Hubert H. Humphrey School of Public Affairs
University of Minnesota
PA 5422: Diversity and Public Policy
Course ID: 65075
Fall 2015, Wednesdays 6:00 p.m. – 8:45 p.m.
Instructor: Samuel L. Myers, Jr.
Office Hours: TBA or by appointment
Office: 263 Humphrey Center
Email: myers006@umn.edu
Telephone: 612-625-9821
TA: Leona Thao
Office Hours: TBA and by
appointment
Office: TBA
Email: thaox923@umn.edu
Telephone: 763-913-8886
Assignments, readings and lecture notes can be accessed via:


https://moodle.umn.edu/auth/umn/index.php
Enter your University of Minnesota Internet ID (x.500 username) and password
Note: Reasonable accommodations will be provided for students with physical, sensory,
cognitive, systemic, learning, and psychiatric disabilities. Please contact the instructor or
his assistant to discuss accommodations for this course.
Introduction
This course surveys what every policy analyst ought to know about diversity. The
lectures and discussions draw upon the literatures on a) the economics of diversity; b)
the business and public administration cases for workplace diversity; c) the value of
cultural competency in public and non-profit organizations; d) diversity in specific
markets and specific contexts; and d) current policy debates about how and whether
diversity competes with other policy objectives, such as efficiency and equity.
The course has three parts. Part One provides an historical backdrop to the current
policy problem of diversity and the legal and economic theories that provide the
underpinnings for the current debates about diversity. Part Two examines how diversity
has been conceptualized in different organizational settings, different markets, and
different types of institutions in the United States and elsewhere. Part Three explores
the current public policy debates about diversity.
The course is designed to help graduate students and talented undergraduates in public
policy and allied fields develop an understanding of and an appreciation for the
complexity of achieving diversity and the merits of alternative approaches and methods
of implementing diversity strategies.
Page 1 of 16
Methods and Procedures
Lectures will be devoted to highlighting some of the central issues that confound
theoretical and empirical assessments of diversity. These central issues are developed
extensively in the required readings, which cover a broad range of scholarly and popular
perspectives and approaches.
Readings: The readings are divided into two parts. Each week there will be a relatively
short set of required readings. All students should digest these required readings
before class. There are also extensive suggested or recommended readings. Students
should select at least one of the suggested readings to provide a comparison or
counterpoint to the required readings.
Reflective Essays: Each week, students will prepare a one page (single spaced)
reflective essay that summarizes the required readings and the selected reading(s) and
provides the reader’s insights and reflections about the readings. The reflective essay
should have three parts:
a) Summary and synthesis of the readings
b) An illustration from a recent current event or historical example that highlights
the main theme of the readings
c) A personal reflection about the meaning or utility of the readings for
understanding diversity
Students should email their Reflective Essays to the TA and instructor by 11:59 pm
Tuesday prior to class. Reflective Essays will be graded as S/N (Satisfactory/Not
Satisfactory). A satisfactory grade is provided when the student includes the three parts
outlined above and submits the essay before the stated deadline. Late assignments will
not be accepted. The following scale will be used to determine the final grade for the
reflective reading assignments in-total:
12 Satisfactory Assignments turned-in
11 Satisfactory Assignments turned-in
10 Satisfactory Assignments turned-in
9 Satisfactory Assignments turned-in
8 Satisfactory Assignments turned-in
7 Satisfactory Assignments turned-in
Less than 7 Satisfactory Assignments
100
95
90
80
70
60
50
Teams: On the first day of class, students will form teams of two or three members.
Teams will be responsible for leading assigned class discussions and debates centered
on the required readings. Dates for team assignments are provided below. Teams are
welcome to switch dates with other teams.
Page 2 of 16
Team-Led Discussions: Every week one team will prepare a discussion, debate, or
other relevant activity around the common theme of the week’s readings and/or
assigned film. These discussions/debates/presentations are based on a question
posed in the readings and suggested in this course outline, although the specific
question posed is of the students’ choice. These discussions will be peer evaluated.
Student presentations should be between ten and fifteen minutes, with a studentfacilitated discussion for an additional thirty minutes.
