The Case for Mandatory Diversity Education

Bell, Myrtle P.; Connerley, Mary L.; Cocchiara, Faye K.

doi:10.5465/amle.8.4.zqr597

Cited by 31 publications

(35 citation statements)

References 69 publications

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“…Training focus, types, and instructional characteristics have emerged from our coding and have also been emphasized in the diversity training literature as important design-related aspects of training (Bell, Connerley, & Cocchiara, 2009;Roberson, et al, 2003;Thomas, et al, 2010).…”

Section: Diversity Training Designmentioning

confidence: 99%

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Bezrukova

Jehn

Spell

2012

AMLE

234

214

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We review and critically examine 178 articles whose authors have investigated numerous aspects of diversity training programs on campuses and in the workplace. We first examine the characteristics of the research, including sample, study method, and theoretical framework. Consistent with the training framework of Baldwin and Ford (1988) and Blume and colleagues (2010), we then organize the articles by the context of training, training design, trainees' characteristics, and training outputs. Although we found a myriad of different forms, shapes, and combinations of diversity training in terms of its design elements, some programs (e.g., integrated training) were relatively rare, yet authors viewed them more positively than other programs (e.g., stand-alone training). We discuss gaps in the literature and provide suggestions for future research on diversity training.

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Section: Diversity Training Designmentioning

confidence: 99%

Reviewing Diversity Training: Where We Have Been and Where We Should Go

Bezrukova

Jehn

Spell

2012

AMLE

234

214

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“…Diversity training and education should also include diversity in sexual orientation as it can help prevent discrimination by raising awareness, creating open dialogue, and reducing misperceptions, stereotypes, and fears (Bell, Connerley, & Cocchiara, 2009). Day and Greene (2008) suggested that organizations should include teaching by example, by diversity training, and through openly gay and lesbian employees as teachers.…”

Section: Insert Table 2 About Herementioning

confidence: 99%

Voice, silence, and diversity in 21st century organizations: Strategies for inclusion of gay, lesbian, bisexual, and transgender employees

Bell

Özbilgin

Beauregard

et al. 2011

Human Resource Management

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226

212

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Employee voice has been largely examined as a universal concept in unionized and non‐unionized settings, with insufficient attention to diversity of workers (Rank, 2009). As invisible minorities, gay, lesbian, bisexual, and transgender (GLBT) employees provide a valuable focal point from which to examine employee voice mechanisms. Positing that GLBT employees are often silenced by what is perceived as “normal” in work organizations, this paper identifies some of the negative consequences of this silencing and proposes ways in which the voices of GLBT employees and other invisible minorities can be heard. With its relevance to policies and practices in other organizations, the “Don't ask; don't tell” policy of the U.S. military is used as a lens through which to analyze voice, silence, and GLBT employees in other organizations. Heterosexist environments can foster organizational climates of silence, where the feeling that speaking up is futile or dangerous is widespread among employees. Specific recommendations are provided for HR managers to facilitate the expression of voice for GLBT employees in today's increasingly diverse organizations. ©2011 Wiley Periodicals, Inc.

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“…Examining each question helps to better illustrate the undecided attitude of undergraduate students toward undocumented immigrants. As Bell, Connerley, and Cocchiara (2009) stated, students may enter the workforce with inaccurate perceptions of diversity and unprepared to work in diverse environments.…”

Section: Discussionmentioning

confidence: 99%

“…Although there is a desire and need to produce culturally competent students, universities still lack sufficient cultural diversity education (Bell, Connerley, & Cocchiara, 2009). Attitudes toward diversity are often engrained and negative, shaped by the media, stereotypes, socialization, and formed from experiences in and out of the classroom (Bell, 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Attitudes toward diversity are often engrained and negative, shaped by the media, stereotypes, socialization, and formed from experiences in and out of the classroom (Bell, 2007). Agricultural focused students stand to enter the workforce with inaccurate perceptions of diversity and unprepared to work in diverse environments due to a lack of cultural diversity education during their university experience (Bell et al, 2009). …”

Section: Introductionmentioning

confidence: 99%

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