Updated Dec 23, 2014
MLD-320M: The Art of Leading in a Diverse World:
Skills, Insights, and Best Practices
Module 3, Spring 2015
(Syllabus Subject to Change)
Course Instructor: Patti Bellinger, 617-495-6495, patricia_bellinger@hks.harvard.edu
Faculty Assistant: Beth Newhall, 617-496-5238, beth_newhall@hks.harvard.edu
Course Assistants: Derwin Dubose, derwin_dubose@hks15.harvard.edu
OVERVIEW
Class Meetings
Classes are scheduled from January 28 through March 11 on Wednesdays from 4:00 p.m. to 7:00 p.m. in
Taubman 275.
Course Objectives
This course is designed to help students develop personal insights, interpersonal skills, and management
practices for leading diverse, inclusive programs and organizations in an increasingly diverse and
interconnected world. Through readings, class discussions, exercises, individual and team assignments,
and dialogues with visiting scholars and practitioners, we will explore the personal, interpersonal,
organizational, and cultural dimensions of being an effective leader capable of leveraging diversity at
multiple levels.
The course is rooted in two conceptual frameworks that are reshaping how people understand identity and
diversity. One is the concept of unconscious bias as an important factor in social interactions. Given the
reality of this bias in all of us, what can we do to move beyond it to work against inequity and affirm and
leverage difference in ourselves and others? The other is the understanding of identity as not only
complex and multifaceted, but also shaped in part by messages and factors in the world around us—some
of which, again, are unconscious and many of which are beyond our immediate control.
Within this conceptual framework, we will explore the essential questions for leaders who seek to
manage and leverage diversity. How do we define diversity? How have our unique perspectives shaped
our journeys? How do we experience bias and difference in our own lives and careers? How do those
biases and experiences shape our interactions as change agents and leaders? What practices and programs
can help leaders build diverse teams and organizations? How can we, in leadership roles, recognize and
advance diversity and inclusion in the world around us? Through readings and discussions students will
grapple with these key issues and learn best practices for leading in ways that build and empower diverse
teams and organizations.
Registration
Because of the highly interactive nature of the class, enrollment will be limited. In the event that the
course is oversubscribed, priority will be given to HKS students. However, we welcome cross-registrants
and will carefully consider their applications. In addition to following HKS procedures for cross1
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registration, students interested in cross-registering should submit a one-page resume and a page
explaining why the course interests you, how it will advance your work in your field of study at Harvard
University and how it will contribute to your career objectives.
Expectations
Attendance. Because students are expected to arrive on time and attend every class, late arrivals and
missed classes will affect the participation portion of your final grade. Participation is an extremely
important element of the work in this class. If you must be absent for an unavoidable reason, please email
the instructor as early as possible before the class in question.
Assignments. Class discussions and class work will be based in part upon the reading assigned for that
week. Please complete each week’s reading before that class. Assigned work for the class will include:
 Micro-inequity journals/logs: due February 18,
 Four (4) 400-word reflections on reading assignments of your choice, due Feb. 4; Feb. 11; Feb.
18 and Feb. 25
 Final project: Designing a systemic organizational intervention to mitigate the impact of bias
within an existing organization. The program must demonstrate:
o A good understanding of the organization, its diversity profile, and the challenges it faces
o Sophisticated and adept application of relevant techniques and insights from reading and
class discussions
Grading
Final grades will be determined as follows:
 Class participation: 30%
Students are expected to do the assigned reading for each class and come prepared for discussion.
You will be called upon in class. An updated class syllabus will be provided on or before the first
day of class and will contain some study questions; others may be provided electronically before
class. Class discussions will rely heavily on the ideas and insights that students bring to class as
well as upon the assigned readings. It is therefore crucial that students come to class fully
prepared to discuss the assigned materials. Students will be evaluated on their use of the readings
in class discussion and their ability to move the conversation forward. Our class sessions will
probe a number of complex, sensitive topics. Some students may feel uncomfortable joining some
discussions in class and because of this, class participation will be evaluated in aggregate as
opposed to on a class-by-class basis. I will provide feedback on your participation at mid term.