The criteria for evaluation will include: sufficiency of background information provided;
organization; adequacy of visual aids if used; ability to keep within time limits; and
overall success of the session in maintaining students’ interest. Scores will range from
unsatisfactory to outstanding with the following conversions:
5 - Outstanding
4 - Very Good
3 - Good
2 - Needs Improvement
1 - Unsatisfactory
100
90
80
70
60
Exams: There will be two in-class examinations based largely on the lectures and
required readings. The format of the examinations will be short answer and essay.
Students may use their computers to type their answers and can refer to their notes and
readings.
Individual Policy Briefing Papers
One of the key questions raised in this class is: “What Difference Does Difference
Make?” In other words, if diversity matters, how does it matter? Each student will select
one of the assigned sub-areas of the question and prepare a 5 - 8 page policy briefing
paper that:
a) Defines the underlying problem;
B) provides a thorough historical and legal background of the policy problem;
c) Details the empirical evidence surrounding the problem;
d) Examines and evaluates alternative strategies for solving the problem; and
e) Answers the question, “What difference does difference make?”
Four (4) steps for successful completion of the policy briefing paper:

Select from the list of topics a policy question and submit by January 29, 11:59
pm. The policy questions are:
Page 3 of 16
1. Should science and engineering schools specifically target women faculty
for tenure-track and tenured hiring?
2. Should the Minnesota Legislature mandate that school districts provide
swimming instruction as a part of the middle school curriculum?
3. Should Minnesota mandate that all public schools teach about diverse
families (e.g. two mommies or two daddies)?
4. Should people with disabilities be required to have photo IDs in order to
vote?
5. Should colleges and universities grant in-state tuition to students who
have lived in the state while attending high school but whose legal
residence is in another country?
6. Should non-native English speakers be permitted to take the SAT and
ACT examinations in their native languages?
7. Should Morehouse College ban cross-dressing?
8. Should Hampton University ban dreadlocks and cornrows?
9. Should deaf swimmers be permitted one false start in USA Swimming or
FINA sanctioned meets?
10. Should unmarried same-sex partners receive the same health benefits as
married couples?
11. Should church groups be exempt from providing health care benefits that
include coverage provisions that contradict their religious beliefs?
12. Should the University of Minnesota require all vendors or contractors that
do business with the University meet goals for hiring women and
minorities and/or subcontracting to women and minority owned
businesses?
13. Should there be separate minimum wages for teenagers and younger
adults vs. adults?
14. Should fraternities and sororities at the University of Alabama be required
to accept members by race/ethnicity in proportion to their overall
representation at the University?
15. Should persons over 85 years of age be required to retake the written,
drivers’ and eye examination annually?
16. Should underrepresented minority group members receive extra points on
the AP Calculus Examination?
17. Should disabled veterans receive free tuition at all state colleges and
universities in New York?
18. Should the State of Massachusetts require the use of Christian names at
the time of registration for birth certificates?
Page 4 of 16

Submit an annotated bibliography on the policy topic on March 5, by 11:59 pm.

Submit draft policy brief on April 16, by 11:59 pm.

Submit final policy brief on May 7, by 11:59 pm.
Evaluation Scale for Policy Briefs
A+ 100
A/A+ 97.5
A 95.0
A-/A 92.5
A- 90.0
B+/A- 87.5
B+ 85.0
B/B+ 82.5
B 80.0
B-/B 77.5
B- 75.0
C+/B- 72.5
C+ 70.0
C/C+ 67.5
C 65.0
C-/C 62.5
C- 60.0
D+/C- 57.5
D+ 55.0
D/D+ 52.5
D 50.0
D-/D 47.5
D- 45.0
F+/D- 42.5
F+ 40.0
Presentations:
Students will prepare 12 minute presentations on the last two days of class.
These presentations will be peer reviewed.
Grading:
Reflective Essays
25%
Individual Policy Brief
25%
Examinations
30%
Peer Evaluation of Team-Led Discussions/
Summaries/Syntheses
10%
Peer Evaluation of Individual Policy Briefs
10%
TOTAL
100%
Page 5 of 16
Lectures and Readings
Part 1: Foundations
A. Policy Analysis and Problem Solving
Required:
Eugene Bardach. 2009. A Practical Guide for Policy Analysis, Third Edition.
