62. Believability: A Case of Diversity in Law Enforcement – Case Text
VIII – 21
As I told the local PD’s watch commander the story, I could sense two things. First, he
did not seem to believe me. Second, he was getting angrier by the minute. “So,” he says,”
I guess it’s not against procedure in your department to drink while carrying your
personal service weapon.” Obviously, it was. It was then that I said, “Look, that son of a
bitch MacKenzie is lucky that I didn’t shoot him.
About a half hour later, he came back to tell me, “O.K. honey, here is what we all have
agreed to and you really don’t have much say in it. So, listen up. We have agreed not
looking at charges here in our jurisdiction. We are going to let your own department deal
with you. You will be transported back to your department’s headquarters building. There
you will be turned over to your own Internal Affairs people, who are just waiting with
baited breath to speak with you.”
The ride back was not bad until it hit me that my riding in back made me look like a
criminal. Lt. Bruce, head of IAB, met me and brought me directly to an interrogation
room and left me alone. The wall opposite where I was sitting had a good-size mirror. I
wondered who was on the other side. It wasn’t feeling much like family now. God, I was
tired, angry, and damn near tears.
Deputy Chief Miceli, a gruff and physically intimidating individual, entered the room and
immediately began with some of his famous up close and personal straight talk—with
none of the expletives deleted. He was clear that the Chief was going to end my career if
I was not forthcoming with the IAB investigators. But, you know what? He just might do
it anyway so the old boys in the department could cover their collective behinds. He then
took my badge and gun and told me that I was suspended pending investigation. As he
left, he wordlessly passed Lt. Bruce who was coming into the room.
Waiving his finger just inches from my face, he began, “Look Cruz, you’re in some
pretty deep trouble. Just because the other department is not filing criminal charges, it
doesn’t mean that this thing is over. Far from it, honey! Do you understand me? I want
the whole story, right from the start. If I even think that you have left something out, you
are going to be leaving this room in cuffs. Understand? You can ask for your union
representative, but something tells me that they are probably not coming out from under
the rock for you. You can ask for a lawyer, but we all know what that is going to look
like, don’t we?” He ceremoniously pushed the button on the tape recorder and said, “O.K.
honey, take it from the top.”
So, I went on to give Lt. Bruce chapter and verse on how it had happened. The interview
was punctuated with a couple of questions that did not make me feel all that comfortable.
“How much did you have to drink?” “Are you aware of the policy on off duty drinking
while carrying personal firearms?” “Did you do anything to encourage this behavior?” I
was ordered to have no contact with anyone on the bus until further notice and to go
home until further notified. The next day, I did hear through the rumor mill that
MacKenzie, Taggert, and Dalton had also been suspended but that the union was making
real fuss about it, threatening a no confidence vote in the Chief.
62. Believability: A Case of Diversity in Law Enforcement – Case Text
About a week later I was summoned to a meeting in the Chief’s office. At the head of the
table was the Chief, with Lt. Bruce on his right, and Miceli took the seat to his left. The
Chief began, “Cruz, have a seat. MacKenzie claims that this is all made up by you
because you are upset that he broke up with you. I’m not sure how much credibility to
place in that statement. The results of the internal affairs investigation were severely
hamstrung by the union. They would not provide a list of members on the bus and told all
members not to give any information to us. They are telling the rank and file that we are
just trying to break the union to put us in a good position for the upcoming contract
negotiations. We are going to place a lot of weight on your statement. You are being
returned to duty after a three-day loss of pay for conduct unbecoming an officer because
you admitted to drinking when armed. MacKenzie is being terminated. Taggert and
Dalton will be suspended without pay for three months. You should know that the union
will probably grieve this and perhaps bring it to the state review board and they can act
on it, if they see fit, including reversing it.” Now that, I thought, was a fair result.
