Step-by-step solution file
Managing Diversity in the Workplace...................
Managing Diversity in the Workplace...................
Part one: Complete End of Chapter Questions 2, 4, 5 & 6 on page 149. Part two: Go to: https://hbr.org/2013/01/six-paradoxes-women-leaders-fa and state what
each of the six paradoxes mean for women in the workplace. Please be
that I know that you understand the paradox being discussed. Then read
following short articles and state how in one to two paragraphs it relates to
challenges women of color face in the workplace as leaders: http://fortune.com/2015/04/22/black-women-leadership-study/ http://www.newnewsletter.org/bestpractices/newreport2_woc0407.pdf http://www.forbes.com/sites/ruchikatulshyan/2015/02/10/speaking-up-asa-woman-of-color-at-work/#5b20f5c59c1e specific so
one of the
the Part three: Complete End of Chapter Exercise on pages 150-151. Chapter Six
Part one: Complete End of Chapter Questions 1, 3, 4, 5, 6, & 8 found on page 175-6 Part two: Complete Internet Exercise found on page 177 Part three: Read The article (found at the bottom of this assignment? starting on page
seven) and explain the following: A. To what degree is Indian Mascots an issue an American society (sports and non-sport
B. What is the viewpoint of the article in stating that Native American mascots are not done
in a respectful manner?
C. Explain why the author concludes the following statement: The use of stereotypical
images of Native Americans by educational institutions has the potential to create a
racially hostile educational environment that may be intimidating to Indian students.
D. Why is it okay according to the article to use the ?Fighting Irish? as a mascot and not the
E. Are organizations that utilize the Indian mascots being ?cultural competent? as defined
by the book. Why or Why not. Chapter Seven
Part one: Complete End of Chapter Questions 1, 2, 4, 5 & 6 on page 210. Part two: Complete End of Chapter Exercise on pages 211-213. Part three:
According to the Crime Report, Washington Post, etc. there is a fact: A year after
Michael Brown?s fatal shooting, unarmed black men are seven times more likely
than whites to die by police gunfire. Is this true? Is this accurate? Is this painting a
negative picture of Caucasian police officers, many of whom may not hold
biases? Please read the following article:
This is not a referendum on the right of the constitution to carry, but to give additional
thought to what we see and hear in the media. After reading, this article in two to four
1. State four points that the article made regarding violence against African Americans.
2. What connection did the article make to history? Do you agree?
3. What does this purport about racism in America and the connection between race,
oppression, and poverty?
4. Watch the following: https://www.youtube.com/watch?v=eMTv0rmBEKY now
answer the following questions:
a) What are all the various stereotypes of Blacks that are presented?
b) Do you think these stereotypes are real?
c) How would people that hold them interact with Blacks in the workplace, in the
criminal justice field, in universities?
Part one: Complete End of Chapter Questions 3, 4, 5, 8 & 9 on pages 238-239. Part two: Complete Internet Exercise on pages 240 Part three: Part A: Make a chart where you list, Asian American, Latino, Europeans, General
Population. Then go through the timeline below and put a checkmark next to each
group that illustrates when laws were created to prevent that group from migration
or equal opportunity while in the U.S.
Part B: Now state what groups were targeted more as it relates to unfavorable
laws toward their immigration.
Part C: Now answer the following questions:
1. Do you think this biased behavior created workplace unfairness? (Why or
2. Do you think this bias can still exist today as it relates to certain groups who
migrate to the U.S. and people looking at them as an Us vs. Them mindset?
Would this mindset contribute to workplace bias? Timeline
Key Dates and Landmarks in United States Immigration History
The Constitution of the United States of America takes effect, succeeding the
Articles of Confederation that had governed the union of states since the
conclusion of the Revolutionary War (March 4, 1789).
The Naturalization Act of 1790 establishes a uniform rule of naturalization
and a two-year residency requirement for aliens who are "free white persons"
of "good moral character" (March 26, 1790).
Considered one of the Alien and Sedition Acts, the Naturalization Act of 1798
permits Federalist President John Adams to deport foreigners deemed to be
dangerous and increases the residency requirements to 14 years to prevent
immigrants, who predominantly voted for the Republican Party, from
becoming citizens (June 25, 1798).