Washington, DC: Congressional Quarterly Press. Pp: pp. xv–xix; pp. 1–16
Myers, S.L. (2002a). Analysis of Racial Profiling as Policy Analysis. Journal of Policy
Analysis and Management, 21(2), 287-300.
Recommended:
Ritter and Bael, Racial Profiling in Minneapolis Traffic Stops: A New Approach,
CURA Reporter, Spring, 2009.
http://www1.umn.edu/hup/events/documents/DetectingRacialProfiling.pdf
B. Defining Diversity
Required:
“The Ever-Expanding Definition of 'Diversity'” Feb. 29, 2012. ScienceDaily,
http://www.sciencedaily.com/releases/2012/02/120229121125.htm
“Examples of Diversity Definitions,” December 2009.Issue Paper #3. Arlington, VA:
Military Leadership Diversity Commission.
http://mldc.whs.mil/download/documents/Issue%20Papers/3_Diversity_Definitions.p
df
Association of Schools of Journalism and Mass Communications (ASJMC,
Definitions of Diversity.
http://www.asjmc.org/resources/diversity_booklet/2_definitions.pdf
Norman-Major, Kristen and Susan T. Gooden, 2012. “Cultural Competency and
Public Administration,” in Cultural Competency for Public Administration, NormanMajor and Gooden, editors. 3-19.
Page 6 of 16
Recommended:
Bell, Joyce M. and Douglas Hartmann, Diversity in Everyday Discourse:
The Cultural Ambiguities and Consequences of “Happy Talk”, American Sociological
Review, 2007, VOL. 72 (December:895–914)
Brown, Daniel. 2012. “Physical and Environmental: Human Biology and Diversity.” In
Sheying Chen, Diversity Management: Theoretical Perspectives and Practical
Solutions. Pp. 3-15.
Myers, Samuel L., 2012. “The Economics of Diversity: The Efficiency vs. Equity
Trade-Off”. In Sheying Chen, Diversity Management: Theoretical Perspectives and
Practical Solutions. Pp. 47-61.
“What is the Relationship Between Demographic Diversity and Cognitive Diversity?”
Issue Paper #4. Arlington, VA. Military Leadership Diversity Commission.
http://diversity.defense.gov/Resources/Commission/docs/Issue%20Papers/Paper%2004%20%20Relationship%20Between%20Demographic%20Diversity%20and%20Cognitive%20Diversit
y.pdf
Human Rights Campaign. Sexual Orientation and Gender Identity: Terminology and
Definitions
http://www.hrc.org/resources/entry/sexual-orientation-and-gender-identityterminology-and-definitions
National Education Association. Diversity Tool Kit: Class, Income; ELLs; Gender;
Race and Ethnicity. Sexual Orientation and Gender Identity.
http://www.nea.org/tools/diversity-toolkit.html
Habyarimana, James, Macartan Humphreys, Daniel N. Posner, and Jeremy M.
Weinstein. 2007. “Why Does Ethnic Diversity Undermine Public Goods Provision?”
American Political Science Review 101, no. 4: 709-725.
Rice, Mitchell F. 2005. Diversity and Public Administration: Theory, Issues, and
Perspectives. New York: M.E. Sharpe.
C. Diversity as a component of cognitive functioning and improved team/group
performance
Required:
Page 7 of 16
Page, S.E. (2007). The Difference: How the Power of Diversity Creates Better
Groups, Firms, Schools, and Societies. Princeton and Oxford: Princeton University
Press.pp, 1-18
“The Business Case for Gender Diversity,” Scottsdale National Gender Institute.
2011.
http://gendertraining.com/sngi_articles.html
Recommended:
Gentile, Mary (1994). Differences that Work. Boston: Harvard Business School
Publishing Corp.
Ancona, Deborah Gladstein and David F. Caldwell. 1992. “Demography and Design:
Predictors of New Product Team Performance.” Organization Science 3, no. 3: 321341
Carter, David A, Betty J. Simkins, and W. Gary Simpson. 2003. “Corporate
Governance, Board Diversity, and Firm Value.” Financial Review 38, no. 1: 33-53.