Now here I sit, waiting outside the Chief’s office yet one more time. The union hired a
law firm and brought the whole case to the state review board, and they have apparently
made a ruling. After the door opens, again I find myself sitting opposite the Chief,
Deputy Miceli, and Lt. Bruce. The Chief does not look happy but begins, “The state
review board has come up with a finding after reviewing our reports and
recommendations and looking at sworn statements provided by a number of officers who
say that they were on the bus that night. The finding is that, although no one actually says
MacKenzie exposed himself to you, he was abusive to you. They have upheld his
termination. There was not enough evidence to support the suspensions of Taggert and
Dalton, so their suspensions have been reversed with back pay. Several of the statements
indicate that they saw you in several exchanges with one or more people in the back of
the bus. That is in direct contradiction with your sworn statement. The review board finds
that you have lied on a sworn statement and should be held responsible. As a result, you
are being suspended for a month without pay. In addition, it might be a good idea if you
were reassigned. We are sending you to be a school safety officer for a while.”
Discussion Questions
1. Describe the corporate culture of this police department as you see it.
2. Was Janet Cruz treated fairly? Why or why not?
3. What role did the union play in this situation? What are the ramifications for other
female officers?
4. Compare the earlier recommendation of the chief with the later recommendation of
the state review board. Whose interests were served? Why do you think that the
recommendations were so different?
5. Given the state of affairs at the end of the case, what recommendation would you
make to Janet Cruz? Why?
62. Believability: A Case of Diversity in Law Enforcement – Case Text
BELIEVABILITY
A CASE IN DIVERSITY IN LAW ENFORCEMENT
Egidio A. Diodati
Assumption College
Goals
• To demonstrate the complexity of resolving sexual harassment claims
• To provide an example of a unique organizational culture – the police
brotherhood
• To illustrate the realities of being different in the workplace in terms of social
identity groupings
Overview
The case is a fictionalized and embellished version of a situation that took place in a large
city in the northeastern United States. On one level, it deals with the residual turmoil
from a broken relationship, which results in a woman officer allegedly being harassed to
the point of having to take some pretty severe action (supposedly drawing her service
weapon on a civilian). This Hispanic woman officer files a complaint against her former
boyfriend alleging sexual harassment on a union bus trip to and from a political rally. At
the onset, the simple fact that they were formerly a couple seems to cloud one’s
perception about what might have actually occurred. In addition, the fact that one of the
alleged offenders is the president of the union local organization makes it much more
difficult for the administration to act without a strong case.
Discussion Questions and Answers
1. Describe the corporate culture of this police department as you see it.
Students may use various approaches when responding to this question. Words like
prejudiced, unfair, sexist and hostile may come into play depending on the
organizational culture produces some interesting observations.
62. Believability: A Case of Diversity in Law Enforcement – Case Text
VIII – 24
A. Individualism vs. Collectivism
In cultures where individualism dominates, people belong to loose social
individual members depend strongly on extended families or clans. Group
consensual decisions are more valued.
B. High Power Distance vs. Low Power Distance
This examines the degree to which people accept the unequal distribution of
power. In cultures with a high power distance, bosses are afforded more power
should be minimized. People at various power levels are less threatened by, or
more willing, to trust one another.
C. Uncertainty Avoidance
Some cultures tolerate ambiguity and uncertainty, whereas others do not
are valued. Men are expected to be assertive, tough, and decisive. Performance
is what counts and achievement is admired. Women should be nurturing,
modest, and tender. In cultures that are characterized by femininity,
relationships and concern for others are emphasized. Men and women are both
to assume assertive and nurturing roles.
E. Time Orientation
Some cultures have a long-term orientation, where some others have a short-
term orientation. These time horizons for decision-making govern goal setting
and planning (strategic vs. operational).
62. Believability: A Case of Diversity in Law Enforcement – Instructor’s Notes
In applying Hofstede’s framework to this case, one comes away with several cultural
factors unique to law enforcement-type organizations which could have had a strong
impact on Officer Cruz and her relationship to the organization. First, and probably
2. Was Janet Cruz treated fairly? Why or why not?
Without too much analysis, one might come quickly to the conclusion that she had
been unfairly treated. There really is not a question about that. A case can however be
3. What role did the union play in this situation? What are the ramifications for
other female officers?
