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Contents vii
Chapter 10 Disabilities 249

Essay: Counting on Workers with Disabilities 251
Susan J. Wells
Essay: Selections from The Inclusive Corporation: A Disability
Handbook for Business Professionals 257
Griff Hogan
▶ Case Study: In the Eye of the Perfect Storm: Creating
Accessibility—IBM, GM, and CISCO 262
Kathryn A. Cañas and Harris Sondak
Part 3 Exercises: Developing Three Essential Skills 273
Chapter 11 Analyzing Self 275

Your Pie Chart 275
Taylor Cox and Ruby L. Beale
Diversity Questionnaire 276
William Sonnenschein
Diversity Journal 277
Kathryn A. Cañas
Masculine and Feminine Speaking Styles 278
Religion and the Workplace—A Brainstorming Activity 280
Kathryn A. Cañas
Chapter 12 Understanding Difference 282

Analysis of Mini Diversity Cases 282
Carlos Eduardo de Sousa
Understanding the Multigenerational Workforce 287
Kathryn A. Cañas
Analyzing Bias in Internal Business Communication 288
Cole Holmes
What Constitutes Sexual Harassment? 290
Kathryn A. Cañas, P. Corper James, and Harris Sondak
Analyzing Nike’s Branding and Outreach to the LGBT
Community 291
Kathryn A. Cañas
Religion and Spirituality: What Could be Happening Here? 291
The Ten Commandments of Interacting with People with
Disabilities 292
viii Contents
Chapter 13 Assessing Organizations 294

Examining Exemplary Leaders in Managing Diversity 294
Ten Question Assessment: Does Your Organization Represent an
Equal Workplace for LGBT Employees? 295
Kathryn A. Cañas
Analysis of Diversity Consulting Companies 296
Analyzing Diversity Commitment on Web sites 297
Kathryn A. Cañas
Diversity and Sports: An Examination of NFL, NASCAR, NHL, PGA,
and NBA 298
Kathryn A. Cañas and Ruslan Chaplygin
Project: The Diversity Consulting Team 301
Kathryn A. Cañas
Nine Symptoms that May Indicate a Need for Diversity Training 305
Lee Gardenswartz and Anita Rowe
Managing Diversity Questionnaire 305
Asking Good Questions 307
Index 310
Preface
Diversity and the Workplace: Creating a Dialogue

of Opportunity
Teaching diversity management—whether to students or managers—is both challenging and
rewarding. The topic of diversity management is engaging and dynamic as significant develop-
ments emerge daily from well-known organizations such as Abercrombie & Fitch, Nike, the
NFL, Cracker Barrel, Ford Motor Company, Verizon, Kraft Foods, and MasterCard Worldwide.
MasterCard’s diversity management philosophy is represented in the image of the “diver-
sity butterfly” that is featured on the cover of this textbook. Through this symbol, MasterCard
depicts diversity as transformative within their company; just as each butterfly is different, so
is every employee at Mastercard: “When different people come together, it’s not just beauti-
ful, it’s priceless.” MasterCard supports their diversity philosophy with a combination of prac-
tical initiatives: a Global Diversity and Inclusion Council, a Global Diversity Office, eight
Employee Resource Groups, a Supplier Diversity Program, a chief diversity officer position,
and an Executive Women’s Initiative. According to Mastercard’s chief diversity officer, Donna
Johnson, diversity is an essential component of Mastercard’s success as a global company; she
explains that diversity—is at the root of their innovation, enhances their relationship with cus-
tomers and stakeholders, empowers employees by building a culture that values different per-
spectives, and plays a critical role in the achievement of their strategic vision.
As we teach about companies such as MasterCard and others, we emphasize that while di-
versity management is a thought-provoking subject, it also poses some challenges for instructors
because it is a complex and sometimes paradoxical organizational topic that involves conversa-
tions about emotionally charged issues such as racism, sexism, and ageism. Teaching diversity
management is rewarding as the classroom has the potential to become a place in which knowl-
edge is constructed through dialogue—through active student engagement, respectful debate,
and continuous conversations about both historical and current diversity management business
issues and cases. Essential to our purpose is the notion of dialogue as it represents the overarch-
ing pedagogical philosophy that frames our motivation for writing this textbook.
By writing this textbook, we hope to invite and create a dialogue of opportunity about the
topic of workplace diversity with scholars, managers, consultants, and students. With a number
of diversity practitioners and academics who have contributed to this textbook, we engage in
dialogue about the intersection of diversity and the workplace. We believe that the most effec-
tive method for teaching diversity management is to join multiple perspectives, narratives, and
voices that unite to co-create a comprehensive resource about the opportunities and challenges
of managing diversity.
New to This Edition

• New Chapter on Prominent Diversity Business Leaders
• New Corporate Response to Abercrombie & Fitch Case Study
• New Essay on Today's Multigenerational Workforce
• New Case Study on Sports and Diversity (NFL, NASCAR, PGA, NBA)
• New Case Study on AT&T and Age Discrimination
• New Case Study on Nike and LGBT Workplace Issues
ix
x Preface
• New Feature: Diversity Case Updates (Augusta National, Mother’s Work, Inc.)
• New Feature: Diversity Snapshots (Best Employer’s for Workers Over 50, Coming “Out”
at Work, Herb Carnegie)
Having a diverse workplace is indeed a business opportunity, but only when its complexities are
managed successfully, which requires that they are both acknowledged and understood. Without
understanding diversity as a complex phenomenon, it is difficult to gain a comprehensive un-
derstanding of what it means to manage a diverse workforce effectively. In essence, we hope
to contribute a significant and unique perspective to today’s conversation about diversity in the
workplace by encouraging and engaging in open dialogue.
As we discuss diversity as an opportunity, we hope to help our readers become more ef-
fective and responsible organizational members. The underlying argument supported throughout
our discussion is that organizations that manage their diverse workforce effectively will have a
competitive advantage over organizations that do not. That is, we believe that managing diver-
sity well will lead to increased organizational performance. A diverse workforce is more likely
to gain a competitive advantage when diversity is implemented through an integrated approach;
diversity must be understood and valued as an essential component of every aspect of the organi-
zation rather than incorporated sporadically within it. Organizations that are able to accomplish
this will have more opportunity to excel in all areas.
Part 1 In light of our goal to offer a more comprehensive framing of diversity manage-
ment, we have expanded Part 1. Specifically, we have updated both Chapters 1 and 2, and
have added more depth to Chapter 3, “An Integrated Approach to Managing Diversity in
Organizations.” New to this edition is the material in Chapter 4; here we highlight some
of the most prominent diversity management leaders, describe exemplary organizations
in diversity management, and include a comprehensive essay that highlights how IBM’s
former CEO, Lou Gerstner, helped to turn IBM around by implementing an integrated ap-
proach to diversity management.
Part 2 In Part 2 our main goal is to provide examples of businesses that have both
succeeded and struggled to manage diversity. To accomplish this goal, we include a
new case study that examines the role of diversity in professional sports including NFL,
NASCAR, PGA, and NBA; and we include two new cases: the first describes AT&T’s
mismanagement of older workers; and the second tells the story of Nike’s historical and
current support of LGBT workplace issues. Further, we include two new essays; the first
examines today’s multigenerational workplace and the second grapples with the com-
plex topic of spirituality in the workplace. In addition, we have added two new features:
“Diversity Case Updates” and “Diversity Snapshots.” Finally, we have enthusiastically
incorporated a response to our Abercrombie and Fitch case study written by Abercrombie
executive, senior vice president and global chief diversity officer, Todd Corley. We em-
brace Abercrombie’s desire to communicate its successes as it transforms itself to a top
diversity management organization.
Part 3 Using exercises in the classroom gives students the opportunity to grapple with is-
sues of diversity and diversity management. In this section, we have added the following ex-
ercises: the Diversity Journal, Understanding the Multigenerational Workforce, Analyzing
Bias in Internal Business Communication, Analyzing Nike’s Branding and Outreach to the
LGBT Community, and Ten Question Assessment: Does Your Organization Represent an
Equal Workplace for LGBT Employees?
Preface xi
Three-Tiered Structure for Understanding

