978-0133548198 Section II Part 2

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15. Immigration Patterns: The Transition Process

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If potential employees must already speak English:

– It is hard to measure job-required proficiency before hiring.

– There is a huge backlog of people waiting to take ESL courses and the pool of

proficient applicants may be too small.

– Some immigrants may not be able to afford ESL courses.

– ESL courses vary in quality.

2. Considering the three types of immigration law—legal, humanitarian, and

illegal—what kind of immigration policies do you think the United States should

pursue in the future? Why?

15. Immigration Patterns: The Transition Process

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3. a) Describe the citizenship application process including the interviews and

tests.

Starting source:

Categories of Legal Immigration:

The naturalization process is not always a straightforward one. It can be long and

complex given that there are a number of statuses under which people apply:

2. Employment-based Preference

investors.

3. Humanitarian Preferences

4. Diversity

A limited number of individuals based on past under-representation in the

immigrant program. Currently chosen by lottery.

In 2012, a total of 757,434 persons became naturalized citizens. The leading

countries of birth were: Mexico, The Philippines, India, Dominican Republic and

Peoples Republic of China.

permanent residence

• not absent from the U.S. for more than one year at a time

• not establishing a primary home in another country

15. Immigration Patterns: The Transition Process

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• living in the state of District of Columbia or state where filing

citizenship application for a minimum of 3 months

1. Complete the application (Form N-400: Application for Naturalization).

2. Get two (2) color photographs of oneself that meet immigration requirements.

3. Collect and send in the necessary documents (application Form N-400),

photographs, green card, and pay naturalization application fee ($ 595.00 in

2013).

4. Appear for finger printing (scheduled by Immigration; cost $ 85.00).

5. Appear for interview and tests (scheduled by Immigration).

Interview: Immigration will ask detailed questions about applicant’s

entire immigration history and examine in detail every trip outside

the U.S. If deception is detected, the application is denied, green card is

revoked and applicant must leave the U.S.

Civics Test: A test on basic knowledge of U.S. history and government.

English Test: Reading test may include being asked to read out loud certain

parts of the Form N-400. Writing test may include being asked to write one or

two simple sentences. Speaking test: applicant is generally evaluated by his or

her answers during the interview. Those over age 50 and some categories are

exempted from the English test.

6. Take the oath of citizenship (scheduled by Immigration).

Note: Permanent U.S. resident children under the age of 18, who are in the legal and

physical custody of the naturalizing parents, automatically become U.S. citizens

when their parents are naturalized.

Denaturalization rarely happens, but citizenship can be revoked for:

1. Falsifying or concealing relevant facts

2. Refusal to testify before Congress

3. Membership in subversive groups

4. Dishonorable military discharge

The denaturalization process occurs in Federal Court (not immigration court) and if

15. Immigration Patterns: The Transition Process

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the person is denaturalized, they must leave the country. Children granted citizenship

based on their parent’s status may also lose their citizenship after the parent has been

denaturalized.

3. b) Go to the USCIS site below. It contains a series of four multiple-choice items

measuring knowledge about U.S. history and law. Do ten sets (40 questions,

total) and score yourself. How well did you do? Do you think you would

pass the naturalization test which is not multiple choice?

4. Although the military does not allow undocumented aliens to enlist, many have

managed to do so.

Starting sources:

Barbassa, J. (2010, October 25). Immigrant vets face deportation for crimes.

Worcester Telegram & Gazette. p. A3.

Hattiangadi, A. et. al. (n.d.). Non–citizens in today’s military research brief.

http://www.can.org/centers/marine-corps/selected studies

Best approach: search by article title.

a) Do illegals serve as well in the military as U.S. citizens?

b) What happens if illegals die while serving in the military?

c) The U.S. is now deporting illegals who commit serious crimes. Can

undocumented military veterans be deported if they commit crimes?

15. Immigration Patterns: The Transition Process

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Special courts now make it possible for mental, emotional considerations and

military service to be considered in sentencing. These considerations do not

apply in immigration courts, however.