Hong, L. & Page, S.E. (2004). “Groups of Diverse Problem Solvers Can Outperform
Groups of High-Ability Problem Solvers.” Proceedings of the National Academy of
Sciences, 101(46), 16385–89.
Dreifus, C. (1 December 2008). In Professor’s Model, Diversity Productivity: A
Conversation with Scott E. Page. New York Times. Retrieved from
http://www.nytimes.com/2008/01/08/science/08conv.html.
Pelled, Lisa Hope, Katherine R. Xin, and Kathleen M. Eisenhardt. 1999. “Exploring
the Black Box: An Analysis of Work Group Diversity, Conflict, and Performance.”
Administrative Science Quarterly 44, no. 1: 1-28.
Terenzini, Patrick T., Alberto R. Cabrera, Carol L. Colbeck, Stefani A. Bjorklund, and
John M. Parente. 2001. “Racial and Ethnic Diversity in the Classroom: Does it
Promote Student Learning?” The Journal of Higher Education 72, no. 5: 509-531.
Weitzman, Martin L. 1992. "On Diversity." Quarterly Journal of Economics 107, no.
2: 363-405.
D. Ethnic diversity and economic growth
Required (skim over the difficult parts)
Page 8 of 16
Alesina, Alberto F. and Eliana La Ferrara. 2005. “Ethnic Diversity and Economic
Performance.” Journal of Economic Literature 43, no. 3: 762-800.
Recommended:
Deshpande, Ashwini (2011). The Grammar of Caste: Economic Discrimination in
Contemporary India. Oxford University Press, pp. 20-56.
Cheng, David X. (2012). “International Education in the Context of Multiculturalism,”
in Sheying Chen, Diversity Management, New York: Nova Science Publishers.
Petersen, William (1997). “Ethnicity in the New Nations of the Post-Colonial World,”
in Ethnicity Counts. New Brunswick: Transaction Publishers, pp.243-258.
Andrés T. Tapia and Susan Welch, “As Economy Booms, China Faces Growing
Diversity Challenges,” August 19, 2011.
http://inclusionparadox.com/as-economy-booms-china-faces-growing-diversitychallenges/
Recommended (for more advanced readers)
Alesina, Alberto F. and Eliana La Ferrara. 2000. “Participation in Heterogeneous
Communities.” The Quarterly Journal of Economics 115, no. 3: 847-904.
Alesina, Alberto, Reza Baquir, and William Easterly. 1999. “Public Goods and Ethnic
Divisions.” Quarterly Journal of Economics 114, no. 4: 1243-1284.
Bates, Robert H. 2000. "Ethnicity and Development in Africa: A Reappraisal."
American Economic Review 90, no. 2: 131-34.
Collier, Paul. 2000. “Ethnicity, Politics and Economic Performance.” Economics and
Politics 12, no. 3: 225-45.
Easterly, William, and Ross Levine. 1997. “Africa's Growth Tragedy: Policies and
Ethnic Divisions.” Quarterly Journal of Economics 112, no. 4: 1203-1250.
Ferraro, Paul J. and Ronald G. Cummings. 2007. “Cultural Diversity, Discrimination,
and Economic Outcomes: An Experimental Analysis.” Economic Inquiry 45, no. 2:
217-32.
Montalvo, Jose G. and Marta Reynal-Querol. 2005 “Ethnic Diversity and Economic
Development.” Journal of Development Economics 76, no. 2: 293– 323.
Page 9 of 16
E. The Legal Foundations of the “Case for Diversity”
Required:
Brief of Amici Curiae The Civil Rights Project at Harvard University Gratz et al. v.
Bollinger et al., Patterson et al. (Nos. 01-1333, 01-1416, 01-1418). May, 2001.
Recommended:
Gratz vs. Bollinger; Grutter vs. Bollinger.