The mission of most labor unions is to represent and protect its members generally
from abuses of management – in this case, senior officers. In labor contracts,
4. Compare the earlier recommendations of the chief with the later
recommendations of The State Review Board. Whose interests were served?
Why do you think that the recommendations were different?
Whatever the Chief’s motivation, his punitive actions in this case were appropriate in
5. Given the state of affairs at the end of the case, what recommendation would
you make to Janet Cruz? Why?
With this question, there is the temptation on the part of many students to say that
Cruz should fight for her job and position in the organization. The culture of this
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
THE U.S. AIR FORCE ACADEMY:
CULTURE AND DIVERSITY ISSUES
Egidio A. Diodati
Assumption College
Overview
This case provides an introduction to the diversity-related incidents occurring recently at
the U.S. Air Force Academy in Colorado Springs, Colorado. Because of the military
culture of this organization, change efforts, as well as gender and religious issues, present
unique challenges to effective management.
Background of the Organization
The United States Air Force, originally known as the Army Air Corps, was part of the
Department of the Army until after World War II. Because the educational requirements
particular to Air Force officers could not be met by the other service academies, the Air
Corp became a separate organization. The first U.S. Air Force Academy class entered in
July of 1955 at a temporary location, Lowry Air Force Base, Denver, Colorado, and
moved to the current location in 1958. Women, called the “80’s ladies” entered the
academy in July of 1976 as part of the class of 1980. (United States Air Force Academy
Public Affairs Office, June 2005, p. 3).
Today the core curriculum at the Academy includes courses in science, engineering,
social sciences, and humanities. The most popular majors include management,
astronautical engineering, international affairs, political science, history, behavioral
science, civil engineering, electrical engineering, and engineering mechanics (United
States Air Force Academy, Public Affairs Office, June, 2005 p.1).
Women currently represent 17.9% of the total 4,381 cadets. This is a fairly consistent
number with the population of women at the academy ranging from 18.5% for the class
of 2006 to 17.0% for the class of 2009. Female representation at the Academy parallels
that of the Air Force in general. Carl Builder of the Rand organization reports that, “due
to the large number of support personnel needed to run the . . . Air Force, this service has
gone farther than any other service in integrating women into its ranks. Nearly 20% of all
Air Force personnel are women. Also, 99.7% of its jobs are open to women” (Zeigler &
Gunderson, 2005, p. 10). Acceptance rates for women are roughly two percent lower than
for males. The attrition rate for women seems to be fairly consistent with that of men,
varying from less than one percent (0.1%) to 4.3%.
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
Military Culture
Military culture has been described as “the prevailing values, philosophies, customs,
traditions, and structures that collectively, over time, have created shared individual
expectations within the institution about appropriate attitudes, personal beliefs, and
behaviors”(Zeigler & Gunderson, 2005, p. 8). While studies indicate that a strong
traditional organizational culture can produce dysfunctional blind spots in thinking and
limits on innovation, these values can also become “a stimulus for wonderful selfless
action” (Zeigler & Gunderson, 2005, p. 9).
The relative importance of personnel concerns is perhaps best expressed by Carl Builder,
a RAND analyst and expert on military culture. He suggests that the Air Force worships
at the altar of technology…and would gladly sacrifice personnel to have the budget
strength to stay on the cutting edge of technology.
The unique facets generally attributed to the military culture are:
* Discipline – the quality that keeps soldiers from panicking in the
face of danger. This value is culturally enforced with “punishment
and repetitive drill, and enhanced with unit cohesion and strong
leadership”.
* Professional ethos – a set of normative self-understandings which
….define the profession’s corporate identify, code of conduct, ….
and social worth.”
* Ceremony and etiquette – salutes, parades, uniforms, and medals.
These help form a common identity among members.
* Cohesion and esprit de corps is the shared sense of identify among
military personnel at the unit or branch level.