Writing Assignment

IMMIGRATION

Who can legally immigrate to the United States? What are the principles

governing the granting of citizenship? Write a 2–3 page paper that includes the

following:

a) the two legal principles that govern the granting of citizenship in the U.S.

b) the two general categories of legal immigrants and who they include

b) the differences between refugees and immigrants. Can refugees become

legal U.S. immigrants?

Starting Sources:

Center for immigration studies (n.d.). Legal immigration.

http://www.cis.org/topics/legalimmigration.html

Immigration policy issues (2007, July). News batch.

http://www.newsbatch.com/immigration.htm

15. Immigration Patterns: The Transition Process

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Diversity on the Web

The U.S. Citizenship and Immigration (USCIS) programs listed below grant

special waivers and visas. Research these programs. What are the implications of

these special programs for immigration and immigration policy?

* Conrad 30 http://www.conrad30.com

* Special immigrant visa

category for Non-Minister www.uscis.gov/religious

religious workers

* Investor Program and Search by program name

EB-5 Regional Center Program

Diversity on the Web

Contributions of U.S. immigrants.

The U.S. leads the world in Nobel awards. Examine the list of U.S. Nobel winners on

the web site below.

a) How many and what percentage of the U.S. laureates are foreign born?

b) Select one of the six areas of Nobel awards and access its web site. How

many and what percent of the U.S. laureates in the subject you selected

were foreign-born?

Chemistry Literature Physics

Economics Peace Physiology and Medicine

Source: en.wikipedia.org/wiki/list of_nobel_laureates_by_country

The list is ordered by year. For each laureate on the list, this site gives

the subject of the award and the country of birth if the laureate was foreign-born.

Note: At the end of the list are links to the laureates by subject except for

Economics.

Economics link: en.wikipedia.org/wiki/nobel_prize

16. The Coca-Cola Company: Then and Now

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THE COCA-COLA COMPANY: THEN AND NOW

Carol P. Harvey

Assumption College

Goals

• To understand how a lack of attention to internal diversity issues resulted in a

$192.5 million lawsuit

• To illustrate how an organization can benefit when it uses diversity as a strategic

business advantage

• To analyze the process of changing an organizational culture to adapt to a more

diverse environment

• To recognize the importance of corporate leadership in effective diversity

management

Synopsis – Then

In 2000, the racial discrimination lawsuit formally known as Ingram, etc. al. v The Coca

Cola Company (case # 1-98–CV-3679) was settled when Coca-Cola agreed to pay $192.5

million to 2200 present and former employees. This was the largest racial discrimination

settlement in United States history. Because The Coca-Cola Corporation had a history of

heavily promoting its products to minority groups and of publicly supporting minority

social causes, this lawsuit caught the organization off guard. The case illustrates the

contrasts between a public promotional image and core organizational values. When an

organization focuses so much on attaining ambitious financial and growth goals, they can

lose sight of monitoring their human resource processes and procedures.

On the surface, this case may appear to address AA/EEO issues because of the legal

settlement. On a deeper level, it is really about a corporation that failed to “manage

diversity” issues in spite of two substantial warnings about minority employee discontent.

To the employees, using minorities in advertisements, promotions, etc. and supporting

minority social causes contrasted with the lack attention to minority employee needs

within the organization. Other corporations can use the lessons from this case to analyze

and address their needs for systemic change and inclusion.

This case is intended to illustrate the complexities of managing diversity issues in terms

of poor communication, lack of planning and missed staffing opportunities, but most

importantly, a lack of corporate diversity leadership.

16. The Coca-Cola Company: Then and Now

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If you have assigned the diversity audit as a capstone project, this case illustrates how just

looking at the “pieces” of diversity management, such as number of minority employees,

supplier diversity programs, etc., does not necessarily mean that an organization is

managing diversity and inclusion very well.

Note: You can share any and all of the information supplied below by Coca-Cola Media

Relations with your class. It is important to get the students to focus on the contrasts

between the public image that the corporation presents and some of the problems that the

company has had with diversity that are not limited to the $192.5 million lawsuit.