Our discussion unfolds in three stages. In our first stage, we provide a theoretical and legal
foundation for understanding diversity management as well as present the integrated approach
as a model of effective diversity management. Second, we provide detailed case studies of US
businesses that have both managed and mismanaged diversity. Third, we incorporate multiple
exercises that help students examine diversity on personal, group, and organizational levels.
In Part 1, “Uncovering the Complexities of Workplace Diversity,” our goal is to help
explain the complexities of workplace diversity from both managerial and legal perspectives.
Managers in today’s dynamic workplace need to understand how these two perspectives inter-
act—specifically, how one informs the other in the context of a complex workplace. In Chapter 1,
we examine diversity from a managerial and pedagogical point of view and discuss the follow-
ing important considerations for understanding diversity in American business: multiple alterna-
tive definitions of diversity and important principles to acknowledge when defining diversity;
four diversity management paradigms; and the strengths and weaknesses of the business case
for diversity. In Chapter 2, P. Corper James outlines the legal aspects of managing diversity in
his explication of the classes of people protected by law, the legal definition of sexual harass-
ment, the Americans with Disabilities Act (ADA), the Age Discrimination in Employment Act
(ADEA), and so forth. In addition, he offers general legal advice for both managers and employ-
ers on the topic of diversity management. In Chapter 3 we provide a model of the integrated
approach to managing diversity in which diversity is comprehensively incorporated throughout
an organization as a business strategy. In Chapter 4 we highlight eight prominent diversity busi-
ness leaders and ten top-ranked diversity companies. Further, we include an in depth analysis of
IBM’s use of diversity as a competitive advantage.
In Part 2, Managing and Mismanaging: Case Studies on American Businesses, we illus-
trate organizational successes and mistakes of American businesses. This section reflects our
belief that understanding diversity is facilitated through detailed examination of real case stud-
ies. Our collection of comprehensive case studies focuses on how familiar organizations have
grappled with diversity management. Our examples of organizations include Augusta National,
Mothers Work, Abercrombie and Fitch, Texaco, Denny’s, Ford Motor Company, AT&T, Tom’s
of Maine, Cracker Barrel Restaurants, Nike, IBM, General Motors, Cisco, and sports organi-
zations including NFL, NASCAR, PGA, and NBA. In particular, we discuss how these orga
nizations have managed diversity issues related to gender, race and national origin, age, religion
and spirituality, sexual orientation and gender identity, and disabilities in the workplace.
In Part 3, Developing Three Essential Skills, our goal is to encourage our readers to exam-
ine their own relationship with diversity, assess how organizations manage diversity, and better
understand the intersection of diversity and work. These exercises invite students to engage in
energized, intelligent dialogue on the many intricacies of diversity in the workplace.
Terms and Concepts that Frame Our Discussion

Diversity A primary objective of our textbook is to illuminate the complexities of workforce
diversity. We understand workplace diversity as a constellation of dynamic and interrelated
identity group memberships that operate on both primary and secondary dimensions as they con-
tinuously interact and unite to represent a person in his or her entirety at a particular time in his
or her life. These identity group memberships reflect personal characteristics—both visible (e.g.,
race and gender) and less visible (e.g., religion and marital status)—that differ from whatever is
considered the societal norm or standard; as a member of one of these identity groups, an indi-
vidual is vulnerable to negative employment consequences such as discrimination.
xii Preface
Primary dimensions—those that most profoundly define us—include gender, race and
national origin, age, religion and spirituality, sexual orientation and identity, and disabilities.
Secondary dimensions—often just as important as the primary dimensions but more likely to
change—include military experience, parental status, educational background, and social loca-
tion/economic status. While all dimensions are significant when defining oneself, we choose to
focus mostly on the primary dimensions of diversity, although a number of the secondary dimen-
sions are discussed throughout the articles, essays, cases, and exercises.
In addition to understanding diversity as having two interrelated dimensions, we believe
that the following five principles are critical to understanding the complexities of diversity: (1)
diversity is expansive but not without boundaries, (2) diversity is fluid, (3) diversity is based on
both similarities and differences, (4) diversity is rooted in nonessentialist thought, (5) and diver-
sity is directly related to how one approaches work. In our opening, essay we offer a detailed
explanation of each of these principles in addition to delineating other definitions of diversity by
a variety of diversity scholars.
Affirmative Action, Valuing Diversity, Diversity Management Diversity schol-

ars often articulate three stages to understanding how workplace diversity has changed over
time: affirmative action, valuing diversity, and diversity management (or managing diversity).
The phrase “valuing diversity” is a movement beyond the affirmative action position of amend-
ing wrongs done in the past to those Americans—most specifically African Americans and
women—who have been underrepresented in positions of organizational power. Diversity initia-
tives that represent the second stage, valuing diversity, are, according to scholar and consultant
R. Roosevelt Thomas, “designed to enhance the individual’s awareness, understanding, and ac-
ceptance of differences between people.” And, by contrast to diversity management, “valuing
differences does not involve the changing of corporate culture and systems.”2
Diversity management, however, represents a movement beyond valuing diversity and a
managerial approach in which diversity is viewed as both a competitive advantage and the right
thing to do; diversity is linked to strategic goals and is understood as directly influencing the way
employees approach work. Within this framework, diversity becomes integrated throughout the
organization. Thomas describes this stage as “a holistic approach to creating a corporate environ-
ment that allows all kinds of people to reach their full potential in pursuit of corporate objec-
tives.”3 Further, he explains that diversity management approaches diversity from a management
perspective, that is, how best to manage the company’s human resources given the fact that those
resources are now far more diverse than in earlier times. It is not about leveling the playing field
to give minorities and women an extra advantage; it is about maximizing the contributions of all
employees.4
The focus of our text is primarily on the third stage, managing diversity, because we be-
lieve it is this framework that American businesses should strive toward. We do not ignore the
other stages, however, and we provide discussions of affirmative action and valuing diversity in
the opening essays.
Integrated Approach to Managing Diversity An integrated approach to managing

diversity, as presented in detail in Chapter 3, occurs when diversity is not simply described as an
organizational value but is articulated in relation to the organization’s overall business strategy.
Within this framework, diverse employees and diversity initiatives have the ability to influence
and affect work outcomes. For diversity to become integrated within an organization, seven
diversity management components must be achieved: (1) authentic leadership commitment, (2)
clear organizational communication, (3) inclusive recruitment practices, (4) long-term retention
Preface xiii
strategies, (5) the incorporation of diversity into the main work of the organization, (6) diversity
management metrics, and (7) expansive external relationships.
Dominant and Nondominant Groups Underlying any discussion of diversity in

American business—whether affirmative action, valuing diversity, or diversity management—
is the recognition that some groups have had and continue to have more power than others.
Those with power represent the dominant group and control the construction and dissemination
of knowledge, make decisions, and allocate burdens and rewards and thus hold the more influen-
tial positions in the workplace. White men have historically held most positions of power in the
workplace and thus typically constitute the dominant group in most organizations. In addition,
there are groups of people, located on the periphery of power, who have historically been disem-
powered or nondominant. These less powerful groups of people include, but are not limited to:
women, people with disabilities, older workers, people of color, people of different ethnicities,
and members of the LGBT community.
Although less powerful, subordinate groups often possess the ability—especially when
working together—to negotiate successfully with the dominant group. And although we focus
largely on the nondominant groups of people in our discussion of diversity, we believe white
men constitute a critically important component of diversity management because, as organi-
zational leaders, they often have the ability to make decisions that directly affect the role of
diversity in the workplace. Moreover, we often forget that white men are themselves a diverse
group—whether, for example, in terms of age, religion, sexual identity, disability, or parental
status. Further, unless both the dominant and nondominant groups work together, it is impossible
for diversity to become a competitive advantage in the workplace.
Prejudice and Discrimination An important objective of this text is to encourage the

readers to reflect on the ways in which diversity affects them. While using this textbook, we hope
that students will gain a better understanding of how they may be prejudiced, often unknow-
ingly, against groups of people they may view as different, seeing them through preconceived
notions as lesser or deficient in some way. In addition, we hope that students will understand,
specifically from the case study section, that discrimination—denying opportunities, resources,
or access to a person because of his or her group identity—is, unfortunately, often a business re-
ality. The case studies that illustrate discrimination represent uniquely helpful resources because
organizations that have made serious management errors can provide powerful lessons.
Stereotyping and Essentializing Other significant, interrelated concepts that encourage

self-reflection include stereotyping and essentializing. We ask our readers the question: What
are the potential effects of stereotyping and essentializing in the workplace? Stereotypes are
particularly powerful, as they are formed when we ascribe exaggerated beliefs or generalizations
to people based on their group identities rather than seeing each person as an individual (e.g.,
a professor might expect all athletes to be irresponsible students). Stereotypes are common and
often arise from incomplete or incorrect information and restricted experience with a particular
group of people.
Just as serious is assuming that a characteristic or set of characteristics is the essence—
the essential nature—of all members of a group (e.g., people might expect that women are, by
nature, better nurturers than men). Although it may be a human tendency to stereotype or es-
sentialize others, it is important to remember both the inaccuracy of doing so and the potentially
devastating effects of these generalizations on individuals’ realities in their daily lives.
xiv Preface
Diversity Paradigms Diversity paradigms, first discussed by Harvard scholar, Dr. David
Thomas, are leadership approaches to managing diversity in the workplace that can serve as
conceptual categories for diagnosing the status and efficacy of organizations in terms of their
approach to managing diversity. The four paradigms include: the resistance paradigm, the dis-
crimination-and-fairness paradigm, the access-and-legitimacy paradigm, and the integration-
and-learning paradigm (see Chapter 1 for definitions of each). The integration-and-learning
paradigm is the most progressive, productive model for managing diversity, and represents, in
essence, the integrated approach to managing diversity.
The Business Case for Diversity The business case for diversity argues that there are per-
suasive business reasons for investing in diversity and diversity management initiatives within
an organization. In short, the business case suggests that a diverse workforce creates a com-
petitive advantage for companies. More specifically, it maintains that diverse organizations and
organizations that manage diversity effectively will realize cost savings, recruit the best talent,
and have high rates of growth. Chapter 1 provides a detailed explication of both the strengths and
weaknesses of the business case.
Instructor’s Manual Because the majority of our textbook is based on teaching diver-
sity through case studies, we have dedicated much of the instructor’s manual to the same. To
enhance students’ learning, each case study is accompanied by a detailed Teaching Note and set
of PowerPoint slides. The instructor’s manual also includes example syllabi, responses to discus-
sion questions, comprehensive exercise instructions, and suggestions for individual and group
assignments.
Acknowledgments
We thank many people for their assistance with this project, which would not have succeeded
if not for their contributions. We would like to acknowledge the Pearson/Prentice Hall edito-
rial, production, and permissions team for their professionalism throughout the project. In addi-
tion, we extend our appreciation to our research assistants: Melissa Paul, MBA; Jacob Bowman,
MBA/MHA; and Sara Saunders, MBA. Our deepest appreciation is extended to our families
and friends; without them, nothing would have been possible or worthwhile. Dr. Cañas thanks
Servando and Carol Cañas, Lance Pearson, Luke Cañas Pearson, Rhea Rose Cañas Pearson, and
Susan Cañas Gregoire. Dr. Sondak especially thanks his parents, Fraser Nelson, and Neah Bois.
About the Authors

