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6. Are You Privileged?
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who perceive themselves to be privileged feel bad or guilty, but instead to have an open
and honest dialogue about all the ways the privilege may or may not impact us. We also
let students choose whether or not they comment about the items; no one is forced to
share anything that they don’t wish to share.
Please see the additional instructions that we have included if you would like to assign
the privilege checklist as a short reflection paper. We have also provided a brief overview
of some questions you can ask to facilitate the privilege discussion. Additional resources
on privilege that you may wish to consult include: McIntosh, 1989; Amoroso, Loyd &
Hoobler, 2010; DiAngelo, 2006; Bozalek & Biersteker 2010; and Case & Stewart 2010.
As the workplace becomes even more diverse (Zinni, Mathis & Jackson, 2011), it
becomes more important than ever to educate management students about topics such as
privilege, diversity, and equity. It is hoped that sustaining a theme of social justice
through our teaching will help the next generation of business leaders focus on these
issues in their decision making.
6. Are You Privileged?
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References
Adams, M., Blumenfield, W. J., Castaneda, C., Hackman, H.W., Peters, M.L. & Zuniga,
X. (2010). Readings for diversity and social justice. New York: Routledge.
Amoroso, L.M., Loyd, D.L. & Hoobler, J.M. (2010). The diversity education dilemma:
Exposing status hierarchies without reinforcing them. Journal of Management
Education, 34, 795-822.
Bergerson, A.A. (2003). Critical race theory and white racism: is there room for white
scholars in fighting racism in education? Qualitative Studies in Education, 16 (1),
51-63.
Bozalek, B. & Biersteker, L. (2010). Exploring Power and Privilege Using Participatory
Learning and Action Techniques. Social Work Education, 29 (5), 551-572.
Case, K. A. (2007). Raising White Privilege Awareness and Reducing Racial Prejudice:
Assessing Diversity Course Effectiveness. Teaching of Psychology, 34 (4), 231–
235.
Case, K.A. & Stewart, B. (2010). Heterosexual privilege awareness, prejudice, and
support of gay marriage among diversity course students. College Teaching, 58, 3-
7.
Combs, G. M., and Luthans, F. (2007). Diversity Training: Analysis of the Impact of
Self-Efficacy. Human Resource Development Quarterly, 18 (1), 91–120.
DiAngelo, R.J. (2006). My Class Didn’t Trump My Race: Using Oppression to Face
Privilege. Multicultural Perspectives, 8 (1), 52–56.
Mahoney, M. (1997). The social construction of whiteness. In R. Delgado & J. Stefancic
(Eds.), Critical White studies: Looking beyond the mirror (pp. 330-333).
Philadelphia, PA: Temple University Press.
McIntosh, P. (July/August 1989). White privilege: Unpacking the invisible knapsack.
Peace and Freedom.
Wildman, S. & Davis, A. (2002). Making systems of privilege visible. In P. Rothberg
(Ed.), White privilege: Essential readings on the other side of racism (pp. 89-95).
New York: Worth.
Zinni, D.M., Mathis R.L., & Jackson, J.H. (2011). Human Resources Management.
Toronto: Nelson Education.
6. Are You Privileged?
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In-Class Discussion
Privilege and Oppression:
Identity exercise:
1. How do you identify yourself (e.g., gender, sexual orientation, age, etc.)? Jot
down a list of identities that you use to represent who you are at this point in your
life.
2. Of your identities, pick one that is most central to how you view yourself. Do
you have privilege or are you oppressed?
a. How has it impacted your life; your attitudes/behaviors?
b. If you have experienced oppression, has it been fairly aggressive and
prevalent where others notice, or does it go unnoticed by many?
When we look at protected groups from this perspective, we see how and why laws and
regulations are put into place to provide a more even playing field (equal opportunity).
This also shows us where there may be opportunities to address existing injustices.
6. Are You Privileged?
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Privilege Checklist
Directions: Please check “True,” “ False,” or “N/A” for not applicable for the statements below
that best describe your life experiences. Only use the N/A column if you cannot relate to an item
at all (such as for #2 if you have never flown, or #18 if you do not follow a particular religion).
Then total your scores for the three columns.
Life Experiences
True
False
N/A
1. I can talk freely about my sexual orientation or gender identity to fellow
students.
2. If I am selected for additional screening procedures at the airport, I rarely feel
it’s because of my appearance.