(Zeigler & Gunderson, 2005, p. 8)
Differing theoretical frameworks provide differing approaches to understanding Air
Force Academy culture. Ziegler & Gunderson’s framework views the postmodern
military as characterized by five organizational changes:
• Increasing impenetrability of civilian and military spheres structurally and
culturally
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
• Diminution within the military services based on branch of service, rank, and
combat versus non-combat support roles, etc.
• A shift in purpose from fighting wars against a clearly identifiable
opponent to missions that are not ‘military’ in the traditional sense
• Military forces being used in internationally authorized missions
• Military forces themselves becoming international in nature.
In their research Ziegler & Gunderson (2005, p. 3, 4) report on a unique facet of military
culture:
Of the four possible “feminisms” (liberal feminism, cultural feminism, radical
feminism, and postmodern feminism), military organizations generally are less
threatened by and prefer the liberal feminism view, which essentially construes
equality as sameness. Cultural feminism, on the other hand, has the perspective
of equality as a recognition of difference. Radical feminism seeks to destroy the
hierarchy of gender and has a view of equality as anti-subordination.
The Postmodern feminism approach is the general rejection of paradigmatic approaches
(2005, p. 4).
As a comment on propensity for change, research shows that most
bureaucracies, including the military, are not only resistant to change, but
they are designed not to change. This dread of innovation by military
bureaucracies is due to the nature of the job that the armed forces perform.
To them, change equals increased risk of death and destruction. These
organizations will innovate: only when they have failed; when pressured
from the outside, and when they seek to expand
(Zeigler & Gunderson, 2005, p. 7).
Geerte Hofstede’s work on international cultural differences produces a framework that
applies a number of dimensions to profile cultural differences within the Air Force
Academy culture.
Power Distance is the extent to which less powerful members of
organizations accept and expect that power is distributed equally or
unequally. Inequality or equality is endorsed by the followers as
much as by the leaders. Power and inequality are fundamental to the
organization and all are aware of and act in accordance with these
power distance relationships.
Individualism/Collectivism is the degree to which people are influenced
or not influenced by their group memberships. On the individualistic
side, organizational ties between individuals are loose: everyone is
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
expected to look after him/herself and his/her immediate family. On
the collectivistic side, people are integrated into strong, cohesive
organizational groups that continue protecting them in exchange for
unquestioning loyalty.
Masculinity/femininity refers to the degree the dominant culture
values assertiveness compared to cultures that value caring for others
and the quality of life.
Uncertainty avoidance deals with an organization’s tolerance for
uncertainty and ambiguity. It indicates to what extent a culture
programs its members to feel uncomfortable or comfortable in
unstructured situations.
Long-term versus short-term contrasts a perception that values
persistence in achieving long-term goals with one that focuses on
living for the present.
(http://feweb.uvt.nl/center/hofstede/page3.htm)
Although Hofstede’s five dimensions were developed for analyses of national cultures,
applying them to militaristic cultures indicate that militaristic cultures tend to:
• accept greater power distances between leaders and followers
• reinforce collectivistic behaviors
• value the masculine traits of assertiveness and competitiveness
more than the feminine traits of nurturing and collaboration
• avoid uncertainty, generally showing more discomfort in
unstructured situations
• espouse the long-term values of respect for tradition, fulfillment
of social obligations, and protecting one’s image
The First of the Major Academy Problems: Sexual Assaults
In early 1993, the first set of rape allegations by women cadets and graduates surfaced. In
response to these allegations and in an attempt to prevent further problems, the academy
embarked on a number of new policies and initiatives. First, they set up a “Center for
Character Development” to promote ethical conduct, establishing a twenty– four hour
rape hot line, and issuing a policy to “ensure a climate exists that is free of
discrimination, harassment, intimidation, and assault of any kind.”