Kathryn A. Cañas, PhD
Dr. Kathryn A. Cañas is the director of business communication and associate professor, lec-
turer in the Department of Management at the University of Utah. Her two areas of expertise
are diversity management and business communication. Dr. Cañas developed the Business
Communication Program at the David Eccles School of Business which includes the under-
graduate course, Business and Professional Communication; and the graduate courses, Business
Communication, Advanced Public Speaking for Business, and Advanced Business Writing.
Her teaching currently includes courses on diversity management, business communication,
and pedagogy; she has taught these subjects to executives, PhD candidates, MBA students, and
undergraduates.
Preface xv
Dr. Cañas’s research investigates diversity management best practices, communication

strategies and models implemented by women in the workforce, and the role of dominant work
metaphors in constituting and influencing women’s experiences in organizations. She has pre-
sented a number of papers at national and regional conferences, and her professional associa-
tion memberships include the Academy of Management, the Management Communication
Association, and the Association for Business Communication.
Dr. Cañas received her BA in English and Communication from Boston College,
her MA in Speech Communication from Indiana University (Bloomington), and her PhD in
Communication from the University of Utah. For more information, please visit her Web site at
www.business.utah.edu/~mgtkc/.
E-mail: kate.canas@business.utah.edu
Harris Sondak, PhD

Harris Sondak is professor of business administration at the David Eccles School of
Business. He is a member of the Management Department and a David Eccles Faculty Scholar.
Dr. Sondak is adjunct professor of business at Duke University.
Dr. Sondak's research investigates the psychology of allocation decisions including two-
party and multi-party negotiations and in market contexts, group process and decisions, and
procedural justice and ethics. His teaching includes courses on groups, negotiations, creating
and maintaining business relationships, managing conflict in organizations, competitive strat-
egy, managing diversity, organizational behavior, consulting to non-profits, philosophy of social
science, and business ethics and leadership. He has taught these subjects to executives, PhD
candidates, MBA students, and undergraduates from around the world. Dr. Sondak has received
teaching awards including the University of Utah’s highest teaching honor.
Dr. Sondak received his BA in philosophy from the University of Colorado and his MS
and PhD in organizational behavior from Northwestern University. He was a member of the fac-
ulty of the Fuqua School of Business at Duke University from 1990-1995 and has been a visiting
faculty member at Duke University, the International Institute for Management Development
(IMD) in Lausanne, Switzerland, the Graduate School of Business at Stanford University, the
Indian School of Business in Hyderabad, India, and the Kellogg School of Management at
Northwestern University. For more information, please visit his Web site at www.business.utah.
edu/~mgths/.
E-mail: sondak@business.utah.edu
Notes
1. The concepts of primary and second dimensions of diversity are adapted from Marilyn Loden,
Implementing Diversity (New York: McGraw-Hill, 1996).
2. R. Roosevelt Thomas, Jr., Beyond Race and Gender: Unleashing the Power of Your Total Work Force
by Managing Diversity (New York: AMACON, 1991), 169.
3. Ibid., 167.
4. Ibid., 168.
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Part
1
Uncovering the
Complexities of
Workplace Diversity
In this part, “Uncovering the Complexities of Workplace Diversity,” our goal is to explore
the complexities of workplace diversity from both managerial and legal perspectives.
In Chapter 1 “Diversity in the Workplace: A Theoretical and Pedagogical Perspective,”
we examine diversity from a managerial point of view and discuss the following
important considerations for understanding diversity in American business: the changing
US demography; multiple alternative definitions of diversity and important principles
to acknowledge when defining diversity; four paradigms or approaches for diversity
management; and the complexities of the business case for diversity.
In Chapter 2, “Diversity in the Workplace: A Legal Perspective,” P. Corper James
outlines the legal aspects of managing diversity in his explication of the classes of
people protected by law, the legal definitions of sexual harassment, the Americans with
Disabilities Act (ADA), and the Age Discrimination in Employment Act (ADEA). In addition,
he offers general legal advice for both managers and employers on the topic of diversity
management.
In Chapter 3, we present, in detail, the integrated approach to diversity management
and explicate its seven diversity components. In Chapter 4, we grapple with the question:
What constitutes effective diversity management? In particular, we highlight prominent
diversity leaders, exemplary organizations for managing diversity, and a case study,
“Diversity as Strategy,” that explicates how IBM manages diversity using an integrated
approach.
1
This page intentionally left blank
Chapter
1
Diversity in the
Workplace
A Theoretical and Pedagogical Perspective
Diversity education is big business. In corporate America and higher education,

diversity training has become a multibillion-dollar industry, with a wide variety
of diversity summits, workshops, toolkits, books, training videos, e-learning pro-
grams, executive coaching sessions, and leadership academies.
With what might seem like an excess of diversity management tools, the im-
portance of managing workplace diversity can easily be reduced to an overhyped
workplace trend. The belief that diversity management is nothing more than a tran-
sitory phenomenon may in fact represent an organizational ideology that educators
are forced to confront when teaching about workplace diversity in both business
and academics. It is this misperception combined with other challenges related to
diversity education that help to underscore the importance of our goal of creating
a pedagogical approach that will allow students and managers to examine more ef-
fectively and therefore understand better the complexities of diversity and manag-
ing diversity in organizations.
In this chapter we examine what it means to teach diversity management,
analyze the opportunities and challenges related to teaching diversity management,
and present an innovative pedagogical approach that we believe will facilitate the
teaching of diversity management. The motivation behind understanding how to
manage workforce diversity is twofold: it is the right and ethical thing to do, and
it can enhance an organization’s competitive advantage. The issue is not whether
the workforce is or is not diverse; diversity is a business reality, is here to stay, and
ought to be embraced. The issue, then, is whether organizations lack the knowl-
edge to unleash the power of their diverse employees through effective diversity
management and, if so, how to correct this problem.
Although we illuminate some of the limitations of diversity management
education, we uphold a prodiversity position, support organizations that invest in
diversity management initiatives as a way to empower employees, and agree that
“[O]rganizations that invest their resources in taking advantage of the opportuni-
ties that diversity offers should outperform those that fail to make such invest-
ments.”1 Our position about diversity in general is that diversity can become an
exciting business opportunity, but only when it is managed effectively at all levels
Dr. Kathryn A. Cañas and Dr. Harris Sondak

3
4 Part 1 • Uncovering the Complexities of Workplace Diversity
of an organization and understood in terms of both its advantages and disadvantages. To explain
this position, we first define what it means to manage diversity.
Diversity Management
Diversity management is an organizational commitment and integrated approach that moves be-
yond compliance with legal requirements and statements that simply express the organization’s
claims to value diversity. We describe effective diversity management as integrated because its
dimensions are incorporated throughout the inner workings of a business and linked to strategic
business goals. As Michàlle Barak suggests, diversity management is “the voluntary organi-
zational actions that are designed to create through deliberate policies and programs greater
inclusion of employees from various backgrounds into the formal and informal organizational
structures.”2 Diversity management is distinct from equal opportunity legislation and affirma-
tive action programs because it “is proactive and aimed at creating an organization in which all
members can contribute and achieve to their full potential.”3 The purpose of such organizational
actions and policies is to incorporate diversity into the main work of the organization so that
diverse perspectives influence processes such as decision making, problem solving, and market-
ing; company image; methods of communication; and product design, as well as have a direct
impact on the organization’s mission, values, and goals.
A required component of an effective diversity management policy is a steadfast commitment
from organizational leadership. Business leaders play a crucial role in how diversity is perceived
and implemented in their organizations, and without authentic commitment from the executive
ranks, diversity will remain a stagnant or even festering organizational issue. Leaders must be able
to express clearly how diversity is defined and what role diversity plays in their corporate culture;
they must commit themselves to recruiting and retaining diverse employees, incorporating diverse
perspectives into the main work of the organization, implementing supplier diversity initiatives,
linking diversity to financial success, and using some type of metrics for measuring the successes
(or failures) of their diversity initiatives. Further, it is also necessary for leaders to understand that
although diversity challenges may arise, they cannot be ignored but rather recognized and resolved.
Because of the comprehensive nature of diversity management, teaching its complexities
is no easy task, and it is not surprising that implementing an effective approach to teaching this
topic poses pedagogical challenges for both educators and students. Diversity management is
not all about difficulties, however, as we describe a few of the opportunities related to teaching
about diversity in organizations.
Opportunities TO Teach Diversity Management