The Jefferson Administration revises the Naturalization Act of 1798 by
reducing the residency requirement from 14 to five years.
Importation of slaves into the United States is officially banned, though it
continues illegally long after the ban.
Congress passes an act requiring shipmasters to deliver a manifest
enumerating all aliens transported for immigration. The Secretary of State is
required to report annually to Congress the number of immigrants admitted.
143,439 immigrants arrive
599,125 immigrants arrive
Crop failures in Germany, social turbulence triggered by the rapid
industrialization of European society, political unrest in Europe, and the Irish
Potato Famine (1845?1851) lead to a new period of mass immigration to the
1,713,251 immigrants arrive
The Treaty of Guadalupe Hidalgo ends the Mexican-American War and
extends citizenship to the approximately 80,000 Mexicans living in Texas,
California, and the American Southwest.
Gold is discovered in the American River, near Sacramento, California.
The California gold rush spurs immigration from China and extensive internal
For the first time, the United States Census surveys the "nativity" of citizens
(born inside or outside the US).
2,598,214 immigrants arrive
1860 1854 1855
1882 The Know-Nothings, a nativist political party seeking to increase restrictions
on immigration, win significant victories in Congress, a sign of popular
dissatisfaction with growing immigration from Catholic Ireland. Protestant
Americans feared that growing Catholic immigration would place American
society under control of the Pope.
Castle Garden is established as New York's principal point of entry.
2,314,825 immigrants arrive
Outbreak of the American Civil War (April 12, 1861).
The Homestead Act provides free plots of up to 160 acres of western land to
settlers who agree to develop and live on it for at least five years, thereby
spurring an influx of immigrants from overpopulated countries in Europe
seeking land of their own.
The "Anti-Coolie" Act discourages Chinese immigration to California and
institutes special taxes on employers who hire Chinese workers.
Riots against the draft in New York City involve many immigrants opposed to
compulsory military service (July 13?16, 1863).
The Central Pacific hires Chinese laborers and the Union Pacific hires Irish
laborers to construct the first transcontinental railroad, which would stretch
from San Francisco to Omaha, allowing continuous travel by rail from coast
The First Transcontinental Railroad is completed when the Central Pacific
and Union Pacific lines meet at Promontory Summit, Utah (May 10, 1869).
The Naturalization Act of 1870 expands citizenship to both whites and
African-Americans, though Asians are still excluded.
The Fifteenth Amendment is ratified, granting voting rights to citizens,
regardless of "race, color, or previous condition of servitude."
Jacob Riis, who later pioneered photojournalism and authored How the Other
Half Lives, emigrates from Denmark to the United States.
2,812,191 immigrants arrive
5,246,613 immigrants arrive
1 million Germans arrive in the peak of German immigration
2 million Eastern European Jews immigrate to the United States
The Chinese Exclusion Act restricts all Chinese immigration to the United
States for a period of ten years.
The Immigration Act of 1882 levies a tax of 50 cents on all immigrants
landing at US ports and makes several categories of immigrants ineligible for
citizenship, including "lunatics" and people likely to become public charges. 1885 1886
1891 1892 1892
1907 The Alien Contract Labor Law prohibits any company or individual from
bringing foreigners into the United States under contract to perform labor.
The only exceptions are those immigrants brought to perform domestic
service and skilled workmen needed to help establish a new trade or industry
in the US.
The Statue of Liberty is dedicated in New York Harbor.
Emma Goldman, Lithuanian-born feminist, immigrates to the United States,
where over the next 30 years she will become a prominent American
anarchist. During the First World War, in 1917, she is deported to Russia for
conspiring to obstruct the draft.
Jane Addams and Ellen Gates Starr found Hull-House in Chicago.
The demographic trends in immigration to the United States shift as
immigration from Southern and Eastern Europe substantially increases, while
the relative proportion of immigration from Northern and Western Europe
begins to decrease.
3,687,564 immigrants arrive.
