Instructor Manual: Bell, Diversity in Organizations, 9780357718933; Chapter 1: Introduction
Instructor Manual
Bell & Leopold, Diversity in Organizations, 9780357718933; Chapter 1: Introduction
Table of Contents
Purpose and Perspective of the Chapter ....................................................................... 2
Cengage Supplements ................................................................................................... 2
Chapter Objectives ......................................................................................................... 2
What’s New in this Chapter ........................................................................................... 3
Chapter Outline .............................................................................................................. 3
Discussion Questions ..................................................................................................... 4
Additional Resources ..................................................................................................... 5
Primary Sources ......................................................................................................................................... 5
Appendix ........................................................................................................................22
Generic Rubrics ........................................................................................................................................ 22
Standard Writing Rubric ........................................................................................................................... 22
Standard Discussion Rubric ...................................................................................................................... 23
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
1
Instructor Manual: Bell, Diversity in Organizations, 9780357718933; Chapter 1: Introduction
Purpose and Perspective of the Chapter
Diversity, equity, and inclusion are frequently used terms in diversity-related research,
organizations, and the media. As such, this book uses: diversity; diversity and inclusion; and
diversity, equity, and inclusion to refer generally to related efforts to ensure that individuals of
all backgrounds are treated as valued applicants, employees, and customers. While some
research and organizations use slightly different terminology, the focus on ensuring individuals
of all backgrounds are valued and have opportunities to thrive and contribute remains the
same.
In this book, diversity is defined as real or perceived differences among people in race,
ethnicity, sex, age, physical and mental ability, sexual orientation, religion, work and family
status, weight and appearance, social class, and other identity-based areas that affect their
experiences, outcomes, and opportunities in organizations and society. These focal areas
encompass differences that are based on power or dominance relations among groups,
particularly “identity groups,” which are the collectivities people use to categorize themselves
and others.
Cengage Supplements
The following product-level supplements provide additional information that may help you in
preparing your course. They are available in the Instructor Resource Center.



Instructor Manual
Test Banks
Transition Guide
Chapter Objectives
The following objectives are addressed in this chapter:
01.01
Explain the meaning of “diversity” in the United States and some considerations used
in determining the meaning of diversity in other areas.
01.02
Explain differences among diversity, equity, and inclusion.
01.03
Discuss population demographics and their meaning for workforce and customer
diversity.
01.04
Discuss differences between individual discrimination and systemic racism and their
effects.
01.05
Explain ways in which organizations that seek to attract, retain, and value diverse
applicants, employees, customers, and clients can do so.
[return to top]
What’s New in this Chapter
The following elements are improvements in this chapter from the previous edition:

A discussion of the racial disparities highlighted by COVID-19 has been included,
including the increase in hate crimes against Asian Americans. Black Lives Matter is
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
2
Instructor Manual: Bell, Diversity in Organizations, 9780357718933; Chapter 1: Introduction
introduced with a brief discussion of the murders of Trayvon Martin, George Floyd and
Ahmaud Arbery. Key successes in diversity are introduced, including the removal of
Confederate statutes and the name change of the Washington Football Team to remove
the slur against Native Americans. Structural and systemic racism are introduced in this
chapter. A section of recommendations is included, along with information on the
effectiveness of diversity training.
[return to top]
Chapter Outline
In the outline below, each element includes references (in parentheses) to related content.
“CH.##” refers to the chapter objective; “PPT Slide #” refers to the slide number in the
PowerPoint deck for this chapter (provided in the PowerPoints section of the Instructor
Resource Center); and, as applicable for each discipline, accreditation or certification standards
(“BL 1.3.3”). Introduce the chapter and use the Icebreaker in the PPT if desired, and if one is
provided for this chapter. Review learning objectives for Chapter 1. (PPT Slides 1-3).
I.
II.
Terminology (01.01, PPT Slides 4-6)
Multiple Group Memberships, Intersectionality, and Permeability of (Some) Boundaries
(01.02, PPT Slides 9-12)
III. Changing Demographics and Changing Views: The Stimulus for Diversity Studies and
Work (01.03, PPT Slides 13-17)
IV. Diversity and Organizational Competitiveness (01.03, PPT Slides 18-22)
a. Cost (01.03, PPT Slide 19)
b. Human Resources Acquisition (01.03, PPT Slide 19)
c. Marketing (01.03, PPT Slide 19)
d. Creativity and Problem Solving (01.03, PPT Slide 19)
e. System Flexibility (01.03, PPT Slide 19)
f. Other Areas where Diversity Can Be Advantageous (01.03, PPT Slide 20)
g. Moral and Social Reasons for Valuing Diversity (01.03)
h. Organizational Difficulties Relating to Increased Diversity (01.03, PPT Slide 21)
i. The “Value in Diversity” Perspective versus Negative Impacts of Diversity (01.03,
PPT Slide 22)
V. Individual Benefits of Diversity (01.04, PPT Slides 23-24)
VI. Diversity, Individual Outcomes, and Organizational Effectiveness (01.05, PPT Slides 2529)
a. Recommendations (01.05)
VII. Organization of the Book
a. Introduction and Overview
b. Population
c. Education
d. Employment, Unemployment, and Participation Rates
e. Types of Employment and Income Levels
f. Focal Issues
g. Individual and Organizational Recommendations
h. Other Features
VIII. Determining “Diversity” in an International Context (01.05)
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
3
Instructor Manual: Bell, Diversity in Organizations, 9780357718933; Chapter 1: Introduction
[return to top]
Discussion Questions
You can assign these questions several ways: in a discussion forum in your LMS; as whole-class
discussions in person; or as a partner or group activity in class.