Gurin, P. (1999). The Compelling Need for Diversity in Education. Expert report
prepared for the lawsuits Gratz and Hamacher v Bollinger, Duderstadt, the
University of Michigan, and the University of Michigan College of LS&A, U.S. District
Court, Eastern District of Michigan, Civil Action No. 97-75231; and Grutter v
Bollinger, Lehman, Shields, the University of Michigan and the University of
Michigan Law School, U.S. District Court, Eastern District of Michigan, Civil Action
No. 97-75928.
Ayres, I., & Foster, S. (2006). Don’t Tell, Don’t Ask: Narrow Tailoring After Grutter
and Gratz Texas Law Review, 85(3), 519-84.
Part 2: Institutions, Markets and Organizations
A. Professional Workforce
Required:
Johnson, Norman and James Svara, 2011. “Social Equity in American Society and
Public Administration,” in Johnson and Svara (eds) Justice for All: Promoting Social
Justice in Public Administration, New York: M.E. Sharpe, pp. 3-25.
Recommended:
Slack, James D. 1997. “From Affirmative Action to Full Spectrum Diversity in the
American Workplace: Shifting the Organizational Paradigm.” Review of Public
Personnel Administration 17, no. 4:75-87.
Gentile, Mary. 1995. Managing Diversity. Cambridge, MA: Harvard Business School
Publishing. “Ways of Thinking About and Across Difference,” pp.15-37; “Managerial
Effectiveness and Diversity: Organizational Choices.” Pp. 157-192.
Page 10 of 16
Smith, Daryl, 1989. The Challenge of Diversity. Report No. 5. Washington, DC:
George Washington University (ASHE-ERIC Higher Education Reports)
Nelson, Barbara (2004). Leadership and Diversity: A Casebook.
Examples of Accreditation Standards:
NASPAA
http://www.naspaa.org/accreditation/seeking/reference/standards.asp
National Association of School Social Workers, Standards for Cultural
Competency in Social Work Practice
http://www.uky.edu/SocialWork/current/SSW/nasw-standards-ssw.pdf
ACEJMC, Accrediting Council on Education in Journalism and Mass
Communications.
http://www2.ku.edu/~acejmc/PROGRAM/PRINCIPLES.SHTML#diversity
LCME (Liaison Committee on Medical Education)
http://www.lcme.org/functions.pdf
National Science Foundation. Committee on Equal Opportunity in Science and
Engineering. April 2003. 2005-2006 biennial Report to Congress.
National Science Foundation. Committee on Equal Opportunity in Science and
Engineering. December 2004. The 1994-2003 Decennial & 2004 Biennial Report
to Congress. CEOSE 04-01.
National Science Board. (2003). Broadening Participation in Science and
Engineering Research and Education. (NSB-04-72).
B. Professional and Amateur Sports: The Special Case of Competitive
Swimming
Required:
Hastings, D.W., Zahran, S.& Cable, S. Drowning in Inequalities: Swimming and
Social Justice. Journal of Black Studies 2006; 36(6); 894.
Recommended:
Hoberman, J. (1997). Darwin’s Athletes: How Sport has Damaged Black America
and Preserved the Myth of Race. New York: Houghton Mifflin Company
Page 11 of 16
Centers for Disease Control and Prevention. (2010) Water-Related Injuries: [Fact
Sheet]. Retrieved from http://www.cdc.gov/HomeandRecreationalSafety/WaterSafety/waterinjuries-factsheet.html
Mogharabi, S. (2005b).Inability to Swim Closes Doors for Many Minorities.
Aquatics International. Retrieved from
http://www.aquaticsintl.com/2005/oct/0510_minority2.html
Saluja, G., et al, (2006). Swimming Pool Drownings Among US Residents Aged
5-24 Years: Understanding Racial/Ethnic Disparities. American Journal of Public
Health. 96(4).
The National Collegiate Athletic Association. (2007). 1999-00 – 2005-06 NCAA
Student-Athlete Race and Ethnicity Report. Indianapolis, IN: Author.
Tyson, A.S. (2006), “Pulling No Punches in Push for Navy SEALs: Pentagon
Looking to Increase Ranks Without Easing the Tough Training”, Washington Post
Retrieved from
http://www.washingtonpost.com/wpdyn/content/article/2006/06/19/AR200606190
1388_pf.html
USA Swimming. General Membership Information Retrieved from
http://www.usaswimming.org/_Rainbow/Documents/2153a918-55db-4d76-a57e3a7d40803645/USAS%20General%20Membership%20info.pdf
Wiltse, Jeff. (2007). Contested Waters: A Social History of Swimming Pools in
America. The University of North Carolina Press.