Coca Cola’s Statement Detailing Diversity Initiatives as a Result of the Lawsuit

When asked to update the progress that Coca-Cola made since the lawsuit was settled, the

following information was supplied via e-mail by Karyn Dest, of Corporate Media

Relations at The Coca-Cola Company on 11/5/2003:

“Since then, we’ve done a number of things to level the playing field and improve

the opportunities for everyone within our system.

Workplace

Our 13-member Executive Committee includes five people of color. The

percentage of executive and senior vice presidents of color has increased from 10%

to 41.7% in Doug Daft’s three-year tenure as Chairman. During this same period,

the Company’s percentage of elected and appointed officers of color increased

157% in just three years. Twenty percent of the company’s top 50 paid employees

are people of color. In 2002, 12.3% of people of color in the company’s

professional workforce were promoted, compared to 9.3% of non-minorities.

These are just figures, but they are figures that show our commitment in this

diversity journey. We are a beverage industry leader and we have been for more

than 116 years. We recognize that driving diversity as a business imperative is not

only the right thing to do, but makes solid, bottom-line business sense in today’s

economy and network of cultures. For The Coca-Cola Company, this means taking

diversity beyond representation and providing employees an opportunity to learn

about different cultures and regions of the world in which we do business.

In 2002, the Company launched Cultural Sensations, an employee awareness

program designed to foster dialogue about the similarities and differences of

people, cultures and ideas. In its first year, Cultural Sensations presented month–

long celebrations of the various U.S.-designated cultural heritage and awareness

months, like Black History Month, Gay Pride Month, National Disability

Awareness Month, and Hispanic Heritage Month, through the use of art, music,

dance, food and special events.

16. The Coca-Cola Company: Then and Now

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Diversity Training

Leveraging the Power of People – By end of 2002, all managers and 40% of

employees in Corporate participated in the training, as well as non-manufacturing

employees of Coca-Cola North America (CCNA).

Mentoring

A formal mentoring program provides all employees a way to share experiences

and expertise, resulting in professional development and personal growth. The

program based on large-scale pilot of 100 pairs of mentors and protégés in CCNA

in 2001. Currently, 250 employees are participating in the Company-wide program,

and 700 have been in the program over three years.

The Corporate Intern Program

Celebrating its third year, The Company’s Corporate Intern Program features eight–

to-ten week summer internships in the areas of business, chemistry,

communications, engineering, finance, human resources, information technology,

and/or marketing. The Corporate Intern Program is a joint initiative of The Coca-

Cola Company, The United Negro College Fund and the Hispanic Scholarship

Fund. Each student intern chosen earns a $2,500 monthly salary and is provided

housing and transportation. At the end of the internship, students are eligible to

receive a $10,000 academic scholarship. The company has been a corporate partner

to both The College Fund and the Hispanic Scholarship Fund for more than 15

years, contributing more than $9 million to both groups.

Community

Beyond our workforce, our company has amplified our community-based

initiatives through considerable leadership and financial support to hundreds of

community programs. The Coca-Cola Company has developed partnerships with

key community-based organizations that focus on education and youth

development, including The American Indian College Fund, Hispanic Scholarship

Fund, The College Fund/UNCF, Korean National Grocers Association, and the

National Council of La Raza. The community response to these initiatives resulted

in more than 20 prestigious honors and recognitions in 2002. For example: The

Coca-Cola First Generation College Scholarship Program began in 1994 and was

created to open the door to education for young people who are the first in their

families to attend college.

Committing more than $7.1 million since its inception, the program operated in 31

states and benefited 250 students of color in 2002. Joining forces with other Coca-

Cola system partners, The Coca-Cola Foundation pledged $1 million in 2002 to the

education programs of The National Underground Railroad Freedom Center, a

158,000-square-foot museum and learning center that interactively recounts the

16. The Coca-Cola Company: Then and Now

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story of slavery and freedom in America. Beyond financial support, we leveraged

our partnership with Muhammad Ali to arrange his appearance and support at the

historic groundbreaking ceremony last year. The Cincinnati-based education center

is scheduled to open in 2004.

