HU Credits: 1

Degree/Cycle: 2nd degree (Master)

Responsible Department: Education

Semester: 2nd Semester

Teaching Languages: English

Campus: Mt. Scopus

Course/Module Coordinator: Prof. Bernardo Ferdman

Coordinator Email: bernardo@ferdmanconsulting.com

Coordinator Office Hours: -

Teaching Staff:
Prof Bernardo Ferdman

Course/Module description:
What are key frameworks for understanding the complex dynamics of diversity and inclusion in organizations at the individual, group, and organizational levels and for improving how people with diverse identities and from different cultures can best function together at work and in educational settings, in ways that are mutually beneficial? What competencies and interventions help foster inclusive and equitable practices in multicultural groups and organizational systems? And what educational approaches can support development of these competencies and implementation of these practices, especially among adults? This brief course uses an experiential and dialogic approach to explore these and related questions from the perspective of social science—particularly organizational psychology and diversity sciences—as well as applied practice.

Course/Module aims:
•Understanding of the systemic and often paradoxical dynamics of multiculturalism, diversity, and inclusion in organizations
•Appreciation for ways to foster multicultural inclusion in organizational systems and the necessary mindsets, competencies, and behavior on the part of their members
•Exploration and development of participants’ own perspectives on and approaches to multiculturalism, diversity, inclusion, identity, and intergroup relations

Learning outcomes - On successful completion of this module, students should be able to:
Students should achieve the following learning goals as a result of participating in the course:
•Describe the multiple identities they and others bring to the workplace and the power of these identities to contribute to individual success, to leadership effectiveness, and to organizational goals
• Analyze and explain concepts of diversity, multiculturalism, and inclusion, and their relevance for themselves, for education, for leadership, and for different types of organizations
•Develop a learning plan to enhance their understanding of, engagement with, and contributions to multiculturalism, cultural diversity, and inclusion in the future, especially in the context of their particular professional goals
•Specify and evaluate key elements of inclusive practices at individual, group, organizational, and societal levels

Attendance requirements(%):
100% The course is participative and interactive. Students are expected to attend and participate in all class sessions.

Teaching arrangement and method of instruction: Dialogue, experiential exercises and structured activities, videos, brief lectures, cases, and writing assignments

Course/Module Content:
(Note: the following is illustrative and is subject to change.)
•Creating an inclusive classroom: Norms for effective learning
•Diversity and inclusion: What are they? Why and how do they matter?
•Exploring the roles of culture and identity in diversity and inclusion
•Difference and power: Concepts of prejudice, discrimination, and oppression
•Approaches to cultural diversity and multiculturalism in groups, organizations, and societies
•The practice of inclusion in organizations: Systemic perspectives
•Inclusive behavior and inclusive leadership
•Paradoxes of inclusion
•Applications to educational contexts (student projects)

Required Reading:
(NOTE: This is an illustrative list. The final reading list will be available before the start of the course.)
1.Ferdman, B. M. & Deane, B. R. (Eds.). (2014). Diversity at work: The practice of inclusion. San Francisco: Jossey-Bass.
2.Ferdman, B. M. (2016). Diversity and organizational change/performance. In J. Stone, R. Dennis, P. Rizova, & A. D. Smith (Eds.). The Wiley-Blackwell encyclopedia of race, ethnicity, and nationalism. San Francisco: Wiley.
3.Ferdman, B. M. (2016). If I’m comfortable does that mean I’m included? And if I’m included, will I now be comfortable? In L. M. Roberts, L. P. Wooten, & M. N. Davidson (Eds.), Positive organizing in a global society: Understanding and engaging differences for capacity-building and inclusion (pp. 65-70). New York: Routledge.
4.Ferdman, B. M. (2017). Paradoxes of inclusion: Understanding and managing the tensions of diversity and multiculturalism. The Journal of Applied Behavioral Science, 53(2), 235 263. https://doi.org/10.1177/0021886317702608
5.Gallegos, P. V., Wasserman, I. C., & Ferdman, B. M. (in press). Dancing with resistance: Exploring new patterns of engagement in fostering cultures of inclusion. In K. M. Thomas (Ed.), Diversity resistance in organizations (2nd ed.). New York, NY: Taylor & Francis.
6.Gurevitch, Z. D. (1989). The power of not understanding: The meeting of conflicting identities. Journal of Applied Behavioral Science, 25, 161-173.
7.Atewologun, D. (2016). Intersectional identity salience and positive identity construction. In L. M. Roberts, L. P. Wooten, & M. N. Davidson (Eds.), Positive organizing in a global society: Understanding and engaging differences for capacity-building and inclusion (pp. 43-48). New York: Routledge.
8.Deaux, K. & Verkuyten, M. (2014). The social psychology of multiculturalism: Identity and intergroup relations. In Y. Hong & V. Benet-Martínez (Eds), The Oxford handbook of multicultural identity (pp. 118-138). New York: Oxford University Press.
9.Ditlmann, R. K., Mayville, E. W., & Purdie-Vaughns, V. (2014). Organizational and individual colorblindness approaches to past injustice. In K. M. Thomas, V. C. Plaut, & N. M. Tran (Eds.), Diversity ideologies in organizations (pp. 93-117). New York: Routledge.
10.Shore, L. M., Randel, A. E., Chung, B. G., Dean, M. A., Ehrhart, K. H., & Singh, G. (2011). Inclusion and diversity in work groups: A review and model for future research. Journal of Management, 37, 1262-1289. doi 10.1177/0149206310385943.
11.O’Mara, J., Richter, A., et al. (2016). Global diversity and inclusion benchmarks: Standards for organizations around the world. Centre for Global Inclusion.
12.Burlacu, G., Ferdman, B. M., Shyamsunder, A., Eagly, A., Kepinski, L., & Nugent, J. S. (2018). New directions in diversity and inclusion: A dialogue on what truly works. The Industrial-Organizational Psychologist, 55(3).
13.Ferdman, B. M. (2010). Teaching inclusion by example and experience: Creating an inclusive learning environment. In B. B. McFeeters, K. M. Hannum, & L. Booysen (Eds.), Leading across differences: Cases and perspectives—Facilitator’s guide (pp. 37-50). San Francisco, CA: Pfeiffer.