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
The Second of the Major Problems: More Sexual Assaults
Ten years later, on January 2, 2003, the Secretary of the Air Force, Chief of Staff of the
Air Force, several U.S. Senators and Congressmen, and major media outlets received an
anonymous email asserting, that “there was a significant sexual assault problem at the
U.S. Air Force Academy and that it had been ignored by the Academy’s leadership.” One
of the recipients, Sen.Wayne Allard, told the Washington Post, “It seems like when a
woman reports a rape case that the wheels get set in motion that she gets forced out of the
disregard for regulations and the law, including prohibitions
regarding alcohol consumption, sexual harassment and assault,
resulting in cadet order and discipline significantly below the
level expected at a premier military institution funded at taxpayer
expense (Air Force Print News, September 15, 2005).
Twelve percent of the women who graduated from the Air Force Academy in 2003
reported that they were victims of rape or attempted rape while at the academy.
Sexual predation was mainly directed toward freshmen and sophomore women who were
under twenty-one and who were blackmailed after accepting alcohol from upper class
cadets. Women who complained were generally pushed out of the academy, ostensibly
for alcohol abuse and fraternization – which led to the situation in which the rapes
occurred. However, the occurrence of rape at the academy was not necessarily
disproportionate to that found at other colleges and universities (Air Force Print News,
2005).
Beginning in the spring semester of 2003, new leadership at the academy began making
“sweeping changes” to the culture and environment to correct these problems. The
Commandant of Cadets was quoted as saying, “If there is the perception of a problem in
the wing, we’ve tried to take that head on. I will not tolerate retribution against a victim”
(USAF Office of Special investigations, 2004). These reported changes included new
sexual assault reporting procedures instituted as part of an “Agenda for Change”
program. Victims of sexual assault could have confidential counseling and medical care
without triggering the disciplinary process and military commanders would receive notice
of a request for help but not know the identity of the victim (Report of the Panel to
Review Sexual Misconduct Allegations at the US. Air Force Academy, 2003).
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
In a March 26, 2005 memo to the Secretary of the Air Force, Peter B. Teets
recommended that the commanders at the Academy at the time of the alleged incidents,
who were found responsible by the Air Force Inspector General’s investigation and a
parallel congressional investigation, not be prosecuted. He justified his recommendation
with the words, “they had acted in good faith and were not intentionally or willfully
derelict in their duties” in dealing with the sexual assault issue.
steps to deter sexual assaults and implement effective reporting procedures.
(Wikipedia: Air Force Academy Sexual Assault Scandal p. 2)
The memo went to Congress over the Easter weekend when Congress was in recess.
Several members did register belated dismay over the document. The Miles Foundation,
a group representing victims’ rights, expressed concern over the inadequacy of the
government’s response.
The Third of the Major Academy Problems: Religious Intolerance
On April 28, 2003, the Executive Director of Americans United for the Separation of
Church and State sent to Secretary of Defense Rumsfeld a fourteen page report which
severely criticized the U.S. Air Force Academy for “instances of religious discrimination
conclusion that the policies and practices constitute egregious,
systematic, and legally actionable violations of the Establishment.
Clause of the First Amendment to the United States Constitution” (April 28, 2005,
p. 1)
The report claims to be based upon reports from current and former cadets, with some
confirmation from Academy faculty and administration, members of the Chaplain’s
Office, that upper-class cadets frequently pressure cadets to attend chapel and to take
religious instruction. (April 28, 2005, p. 1)
The fourteen-page report was broken down into sections that addressed: Coerced
Religious Practices, Pervasiveness of the Problem, Official Discrimination against Non-
Christians and Non–Religious Cadets, Inadequate Remedial Measures, and Effect on
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
Religious Discrimination at the U.S. Air Force Academy. In each area the report went
into very specific detail to amplify the nature and scope of the problem.
Under Coerced Religious Practices, a number of critical incidents were detailed. In the
first of these, a Protestant chaplain reportedly exhorted cadets attending chapel one
Sunday to return to their housing and proselytize cadets who had not attended the service
students to become born again during the semester. In one instance, an instructor
reportedly ordered students to pray before they were permitted to begin the final
examination for the course. In another example, the academy newspaper published 2003
Christmas greetings with three hundred names listed from various academic departments.