The company spearheaded the creation of the Diversity Leadership Academy, a

unique partnership with the American Institute for Managing Diversity. Launched

over a year ago with initial company funding of $1.5 million, this ongoing diversity

learning program brings together a broad cross-section of leaders within

metropolitan Atlanta to gain a greater understanding of diversity in our city, and

work together to build a community that works for all citizens. Our commitment to

this initiative includes providing a company executive who serves as president of

the Academy.

The program is already having a meaningful impact on our community. For

example, last year, a group of participants, led by a prominent member of the city’s

African American clergy and a leading Korean businessman, tackled the issue of

tensions between African Americans and Korean Americans in inner-city

neighborhoods. Taking lessons learned from their participation in the Diversity

Leadership Academy, they developed a series of initiatives designed to help build

relationships between the two ethnicities and enable them to work together and

learn from each other.

Marketplace

Our marketplace is our home – it’s where we do business and where we reside. And,

like us, this marketplace can only be strengthened by our increased diversity efforts

and unwavering commitment to the communities we serve. Our Supplier Diversity

program is a perfect example. The company is in year three of its five-year, $800

million spending commitment toward minority– and women-owned suppliers. We

began 2002 with a spending goal of $135 million, and proudly concluded the year

at approximately $181 million across 574 suppliers. Our Supplier Diversity

program yields the benefits of innovation, competitive pricing, and strengthening

minority communities. We grew our network of first-tier diverse suppliers by 48%.

Our second-tier diverse supplier spending increased by 161%, as a result of

requiring all primary, majority-owned, suppliers to engage minority and women–

owned suppliers as second-tier suppliers on all Coca-Cola projects and contracts.

We provide forums for our buyers to meet potential minority- and women-owned

suppliers and allow the suppliers to showcase their capabilities. We have a minority

and women-supplier mentoring program that has been developed in collaboration

with Clark Atlanta University, one of Atlanta’s historically black colleges.

We also make available experts and training sessions, along with securing

resources for development benchmarks. This is really just the tip of the iceberg and

is some of the information that we included in our Fortune magazine submission

16. The Coca-Cola Company: Then and Now

for the Best Companies for Minorities, of which we are now ranked #25. We also

are at #18 in DiversityInc’s survey of the Top 50 Companies for Diversity.

Diversity continues to be an important part of our business. We hope this brief

summary gives you the background you need and clearly gets across our

commitment to diversity. Again, thanks for the opportunity to share more

information with you on this subject. (K. Durst, Coca-Cola Corporation Media

Relations)”

Synopsis – Now

Due to the guidance of the external Task Force, the willingness of the organization to

embrace systemic change, and new corporate leadership, today Coca Cola is considered

to be a diversity leader in the global marketplace and is the winner of numerous diversity

awards. With diversity as one of the organization’s seven core values, and a CEO who

considers diversity and inclusion to be keys to future financial success, the organization

provides an example of what is possible when diversity is well managed and considered

as a strategic advantage.

Teaching Tip

It is helpful to begin by listing the major players in the case (see below) and their roles

and responsibilities on the board. Additionally, drawing a timeline of the events leading

up to the lawsuit may help students to understand that there were several places where

more effective management might have averted the lawsuit.

• Carl Ware – highest ranking Black employee at Coca-Cola; prepared

a report documenting minority employee complaints in 1995;

demoted by Ivestor during the lawsuit

• M. Douglas Ivestor – CEO when the lawsuit was filed; ignored Ware’s report

five years earlier

• Douglas N. Daft – succeeded Ivestor as CEO; settled the lawsuit

• Cyrus Mehri – lawyer who won a $176 million settlement for minority

employees against Texaco; lead attorney for the plaintiffs in the

Coca-Cola class action suit. (See his firm’s website for additional

information: www.findjustice.com.)