Additional Reading Material:
1. Glover, J. & Friedman, H. L. (2015). Transcultural competence: Navigating cultural differences in the global community. Washington DC: American Psychological Association.
2. Mor-Barak, M. E. (2017). Managing diversity: Toward a globally inclusive workplace (4th ed.). Thousand Oaks, CA: Sage.
3. Leung, K., Ang, S., & Tan, M. L. (2014). Intercultural competence. Annual Review of Organizational Psychology and Organizational Behavior, 1, 489-519. doi 10.1146/annurev-orgpsych-031413-091229
4. Ferdman, B. M. (2018). In Trump’s shadow: Questioning and testing the boundaries of inclusion. Equality, Diversity, and Inclusion: An International Journal, 37(1), 96-107.
5. Jackson, S. E., & Joshi, A. (2011). Work team diversity. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology (Vol. 1, pp. 651–686). Washington, DC: American Psychological Association.
6. Ferdman, B. M. (2003). Learning about our and others’ selves: Multiple identities and their sources. In N. Boyacigiller, R. Goodman, & M. Phillips (Eds.), Crossing cultures: Insights from master teachers (pp. 49-61). London, UK: Routledge.
7. Ferdman, B. M. & Horenczyk, G. (2000). Cultural identity and immigration: Reconstructing the group during cultural transitions. In E. Olshtain & G. Horenczyk (Eds.), Language, identity, and immigration (pp. 81-100). Jerusalem, Israel: Hebrew University Magnes Press.
8. Ferdman, B.M. (1990). Literacy and cultural identity. Harvard Educational Review, 60, 181-204.
9. Nkomo, S. & Stewart, M. M. (2006). Diverse identities in organizations. In S. R. Clegg, C. Hardy, T. B. Lawrence, & W. R. Nord (Eds.). The Sage handbook of organization studies (2nd ed.) (pp. 520-540). London: Sage.
10. Roberson, Q. M. (2006). Disentangling the meanings of diversity and inclusion in organizations. Group and Organization Management, 31, 212-236.
11. Shore, L. M., Chung-Herrera, B. G., Dean, M. A., Ehrhart, K. H., Jung, D. I., Randel, A. E., & Singh, G. (2009). Diversity in organizations: Where are we now and where are we going? Human Resource Management Review, 19(2), 117–133. doi:10.1016/j.hrmr.2008.10.004
12. Davidson, M. N. & James, E. H. (2006). The engines of positive relationships across difference: Conflict and learning. In J. E. Dutton and B. R. Ragins, (Eds.), Exploring positive relationships at work: Building a theoretical and research foundation (pp. 137-158). Mahwah, NJ: Erlbaum.
13. Bohm Dialogue (http://www.david-bohm.net/dialogue/): A collection of David Bohm's ideas on dialogue and commentaries. Check out, in particular, “Dialogue - A Proposal.”
14. Ferdman, B. M. (1995). Cultural identity and diversity in organizations: Bridging the gap between group differences and individual uniqueness. In M. Chemers, S. Oskamp, & M. A. Costanzo (Eds.). Diversity in organizations: New perspectives for a changing workplace (pp. 37-61). Thousand Oaks, CA: Sage.
15. Ferdman, B. M. (2000). “Why am I who I am?” Constructing the cultural self in multicultural perspective, Human Development, 43, 19-23.
16. Bowen, F., & Blackmon, K. (2003). Spirals of silence: The dynamic effects of diversity on organizational voice. Journal of Management Studies, 40(6), 1393–1417.
17. Ibarra, H. (2015). The authenticity paradox: Why feeling like a fake can be a sign of growth. Harvard Business Review, 93(1/2), 53–59.
18. Nguyen, A.-M. D., & Benet-Martínez, V. (2010). Multicultural identity: What it is and why it matters. In R. J. Crisp (Ed.), The psychology of social and cultural diversity (pp. 87-114). Malden, MA: Wiley-Blackwell.
19. Ely, R. J. (1995). The role of dominant identity and experience in organizational work on diversity. In S. E. Jackson & M. N. Ruderman (Eds.), Diversity in work teams: Research paradigms for a changing workplace (pp. 161-186). Washington, DC: American Psychological Association.
20. Fiske, S. T. (2002). What we know now about bias and intergroup conflict, the problem of the century. Current Directions in Psychological Science, 11, 123-128.
21. Unzueta, M. M., & Binning, K. R. (2012). Diversity is in the eye of the beholder: how concern for the in-group affects perceptions of racial diversity. Personality & Social Psychology Bulletin, 38(1), 26–38. doi:10.1177/0146167211418528
22. West, T. V., Shelton, J. N., & Trail, T. E. (2009). Relational anxiety in interracial interactions. Psychological Science, 20(3), 289–292.

