Introduction to the Instructor’s Manual
INTRODUCTION TO THE INSTRUCTOR’S MANUAL
FOR THE 6th EDITION
Since we started writing diversity textbooks in 1995, new legislation has been passed, the
concept of diversity has been greatly expanded, the focus has changed from legal
compliance to inclusion, and organizations have come to realize that managing diversity
can produce measurable organizational benefits in a global economy. However, there is
still much to learn about workplace diversity and this Instructor’s Manual provides
materials that will help you to design and teach your diversity course. It is important to
note that all of the material in this Instructor’s Manual was written either by professors
who teach undergraduate and graduate level diversity courses, or by consultants who
currently work in this field.
Research into the field of diversity management and implementation efforts in
organizations have supported our belief that diversity can only be fully understood from
an interdisciplinary perspective. Both the text and this Instructor’s Manual were written
by authors from many fields including management, marketing, communication,
psychology, economics, international business, religion, education, social justice,
sociology, and history. Our authors include diversity trainers and managers, as well as
classic articles by noted authors such as Peggy McIntosh and Horace Minor.
Unfortunately, new copyright requirements coupled with the complexity and costs of
obtaining the rights to republish electronically have forced us to omit additional classic
articles.
Teaching about Diversity Today and Using the 6th Edition
Teaching about workplace diversity is changing both in terms of delivery and content,
and the 6th edition is designed to respond to these changes. Today, there are more hybrid
and online classes. More courses are taught by adjunct professors. Faculty members are
being asked to do more with fewer resources. Because of immigration and the expansion
of global business, communication and cultural differences play an increasingly
important role in understanding diversity. While space constraints for the text made it
impossible to address international diversity issues in a comprehensive way, we have
inserted, wherever appropriate, a new Global Notes feature to provide information on
diversity from an international perspective.
Pedagogy, too, has shifted towards less lecturing and more active learning experiences,
particularly in the use of the flipped classroom model. There is an increased emphasis on
improving students’ writing and critical thinking skills. To address these trends, we have
implemented numerous changes in the 6th edition and supported these innovations in this
Instructor’s Manual with topic matrices for diversity and organizational behavior courses,
an outline of assignments for a traditional and an online course, outlines of articles,
answers to discussion questions, teaching tips, and lists of additional resources.