Congress makes "persons suffering from a loathsome or a dangerous
contagious disease," those convicted of a "misdemeanor involving moral
turpitude," and polygamists ineligible for immigration. Congress also
establishes the Office of the Superintendent of Immigration within the
The Geary Act extends the Chinese Exclusion Act for ten more years, and
adds the requirement that all Chinese residents carry permits, as well as
excluding them from serving as witnesses in court and from bail in habeus
Ellis Island, the location at which more than 16 million immigrants would be
processed, opens in New York City.
8,795,386 immigrants arrive
After President William McKinley is shot by a Polish anarchist (September 6,
1901) and dies a week later (September 14, 1901), Congress enacts the
Anarchist Exclusion Act, which prohibits the entry into the US of people
judged to be anarchists and political extremists.
The Chinese Exclusion Act is again renewed, with no ending date.
The Naturalization Act of 1906 standardizes naturalization procedures, makes
some knowledge of the English language a requirement for citizenship, and
establishes the Bureau of Immigration and Naturalization in the Commerce
Department to oversee national immigration policy.
The Expatriation Act declares that an American woman who marries a foreign
national loses her citizenship.
Under an informal "Gentlemen's Agreement," the United States agrees not to
restrict Japanese immigration in exchange for Japan's promise to voluntarily 1907
1911 1913 1917 1917
1923 1924 restrict Japanese emigration to the United States by not issuing passports to
Japanese laborers. In return, the US promises to crack down on
discrimination against Japanese-Americans, most of whom live in California.
The Dillingham Commission is established by Congress to investigate the
effects of immigration on the United States.
2 million Italians arrive in the peak of Italian immigration
5,735,811 immigrants arrive
The Dillingham Commission, established in 1907, publishes a 42-volume
report warning that the "new" immigration from Southern and Eastern Europe
threatens to subvert American society. The Dillingham Commission's
recommendations lay the foundation for the Quota Acts of the 1920s.
California's Alien Land Law prohibits "aliens ineligible for citizenship"
(Chinese and Japanese) from owning property in the state, providing a model
for similar anti-Asian laws in other states.
Congress enacts a literacy requirement for immigrants by overriding
President Woodrow Wilson's veto. The law requires immigrants to be able to
read 40 words in some language and bans immigration from Asia, except for
Japan and the Philippines.
The US enters the First World War.
The Immigration Act of 1917 restricts immigration from Asia by creating an
"Asiatic Barred Zone."
The Jones-Shafroth Act grants US citizenship to Puerto Ricans, provided that
they can be recruited by the US military.
The First Red Scare leads to an outbreak of fear and violence against people
deemed to be political radicals and foreigners considered to be susceptible to
communist propaganda and more likely to be involved in the Bolshevik
4,107,209 immigrants arrive.
The Emergency Quota Act restricts immigration from a given country to 3%
of the number of people from that country living in the US in 1910.
The Cable Act partially repeals the Expatriation Act, but declares that an
American woman who marries an Asian still loses her citizenship.
In the landmark case of United States v. Bhaghat Singh Thind, the Supreme
Court rules that Indians from the Asian subcontinent cannot become US
The Immigration Act of 1924 limits annual European immigration to 2% of
the number of people from that country living in the United States in 1890.
The Act greatly reduces immigration from Southern and Eastern European
nationalities that had only small populations in the US in 1890. 1924
1934 1940 The Oriental Exclusion Act prohibits most immigration from Asia, including
foreign-born wives and the children of American citizens of Chinese ancestry.
The Border Patrol is created to combat smuggling and illegal immigration.
The National Origins Formula institutes a quota that caps national
immigration at 150,000 and completely bars Asian immigration, though
immigration from the Western Hemisphere is still permitted.
532,431 immigrants arrive.
To escape persecution by the Nazis, Albert Einstein, the greatest theoretical
physicist of the century, immigrates to the United States from Germany.
The Tydings-McDuffe Act grants the Philippines independence from the
United States on July 4, 1946, but strips Filipinos of US citizenship and
severely restricts Filipino immigration to the United States.
