. | | |
| |Navigate Culturegrams using the map or use the search option for specific terms. | | |
| | | | |
| |Complete the University of Phoenix Material: Multicultural Matrix and Analysis Worksheet | | |
| |located on the student website. | | |
| | | | |
| |Write a 350- to 700- word analysis of the advantages of a multicultural society and labor | | |
| |force. | | |
| | | | |
| |Format any references consistent with APA guidelines. | | |

|Week Three: Immigration, Assimilation, Pluralism, and Multiculturalism |
| |Details |Due |Points |
|Objectives | |6/24/13 | |
| |Describe U.S. immigration policies within a historical framework. | | |
| |Summarize the benefits and consequences of immigrant labor for the U.S economy. | | |
| |Analyze strategies for inclusion in the workplace. | | |
|Reading |Read Ch. 4 in Racial and Ethnic Groups. | | |
|Reading |Read A World View of Cultural Diversity in Section II of Understanding and Managing Diversity.| | |
|Reading |Read Cultural Transmission Today in Section II of Understanding and Managing Diversity. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |6/24/13 |2 |
|Discussion Questions |Respond to weekly discussion questions. |6/24/13 |2 |
|Learning Team |Review the Week Three objectives and discuss insights and questions you may have. | | |
|Instructions | | | |
|Weekly Team Review | | | |
|Individual |Resource: Completed Multicultural Matrix and Analysis Worksheet. |6/24/13 |15 |
|Media Reaction | | | |
| |Write a 1,050- to 1,400- word reaction to a media piece focusing on a current political issue | | |
| |relating to immigration. Possible media pieces include an article, a video or audio clip, a | | |
| |television show, a book, a documentary, or a movie. | | |
| | | | |
| |Research the issue of your media piece. | | |
| | | | |
| |Address the following: | | |
| | | | |
| |What is the historical framework of this issue? | | |
| |What is the political context of this issue? | | |
| |What message does the media piece attempt to portray? Was the media coverage biased or | | |
| |unbiased? Was the issue sensationalized or portrayed objectively? | | |
| |How might the media coverage affect the public’s perception of this issue? Does it encourage | | |
| |or discourage prejudice, discrimination, and stereotyping? | | |
| |How might this issue affect the U.S. economy and labor force? | | |
| |If you were a manager affected by this issue and its media coverage, what inclusion strategies| | |
| |from this week’s reading might you implement to moderate the media’s effect on your employees | | |
| |and to promote inclusion in the workplace? | | |
| | | | |
| |Include at least two academic references in your research. | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |
|Learning Team |Select a current social issue related to the rights of ethnic or social groups. |6/24/13 |10 |
|Equal Rights Proposition| | | |
|Outline |Research the subject and existing action plans designed to solve the issue. | | |
| | | | |
| |Develop a 1,050- to 1,500- word comprehensive outline of your proposition to promote equal | | |
| |rights. Be sure to include the following: | | |
| | | | |
| |The issues, challenges, and opportunities experienced by this group in the labor force | | |
| | | | |
| |How society has constructed this group’s identity | | |
| | | | |
| |The legal framework relating to this issue | | |
| | | | |
| |Summary of existing or proposed solutions of differing groups. Consider the U.S. Equal | | |
| |Employment Opportunity Commission, corporate human resource departments, state or federal laws| | |
| |and regulations, political strategies, government agencies, religious groups, and grass roots | | |
| |organizations. | | |
| | | | |
| |Whether or not this issue exists in other countries, and if so, how it is handled by differing| | |
| |groups | | |
| | | | |
| |Your team’s compromise or alternative to existing solutions | | |
| | | | |
| |A description the organization, order, and approach to your team’s presentation | | |
| | | | |
| |Your decision on the presentation format your group will to use for your Week Five Equal | | |
| |Rights Proposition Presentation. Consider using Microsoft PowerPoint® or alternative software,| | |
| |such as iPresent Presio®, Prezi®, and Glogster EDU. | | |
| | | | |
| |Outline your proposition in the format and software program of your choice. | | |
| | | | |
| |Include at least five academic references in your research. | | |
| | | | |
| |Format your outline consistent with APA guidelines. | | |