These individuals declared their joint “belief that Jesus Christ is the only real hope for the
world-there is salvation in no one else” (p. 4). The names included six tenured academic
department heads, nine permanent professors, the then-Dean of the Faculty, the current
Dean of the Faculty, the Vice-Dean of the Faculty, the Academy’s Director of Athletics,
the Academy’s Head Football Coach, and other members of the faculty and staff.
In another example, the Office of Cadet Chaplains sponsored a Christian-themed program
related to The Passion of the Christ by placing a sign on each plate in the Cadet Dining
Hall indicating that “This is an officially sponsored U.S. Air Force Academy event.”
There were numerous reports of non-Christian cadets being subjected to harassment by
upper class cadets who often used religious epithets.
Under Pervasiveness of the Problem, it was noted that “Violations…are not merely
aberrant acts by a few rogue individuals, but instead are reflections of systematic and
pervasive religious bias and intolerance at the highest levels of the command structure”
(p. 7). In the report, these general allegations were followed by specific examples
including:
* a number of incidents in which the Commandant of Cadets
officially endorsed evangelical Christianity – his own faith,
on one occasion, he wrote that cadets “are first accountable
to God” (p. 7).
* the Commandant of Cadets instructing cadets that whenever
he used the phrase “Airpower,” they should respond with
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
“Rock, Sir!”– invoking the parable from Matthew 7:24-29;
Luke 6:46-49 (p. 6).
* that faculty and staff also contributed though such widespread
practices as faculty proselytizing in the classroom and directives
from academy chaplains to proselytize other cadets (p. 7).
* the conduct of the Head Football Coach which included the placing
of a large banner in the locker room that read “I am a Christian first
and last. I am a member of team Jesus Christ!” (p. 8) Other than
one minor counseling session, the coach has never been disciplined.
Under Official Discrimination Against Non-Christian and Non-Religious Cadets, the
However, cadets who celebrate the Sabbath on other days of the week are not able to
obtain such passes. There were reports of Saturday Sabbath worshipers who were denied
passes due to mandatory attendance at football games, parades, etc. To make the situation
a bit more binding, the Academy makes it a practice never to schedule events on Sundays
due to potential conflict with Christian worship services. (p. 9)
Moreover, the report states that Academy officials have discriminated against non–
issue of the religious climate at the Air Force Academy. Included in the composition of
the team was Rabbi Arnold Resnicoff (only recently appointed as Special Assistant to the
Secretary of the Air Force for Values and Vision to Air Force Leadership) and Ms.
Shirley A. Martinez, Deputy Assistant Secretary of the Air Force for Equal Opportunity.
In the Executive Summary Section of the final report, there is the statement that “The HQ
USAF team found a religious climate that does not involve overt religious discrimination,
but a failure to fully accommodate all members’ needs and a lack of awareness over
where the line is drawn between permissible and impermissible expressions of belief.” In
an attempt to describe just how limited the problem was, the Air Force report attempted
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
VIII – 35
to minimize the fifty-five complaints, which formed the basis of the earlier report by the
Americans United for Separation of Church and State, with the statement that they were
“in reality a collection of observations and events reported by about thirteen people, and
purported to have taken place over a four year period” (U.S. Air Force News Service
Press Release, May 4, 2005).
The official Air Force investigation produced nine findings, which it documented with
examples based on interviews and surveys from various constituencies at the Academy.
Finding #1. “…there was a perception of religious intolerance among
some at the Academy.” This was identified through surveys of cadets, faculty, and
administrators.
Finding #2. Although there are standing DOD, Air Force, and Academy policies
regarding religious accommodation, religious discrimination, and members’
rights of expression, the report claims there, “is no guidance indicating the specific
appropriate parameters for either the free exercise or the establishment of religion.”
It goes on to say, “….there are no relevant materials on culture and religion in the
curriculum for new Air Force commanders.