The Alien Registration Act requires the registration and fingerprinting of all
aliens in the United States over the age of 14. Sources
Calavita, Kitty. US Immigration Law and the Control of Labor: 1820-1924. London, Orlando:
Academic Press, 1984.
Digital History: Ethnic Voices.
LeMay, Michael and Robert Barkan Elliott, eds., US Immigration and Naturalization Laws and
Issues: A Documentary History. Westport, Conn.: Greenwood Press, 1999.
Smith, Marian L. Overview of INS History to 1998. ARTICLE (for Chapter six exercise)
Dr. Chris Kraatz
Visiting Assistant Professor, Department of Philosophy
Indiana University ? Purdue University Indianapolis
Cavanaugh Hall, Rm 331
425 University Blvd
Indianapolis, IN 46202
Abstract: The Truth About American Indian Mascots
The truth about American Indian mascots is that they cannot be morally justified. This is
demonstrated by outlining the extent of the ?mascotizing? of Indians in American culture, and
then assessing the reliability of the various means at our disposal for morally evaluating this
practice. In the end, the argument is that the only reliable avenue to ascertaining the truth about
such mascots is listening to what representative groups of Indians have to say about them. Moreover, the opinions of such representative groups regarding the mascots that depict them are
overwhelmingly condemnatory. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
The Truth about American Indian Mascots
by Dr. Chris Kraatz
Schools that continue the use of Indian imagery and references?have simply
failed to listen to the Native groups, religious leaders, and civil rights organizations that
oppose these symbols?[T]he use of the imagery and traditions, no matter how popular,
should end when they are offensive.
(United States Civil Rights Commission - April 13, 2001)
To ?mascotize? a group of people is systematically to attach depictions of that group to
commercial products, ventures or enterprises such that (1) the depicted group is defined by
nationality, race, ethnicity or religion, (2) the depictions are designed by and profit only people
outside the depicted group, and (3) the depictions are considered disrespectful, inappropriate, or
stereotypic by a majority of persons within the depicted group.
The ?mascotizing? of a group is to be distinguished from isolated individual cases of such
depictions. For although individual cases of depictions fitting the above description may in fact
be offensive or stereotypic, they do not systematically reduce the status of a group from
?persons? to ?mascots.? The infamous ?Frito Bandito,? for example, had all of the above three
properties. But it does not follow that Mexican-Americans have as a group been reduced to
mascots. ?Mascotizing? is a systematic reduction of group status achieved through a multitude of
commercial enterprises. As this paper will argue, although there are a variety of mascots in
American culture which depict different groups of people, American Indians are the only group
to have been ?mascotized? in this systematic fashion.
Due to their significant media coverage, sports teams are the most visible users of Indian
mascots. It is no surprise, therefore, that most of the controversy surrounding Indian mascots
involves sports teams. Major league teams receive most of the attention on this matter, but Indian
mascots are not limited to teams of professional status. According to the National Coalition on
Racism in Sports and the Media, there are nearly 3,000 sports teams in the United States with
mascots of Indian theme. This figure includes professional teams, college and university teams,
high school and junior high school teams, and elementary school teams. These figures do not
include ?little league? teams for baseball, football, soccer, etc.
Despite the overwhelming multitude of sports team mascots in the United States, sports
represents only a portion of the mascotizing of American Indians. There are significant areas of
interest outside the sports arenas where this curious phenomenon can readily be observed, and discussion of the mascot issue would lack important insights were these areas not included.
Automobile manufacturers, for example, often make explicit use of Indian names, images and
themes. A casual perusing of the Kelley Blue Book can find at least ten recent models which
confirm this, and this number grows significantly when motorcycles and recreational vehicles are
The task of enumerating the Indian names and images on grocery store products would be
daunting indeed. Products including apple juice, margarine, beef jerky, chewing tobacco, and
bottled water are but a few examples of those bearing Indian names and/or logos. There are
alcoholic beverages with such names or themes on their labels; Crazy Horse has a malt liquor
named after him (not to mention a stunning line of women?s clothing by Liz Claiborne). The
Indianapolis telephone book has five different listings for ?Cherokee? including a construction
firm, a concrete supplier, a home remodeling company, a realtor, and a window manufacturer;
?Indian? is used to name a church, a youth league, a food service, a country club and a golf shop;
?Dakota? names a consulting group, an engineering company, a golf course and a retail watch
company (the ?Dakota Watch Company? is an inexplicable curiosity, as the Dakota have no word
in their language for ?time?).