3. I can kiss my partner farewell at the airport, confident that onlookers will
either ignore us or smile understandingly.
4. I can physically access most stores and public buildings.
5. People do not consider my age to be a detriment to getting a job.
6. I can easily find appropriate cards for my partner, to celebrate special
occasions like our anniversary.
7. I feel I am not treated differently because of my size.
8. At the bottom of the stairs, I never have to wonder how to get to the next floor.
9. I can be fairly certain my gender will not negatively affect my income.
10. I can make plans with friends confident that I have the money to be able to do
so.
11. I can be confident that I will not be harassed in the washroom I choose to use.
12. I can consider getting a visible tattoo without worrying about it affecting my
chances for a job.
13. I got a job or internship because of someone I knew.
14. If my partner is seriously ill, I know I will be allowed into the intensive-unit to
visit her/him.
15. In my neighborhood, I can walk to my car late at night without worrying about
my safety.
16. When out in public, I can be fairly certain I will not be stared at because of
appearance.
17. If I experience violence in the street, it will not be because I am holding hands
with my partner.
18. If I take time off from work for a religious holiday, I will not be challenged.
19. When I fill out a form, I can usually check off a box that accurately represents
my ethnic identity.
20. I rarely hear negative jokes or comments about a group to which I belong.
Total number of checks:
7. White Privilege and Male Privilege
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WHITE PRIVILEGE AND MALE PRIVILEGE:
A Personal Account of Coming to See Correspondences
Through Work in Women’s Studies
Peggy McIntosh
Instructor’s Notes
Carol P. Harvey
Assumption College
Key Points
The reluctance of males and whites to recognize that they have special unearned
privileges that give them advantages is examined in this article, which concludes with
an extensive list of everyday, taken-for-granted, white privileges.
• Males and whites are taught not to recognize their privileges; they can admit
that others are underprivileged, but can't see the corollary to this.
• Denial of male over-privilege is seen in a variety of arguments males make
against changing the academic curriculum to reduce male centrality and
dominance.
• The author lists 46 special privileges she (and other whites) take for granted daily
– privileges not enjoyed by nonwhites.
Discussion Questions and Answers
1. What does the author mean by the concept of "white privilege"?
2. Re-read the author's list of 46 examples of white privilege. Select the five
examples that seem the most significant in helping you to understand that white
3. In addition to white privilege, the author also cites examples of heterosexual
privilege. In a similar manner, develop a list of privileges that the able-bodied
4. Most of us have experienced privilege in some form. Describe an example from
your experience.
• Many students have difficulty with this question. An example for Christians is
5. How does this article help you to understand the oppression that members of
other groups may experience?
Diversity on the Web
Peggy McIntosh writes about the notion of racial, gender, and straight privilege and
makes it clear that most people are unaware of their privileges. Watch “The Miniature
Earth” video at:
www.miniature-earth.com
What does this short video teach you about your educational and social class privileges?
What are the global and future implications of the data presented in the video?
8. The Emotional Connection of Distinguishing Difference and Conflict
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THE EMOTIONAL CONNECTION OF
DISTINGUISHING DIFFERENCE AND CONFLICT
Carole G. Parker
Goals
• To understand how emotions can escalate into conflicts
• To learn when it is appropriate to avoid and repress differences
• To be aware of the dangers of avoidance and repression in terms of the business
case for diversity
Key Points
The text includes a discussion of diversity in organizations focusing on factors used in the
treatment of difference and ways of addressing diversity. These include the positive
aspects of difference and the escalation of emotions into conflict. Emotions are
introduced as a primary factor leading to a choice for choosing conflict or valuing the
difference as a manner of managing the interaction.
Management of Differences by Avoidance
1. Avoidance techniques: restrict associations to those with similar backgrounds;
segregation of conflicting individuals
2. Repression techniques: don’t allow conflict to be resolved, i.e., “let’s all work
together on this,” etc.
