What Is Diversity Management?
“Diversity management is the strategy of using best practices with proven results to find and create a diverse and inclusive workplace. Successful strategies link diversity progress directly to business results. Best practices include effective use of employee resource groups, diversity councils, mentoring and sponsorship, and supplier diversity.” (DiversityInc.com, Diversity Management 101)
AAAED members increasingly have Diversity Management as part of their responsibilities. As a result, AAAED has introduced a Diversity Management training curriculum. See the PDTI catalog at http://www.aaaed.org/images/aaaed/PDTI%20Catalog.pdf for more information about courses and course credits available for the Sr. CAAP credential.
This Diversity Management section contains information about emerging trends in diversity management including best practices.
For more information, click here
Implicit Bias Video Series
It’s important to diagnose bias in the workplace because stereotypes can introduce errors in managers’ decision making about their employees in hiring, valuations of performance, assigning high visibility projects, and giving credit for contributing in groups (VMware Women’s Leadership Innovation Lab, 2019).
According to “A Methodology to Diagnose Bias,” some conditions that lead to a higher likelihood of bias are 1) when the criteria for decision making are ambiguous, 2) when the environment is “male-typed” (stereotypically male professions), 3) when there are narrow definitions of success, 4) and when there is high levels of managerial discretion.
Check out the implicit bias video series to further understand biases, stereotypes, and strategies for countering implicit bias.
Provided by BruinX, UCLA’s Office of Equity, Diversity and Inclusion.
Preface: Biases and Heuristics
Lesson 1: Schemas
Lesson 2: Attitudes and Stereotypes
Lesson 3: Real World Consequences
Lesson 4: Explicit v. Implicit Bias
Lesson 5: The AIT
Lesson 6: Countermeasures
Smith, Christie, and Yoshino, Kenji, “Fear of Stifling Talent,” Harvard Business Review, 2014. https://hbr.org/2014/03/fear-of-being-different-stifles-talent
This article discusses the phenomenon of “covering,” which is when people downplay their individualistic differences from what’s generally accepted. After conducting surveys, “covering” shows to decrease employees’ confidence and engagement, and also holds minority employees back. Thus, managers who want to create a diverse workplace should aim to eliminate the pressures to conform (Kenji Yoshino and Christie Smith, 2014).
Schwarz, John. “The real reason we’re not seeing more progress on diversity at work,” Fast Company, 2019. https://www.fastcompany.com/90433914/the-real-reason-were-not-seeing-more-progress-on-diversity-at-work
This article highlights why there continues to be a lack of women, people of color, LGBTQ+ and those with disabilities in leadership roles and executive positions despite the implementation of diversity and inclusion programs. The author argues tracking diversity should go beyond access to pay, promotions, and training to include the cumulative effect of smaller daily interactions, like time spent with managers, invitations to social events, access to information, or simply casual talk in the office kitchen with colleagues. Gathering data and analytics to uncover what’s happening in these interactions can allow businesses to create and implement solutions that will actually generate growth within their diverse employees (John Schwarz, 2019).
Leung, Andrew. “Strategies for Including Women of Color in Workplace Planning,” DiversityInc., 2020. https://www.diversityincbestpractices.com/a-sophisticated-approach-when-considering-women-of-color-in-your-workplace-planning-strategy-a-presentation-by-dr-stephanie-creary/
Dr. Stephanie Creary explains, - “while many companies have developed robust diversity, equity, inclusion and belonging strategies over the years (practices such as professional development programs, mentoring and sponsorship programs, employee resource groups and training managers to be more effective at coaching a wide variety of people including WOC), what many companies fail to do is to follow-up and measure their effectiveness.”
Another key point Creary explains about allyship, - “There needs to be a concerted effort of changing WOC’s experience for the better, whether it’s giving support and constructive feedback that she needs to succeed; always advocating for her, especially when she’s not in the room; and (literally) including her in the conversation.”
Inclusive Excellence Framework in Higher Education
How to create a welcoming campus and classroom environment:
Fix Your Climate: A Practical Guide to Reducing Microaggressions by Kathryn S. Young and Myron R. Anderson & their Webinar for AAAED Members
What are some obstacles to improving your campus climate and how can one realistically remove them or improve them within their sphere of influence?
Association of American Colleges and Universities (AACU) - Inclusive Excellence Framework:
American University of Washington working towards inclusive excellence:
Cornell University: Inclusive Teaching Strategies:
Cornell University: Establishing Ground Rules:
Diversity in the Classroom:
University of Michigan: Inclusive Teaching Principles, Strategies & Resources
University of Denver: Microaggressions in the Classroom:
Moreno, José F., Daryl G. Smith, Alma R. Clayton-Pedersen, Sharon Parker, and
Daniel Hiroyuki Teraguchi. “The Revolving Door for Underrepresented Minority Faculty in Higher Education.” Association of American Colleges and Universities (2006), https://irvine-dot-org.s3.amazonaws.com/documents/123/attachments/insight_Revolving_Door.pdf?1416807317
“Why Diversity Programs Fail.” Harvard Business Review (2016), https://hbr.org/2016/07/why-diversity-programs-fail
“Designing a Bias-Free Organization.” Harvard Business Review (2016), https://hbr.org/2016/07/designing-a-bias-free-organization ”
Mary Ann Danowitz & Frank Tuitt. “Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective, Equity & Excellence in Education.” Equity and Excellence in Education, 44:1, 40-56 (2011), http://dx.doi.org/10.1080/10665684.2011.539474
Research addressing harassment and sexual violence that occurred in connection with remote learning/Covid-19:
Holland, Kathryn J., Lilia M. Cortina, Vicki J. Magley, Arielle L. Baker, and Frazier F. Benya. "Don’t let COVID-19 disrupt campus climate surveys of sexual harassment." 117 Proceedings of the National Academy of Science 24606-24608 (2020), https://www.pnas.org/content/pnas/117/40/24606.full.pdf
Xue, Jia, Junxiang Chen, Chen Chen, Ran Hu, and Tingshao Zhu. "The Hidden Pandemic of Family Violence During COVID-19: Unsupervised Learning of Tweets." 22 Journal of medical Internet research e24361 (2020), https://www.jmir.org/2020/11/e24361/
Bennett, Esther R., S. Snyder, J. Cusano, S. McMahon, M. Zijdel, K. Camerer, and C. Howley. "Supporting survivors of campus dating and sexual violence during COVID-19: A social work perspective." Social work in health care (2021): 1-11, https://www.tandfonline.com/doi/pdf/10.1080/00981389.2021.1885566?casa_token=K3OdhYClWlAAAAAA:-TGd0eGP28BIbHCe97RI4pv3jG1mzvwgsBmBTQxPVAif_e656KMW1RC3fiOlQPQTPpVSHU1H0NOW
Whitford, Emma. “Insurance Costs on the Rise for Colleges.” Higher Education, July 2020. https://www.insidehighered.com/news/2020/07/08/pandemic-has-exacerbated-hard-insurance-market-higher-ed
Catalyst: Workplaces that Work for Women
Career Advice from Higher Education Recruitment Consortium
Hispanic Association on Corporate Responsibility (HACR)
Media Diversity Institute
National Employment Lawyers Association (NELA)
Society for Human Resource Management (SHRM)