The enthusiasm surrounding the issue of diversity in organizations in both business and aca-
demia is palpable. This enthusiasm encourages lively discussion about thought-provoking, pro-
gressive classroom topics as students see familiar businesses embrace diversity and publicly
declare their allegiance to promoting diversity as an organizational strategy.
American Express, for example, maintains that “the connection between the diversity of
our workforce and our overall performance quality is clearly valued.”4 Marriott International
enthusiastically describes its commitment to diversity as “absolute” and asserts that diversity
“is more than a goal...it’s our business. From our global workforce to our suppliers, owners
and franchisees, and customers and communities, we thrive on the differences that give our
company its strength and competitive edge.”5 Boldly claiming that “diversity is who we are,”
Starbucks Coffee Company describes diversity as “a way of life” and “the core of our culture
Chapter 1 • Diversity in the Workplace 5
and a foundation for the way we conduct business.”6 Verizon boasts that “[W]e have made di-
versity an integral part of our business, from workforce development and supplier relationships
to economic development, marketing, and philanthropy.” 7 Businesses such as these do more
than just post their diversity missions on posters, pamphlets, and Web sites; by contrast, they are
committed to giving diversity a legitimate voice in executive decision-making processes by cre-
ating positions such as chief diversity officer; senior vice president of external affairs and global
diversity officer; and vice president of workplace culture, diversity, and compliance.
Like businesses, many universities value diversity, often promoting it as a critical com-
ponent of their success and identity as an organization. Reflecting this trend, the University of
North Carolina describes diversity as a “key component” in its “academic plan” and its “pursuit
of excellence.”8 In addition to universities at large, business schools are independently commu-
nicating their value of diversity. The Kellogg School of Management at Northwestern University
highlights specific dimensions of diversity in its diversity philosophy, and it works to solidify
its commitment by offering the graduate elective Managing Workforce Diversity. Similarly,
Rutgers Business School offers the graduate elective Managing Organizational Diversity within
the concentration of Management and Global Business. On an undergraduate level, examples
include the business schools at the University of California, the University of Connecticut, the
University of Illinois, and the University of Utah, which all offer diversity management courses.
Mirroring corporate America, universities are also moving toward implementing executive posi-
tions such as chief diversity officer and associate vice president for diversity.
Student enthusiasm for learning about diversity management comes from their own experi-
ences in relation to the reality of today’s diverse workforce. Leaders of businesses and universi-
ties have realized that although there may be differing opinions about diversity management, one
aspect of diversity cannot be disputed: The American workforce and classroom are becoming
increasingly heterogeneous. In the organizations in which they work, students, many of whom
are taking classes in addition to working in either part-time or full-time jobs, see the emergence
of diversity issues—such as the prevalence of older workers in the workforce, employees who
want to express themselves spiritually during work hours, or the formation of employee resource
groups. Further, students become increasingly engaged as they realize that the dynamic work-
force demographics do not simply represent a more diverse workforce but also highlight some
unexpected realities within these demographic trends.
One demographic that students may be familiar with is the record numbers of women and
minorities entering the US workforce. According to the U.S. Bureau of Labor Statistics, women
now account for 46 percent of all full-time and part-time workers. While this fact may be obvi-
ous to students, not as obvious is the fact that despite their increased numbers in the workforce,
women and minorities still receive a disproportionately low share of the rewards allocated by
US businesses. For example, women occupy only about 8 percent of executive vice president
positions (and above) at Fortune 500 companies.9 In addition, African Americans and Latinos
represent approximately 25 percent of the US population yet hold fewer than 5 percent of senior-
management positions.10 In response to these demographics, we ask our students to grapple with
the following question: Why is the increasing profusion of diverse workers not being matched by
similarly expanded opportunities in the executive suites?
Perhaps more interesting for students to discover is that in some cases efforts to increase
opportunities have been associated with actual declines. The number of people with disabilities
entering the workforce, for example, seems to have decreased overall in the last decade, despite
the passage of the Americans with Disabilities Act (ADA) in 1990, which was supposed to pro-
vide better access for them.11 Furthermore, various minority groups continue to suffer discrimina-
tion beyond restricted access to employment or low pay. In the case of gay and lesbian workers,
nearly two out of five say they consistently face some form of hostility or harassment on the job.12
And despite the fact that 95 percent of Americans say they believe in God, and 48 percent say
they talk about their religious faith at work, the EEOC reports a 29 percent spike since 1992 in
the number of religion-based discrimination charges.13 In light of statistics such as these, we ask
students to contemplate why these workplace inconsistencies occur.
When teaching students about diversity management, the pedagogical opportunities are
based in the students’ own experiences as they are witnesses to diversity’s dominant presence and
dynamic quality in the workplace and classroom. While diversity represents a significant and obvi-
ous component of today’s workforce, diversity management is a somewhat nascent organizational
concept; because of this, teaching about managing diversity can pose pedagogical challenges.
Challenges of Teaching Diversity Management

Although there is a clear movement in corporate America and academia to embrace diversity,
not so clear is the public acknowledgment and dialogue about the challenges associated with di-
versity management education. Students need to realize that diversity management is sometimes
a difficult process with often uncertain results; even skilled managers with the best intentions
can fail to anticipate and resolve the problems that managing diversity presents. The diversity
paradox represents the potential challenges or inconsistencies that diversity may raise. An illus-
tration of such a challenge is that while diversity is a proven source of creativity and innovation
in organizations, it is also a cause of misunderstanding and conflict.14
As students grapple with the idea that sometimes diversity within an organization can be
paradoxical, they begin to understand the complexity of diversity management. An organization
that illuminates a diversity paradox is Xerox. Xerox, a progressive leader in diversity manage-
ment, has won a long string of diversity-related awards and has been rated as one of the top
ten companies in hiring minorities, women, people with disabilities, and gay and lesbian em-
ployees by Fortune, Forbes, Working Mother, Latina Style, and Enable Magazine.15 Xerox’s
approach to managing diversity has been clear and consistent; Chairman and Chief Executive
Officer Anne M. Mulcahy states: “Diversity breeds creativity. Maybe it’s because people with
different backgrounds challenge each other’s underlying assumptions, freeing everybody from
convention and orthodoxy.”16 Nonetheless, diversity management at Xerox has had its prob-
lems. Not only was evidence found that suggested the clear lack of promotional opportunity
and equal pay for African Americans, but Xerox employees “fashioned a workplace display of
African American dolls with nooses around their necks, igniting a lawsuit against the company
in 2002.”17 Although Xerox has been a model of diversity management for over forty years, it
represents a diversity paradox as it recently was charged with blatant, systemic discrimination of
African Americans.
For the diversity management educator, illuminating problematic aspects of diversity is just
as important as illuminating diversity’s strengths. Another challenge facing the diversity educa-
tor is effectively teaching the business case for diversity. Despite the organizational intricacies of
having and managing a diverse workforce, many business leaders and educators unconditionally
embrace the main premise of the business case for diversity: having a diverse workforce will im-
prove financial performance. The business case for diversity is, in effect, “a management- focused,
economic argument to promote corporate investments in workforce diversification. The business
case links investments in organizational diversity initiatives to improvements in productivity and
profitability.”18 The business case for diversity asserts that a diverse workforce creates a competi-
tive advantage by decreasing overall costs while enhancing creativity, problem solving capability,
Chapter 1 • Diversity in the Workplace 7
recruitment and marketing strategies, overall productivity, leadership effectiveness, global rela-
tions, and organizational flexibility.19 The business case discourse is powerful and pervasive as
it has spread not only within the United States, but also globally throughout the United Kingdom,
Australia, Canada, the Netherlands, South Africa, and Scandinavia.20
Nonetheless, it is the diversity educator’s responsibility to illuminate that although the
business case argument may well be appealing on an ideological level and represents a popu-
lar position on workforce diversity, it fails to take into account the challenges associated with
a diverse workforce such as the potential of more conflict and misunderstanding because of
people’s differences. While some researchers have discussed the flaws of the business case,21
this cautionary conversation goes mostly unrecognized in diversity training programs and col-
lege courses. Popular books that are used in both training and college courses, for example, often
dedicate very little discussion to the lack of research supporting the business case for diversity.22
We believe that failing to recognize the problematic nature of diversity and taking the business
case for diversity for granted, however, leaves students and managers less well equipped than
necessary to handle the potential challenges, pitfalls, and paradoxes associated with diversity.
We believe that when teaching about diversity management, the pedagogical framework
must take into account real complexities and challenges that diversity may present. We have
developed a three-phase pedagogical framework to help diversity educators navigate diversity’s
complexities and create a more accurate and therefore more useful conversation about diversity
and diversity management. The first phase is to grapple with the definition of diversity. As di-
versity educators and students alike often ask the question, “What is diversity?” educators should
encourage a conversation about definitions that illuminate diversity’s complexities. The second
phase facilitates an understanding of diversity management from an organizational leadership
perspective. In the third phase, diversity educators should present in detail the arguments of the
business case for diversity and encourage an examination of the validity of the assumptions sup-
porting these arguments.
We believe that the pedagogical framework presented here facilitates a method through
which diversity educators can begin a more accurate and helpful conversation about diversity man-
agement in business and academia. The main goal of this three-phase framework is to make teach-
ing more effective—to create a more meaningful, honest, and dynamic dialogue about diversity in
the workplace. We first begin with a detailed explication of phase one: defining diversity.
Defining Diversity
When teaching students and managers about managing diversity, it is important to know what di-
versity means. Diversity educators should explain the various ways in which diversity is defined
by scholars, practitioners, and organizations as a way to illuminate the breadth of interpretations
and then to encourage students to determine what they view as the most representative or useful
definition. In this section, after we present some of these definitions—by examining their weak-
nesses and highlighting their strengths—we present principles that will enhance a more compre-
hensive understanding of diversity.
Society for Human Resource Management