3. Appropriateness of avoidance and repression: useful for limiting considerations
when deadlines are tight; a good interim strategy to buy time to make decisions
4. Dangers of avoidance and repression: strong resistance may develop; groupthink
may result; over compatibility (stifling creativity and productivity) may occur
and further conflict is likely
Differences and Conflict
1. Positive aspects: enriched perspectives and creativity; a way to test the strength
of a position
2. Factors affecting individuals’ treatment of differences: needs, wants, goals of the
individual, the value placed on the relationship; experiences and successes in
interacting with dissimilar others
8. The Emotional Connection of Distinguishing Difference and Conflict
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3. Differences evoke emotions varying in intensity; intense or mild emotions can
lead to conflict; conflict is not a prerequisite for managing differences
Discussion Questions and Answers
1. How can one distinguish difference from conflict?
2. What are some of the dangers of avoiding and repressing differences?
3. Think of an experience that you had in an organization or social setting
involving avoidance or repression of differences. What was the outcome? How
did you feel about the outcome?
4. What are some positive aspects of difference and what roles do emotions play in
our ability to manage differences?
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Copyright © 2015 Pearson Education, Inc.
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5. How can you develop the skills needed to increase your emotional intelligence?
Teaching Tips
A brief overview of the Johari Window could be useful in addressing this question. The
Johari Window, developed by Joe Luft and Harry Ingram, uses a model to describe how
others see us. For a more detailed discussion of Johari Window, consult the Briarwood
Case in the Instructor’s Manual.
Awareness of emotions allows one to better manage oneself when differences are
encountered. Self-management is the true key to dealing effectively with differences.
Exploring when, what, how, and why emotions are aroused is important. Self-reflection
of behaviors and feelings can lead to better understanding and outcomes with differences.
Diversity on the Web
Research the history of a major class-action lawsuit such as Bell South, Texaco,
Denny’s, Georgia Power, WalMart, etc. Develop a timeline of the events that led
to these lawsuits.
Do the events listed on the timeline indicate escalating conflict as illustrated by
Parker’s triangle? Why or why not?
What actions or interventions could have been taken to prevent these conflicts from
escalating into costly lawsuits?
9. Exploring Diversity in your Organization
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EXPLORING DIVERSITY IN YOUR ORGANIZATION
Carol P. Harvey
Assumption College
Goals
• To provide an opportunity early in the course for students to examine the degree
of surface and deep diversity in their college or workplace
• To allow students to see that people have very different definitions of what it
means to be diverse
• To illustrate that there is a tendency to assume that organizations are more
diverse than they actually are, especially at the leadership levels of the
organization
• To examine how one’s educational or work experiences may be different if
diversity is present or absent in an organization
Teaching Note
Option A can be completed in 25-30 minutes. Because Option B involves students’
reporting on various organizations, allow at least an hour depending on the size of the
class. To maximize critical thinking, assign questions to be answered prior to class.
Instructions
1. Assign either Option A or B to be completed prior to class.
2. Since this exercise is intended to provide a non-threatening way to get people talking
about diversity as they define it, simply ask the students to report out on the questions
listed in the exercise. Be sure to bullet their answers on the board or chart pad, so that
these can be referred to later.
3. Initially, students, like many organizations, often define diversity in terms of EEO
characteristics like race and gender. Notice that the directions in the text are
purposefully vague. This is done to encourage discussion about what diversity really
encompasses.
If students only talk about surface diversity, you may want to ask them about the less
visible aspects of diversity such as social class, religion, etc. The purpose here is to
9. Exploring Diversity in your Organization
determine if there are obvious groups that are not represented in the leadership of the
organization.
Note: Criteria for defining diversity may be related to an organization’s mission
David, accents, etc.).
around dress, behavior, sex, alcohol, etc.)
Option B: In an evening, online, or graduate class where the students may have
extensive work experience but less contact with the college, they will be reporting
10. The Pitney Bowes Case
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THE PITNEY BOWES CASE: A LEGACY OF DIVERSITY MANAGEMENT
Carol P. Harvey
Assumption College
Goals
• To provide an example of an organization that has been successful at linking
diversity initiatives with its business strategy planning process
• To illustrate the importance of corporate support for successful diversity
management
• To show the impact of organizational values on programs and policies
• To demonstrate that diversity can be a competitive advantage
Summary
Pitney Bowes is an organization with a history of diversity management dating back to
the 1930s when the President, Walter Wheeler, encouraged the hiring, development and
promotion of women and racial minorities. Today, the corporation continues this tradition
by using a human capital approach that connects the organizational mission to its
diversity initiatives. Since a prime requirement for successful diversity management is
support from the top of an organization, the contributions of three CEOs, Walter
Wheeler, George Harvey and Michael Critelli, are detailed in the case.