1. Discussion: Effective Diversity Management (Diversity and Organizational
Competitiveness, 01.03, PPT Slide 28) Duration: 5 minutes.
a. What specific areas in the workplace besides performance could be affected
positively by effective diversity management?
i. Answer: In addition to performance, diversity shows both positive and
negative effects on the organization, depending on how it is managed.
Diversity can have a considerable impact on an organization’s costs,
resource acquisition, creativity, and system flexibility. Students may also
identify aspects of a workplace’s public image that could be affected
positively by effective diversity management.
2. Discussion: Negative Consequences of Diversity (Organizational Difficulties Relating to
Increased Diversity, 01.03, PPT Slide 22) Duration: 5-10 minutes.
a. What are some of the negative consequences of increased diversity in an
organization? What can an organization do to avoid or deal with these negative
consequences if they arise?
i. Answer: The negative consequences can include dysfunctional
communication processes among different group members,
discrimination, and harassment. Also, some may have perceptions that
nontraditional workers are unqualified. Lowered attachment,
commitment, and satisfaction among employees may also arise.
Interactions between individuals from different racial/ethnic backgrounds
can be taxing for employees at times. Usually, these negative outcomes
lessen over time.
Organizations should take proactive steps to reduce negative outcomes by
monitoring dysfunctional behaviors. Managers should confront and dispel
common perceptions that certain groups of people may be unqualified
while others are qualified. Also, managers should not tolerate discrimination
and harassment. If problems arise, management should ensure adequate
training is provided and take any necessary actions to ensure staff
members are treated appropriately.
3. Discussion: International Aspects of Diversity (Determining “Diversity” in an International
Context, 01.05) Duration: 10-15 minutes.
a. Research and identify relevant diversity categories in two different countries.
What are the key factors (e.g., population, participation, poverty, group
differences) involved in those categories? You may want to assign countries so
students do not all research the same ones.
i. Answer: Students should examine how other countries handle issues
related to diversity, recognizing that there are contextual aspects to how
other countries view diversity factors. While the United States places
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
4
Instructor Manual: Bell, Diversity in Organizations, 9780357718933; Chapter 1: Introduction
great emphasis on race, ethnicity, sex, age, physical and mental ability,
sexual orientation, religion, and work and family status, other countries
may not focus on the same differentiating factors.
Students should not apply the United States’ concepts to another country,
but instead consider the culture and history of the country as well as its
socioeconomic structures. The students should identify and analyze
differences based on power or dominance relationships that result from
historical disparities in how different groups have been treated.
[return to top]
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
5
Instructor Manual: Bell, Diversity in Organizations, 9780357718933; Chapter 1: Introduction
Appendix
Generic Rubrics
Providing students with rubrics helps them understand expectations and components of
assignments. Rubrics help students become more aware of their learning process and progress,
and they improve students’ work through timely and detailed feedback.
Customize these rubrics as you wish. The writing rubric indicates 40 points, and the discussion
rubric indicates 30 points.
Standard Writing Rubric
Criteria
Content
Organization and Clarity
Research
Research
Grammar and Spelling
Meets Requirements
The assignment clearly and
comprehensively addresses
all questions in the
assignment.
15 points
The assignment presents
ideas in a clear manner and
with strong organizational
structure. The assignment
includes an appropriate
introduction, content, and
conclusion. Coverage of
facts, arguments, and
conclusions are logically
related and consistent.
10 points
Needs Improvement
The assignment partially
addresses some or all
questions in the
assignment.
8 points
The assignment presents
ideas in a mostly clear
manner and with a mostly
strong organizational
structure. The assignment
includes an appropriate
introduction, content, and
conclusion. Coverage of
facts, arguments, and
conclusions are mostly
logically related and
consistent.
7 points
The assignment is based
The assignment is based
upon appropriate and
upon adequate academic
adequate academic
literature but does not
literature, including peerinclude peer-reviewed
reviewed journals and other journals and other scholarly
scholarly work.
work.
5 points
3 points
The assignment follows the
required citation
guidelines.
5 points
The assignment has two or
fewer grammatical and
spelling errors.
5 points
The assignment follows
some of the required
citation guidelines.
3 points
The assignment has three
to five grammatical and
spelling errors.
3 points
Incomplete
The assignment does not
address the questions in the
assignment.
0 points
The assignment does not
present ideas in a clear
manner and with strong
organizational structure.
The assignment includes an
introduction, content, and
conclusion, but coverage of
facts, arguments, and
conclusions are not logically
related and consistent.
0 points
The assignment is not
based upon appropriate and
adequate academic
literature and does not
include peer-reviewed
journals and other scholarly
work.
0 points
The assignment does not
follow the required citation
guidelines.
0 points
The assignment is
incomplete or
unintelligible.
0 points
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
6
Instructor Manual: Bell, Diversity in Organizations, 9780357718933; Chapter 1: Introduction
Standard Discussion Rubric
Criteria
Participation
Contribution Quality
Etiquette
Meets Requirements
Submits or participates in
discussion by the posted
deadlines. Follows all
assignment instructions for
initial post and responses.
5 points
Comments stay on task.
Comments add value to
discussion topic. Comments
motivate other students to
respond.
20 points
Needs Improvement
Does not participate or
submit discussion by the
posted deadlines. Does not
follow instructions for initial
post and responses.
3 points
Comments may not stay on
task. Comments may not
add value to discussion
topic. Comments may
not motivate other students
to respond.
10 points
Maintains appropriate
Does not always maintain
language. Offers criticism in appropriate language.
a constructive manner.
Offers criticism in an
Provides both positive and offensive manner. Provides
negative feedback.
only negative feedback.
5 points
3 points
Incomplete
Does not participate in
discussion.
0 points
Does not participate in
discussion.
0 points
Does not participate in
discussion.
0 points
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible
website, in whole or in part.
7