Finding #3. Although the Academy had initiated a new program to enhance the
climate of respect for individuals or different belief systems, the program is “not
adequate, by itself, to address the issue of religious respect for the Academy
community.”
Finding #4. Cadets, faculty, and staff expressed concern about inappropriate bias
toward a predominant religion and a perception of intolerance of other views.
These concerns were focused in the following six examples:
• Senior faculty and staff regularly made public expressions of faith that
others believed to be “inappropriately influential or coercive.” As a
result, some (cadets, faculty, & staff) expressed concern about the
impact of religious affiliation on their career advancement. These
included mandatory prayers at official functions and in sports locker
rooms. A number of faculty members and coaches considered it their
duty to profess their faith and to discuss it in their classrooms “in
furtherance of developing cadet’s spirituality.” (p.36)
• A number of cadets used printed flyers and the cafeteria public
announcement system to advertise “religious events.
• Some cadets have experienced religious slurs and disparaging remarks
from other cadets.
• Some faculty and staff paid for their names to be included on a holiday
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
announcement with an overtly Christian message in the campus
newspaper.
• The Commandant of Cadets, at a voluntary Christian retreat, led cadets
in a “challenge and response cheer” regarding Jesus. He later led a group
of mixed faith cadets in the same cheer. Some found it to be offensive.
• The Head Football Coach at the Academy placed a banner on the wall of
the team locker room with an overtly Christian message. Some cadets,
faculty, and staff found this to be inappropriate.
Finding #5. Internal control mechanisms to address cadet and staff complaints and
assess trends were functioning but not thoroughly integrated into Academy life.
Cadets seemed unclear on when or how to use them.
Finding #6. The Academy “does not give appropriate consideration to the diverse
religious practices of cadets of minority faiths.” This heightens the perception that
“individuals not of the Christian faith are not being treated fairly.”
Finding #7. The process of granting religious accommodation requests to cadets is
not standardized across the Academy.
Finding #8. Kosher meals are not always available to Jewish cadets as part of their
religious observance.
Finding #9. The Academy’s Chaplain’s Office sponsors programs for religious
education for eighteen groups that meet on Monday evening. Many of these are
conducted by outsiders who are given security badges to get on base. Some cadets,
faculty, and staff expressed concern that this unlimited access to cadets “could be
perceived as an institutional bias towards religious groups” (Headquarters, U.S Air
Force, 2005).
Recommendations
The official Air Force Report recommended the following as remedies to the religious
intolerance allegations and findings:
1. A policy should be developed regarding religious expression. It should provide
specific guidelines to those who must exercise judgment in the area of religious
expression.
2. The organization should “reemphasize policy…. regarding appropriate
endorsement and advertising of…..groups of which Air Force members may be
part.”
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
3. The organization should “reemphasize policy ….regarding oversight of unofficial
groups that operate on Air Force bases and have access to Air Force Personnel.”
4. The organization will “reemphasize the requirement….to address issues of
religious accommodation….when planning, scheduling, and preparing for
operations.”
5. The organization will develop a policy “that integrates cultural awareness and
respect….to ….operating Air Force Units at home or deployed.”
6. The organization will “expand its character development program that promotes
increased awareness of and respect for diverse cultures and beliefs”1 throughout
the Academy’s curriculum.
7. The organization must ensure a single point of contact “for determining what
statutorily established complaint mechanism is appropriate for”2 complaints of
this nature.
8. The organization will continue its use of “internal controls to assess climate and
implement corrective action.”
9. The organization will “create opportunities for cadets to discuss and learn about
issues of religion and spirituality.”
Conclusion
Discussion Questions
1. Describe the culture of the Air Force Academy as presented in this case in terms of
its similarity and differences to other academic institutions.
2. List the personal and organizational forces that contribute to resistance to change at
the Air Force Academy.
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
3. Are the three major problems in this case, the 1993 sexual assaults, 2003 sexual
assaults, and 2005 religious intolerance related in any way? If so, how?
4. Evaluate the changes that the Academy made after the 1993 sexual assault scandal.
Explain the reasons for your evaluation.