The Society for Human Resource Management (SHRM), a leading professional association, rec-
ognizes that although diversity “is often used to refer to differences based on ethnicity, gender, age,
religion, disability, national origin and sexual orientation,” it also encompasses an “infinite range”
of “unique characteristics and experiences, including communication styles, physical character

such as height and weight, and speed of learning and comprehension.”23
Marilyn Loden
Marilyn Loden, a nationally recognized organizational change consultant, emphasizes the im-
portance of an all-encompassing definition of diversity, because, as she believes, when any
group—white men, for example—is excluded, managing diversity may create division rather
than inclusion. To “avoid widescale opposition,” corporations should define diversity such that
“everyone’s diversity is valued.”24 Because of this need for widespread endorsement from or-
ganizational members, Loden views diversity as “important human characteristics that impact
individuals’ values, opportunities, and perceptions of self and others at work.”25 Loden’s widely
embraced model of diversity, as represented in Figure 1-1, explicates diversity as having both
primary and secondary dimensions.
Geographic Military
Location Experience
Work
Education
Experience
Age Gender
Work Mental/
Style Sexual Physical
Income
Orientation Abilities and
Characteristics
Family
Ethnic Religion
Status Race
Heritage
First
Communication Language
Style
Organizational
Role and Level
Primary Dimensions Secondary Dimensions
Figure 1-1 The Diversity Wheel

Loden Associates designs innovative models such as the diversity wheel to facilitate understanding of
a broad range of the primary and secondary dimensions of diversity. Source: Figure adapted from
Implementing Diversity: Best Practices for Making Diversity Work in Your Organization by Marilyn
Loden. Copyright © 1996 by Marilyn Loden. Reprinted with permission of McGraw-Hill Companies, Inc.
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bass fiddle”—possibly because it was more solemn and ministerial-
looking than the “wee fiddle;” and he had few equals in playing
Scotch music of all kinds.
When he heard of David Tait’s approaching marriage with Bell, he
started up in an ecstasy of delight, threw up his arms, and said:
“What! Bell Barrie married—David Tait married! Bell Barrie married to
David Tait—David married to Bell! That’s news! that is news! It’s the
best thing I’ve heard of for many a day;” and he took a good, hearty
laugh. Then he resumed:
“That is news! He’s a decent, honest, sterling man, your uncle—a
great friend of mine” (Mr. Walker’s forte was friendliness—his heart
was larger than his head); “a fine, a very fine man. Then Bell; Bell’s a
—it beats me to tell what Bell is. She’s the cleverest an’ best servant
in Blinkbonny; but she’s more—she’s—she’s Bell Barrie, and that’s
the pink o’ perfection for a farmer’s wife. She’s a tocher in hersel’.
Bell for a manager—Bell for a garden, or hens, or cows, or cookin’!
Excuse me, Mr. Tait, I cannot refrain from expressing my delight. I’ll
need to try the fiddle, and see if it will quiet me. Bell mistress o’
Blackbrae! They’re made for one another. It never struck me before,
but it’s perfection.”
He got the “wee” fiddle down from its peg in the study,
and marched up and down playing almost furiously “BAITH
several old Scotch tunes, and occasionally singing a MICHT
line or a few words of some of them, such as “A thrifty AND
MAIN.”
queen was Kate Dalrymple,” “We’re a’ gaun to the
waddin’, Lassie, will ye gae?” “Hey the bonnie! ho the bonnie! hey
the bonnie breastknots!” “Dainty Davie,” “Fy, let us a’ to the bridal,”
etc., and he ended by playing “Auld langsyne,” with exquisite feeling.
Not many days after this Mr. Walker called on Bell, and offered to
“give her away.” He was accepted with becoming thanks, Bell
declaring “that it was far ower kind,—that she never could have
expected to hae been countenanced in the way she had been by
a’body, but really this was the crowner.” And when all the wedding
guests had met in Knowe Park, in stalked worthy Mr. Walker, his
sonsy face beaming with delight, arm in arm with Bell, whom he
delivered with quite a “Sir Roger de Coverley” grace by the side of
David. Bell, when referring to this memorable act of attention on Mr.
Walker’s part, used to say, “Mr. Walker oxtered me in his ainsel’, and
he was a fine buirdly man to cleek.”
The knot was soon tied by Mr. Barrie, “assisted by Mr. Walker;” and
Mr. Barrie, whose prerogative it was to be the first to congratulate the
happy couple immediately at the close of the ceremony shook hands
with the young wife, and said: “Mrs. Tait, I wish you very much
happiness, and every blessing in your married life.”
Bell was demure till now, and had not lifted her eyes from the
ground, but this roused her, and she said:
“Oh! Mr. Barrie, ca’ me Bell, dinna ca’ me Mrs. Tait,”—looking
earnestly into Mr. Barrie’s face.
Mrs. Barrie followed, and also said “Mrs. Tait,” etc.
“Mrs. Barrie,” said Bell softly and imploringly, “if you please, mem,
dinna you ca’ me Mrs. Tait.”
Mr. Walker was number three who called her Mrs. Tait, and she
remonstrated with him likewise:
“Oh, Maister Walker, Maister Walker, dinna Mrs. Tait me—I canna
thole’t.”
He made one of his little jokes—“To-night be Mrs. Tait, but seeing
you rebel, we will re-Bell you to-morrow.”
“That’s no’ bad,” said David. These were the first words he had
uttered since he entered the room.
A “towsie tea,” or “tea and eating,” followed the
SHOULD ceremony. Mary and the schoolmaster cut up the
AULD bridescake, and to Bell’s great delight Gordie got the
ACQUAINT ring. Mr. Barrie made a short and happy speech, but
ANCE BE
FORGOT?
Bell rather broke down in the middle of it. Mr. Walker
also said a little about both David and Bell; she
brightened up as he referred to her “Black Daisy,” and all were put
into excellent humour by his reference to “Braidnebs.”
When this was over, Bell, forgetting her new position, started to
collect the tea-things, and said she would wash them up before she
went away. Mrs. Barrie did not object to Bell’s singular procedure,
but followed her to the kitchen, and after again wishing her
everything that was good, she said:
“Bell”—not Mrs. Tait, greatly to Bell’s delight—“I understand that the
young lads of the village intend to give Mr. Tait and you a noisy
convoy. I think you should slip quietly away, so as to get to Blackbrae
before they assemble.”
This hint was taken, and the couple set off alone—not, however, until
Gordie had made David’s back feel the weight of an old slipper with
which he had armed himself, and which he applied with all his might.
Those in the manse that intended to take part in the “home-coming”
allowed about half an hour to elapse before they followed to
Blackbrae, where David’s sister and a few neighbours were
surprised to see the “happy pair” arrive earlier than they were
expected—and alone. Indeed, David and Bell, or rather Mr. and Mrs.
Tait, appeared at the “room” door before the table was “set,” and
Mrs. Brunton, David’s sister, stood quite aghast when she saw them.
“Preserve us a’,” said she, “what’s brocht ye sae sune? I wasna
lookin’ for ye for an hour yet, an’ it’ll no’ dae to come into the house
without gettin’ the lucky cake broken o’er your heid, Bell. Ye’ll need
tae gang out again till the lave [rest] comes, for I’m no’ gaun to crown
ye wi’t till the best-man an’ the best-maid’s here,—it wadna be canny
[safe], forbye [besides] it wadna be wiselike to break the infar-cake[29]
till there’s some wanters and swankies [unmarried females and
nimble young men] to scram’le for’t; so Bell, David and you’ll just
need to gang into the garden or through the parks till the lave
comes.”
[29] Infar,—the entertainment made for the reception of the

bride in the bridegroom’s house.—Spalding.
David said: “We’ll dae nae sic things,” and Bell said: “It was nae
matter about the infar-cake, for it was jist an auld superstition about
it’s no’ bein’ lucky no’ to hae’t richt broken, or about dreamin’ ower’t
to ken wha wad marry ye.”
But Mrs. Brunton was immoveable in this matter, so they had to
submit.
The time, however, was not lost: David showed Bell
the cows, the live stock, and the steading. They had “AULD
but half finished the survey of the garden when the LANGSYN
Knowe Park contingent came up; they joined it, and E.”
were convoyed into the house in a style quite to Mrs.
Brunton’s mind. The infar-cake was duly broken over Bell’s head,
and the usual doggrel rhyme repeated:
“Welcome to your ain fireside—