|Week Four: Legal Framework of Diversity |
| |Details |Due |Points |
|Objectives | |7/1/13 | |
| |Outline the U.S. legal framework related to diversity in the workplace. | | |
| |Explain the relationship between social mobility and social change. | | |
| |Analyze management strategies to ensure compliance in the multicultural workplace. | | |
|Reading |Read the article “Social Class Diversity” in Section II of Understanding and Managing | | |
| |Diversity. | | |
|Reading |Read the Introduction to Section III and Section III of Understanding and Managing Diversity. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |7/1/13 |2 |
|Discussion Questions |Respond to weekly discussion questions. |7/1/13 |2 |
|Learning Team |Review the Week Four objectives and discuss insights and questions you may have. | | |
|Instructions | | | |
|Weekly Team Review | | | |
|Learning Team |Continue to work on the Equal Rights Proposition Presentation assignment due in Week Five. | | |
|Instructions | | | |
|Equal Rights Proposition| | | |
|Presentation Preparation| | | |
|Individual |Resource: the Equal Employment Opportunity Commission (EEOC) website |7/1/13 |15 |
|EEOC Presentation | | | |
| |Explore the EEOC website (http://www.eeoc.gov) to learn more about the organization. | | |
| | | | |
| |Click the About the EEOC link and select Newsroom. Select a press release about an employee | | |
| |lawsuit published within the last 6 months. | | |
| | | | |
| |Search the Internet to find at least one news item about this lawsuit, preferably from a news | | |
| |source in the state in which the incident occurred. | | |
| | | | |
| |Write a 1,050- to 1,200- word paper that includes the following: | | |
| | | | |
| |A description of the compliance issue that led to the lawsuit and its ramifications for the | | |
| |organization. | | |
| |A brief summary of the functions of the EEOC in one paragraph. | | |
| |The EEOC’s role in this lawsuit. | | |
| |Whether or not this lawsuit promotes social change; justify your reasoning | | |
| |A comparison of the EEOC press release to the news item. What accounts for the differences? | | |
| |Strategies you would implement, if you were a senior manager of this company, to ensure future| | |
| |compliance and inclusion in the multicultural workplace. | | |
| | | | |
| |Format your paper consistent with APA guidelines. | | |

|Week Five: The Global Comparative Perspective |
| |Details |Due |Points |
|Objectives | |7/8/13 | |
| |Compare anti-immigration movements in different countries. | | |
| |Analyze the historical effect of discrimination on the global economy. | | |
|Reading |Read Ch. 16 of Racial and Ethnic Groups. | | |
|Reading |Read Negotiations--BWA Discovers the Indonesian Way in Section II of Understanding and | | |
| |Managing Diversity. | | |
|Reading |Read Interpreting Intercultural Communication at a Business Meeting in Section II of | | |
| |Understanding and Managing Diversity. | | |
|Reading |Read How Canada Promotes Workplace Diversity in Section II of Understanding and Managing | | |
| |Diversity. | | |
|Reading |Read Ch. 16 of Racial and Ethnic Groups. | | |
|Reading |Read this week’s Electronic Reserve Readings. | | |
|Participation |Participate in class discussion. |7/8/13 |2 |
|Discussion Questions |Respond to weekly discussion questions. |7/8/13 |2 |
|Learning Team |Review the Week Five objectives and discuss insights and questions you may have. | | |
|Instructions | | | |
|Weekly Team Review | | | |
|Learning Team |Resource: Equal Rights Proposition Outline |7/8/13 |20 |
|Equal Rights Proposition| | | |
|Presentation |Create a comprehensive presentation of your equal rights proposition using the presentation | | |
| |software approved in Week Three. | | |
| | | | |
| |Include the following: | | |
| | | | |
| |The issues, challenges, and opportunities experienced by this group in the labor force | | |
| | | | |
| |How society has constructed this group’s identity | | |
| | | | |
| |The legal framework relating to this issue | | |
| | | | |
| |A summary of existing or proposed solutions of differing groups. Consider the U.S. Equal | | |
| |Employment Opportunity Commission, corporate human resource departments, state or federal laws| | |
| |and regulations, political strategies, government agencies, religious groups, and grass roots | | |
| |organizations | | |
| | | | |
| |Whether or not this issue exists in other countries and if so, how it is handled by differing | | |
| |groups. | | |
| | | | |
| |Your team’s compromise or alternative to existing solutions | | |
| | | | |
| |Present your proposal in the software approved in Week Three. | | |
| | | | |
| |For Local Campus students, these are 10- to 15-minute oral presentations. | | |
| |For Online and Directed Study students, these are presentations with notes. | | |
| | | | |
| |Include at least five academic references in your research. | | |
| | | | |
| |Format your presentation consistent with APA guidelines. | | |

Optional Discussion Questions

Week One Discussion Questions

• Explore topics in the Global Issues in Context database, which may be access through the University Library, under Library Resources. Which topics may be relevant to cultural diversity or workplace diversity? List all topics that apply. What resources, other than journal articles, are available? How might Global Issues in Context be a resource throughout this course?