• E. Neville Isdell – became CEO in 2004. Lived in countries where he

saw the results of discrimination and prejudice. Voluntarily asked the

Diversity Task Force to continue an additional (fifth) year.

• Muhtar Kent – current CEO

16. The Coca-Cola Company: Then and Now

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Discussion Questions and Answers

1. The traditional change model consists of three steps: unfreezing (i.e.,

recognizing the need for change because of some event or threat); the actual

change actions; and refreezing (i.e., incorporating new ways of operating and

thinking into the everyday operations of the organization). Apply this model to

the situation at The Coca-Cola Company at the point when the lawsuit was

served in 1999.

2. How would you describe the leadership styles of four of the CEO’s mentioned in

this case (i.e., Ivestor, Daft, Isdell, and Kent) in terms of their abilities to

accomplish both strategic goals and to manage people?

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3. How does Parker’s triangle in “The Emotional Connection of Distinguishing

Differences and Conflict” article help to explain:

a) why so many minority employees joined the class action lawsuit?

conflict”.

b) how Coca-Cola failed to “manage diversity?”

4. Specifically, how does the Coca-Cola Company today exemplify the business

case for diversity? Going forward, what threats could there be to the

continuation of Coca-Cola’s progress in terms of diversity management?

16. The Coca-Cola Company: Then and Now

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Writing Assignment

Research the details of any other major recent employment discrimination case.

How is this case similar to or different from the Coca-Cola case? Applying

Thomas and Ely’s framework (see Introduction to the text) to each of these

organizations, what can be learned about managing diversity from applying their

model?

Diversity on the Web

Now that you have read the Coca–Cola case, visit their website where

you will find the five task force reports that were part of the legal settlement of

the Coca-Cola discrimination case. Within each annual report, you will find an

“executive summary” section. Beginning with the 2002 report, read the summaries

and develop a time line that tracks the yearly actions Coca-Cola took to remedy the

issues that led to the lawsuit. What were the problems with implementing the new

policies here?

Go to the Coca-Cola company.com website. Search by diversity task force reports

in the search box. Scroll down and select each annual task force report, reading

from the earliest to the last one.

17. Section II. Integrative Questions

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INTEGRATIVE QUESTIONS FOR SECTION II

1. In an office where everyone is white except one new Asian worker, what could her

co-workers do to make her feel more included? Be sure that your answer is a list of

specific behaviors.

2. Select an experience that has at some time made you an “only,” like being the only

young person, the only female, the only vegetarian, the only Jew, etc. Describe

exactly how this made you feel. What could others have done to make you feel more

included? Compare this answer with your answer to Question #1. How are these

answers similar or different? How do you account for these differences?

3. What is the relationship between ethnicity and the notion of privilege from Section I?

What is the relationship between being an immigrant to the U.S. and the notion of

privilege?

4. Unless you are a Native American, your family has immigrant roots. Analyze the

history of your family on both sides as far back as you know or can discover by

asking your relatives, if you do not know this information. Try to go back at least

three generations or more if necessary. Where did they come from? When did they

come to this country? What language(s) did they speak? When and how did they

learn English if this was an issue? What types of jobs did they have when they first

arrived? How does their experience relate or not relate to the article on immigration?

If your family has recently immigrated, do this only for the current generations who

are here.

Teacher’s Note: Students can also get a short but free subscription to ancestry.com,

which may be helpful in doing this assignment.

5. Read Thomas Sowell’s A World View of Cultural Diversity, available at

http://www.tsowell.com/spcultur.html. This author writes about the process of

cultural evolution and exchange that has been going on for centuries, and the

interdependence of cultures on each other for new goods and services. After reading

this article, think about the growing significance of the BRICKS countries (Brazil,

Russia, India, Korea and South Africa.) According to Sowell, no culture dominates

forever. Therefore, what are the future implications for these countries and their

cultures? What are the implications for the United States?

Teacher’s Note: There are many interesting videos on youtube.com that relate to the

Sowell article.