Health and wealth attend the bride!
Wanters noo your true weird make—
Joes are spaed by th’ infar-cake.”
When the young lads of the village gathered round the manse to give
David and Bell a kindly but rough token of their respect, they were
sadly disappointed to find that they were too late. This spoiling of
their expected “ploy” [innocent frolic] irritated them, and the more
thoughtless determined to go to Blackbrae and play some tricks on
David, or, as the ringleaders expressed it, “they wad gi’e him’t for
this.” They returned to the village to get a creel, a fishwife’s basket,
with which to “creel” David,—a custom now unknown, but common
forty years ago.
In my earlier days I have witnessed very rude conduct when the
rougher and “drouthy” neighbours got the young husband into a
creel, as soon as he appeared outside on the day after the marriage,
and roughly jostled him until his wife came out, kissed him, and
produced the “bottle.” Whilst this custom was dying out such
extremes were not practised. The husband got the creel put on his
back, with some weight in it (sometimes a boy, sometimes a pig, but
oftener a few stones), and the whisky was greedily drained by the
creelers to “your very good health,” but the wife did not need to
appear.
Dan chanced to overhear some of the more fiery spirits concocting
schemes to annoy his friends at Blackbrae. He went home as quickly
as he could, “loosed” his ferocious, bandy-legged, ugly (not in Dan’s
eyes, for he thought him a beauty, just a perfect picture) bull-dog
“Burke,” took a short cut through the fields, carrying with him a huge
“flail” used for threshing corn, and sat down on the “loupin’-on
stane”—a stone at the side of Blackbrae farm-yard gate used when
mounting on horseback.
Dan was leisurely smoking his black cutty-pipe, having
“Burke” on his right side, collared and chained, the “WHEN
chain being wound round Dan’s arm, and the flail lying GREEK
against the wall of the farm-shed at his left, when the MEETS
Blinkbonny lads, who had been leisurely discussing GREEK.”
the plan of attack as they came along, turned off the main road into
the Blackbrae farm road.
Rarely has a crowd looked so cowed or so cowardly as this did when
they saw Dan. He seemed provokingly unconscious of the change of
aspect that took place when they observed him, and said in quite a
familiar, off-hand way, with the pipe still in his cheek, “It’s a fine
summer nicht for a walk this.”
“Burke” was not quite so neighbourly, for he growled and oggled and
strained his chain so much that the crowd instinctively fell back.
Dan spoke to “Burke” very kindly. “What ails ye, Burke? They’s a’ our
ain folk, come out for a mouthfu’ o’ fresh air. Tak’ it canny, Burke,—
ye needna carry on as if there was mischief gaun on; they’s a’
friends o’ yours, an’ mine, an’ Blackbrae’s, and they’re come out to
wish him an’ the new mistress weel.”
Some of the wilder spirits now began to chaff.
“When did you turn a special constable, Dan? Ye’re the last man that
ou wad ’a thocht wad ’a spoilt the fun.”
“No’ me,” said Dan, “as mickle fun as ye like—tak’ yer fill o’t. Whare
wad folk hae daffin’ [diversion] if no’ at a waddin’? Be ceevil, an’
dinna work mischeef, an’ naebody’ll find fau’t wi’ ye.”
Dan wound up “Burke’s” chain, shouldered the flail, and headed the
crowd up to the front door. David came frankly out and thanked them
for the compliment. Bell also came to the door in reply to a call for
the “mistress.” And Mrs. Brunton followed with a bottle of whisky
(pardon the truth, ye teetotallers, for so it was wont in Blinkbonny in
those days), and said, “Come awa’, some o’ ye, an’ drink the
couple’s health.”
None of the young men answered the invitation. After a pause Dan
stepped forward and said: “Will ony o’ you haud ma doug, and I’ll
drink their healths?”
There was no reply. “Then keep quiet and dinna cheer till I tell ye, for
‘Burke’s’ a wee roused. I’m no’ as keen o’ a glass as I’ve seen me; I
can either tak’ it or want it.” Then taking the glass of whisky in his
hand, he said: “Here’s t’ye, Mr. Tait, an’ here’s to the mistress,—baith
your very gude healths, an’ may a’ that’s gude befa’ you,” and
drained it at a draught.
“Noo,” said he, “come awa’, some mair o’ ye, an’ drink luck to
Blackbrae, and after ye’re dune we’ll gi’e them a cheer.”
Very few answered Dan’s invitation. When no other
could be prevailed on to do so, Dan said: “Noo dinna “FROM
cheer till I grup ‘Burke’ by the collar; the chain micht LIVELY TO
snap.” He then wound the chain round his arm, SEVERE.”
stooped down, and held Burke firmly. The dog seemed
to be affronted, for he tugged, and strained, and bayed. When Dan
got him fairly in hand, he said: “Now, lads, cheer awa’; gi’e our young
friends” (here the crowd were unmannerly, and broke out into “Oh-
oh-young? ho-ho”) “a real hearty ane.” This was done. Burke joined
in the noise if he did not help the melody, and trailed or harled Dan a
few yards nearer the crowd. David stepped forward and again
thanked them. Another cheer followed, and all were in grand fettle,
when a voice (luckily from some unrecognisable throat at the back of
the crowd) cried out, “Three cheers for ‘Auld Braidnebs.’”
“What!” said Dan sharply; “wha dared to say that?” and he made for
the flail, which he reached with difficulty, as “Burke” seemed
determined to face the crowd. Bell saw that Dan was excited, and
laid her hand on his shoulder, intending to pacify him.
“For ony favour,” said he nervously, “dinna come near me; abune a’,
dinna lay hands on me, or I’ll no’ answer for Burke.”
When he turned round to ask again, “Wha said that?” the close was
empty, and the crowd was flying pell-mell homewards—their speed
not a little quickened by Watty’s remark that “Burke was sure to
break the chain, an’ pity the man that’s hin’most.”
“Dan,” said Bell, “I’ve forgotten a box; ask Jenny Bennet”—Bell’s
worthy successor in Mrs. Barrie’s kitchen—“to gie’t. It’s below the
kitchen dresser, tied up in broon paper an’ ‘skeenie’ [twine], an’
fetch’t out wi’ ye the morn.”
Dan brought it, and he was so considerately treated, that he actually
took dinner in the kitchen, a thing he had seldom done anywhere.
David convoyed him through the “close” as he was leaving, and the
sow that had vexed him so much attracted Dan’s notice.
“Ye’ll be needin’ me sune, Mr. Tait,” said he, pointing to the sow; “that
pig’s ready for killin’.”
“I canna bide it; I canna bear the sicht o’t,” said David. “I intended it
for our ain use this winter, but since it ate the Corinthians, I wadna let
a particle o’t within ma mouth.”
“Ate what?” said Dan.
“Ye may weel say what? It ate a’ the Second Corinthians and fully
the half o’ the First.”
Dan, supposing them to be some kind of new
“THE CUP vegetable, said, as a kind of feeler, “But she wadna
AND eat them a’ at ance—baith the second an’ the first?”
PLATTER.”
“But she did, the mair’s the pity,” said David; “an’ it
was on a Sabbath mornin’ tae, the abominable craitur.”
Dan was still more at a loss to make out what he meant, so he said
inquiringly, “Some o’ the first an’ a’ the second? She left some o’ the
first crap, did she, an’ ye planted mair, or did they grow again? or
was’t some kind o’ pushin [poison] or med’cine stuff that didna ’gree
wi’ her?”
“’Gree wi’ her!” said David in amazement; “’gree wi’ her! some sort o’
medicine?—What d’ye mean? It was the Corinthians out o’ the
Bible.”
“Out o’ the Bible?” said Dan,—“out o’ the Bible! I never kent that ony
o’ it was for eatin’.”
“For eatin’?” repeated David,—“for eatin’! It was some o’ the leaves
o’ the Bible, the bit that the Epistle to the Corinthians was printed on,
that she ate, or tore out ony way, an’ made them useless.”
“Was that a’?” said Dan.
“A’—a’—a’, Dan, was’t no’ plenty? It made me a’ grue [shiver] to see
her munchin’ them. I couldna touch her; I canna even bring mysel’ to
sell her, for naebody that kent (and I couldna but tell) wad eat her
either.”
“What for no’?” said Dan, “she’s neither ony the waur nor ony the
better o’t. If ye’ll gi’e me a gude luckpenny, I’ll sell her for ye.”
David was glad to get the pig out of his premises. Dan got a little
profit by the transaction, and thus both were pleased.
Bell’s “kirkin’” was a quiet affair. David and she started early, and
were seated before many folks had come in to the church. The
second volume of Mr. Barrie’s presentation Bible was carried thither
by Bell in a clean white handkerchief and used for the day. In her
other hand she had a few sprigs of balm and southernwood, which
she moved backwards and forwards at her nose until they were
withered, and limp, and double.
They dined at Knowe Park. Bell looked vexed when Mrs. Barrie said,
“You know the spare bedroom, Bell; put off your bonnet and shawl in
it, and I daresay you’ll remember the way to the parlour.”
“Mrs. Barrie,” said Bell, “oh, dinna make a stranger o’ me. Best
bedroom!—me gang till the best bedroom? No, no, I’ll gang to my
auld room,”—which she did; and she was heartily welcomed by
Jenny, her successor, who proved to be a revised, I dare not say an
improved, edition of Bell.
Blackbrae soon bore evidences of Bell’s presence.
The window-panes were “glancin’ clean,” David said; A’ BODY’S
“the house was lichtsomer an’ sweeter.” The part of BODY.
the “close” before the front door was railed off and
converted into a kitchen garden, and the Knowe Park family,
especially Mary and Gordie, spent several happy afternoons at Bell’s
house.
Many others enjoyed the homely hospitality of Blackbrae. Dr.
Stevenson, one of the hardest wrought members of the hardest
wrought class of men in Scotland, namely, the country surgeons,
often took pot-luck there, and he never had to ask for a “cinder,”
although at the same time he was very sparing in his use of Bell’s
bottle. But he found her so well provided with many things, little in
themselves, but invaluable to poor invalids, that he made her his
“Lady Bountiful,” and found her always not only ready and willing,
but, as Mr. Barrie expressed it, “pre-eminently judeecious.”
CHAPTER XIII.
CONCLUSION.
“Life’s a weary journey alane,