Sports teams are a flash point for the Indian mascot controversy, but the central issue at
stake extends into nearly every corner of life in America. There seems to be no kind of product or
company that falls outside the scope of this pervasive use of American Indian names, images and
themes. An attempt to list all the products, companies and teams which use American Indian
names, logos, etc. would itself more than exhaust the limits of this paper. In light of the
endlessness of this phenomenon, one cannot help but ask: ?Is this a good thing??
This question would perhaps be easier to answer if there were other readily available
examples of systematic use of nationality, race, ethnicity or religious tradition in a way that is
similar to what we have been describing. But there are no other circumstances or phenomena in
American culture that could be considered even roughly analogous to this overwhelming
commercial appropriation of Indians. Although it is often noted, for example, that there are
sports teams that use names or images of other groups of people besides Indians, the way in
which sports teams use non-Indian group names is fundamentally different from the way in
which Indian names are used. Team names such as ?Cowboys,? ?Patriots,? ?Senators? or
?Cavaliers,? for example, do not constitute an analogous mascotizing of anyone for the simple
reason that even though these names refer to groups of people, the group names are generic and
do not refer in any significant way to nationality, race, ethnicity or religion. Names, however,
such as ?Seminoles,? ?Chiefs,? ?Braves? or ?Fighting Sioux? refer explicitly to nationality, race,
ethnicity and religion.
?Trojans,? ?Spartans? and ?Vikings? are popular sports team names that pick out groups
according to nationality, race or ethnicity, but these are also fundamentally different from Indian
mascots. These names do not depict existing peoples and cannot, therefore, affect the lives of
those they depict (for better or for worse) ? neither can they be regarded as appropriate or
inappropriate by the groups in question. The Notre Dame Fighting Irish and the Boston Celtics
actually are examples of sports teams whose names and images depict an existing racial or ethnic
group, but even these are significantly different from the cases of Indian mascots. The Celtics play in a city with a large Irish population, the Fighting Irish represent a university established
and largely populated by Irish people. Although it may appear that these would constitute
examples of mascotizing analogous to that of American Indians, they do not for the simple
reason that they were thought up and instituted by the very people (or group) that they depict.
There is no such Indian mascot that was similarly devised by Indian persons. Another relevant
difference between these cases is that what Irish people say about the mascots that depict them is
taken as decisive in establishing the legitimacy of the mascots. The team names ?Celtics? and
?Fighting Irish? tend to be quite popular among persons of Irish heritage, and this popularity is
taken as a reliable indicator of the appropriateness of these names. But the fact that Indian
mascots tend to be grossly unpopular among Indians is not taken as an indicator that there may
be something inappropriate about them ? if it were, then there would be no more Indian mascots.
The only persons who defend the use of American Indians as sports team mascots are those who
profit from the use of such images ? coincidentally, there is no group of American Indian
affiliation that profits even from a single mascot.
In searching for other instances of mascots that are similar in relevant ways, we always
come up short. American Indian sports mascots are unique in that they have all of the following
properties: (1) they depict groups of people based on nationality, race, ethnicity or religion, (2)
they are designed only by and make a profit solely for people outside the group that they depict,
and (3) they are considered disrespectful, inappropriate, and stereotypic by a majority of persons
within the group that they depict. Even assuming that these points have been overstated and that
there actually are several (or even one hundred) teams with non-Indian mascots that satisfy these
same criteria, we still have no basis for meaningful comparison or analogy due to the sheer
overwhelming number of teams with Indian names, etc. It is not only the name use that we are
trying to address here, but also the pervasive scope of the phenomenon. There are thousands of
Indian-themed teams in the United States, no similar situation exists for any other group.
This apparent uniqueness of the mascotizing of Indians can also be observed in the other
areas mentioned previously. There are no automobiles named after other groups of people,
This question was answered on: Feb 21, 2020
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