5. Evaluate the changes that the Academy made after the 2003 sexual assault scandal.
Explain the reasons for your evaluation.
6. Evaluate the effectiveness of the changes made after the 2005 religious intolerance
complaints. Explain the reasons for your evaluation.
7. Given the unique military culture of this organization, what recommendations would
you suggest at this point in time?
Bibliography
Air Force Print News. (September 15, 2005). Officials release academy sexual-assault
I.G. reports. (www.af.mil/news/story-print.asp?ID=123009362)
Americans for the Separation of Church and State. (April, 2005). Report of Americans for
Separation of Church and State on Religious Coercion and Endorsement of
Religion in the United States Air Force Academy.
Baldwin, C. C. (April 29, 2005). A Rich Heritage of Religious Freedom and Respect.
Washington: Air Force Print News.
Cooperman, A. (May 4, 2005). Air Force Announces Task Force. Washington Post:
p. A03.
DOD Press Release. (April 28, 2005). Watchdog Group Asks Rumsfeld, Air Force
Officials, to Correct Problems. Washington.
Dominquez, M. (June 22, 2005). U. S. Air Force Report on the Religious Climate at the
U.S. Air Force Academy. (www.defenselink.mil/transcripts/2005/tr20050622-
3104.html)
Feldman, N. (2005). Divided by God: America’s Church-State Problem-And What We
Should Do About It. New York, NY: Farrar, Straus, & Giroux.
Gentile, M. (April 29, 2005). Air Force Focuses on Religious Respect. Washington: Air
Force Print News.
63. The U.S. Air Force Academy: Culture & Diversity Issues – Case Text
Headquarters, United States Air Force. (June, 2005). The Report of the Headquarters
Review Group Concerning the Religious Climate at the U.S. Air Force Academy.
Washington.
Hofstede, G. (n.d). A summary about my ideas about national culture differences.
http//feweb.uvt.nl/center/hofstede/page3.htm
Lopez, C. T. (June 8, 2005). Air Force Appoints Task Force to Address Religious Climate
At the United States Air Force Academy. Washington: Air Force Print News.
Lopez, C. T. (June 22, 2005). Report: Academy Grapples with Religion in the Public
Forum. Washington: Air Force Print News.
Lopez, C. T. (June 27, 2005). Air Force Advisor Chosen for Values, Vision. Washington:
Air Force Print News.
Lumpkin, J. J. (June 23, 2005). Intolerance at the Air Force Academy. Boston: Boston
Globe Newspaper.
Mount, M. (May 5, 2005). Air Force Probes Religious Bias Charges at Academy.
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http://www.defenselink.mil/news/sep2003/d20030922usafareport.pdf
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Force to Address Religious Climate at the United States Air Force Academy.
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http://en.wikipedia.org/wiki/united_states_air_force_academy
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63. The U.S. Air Force Academy: Culture & Diversity Issues – Instructor ‘s Notes
THE U.S. AIR FORCE ACADEMY:
CULTURE AND DIVERSITY ISSUES
Egidio A. Diodati
Assumption College
Goals
• To give students an appreciation of the cultural forces within an organization that
may drive member relationships and resulting actions
• To help students to understand the differences between organizational cultures
and how these differences require a greater range of tolerance in working within
such a culture
• To help students to understand the complexity and longer time frames sometimes
required to affect meaningful cultural/organization change
Case Summary
The case presents, via a chronology of recent events at the U.S. Air Force Academy, a
series of three problems widely reported in the media. The factual presentation is a
function of research that examined a number of sources including media reports, press
statements, reports from private organizations, and official U.S. government documents.
The case presents the events and opinions of various parties.
In the description of the Air Force organizational culture, there are two relevant theories
that the student may use in completing the case analysis. Optionally, the instructor may
use these as a basis for discussion in order to give the students the necessary background
for the case.
Discussion Questions and Answers
1. Describe the culture of the Air Force Academy as presented in this case in terms
of its similarity and differences to other academic institutions.