Blithe’s the road when we wend wi’ ither;
Mutual gi’ein’ is mutual gain,
Ae gude turn deserves anither.”
Jas. Ballantine.
A S my readers are more familiar with Mrs. Tait by her old name of
Bell, it will be as well to hold to it in what little we have to add to
these “bits;” for although she filled her new station as effectively
as she did the old one, it is rather to wind up old matters than to
enter upon new ones that she will now come before us.
Before the actual flitting from Knowe Park took place,
Bell spent two or three busy days packing those things “A FOUTH
that required specially careful handling; for she was a O’ AULD
walking inventory of all that the house contained, and NICKNACK
knew the history of every article in it. An interesting ETS.”
volume of choice “bits” could easily be made up from her remarks
and stories about many of the odds-and-ends that cast up, for she
not only told the incidents with which they were associated, but often
gave a sketch of the life-history of those they reminded her of, whilst
all the time she kept cleverly packing on.
Mary Barrie, who was Bell’s chief assistant in the packing, picked up
in these few days more about her family history, and especially its
connection with some of the folks about Blinkbonny, than she had
learned during all her former lifetime. Her mother’s marriage dress
brought out a long story; even her father’s bachelor umbrella had its
share of Bell’s comments.
“Bachelor umbrella?” said Mary, as she put it up; “it’s double the size
of papa’s new one—it’s quite a family tent, and such a weight! The
handle is like a friar’s shaven crown, with a large bird’s bill sticking
out from it. And how thick the blue-black cotton is; and bone tips to
the strong whalebone ribs; and what an elaborately embossed,
sharp, tapering end it has! It’s three times the weight of the
umbrellas now-a-days.”
“The mair’s the pity,” said Bell; “that’s the kind for stan’in’ a’
weathers. I often wonder that Mr. Barrie doesna use’t yet.”
“Fancy papa like this!” said Mary, as she took the massive article
under her arm and stalked about the room.
“Fancy, or no’ fancy,” said Bell, “I see naething wrang wi’t. It’s just
very purpose-like; it’ll fend the weet [defend from rain] an’ face the
blast better than the thin-shankit apologies o’ things that’s gaun noo,
wi’ their stockin’-wire ribs an’ muslin cleedin’. I mind o’ haein’t ance
when Dr. Guthrie met me in a shower. He was glad to get into the
beild o’t, an’ he said, in his jokin’ way, ‘My good woman, that wad
dae for the roof o’ a preachin’ tent.’ But ye’ll no’ mind o’ the tent
preachin’s, there’s nae sic thing noo, but I’ve seen them langsyne in
Dumbarton,—one minister serving the tables in the kirk, an’ anither
preachin’ to the folk in the kirkyard round it. The tent was just like a
sentry-box on stilts. I’ve kent the preachin’s gang on frae about ten in
the mornin’ till nine at nicht.”
In one of the rooms Mrs. Barrie looked towards a little
drawer, and slightly nodded to Bell; she nodded “THERE’S
feelingly in return, but no words passed between them. NAE
Mrs. Barrie laid a small box on a chair and left the SORROW
THERE,
room; Bell opened the drawer and solemnly took out a JEAN.”
little beaver bonnet, a very small fur tippet, a string of
blue beads, a child’s basket rattle, and a red-and-white wooden
luggie, with a handle formed by one of its long staves,—when
shaken, some mysteriously concealed peas in the bottom of it
rattled. It had been Nellie’s porridge dish, and still contained a pair of
little slippers, a small copy of Watts’ hymns in scarlet binding, and
some bits of broken china with gold on them—Nellie’s pennies.
These and other memorials of “Bell’s bairn” were daintily taken out
by Bell; but she was not quite well-bred to Mary when doing this, as
she studiously turned her back on her, and kept her from getting
near the drawer. After its contents had been beautifully packed in the
little box, she closed, wrapped, and roped it, saying, “I’ll carry you
mysel’. She’ll never need to flit—she’s hame A’ways.”
Dan came very early on the flitting morning to help to load David’s
carts, which were to take the furniture to Edinburgh; and between the
intervals of helping on with what was carried out, he had a crack with
the horses, for he was in charge outside. Dan was fond of all kinds of
animals; horses were second in his scale, now that he had given up
game fowls.
“First and foremost,” he used to say, “dougs, then horses, then
goats,” and so on. In his professional capacity as a rude veterinary
surgeon, he knew the Blackbrae teams well, and as the first cart was
to be taken in by David himself, and Bell would travel by it (although
urged to take the railway, which had lately come within four miles of
Blinkbonny, and to which the drosky was to take the family), old
“Rosie” was to lead the van. With the exception of a spot on her
forehead and one “white stocking on her far leg,” Rosie was a coal-
black, thick-set, quick-stepping, trusty mare, a great favourite of
Dan’s; and she seemed to know it, for while he had a good deal to
say, she had abundance of leisure to listen and seemed to enjoy the
chat.
“Well, Rosie, my dawtie [darling],” said he, at the same
time patting her nose and kindly pulling her ears, “ye “A
wad need tae be in gude fettle [trim] the day. Ye’ve a BETTER
far road afore ye; but there’s nane fitter for’t. Ye’ll no’ NEVER
LIFTIT
reist [stubbornly stick] on the lang dreich [tiresome] LEG.”
Cadger’s Brae, nor on the Ramsune [ram’s horn] Hill;
for altho’ it’s no’ sae lang as the Cadger’s Brae, it’s a nasty
strauchty-squinty [zig-zag] bit, wi’ terrible snell snabs [steep parts]
that tak’s the wind mair frae a beast than a lang steady pu’. I ken ye
o’ the auld, Rosie; ye’ll scart [scratch] yer way up, diggin’ yer shoon
intae the road till the fire’s fleein’ frae them, an’ bendin’ yer forelegs
wi’ a’ yer pith, and strauchtin’ them back again wi’ a nick like the
spring o’ a gardener’s knife. You for a steady day’s wark, Rosie;
you’re no’ ane o’ the breengein’, flingin’ [rashly running, kicking] kind,
Rosie; ye just snoove [move steadily] awa’, like linseed out o’ a pock
—on an’ on—steady, steady”—and much to the same effect.
As the journey was a long one, Rosie’s cart started at a very early
hour. When all was ready, Bell, as she had to mount on the top of
some mattresses which had been put there for her comfortable
journey, handed Nellie’s box to Dan to hold, saying:
“Eh, Dan, that’s wee Nellie’s things in that box. I’ll carry’t on my lap a’
the way. D’ye ken, Dan, that your dream has hardly ever been out o’
my head since I packit them? I aye think I see her in her braw
mansion, lookin’ doon on the confushun an’ upturn o’ the flittin’. Nae
flittin’, or confushun, or bother for her noo. Na—We maun a’ try to
get up beside her, Dan, gin the time comes.”
“It’s worth tryin’,” said Dan; “’deed is’t,” as Rosie, led by David, with
Bell as a deck cargo, scarcely visible in the dark morning, started for
Edinburgh. The old mare’s long swinging step served to keep David
warm, but it actually set Bell asleep. Luckily she was well wrapped
up, so that she took no skaith.
As Rosie’s cart went out, Sandie Ramage, David’s head ploughman,
appeared with the next cart, drawn by “Charlie Gray,” another of
David’s plough-horses. Dan had a good deal to say to “Charlie” also,
but Bell’s remark about Nellie’s mansion had changed the current of
his thoughts, and he spoke more to Charlie about this matter than
about the Edinburgh journey.
“We’ll need to try’t, as your mistress said, Charlie,” said Dan, after
exchanging civilities with the horse, “an’ wi’ the like o’ her I get on no’
that ill; but it disna set the like o’ me, for ye ken, Charlie, I’ve been a
wild, throughither kind o’ a man, to mak’ ony show off or palaver
about thae things; an’ forbye, what mak’s folk sae keen to speir into
a’ the oots an’ ins o’ that kind o’ thing at the like o’ me? It’s ma
business. It’s ill kennin’ some folk, an’ there’s nae satisfyin’ ithers, an’
d’ye no’ think, Charlie, that maybe the best o’ folk has enough adae
wi’ themsel’s? Mr. Walker says that, onyway, an’ he’s a man I can
speak till. We’ve haen mony a crack, an’ I’ve aye been the better o’t;
he’s that hamely an’ kindlike, an’ firm tae. He tak’s pains tae mak’ the