 Micro-inequity logs: 15%
These will be evaluated on the diligence, insight and detail with which you notice and record the
required personal, behavioral observations.
 Reading reflections: 25%
The reading reflections are expected to illuminate your thoughts, reactions and questions about
the assigned readings. Your grasp of the key points the author conveys as well as your ability to
consider the implications of the arguments(s), challenge them or present cogent thoughts in
support of the author’s point of view will be the basis of the evaluation of the reflections.
 Final project: 30%
A more detailed assignment sheet will be provided once the class begins.
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Course Materials
Course materials will be distributed online through the KNet course page. Required books will be
available at the Coop. Copies of required and recommended books will be placed on reserve in the HKS
library.
Required Books
Mahzarin R. Banaji and Anthony Greenwald, Blind Spots: Hidden Biases of Good People (New York:
Delacorte, 2013).
Claude Steele: Whistling Vivaldi (New York: Norton, 2010).
Recommended
Kenji Yoshino, Covering: The Hidden Assault on our Civil Rights (New York: Random House, 2006).
Lydia Diamond: Stick Fly
Alice Eagly and Linda Carli: Through the Glass Labyrinth: The Truth About How Women Become
Leaders
Daniel Kahneman: Thinking, Fast and Slow
CLASS PLAN AND READING ASSIGNMENT
January 28: Overview and Context
Assigned Readings:
Nicholas Kristof,“Is Everyone a Racist?” NY Times, 8/27/2014 (3 pages).
Nicholas Kristof, “When Whites Just Don’t Get It,” Parts 1-5, NY Times, 8/30/14-11/29/14 (15 pages)
Nicholas Kristof, “Sexism Persists, Even Among the Enlightened,” NY Times, 6/11/2014 (2 pages).
Mahzarin Banaji, Max Bazerman, and Dolly Chugh: “How Unethical Are You?” Harvard Business
Review, 12/2003 (10 pages).
Mahzarin Banaji and Anthony Greenwald, Blind Spots (Delacorte, 2013):
 Preface
 Chapter 1, “Mindbugs”
(22 pages)
James Suriowecki, “Valley Boys” New Yorker, 11/24/2014 (1 page).
Alison Wood Brooks, “Venture Investors Prefer Funding Handsome Men.” Working Knowledge,
Harvard Business School (2 pages).
Total reading for the week: 54 pages.
February 4: The Science of Unconscious Bias and the Workings of Micro-Inequities
Assigned Readings
Banaji and Greenwald, Blind Spots:
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

Chapter 2, “Shades of Truth”
Chapter 3, “Into the Blindspot”
(32 pages).
Berit Brogaard, “Micro-Inequities 40 Years Later,” about Mary Rowe’s work at MIT, Psychology Today,
4/20/2013. (5 pages.)
Mary Rowe: “Micro-Inequities and Micro-Affirmatios,” 2008 (9 pages).
Philip Guo, “Silent Technical Privilege,” Slate, 1/15/2014 (5 pages).
Deborah Tannen, “The Power of Talk: Who Gets Heard And Why,” Harvard Business Review, SeptOct/1995 (12 pages).
Leon Neyfakh, “The Bias Fighters,” Boston Globe, 9/22/2014 (5 pages).
Nicholas Kristof, “What If Whites Were the Minority,” NY Times, 11/12/14 (3 pages).
Gerardo Mena, “The Enemy--Through the Eyes of A Child,” NY Times, 7/14/14 (3 pages).
Total reading for the week: 74 pages.
Reading Response #1 due.
February 11: From Micro-Inequities to Micro-Affirmations: Building Cultural Competence
Assigned Readings
Banaji and Greenwald, Blind Spots:
 Chapter 4: “Not That There’s Anything Wrong with That”
 Chapter 5: “Homo Categoricus”
(40 pages)
Claude Steele, Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do (Norton, 2010):
 Chapter 1: “At The Root of Identity”
 Chapter 2: “A Mysterious Link Between Identity and Intellectual Performance.”
(43 pages)
Michael Blanding, “Collaborating Across Cultures,” about Roy Chua’s work on cultural competence and
metacognition, Harvard Business School “Working Knowledge,” 6/25/201 (2 pages).