C. Disability Diversity and the Workforce
Required:
U.S. Department of Justice, Civil Rights Division, Disability Rights Section
(September 2005). A Guide to Disability Rights Laws.
http://www.ada.gov/cguide.pdf
Davis, L. J. (2013). Colleges might as well say ‘deaf people unwelcome here’.
The Chronicle of Higher Education. Retrieved online
http://chronicle.com/blogs/conversation/2013/12/13/colleges-might-as-well-saydeaf-people-unwelcome-here/
Recommended:
Molloy, Donna, Tim Knight and Kandy Woodfield (2003). Diversity in disability
Page 12 of 16
Exploring the interactions between disability, ethnicity, age, gender and
Sexuality. Huddersfield, UK: Charlesworth Group. Pp. 1-13.
Disabled World, (2010). Disability Diversity in Society.
http://www.disabled-world.com/disability/diversity.php
Executive Order 13548 (July 26, 2010). Increasing Federal Employment of
Individuals with Disabilities.
http://www.gpo.gov/fdsys/pkg/FR-2010-07-30/pdf/2010-18988.pdf
U.S. Department of Labor, Office of Disability Employment Policy (2010).
Building and Inclusive Workplace. A Four-Step Guide to Recruiting, Hiring and
Retaining Employees with Disabilities.
http://www.dol.gov/odep/pubs/20100727.pdf
Myers, Samuel and Ding Sai, “The effects of disability on earnings inequality in
the USA and China” (forthcoming) Review of Disability Studies.
D. Intersections of Gender, Race and Class
Required:
McIntosh, Peggy. (2007). “White Privilege and Male Privilege” in Marcia Texler
Segal and Theresa A. Martinez (eds), Intersections of Gender, Race and Class.
Oxford University Press. Pp. 344-352.
Tannen, Deborah. (2007). “ Asymmetries: Women and Men Talking at CrossPurposes” in Marcia Texler Segal and Theresa A. Martinez (eds), Intersections of
Gender, Race and Class. Oxford University Press. Pp. 175-183.
Recommended:
“In the Company of Women: Gender Inequality and the Logic of Bureaucracy in
Start-Up Firms," James N. Baron, Michael T. Hannan, Greta Hsu, Ozgecan
Kocak, Work and Occupations, February, 2007
“In the Company of Women: Gender Inequality and the Logic of Bureaucracy in
Start-Up Firms," James N. Baron, Michael T. Hannan, Greta Hsu, Ozgecan
Kocak, Work and Occupations, February, 2007
Inter-American Development Bank (2011). Gender Equity and Women’s
Empowerment.
http://www.iadb.org/en/topics/gender-and-diversity/gender-equality-and-womensempowerment,2604.htm
Page 13 of 16
Part 3: Policy Debates
A. Arizona Chicano Studies Dispute
Required:
Cutting Class: Why Arizona’s Ethnic Studies Ban Won’t Ban Ethnic Studies;
Arizona Law Review, Vol. 53, p. 1041, 2011 Nicholas B. Lundholm
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1805849;
House Bill 2281: http://www.azleg.gov/legtext/49leg/2r/bills/hb2281s.pdf
Chronicle of Higher Education discussion and debate:
http://chronicle.com/article/Controversial-Arizona-Law/128078/
Recommended: TBA
B. Abigail Fisher, et al v. State of Texas, et al (2011)
Required:
http://law.justia.com/cases/federal/appellate-courts/ca5/09-50822/09-50822cv1.wpd-2011-06-17.html
Recommended:
http://www.equalrights.org/publications/reports/affirm/full209.asp
Eryn Hadley, (2005) Did the Sky Really Fall? Ten Years after California’s
Proposition 209, BYU Journal of Public Law,
http://www.law2.byu.edu/jpl/papers/v20n1_Eryn_Hadley.pdf
Chronicle of Higher Education Debate:
http://chronicle.com/article/Controversial-Bake-Sale-at/129173/
http://chronicle.com/article/Californias-Dream-Act/129330/
C. Diversity in the Military
Page 14 of 16
Required:
Military Leadership Diversity Commission.(March 15, 2011). From
Representation to Inclusion: Diversity Leadership for the 21st Century Military.