23. Ferdman, B. M. (1997). Values about fairness in the ethnically diverse workplace. [Special Issue: Managing in a global context: Diversity and cross-cultural challenges]. Business and the Contemporary World: An International Journal of Business, Economics, and Social Policy, 9, 191-208.
24. Holvino, E., Ferdman, B. M., & Merrill-Sands, D. (2004). Creating and sustaining diversity and inclusion in organizations: Strategies and approaches. In M. S. Stockdale & F. J. Crosby (Eds.), The psychology and management of workplace diversity (pp. 245-276). Malden, MA: Blackwell.
25. Ferdman, B. M. & Brody, S. E. (1996). Models of diversity training. In D. Landis & R. Bhagat (Eds.), Handbook of intercultural training, 2nd Ed. (pp. 282-303). Thousand Oaks, CA: Sage.
26. Keleher, T., Leiderman, S., Meehan, D., Perry, E., Potapchuk, M., powell, j. a., & Yu, H. C. (2010). Leadership & race: How to develop and support leadership that contributes to racial justice. Leadership for a New Era Series, Leadership Learning Community. Available at http://leadershiplearning.org/new-publication-how-develop-and-support-leadership-contributes-racial-justice.
27. Lloyd, S., & Härtel, C. (2010). Intercultural competencies for culturally diverse work teams. Journal of Managerial Psychology, 25(8), 845–875. doi:10.1108/02683941011089125
28. Ferdman, B. M. & Sagiv, L. (2012). Diversity in organizations and cross-cultural work psychology: What if they were more connected? (Focal article). Industrial and Organizational Psychology: Perspectives on Science and Practice, 5 (3), 323-345. doi 10.1111/j.1754-9434.2012.01455.x
29. Ferdman, B. M. (1992). The dynamics of ethnic diversity in organizations. In K. Kelley (Ed.), Issues, theory and research in industrial/organizational psychology (pp. 339-384). Amsterdam: North Holland.
30. Jonsen, K. (2013, November-December). Women in top management: Broken ladders and human rights. European Business Review, 6-9.
31. Ely, R. J. & Meyerson, D. E. (2000). Theories of gender in organizations: A new approach to organizational analysis and change, Research in Organizational Behaviour, 22, 105-153.
32. Ferdman, B. M. (1999). The color and culture of gender in organizations: Attending to race and ethnicity. In G. N. Powell (Ed.), Handbook of gender and work (pp. 17-34). Thousand Oaks, CA: Sage.
33. King, E. B. & Cortina, J. M. (2010). The social and economic imperative of lesbian, gay, bisexual, and transgendered supportive organizational policies. Industrial and Organizational Psychology: Perspectives on Science and Practice, 3, 69-78. doi 10.1111/j.1754-9434.2009.01201.x
34. Baldridge, D. C., Beatty, J. E., Konrad, A. M., & Moore, M. E. (2015). People with disabilities: Identity, stigmatization, accommodation, and intersection with gender and ageing in effects on employment outcomes. In R. Bendl, I. Belijenbergh, E. Henttonen, & A. J. Mills (Eds.), The Oxford handbook of diversity in organizations (pp. 469-498). Oxford, UK: Oxford University Press.
35. Scully, M. A. & Blake-Beard, S. (2006). Locating class in organizational diversity work: Class as structure, style and process. In A. M. Konrad, P. Prasad, & J. K. Pringle (Eds.), Handbook of workplace diversity (pp. 431-454). London: Sage.
[Additional references will be provided closer to the start of the course.]

Course/Module evaluation:
End of year written/oral examination 40 %
Presentation 0 %
Participation in Tutorials 0 %
Project work 20 %
Assignments 10 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 30 %
Preparation, attendance & engagement

Additional information:
1. Please note that changes may occur to the list of topics and readings.
2. Most of the primary learning in the course will take place in the classroom (in addition to the learning completed independently by students). Both to take advantage of this and to contribute to the learning of others, students will be expected to be present, prompt, and fully prepared for all class sessions. Full preparation for class involves completing assigned readings thoroughly and thoughtfully and being ready to participate in substantive dialogue on course topics. Missing or being substantially late for class sessions and/or leaving early will also be a negative factor in course evaluations. Given the brevity of the course and its interactive nature, it is essential that students plan to be present throughout every class session.