Although the company is best known for the development of the postage meter, Pitney
Bowes has adapted to meet the changing needs of its marketplace, the decrease in
traditional snail mail and advances in technology. Today, this corporation is a leading
provider of integrated mail and document systems to a global customer base extending to
130 countries.
At Pitney Bowes, diversity is considered to be a competitive advantage that permeates the
way that business is conducted and employees are managed. Each business unit produces
an annual strategic plan that is derived from corporate goals and this must include
diversity. The Diversity Leadership Council monitors the units’ progress in diversity
management, which is taken into account in determining executive compensation.
To recruit and retain the best diverse employees, Pitney Bowes has formed partnerships
and made alliances within the diverse community. As a result of involvement with
organizations such as the National Urban League and the Society of Women Engineers,
the corporation has become an employer of choice for qualified minorities and women.
10. The Pitney Bowes Case
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These efforts are supported by integrating diversity into core management functions,
developing flexible benefit programs and utilizing open communication systems.
Pitney Bowes has been the recipient of many awards for its diversity initiatives.
(See Figure 1 in the case.) However, from interviewing three vice presidents, it is clear
that the organization’s diversity efforts are driven by a sincere commitment to diversity,
not external recognition.
Corporate management at Pitney Bowes is acutely aware that maintaining diversity as an
operational value and competitive advantage will be an ongoing challenge in the future.
To stay competitive in a rapidly changing business environment, the organization has
developed a business strategy that is focused on growth through diversification and
global expansion. Consequently, maintaining diversity initiatives as an integral part of the
Pitney Bowes’ culture will require continued Board and corporate support.
Teaching Tips
1. Depending on the instructor’s approach to teaching this course, the Pitney Bowes
case can be used in two very different ways. The first alternative is to assign the case
early in the semester to provide students with an illustration of systemic integration
of diversity initiatives in a real organization. This provides students with a frame of
reference and concrete examples that can be used throughout the semester.
2. A second approach is to wait until later in the course, when organizational change is
the focus, and to use Pitney Bowes as an early yet current example of how an
organization evolves in response to its internal values and the needs of its external
environment. In both sequences, students should be encouraged to apply the
organizational theory covered in this course to the current status of diversity at
Pitney Bowes.
One of the interesting aspects of this case as a teaching tool is that management is acutely
aware that the current status of diversity as a strategic imperative at Pitney Bowes could
be jeopardized in the future. All three vice presidents who were interviewed for this case
mentioned that they were concerned about maintaining the systemic diversity at Pitney
Bowes as the organization transitions to the 21st century. New markets, global
competition, transitioning from a manufacturing model to a service provider, new
corporate management, etc. could change the organization in ways that could dilute the
importance of diversity as an integral part of the fabric of the organization.
10. The Pitney Bowes Case
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Discussion Questions and Answers
1. Given Pitney Bowes’ growth and globalization strategies, analyze the forces for
and against maintaining an organizational culture that supports diversity as a
business imperative.
2. Provide specific examples of ways that Pitney Bowes has aligned diversity goals
with a market-driven approach to meeting customer needs.
10. The Pitney Bowes Case
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3. At Pitney Bowes, diversity, in addition to being an ethical imperative, is a
business imperative. How does diversity create competitive advantages for this
corporation?
Teaching Tip
10. The Pitney Bowes Case
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Diversity on the Web
The last sentence of the Pitney Bowes case mentions that the corporation’s
commitment to diversity could be affected by its growth and global strategies.
An additional threat would be hiring a new CEO who does not value diversity
as a strategic value. Although the current CEO, Murray Martin, continues the
diversity legacy at Pitney Bowes, what has happened in terms of the organization’s
efforts to maintain an inclusive and diverse culture during a time of internal and
external change? How has Pitney Bowes adapted to becoming more of a global
business while maintaining diversity as a core value?
To answer these questions, go to the webite below. Reading this document
affirms that diversity and inclusion are still important in the Pitney Bowes culture.
Evaluate the 2009 report in terms of:
a) the organization’s efforts to maintain an inclusive and diverse culture
during a time of internal and external change; and
b) Pitney Bowes’ adaptation to becoming more of a global business while
maintaining diversity as a core value.
c) What have they done and why has it worked?
Source: www.pb.com (Search for the “2009 CR report”)
`
11. Section I: Integrative Questions
INTEGRATIVE QUESTIONS FOR SECTION ONE