David Thomas: Mindfulness and Cultural Competence. (22 pages).
Total reading for the week: 107 pages.
Reading Response #2 due.
February 18: Understanding Identity and Increasing Engagement
Assigned Readings
Steele, Whistling Vivaldi:
 Chapter 3: “Stereotype Threat Comes to Light, and in More than One Group”
 Chapter 4: “A Broader View of Identity: In the Lives of Anatole Broyard, Amin Maalouf, and the
Rest of Us”
(40 pages)
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Kenji Yoshino and Christie Smith, “Uncovering Talent: A New Model for Inclusion,” Deloitte
University, 12/2013 (20 pages).
Robin Ely, Debra Meyerson, and Martin Davidson, “Rethinking Political Correctness,: Harvard Business
Review, September 2006 (11 pages).
Hannah Riley Bowles: “Why Women Don’t Negotiate Their Job Offers” Harvard Business Review,
6/2014 (1 page)
Total reading for the week: 72 pages.
Reading Response #3 due
Micro-Inequity Logs due
February 25: Creating Inclusive Structures and Systems I
Assigned Readings
Steele, Whistling Vivaldi
 Chapter 5: “The Many Experiences of Stereotype Threat”
 Chapter 6: “Identity Threat and the Efforting Life”
 Chapter 7: “The Mind on Stereotype Threat: Racing and Overloaded”
(48 pages)
Banaji and Greenwald Blind Spots
 Chapter 6: “The Hidden Costs of Stereotypes”
 Chapter 7: “Us and Them”
(51 pages)
David Thomas “Mentoring Minorities,” Harvard Business Review, April 2001 (11 pages).
Jean Brett, Kristin Behfar, and Mary C. Kearn, “Managing Multicultural Teams,” Harvard Business
Review, 11/2006 (9 pages).
Total reading for the week: pages 119.
Additional suggested reading:
Thomas Schelling, “Dynamic Models of Segregation,” Journal of Mathematical Sociology, Vol, 1, pages
143-186 (1971) (43 pages).
Reading Response #4 due
March 4: Creating Inclusive Structures and Systems II
Guest Speaker: Mahzarin Banaji
Assigned Readings
Banaji and Greenwald, Blind Spots:
 Chapter 8: “Outsmarting the Machine”
(23 pages)
Steele, Whistling Vivaldi:
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 Chapter 8: “The Strength of Stereotype Threat: The Role of Cues”
 Chapter 9: “Reducing Identity and Stereotype Threat: A New Hope”
(56 pages)
Martin Davidson: “Managing Diversity Differently,” University of Virginia Business Publishing (12
pages).
Herminia Ibarra, Robin Ely, and Deborah Kolb: “Women Rising: The Unseen Barrier,” Harvard Business
Review, 9/2013 (7 pages).
Adam Grant and Sheryl Sandberg, “Women at Work: When Talking About Bias Backfires” New York
Times, December 6, 2014 (3 pages).
Total reading for the week: 102 pages.
Additional Suggested Reading:
Julie Battilana and Tiziana Casciaro, The Network Secrets of Great Change Agents, Harvard Business
Review, July-August 2013 (8 pages).
March 11: Leading Through Diversity: Reflections and Next Steps
Assigned Readings
Steele, Whistling Vivaldi:
 Chapter 10: “The Distance Between Us: The Role of Identity”
 Chapter 11: “Conclusion: Identity as a Bridge Between Us”
(28 pages)
Linda Hill, “Unlocking Slices of Genius,” in Nohria/Khurana Handbook of Leadership, Harvard Business
Press, 2010 (44 pages).
Martin Davidson: Leaders Who Make a Difference: Critical Skills for Leading a Diverse Workforce,
University of Virginia Business Publishing (8 pages)
Robert Schwartz et al: “The Voice of Nonprofit Talent: Perceptions of Diversity in the Workplace,”
Commongood Careers/Level Playing Field Institute (17 pages).
Derwin Dubose, “Nonprofits Have a Problem,” Nonprofit Quarterly,12/2014 (3 pages).
Total reading for the week: 100 pages.
Final Project due
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