http://mldc.whs.mil/download/documents/Final%20Report/MLDC_Executive_Su
mmary.pdf
Recommended:
Managing Diversity in the Military: Research Perspectives from the Defense
(2001) Mickey R. Dansby, James B. Stewart, Schuyler C. Webb (eds)
United States v. Virginia: Reinforcing Archaic Stereotypes about Women in the
Military under the Flawed Guise of Educational Diversity; Ponte, Lucille M. 7
Hastings Women's L.J. 1 (1996)
Don't Ask, Don't Tell: Lesbians Challenge the New Military Policy; Baldwin, Holly;
10 Berkeley Women's L.J. 148 (1995)
U.S. Department of Defense: REPEAL OF “DON’T ASK, DON’T TELL” (DADT):
QUICK REFERENCE GUIDE
http://www.defense.gov/home/features/2010/0610_dadt/Quick_Reference_Guide
_Repeal_of_DADT_APPROVED.pdf
Ayres, I., & Foster, S. (2006). Don’t Tell, Don’t Ask: Narrow Tailoring After Grutter
and Gratz Texas Law Review, 85(3), 519-84.
Harrell, Margaret, Laura Werber Castaneda, Peter Schirmer, Bryan W. Hallmark,
Jennifer Kavanagh, Daniel Gershwin, Paul Steinberg. (2007) Assessing the
Assignment Policy for Army Women. Santa Barbara, CA: RAND.
http://www.rand.org/pubs/monographs/2007/RAND_MG590-1.pdf
Walter Benn Michaels, 2006. The Trouble with Diversity: How We Learned To
Love Identity and Ignore Inequality. New York: Metropolitan Books, Henry Holt
and Company. Pp. 1-49; pp. 111-140.
Tapia, Andres. 2009. The Inclusion Paradox: The Obama Era and the
Transformation of Global Diversity
Page 15 of 16
Course Schedule
Assignment
Team-Led
Discussion
Date
Topic
1/22/2014
Introductions and Overview
1/29/2014
A. Policy Analysis and
Diversity
Case Study: Racial Profiling and
the University of Minnesota
Reflective Essay #1
Submit Policy Brief
Topic
Team #1
2/5/2014
B. Defining Diversity
Reflective Essay #2
Team #2
2/12/2014
C. Diversity as a component of
cognitive functioning and
improved team/ group
performance
Reflective Essay #3
Team #3
Reflective Essay #4
Team #4
Exam
PART 1: Foundations
2/19/2014
2/26/2014
D. Ethnic diversity and economic
growth
E. The Legal Foundations of the
"Case for Diversity"
Reflective Essay #5
Exam
#1
PART 2: Institutions, Markets and Organizations
3/5/2014
3/12/2014
3/19/2014
3/26/2014
4/2/2014
A. Professional Workforce
B. Professional and Amateur
Sports
SPRING BREAK
D. Disability, Diversity and the
Workforce
E. Intersections of Gender, Race
and Class
Reflective Essay #6
Submit Annotated
Bibliography
Team #5
Reflective Essay #7
Team #1
SPRING BREAK
Reflective Essay #8
Team #2
Reflective Essay #9
Team #3
PART 3: Policy Debates
4/9/2014
4/16/2014
4/23/2014
4/30/2014
5/7/2014
A. Arizona Chicano Studies
Dispute
B. Abigail Fisher, et al v. State of
Texas, et al (2011)
Reflective Essay
#10
Team #4
Reflective Essay
#11
Submit draft policy
brief
Team #5
C. Diversity in the Military
Summary and Synthesis: What
difference does difference
make?
Summary and Synthesis: What
difference does difference
make?
Page 16 of 16
Reflective Essay #12
Student Presentations
Student Presentations
Final Policy Brief Due
Exam
#2