• What are two specific groups that you have observed being subordinated? Describe the situations. How do you think the involved individuals were affected?

• What is a cultural difference that is likely to engender hostility in the workplace? Why? What inclusion strategies could be used?

• What are potential advantages and drawbacks of a company providing resources for different cultural groups?

• Why are workplace populations becoming increasingly more diverse? What is one historical change that has contributed to the shift to workplace diversity?

Week Two Discussion Questions

• Read “White Privilege and Male Privilege” by Peggy McIntosh, and “The Negative Consequences of Male Privilege” by Stephen Farough, in Understanding and Managing Diversity. What are your reactions to the articles? Do you prefer one article to the other? Do you find the information in both articles accurate? Is one more relevant than the other is? Why or why not?

• Under what circumstances is ethnicity apparent? How can an ethnic identity be both positive and perhaps counterproductive? Give a detailed example.

• What is an issue indigenous people face regarding assimilation? Describe this issue and any effort made to mitigate it. How effective were these efforts? If they were not effective, what could have been done differently? For ideas, consider researching the White House Tribal Nations Conference of 2009 or the Universal Declaration on the Rights of Indigenous Peoples issued by the United Nations in 2007.

• Even within one’s own community, every individual is different. Based on your appearance or mannerisms, how might you be stereotyped in your local community? List both positive and negative stereotypes a stranger might assign to you. If you travelled to a different region of the country, how might you be stereotyped differently?

• Refer to this week’s readings; how do policy makers use the concepts of half-full or half-empty to argue for or against social change? Do you think this is an effective strategy? Why or why not?

• According to this week’s readings, race does not distinguish humans from one another biologically. Why is it a persistent social issue? Why do misconceptions about race persist, and what people do to dispel these misconceptions?

Week Three Discussion Questions

• What is the Department of Homeland Security (DHS)? What does the DHS do for United States citizens?

• If you lived in a country outside the United States and wanted to come to the United States to work, to live, or to attend an institution of higher learning, what process would you follow? Describe a realistic or imagined scenario, and explain the legal process as outlined by the U.S. Bureau of Citizenship and Immigration Services.

• What do you think are the biggest concerns some people have about illegal immigration in the United States? Is it the effect on the U.S. economy, on the population, on public education, on the workforce, or on something else?

• What are the advantages and disadvantages of having diversity training conducted by internal employees versus using an outside consultant? Which would you prefer?

• Distinguish among the terms glass ceiling, glass walls, and glass escalators. How do they differ from more obvious forms of discrimination in employment?

• What challenges and opportunities do non-English speakers face in the United States? In schools? In the workplace or workforce? In other everyday environments?

• How do the terms biracial and multiracial relate to W.E.B. Dubois’s notion of a color line, which is discussed in Ch. 1 of Racial and Ethnic Groups? How were these terms used and for what purpose in the 2010 U.S. Census?

Week Four Discussion Questions

• In 2009, The EEOC implemented the Genetic Information Nondiscrimination Act of 2008 (GINA). What effects might GINA potentially have on workplace culture, on health insurance, and on the economy?

• Why is it important for managers to understand diversity management from both and managerial and legal perspectives? In your experience, how much legal knowledge have your managers possessed?

• How did the passage of the Americans with Disabilities Act change workplace culture? Give at least one example.

• Describe one group protected by the EEOC, and summarize the related legislation. Are all groups fairly represented? Are any groups missing? Justify your answer.

• Why do some criticize affirmative action? What would be one advantage and one disadvantage of eliminating affirmative action?

• The United States has seen significant social changes in the areas of population, education, labor force participation, health, technology, and the family structure. Which area has had the greatest social changes? What has caused these changes?

Week Five Discussion Questions

• The conflicts outlined in Ch. 16 of Racial and Ethnic Groups are examples of ethno-national conflicts. How have the actions or inactions of the United States affected these problems? Give at least one specific example.

• How have civil uprisings affected intergroup tensions in Mexico and Israel?

• To what extent are the problems facing Brazil or South Africa part of the legacy of racial divisions?

• Has the United States made good use of its social capital to increase workplace inclusion? Why or why not?

• How does the power of the Canadian federal government differ from the power of province governments? How does the power of the U.S. government differ from the power of state governments?

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