thing plain, an’ he doesna miss ye if ye’re in faut; he grups ye gey
sharp, an’ gars [makes] ye a’ shiver if ye’ve been misbehavin’.”
Finding Charlie a patient listener, Dan went on as leisure admitted;
but it would be tedious to record all he said. One bit was spoken
rather louder than the rest, and reported to me as follows:—
“I’m willin’ to hear o’ thae things in the like o’ the kirk,
or when there’s a wheen [number] thegither speakin’ “HE
about them; but I tak’ very ill wi’ the like o’ Miss Park PRAYETH
speirin’ [inquiring] if I’ve fand this, or am sure o’ that; BEST WHO
LOVETH
an’ after gaun ower about a dizzen o’ lang-nebbit BEST.”
dictionar’ words, she tell’d me if I couldna say I had
them an’ ither evidences, as she ca’d them, I was deid an’
something.—An’ what business had she to say that nae gude man
could keep a big ugly doug—meanin’ my Burke? He’s a hantle
better-lookin’ than her, wi’ her wizened leathery chafts [jaws]. I’ve
never letten him fecht, or gaen to see either cock-fechts or doug-
fechts, since I saw the pictures. Burke an’ me’s ower auld friends to
pairt noo; in fac’, Charlie, I learn mair frae him than the like o’ Miss
Park. I whiles dae up her bit garden, an’ she speaks that saucy an’
disdainfu’-like at me, as if I was some nasty mongrel. She minds me
o’ the doctors at Greenock lang syne, that used to boord the ships if
there was onybody no’ weel in them. They were the sharp blades.
They never even offert to gang near the puir sailors to cure them, or
help them onyway; it was just, ‘Bad case; off to hospital—off too—
off,’ an’ sic like. Nae doubt she means to dae me gude, but yon’s no’
the way! It’s like as Burke used to be amang the sheep whiles when I
was gi’ein’ him a walk lang syne; it was a kind o’ vexin’ sicht, for
Burke wasna exactly like a collie amang them.”
After all the carts were laden, Dan waited to convoy the last one for a
few miles on the road. Mrs. Barrie called him in, and said:
“Now, Dan, I’m not going to pay you in money for this morning’s
work.”
“Pay me!” said Dan; “pay me in money! Ye ken better than to vex me
that sair. I couldna even look Burke in the face if I took a farden
[farthing]. He wad be that affrontit at me that he wadna gi’e me
house-room.”
“I never thought of offering you money, Dan,” replied Mrs. Barrie. “I
am quite pleased to accept your help as a friend of the family; but to
keep you from forgetting us altogether”—
“That’s what I’ll never dae,” said Dan very firmly.
Mrs. Barrie bowed neatly, and proceeded in a homelier tone than
before: “To keep you in mind of us all, I ask you to take this picture,
and hang it in your house; it’s your old friend, ‘The Angel’s Whisper.’”
The picture-frame was leaning against the dining-room
wall, and only its rough brown paper back was visible “THERE’S
until Mrs. Barrie had named it. She then lifted it up and A DEEP
turned its face towards Dan. The poor man started, LORE IN
HEARTS
applied first the cuff of his coat, then his rough woollen OF LOVE.”
cap, to his eyes; and, as he afterwards told Bell, “I
fand out where my heart was, sure eneuch; it flappert about like a
fresh-run sea-troot wi’ a hook in its mooth. I was that gliffed [taken by
surprise] that I couldna even say Thank ye.” Mrs. Barrie had great
difficulty in getting him to take the picture.
“Take that,—that frae you! that’s the brawest thing in yer hoose.
That’s no’ like ma house at a’. It’s far ower splendid—it’s just awfu’
bonnie; that’s a pictur’ an’ no mistake,” said Dan; and he kept gazing
at it until his solitary eye watered.
Mrs. Barrie would take no denial. She advised Dan to take it home at
once; and, shaking him by the hand, she said: “Good-bye, Dan;
many thanks for all your kindness. Be sure if ever you are in
Edinburgh to come and see us.”
Dan’s eye followed her as she left the room with a funny smile on it;
and he said to himself:
“Me come to see ye—me! That wad be a farce. I think the offishers
[police] wad keep a gey sharp look-out for some nichts after they
saw me at siccan a house.” Here he was interrupted by hearing
Sandie Ramage saying, “I’ll tak’ a bit draw, an’ then start.”
Dan quickly crossed the field with his precious burden, taking great
care to keep the top of the picture uppermost, and not to shake it.
Sandie Ramage said he heard him say, “If I’m no’ carefu’, I micht
wauken the bonnie bairn.” After he got it safely home, and put, still
top uppermost, inside of his box bed, he put the only two chairs he
had in the house before it, locked the door, and convoyed Charlie
Gray until he had mastered the “Ramsune Hill,” assisted by Dan
from the back of the cart at the zig-zag turns. He would have gone
farther, but he was wearying to have a good look at the picture. On
his way home he met the drosky containing Mrs. Barrie and the
children. Gordie, who was beside the driver, cried to those inside,
“Here’s Dan coming!” As they passed, all waved him a kind good-
bye, and poor Dan stood, cap in hand, looking at the receding
vehicle until Gordie turned round and waved his cap. Dan did the
same, and said laughingly, “Ye’re an awfu’ ane. He’s a stuffy laddie
that,—he’ll no’ let grass grow at his heels. But they’re a’ gude
thegither, an’ they hae been gude to me. Ma blessings may be no’
muckle worth, but they hae’t frae my heart,—God bless them a’.”
When he reached his own door he found Mr. Walker
there. He had been at the London Exhibition of 1851, BETTER
and had got from a publisher, an old Blinkbonny man, FLEECH A
some copies of the Pilgrim’s Progress, one of which he FOOL
had brought to Dan, who was so proud of his new THAN FECHT
picture that he asked Mr. Walker in to see it. Mr. HIM.
Walker explained to him some of the pictures in the
Pilgrim’s Progress, which greatly interested him. A neighbour’s boy
occasionally came in and read it to him, greatly to Dan’s delight. Had
I room to give his comments, they would astonish even very learned
men; but I must take leave of Dan for the present, and am glad to
leave him such a quiet neighbourly man, that when an impertinent
fellow shortly after this called “Braidnebs” after him, Dan quietly
looked at him and said:
“If I was as I’ve seen me, I wad ’a made a fule o’ mysel’ the noo; an’
ye’re trying to mak’ a fule o’ me, but ye’ll find out that ye’re jist makin’
a fule o’ yersel’. The game’s here yet, but it disna show up at a dirty
barn-door bantin’ that kens nae better. Man, I’m sorry for ye.”
The flitting got all right to Edinburgh. Bell had not been there before,
and was greatly taken with the Castle. “It was bigger and had mair
houses on’t than Dumbarton Castle; but there was ae thing, it hadna
the bonnie Clyde round it.” When she arrived at the house she set to
work at once, William Morrison, the singing deacon formerly
mentioned, who had charge of the flitting, having come off with the
early train.
“Weel, Willie, is the house a’ ready? Is a’ the lums soopit [chimneys
swept]? It’s a bit nice-like house. Has May Ritchie gotten’t a’ clean?”
Here May, Guy’s daughter, appeared to answer for herself.
“A’s as clean as a new preen [pin],” said May.
Bell was now inside, and evidently had not the same high estimate of
the cleanness of the house as May had.
“Let’s see,” said she as she sniffed about. “May, it’s hardly just that;
it’s rather like the ‘Willie Cossar’ (an old name for a large-sized pin)
that Dan used to pick his pipe wi’, an’ hit was very dim,—yellow,
green, an’ a’ colours. But I’ll gi’e a bit hand, an’ we’ll sune take out
what’s left,—the feck [most] o’t’s out, onyway;” and Bell soon put a
new face on the parts that needed attention.
Mrs. Barrie wished her to stay over the Sabbath, and to be present
at the introduction of Mr. Barrie to his new charge, but Bell did not
relish that idea at all. Although the call had helped on her marriage, it
had parted her from her best friends; and she said to David, that
“altho’ there was naebody she likit sae weel to hear as Mr. Barrie,
she wad Wishart-Kirk nane.”
After getting things “a wee snod” in the new house,
she fulfilled her early promise to David to put “MAK’
everything right by making a good many very sensible ILKA
purchases for Blackbrae. Not even an Edinburgh THING
shopkeeper could induce Bell to buy, hardly even to LOOKBRAW.”
look at, anything she did not think needful;—she had
matured her inventory of wants, and held to it. She quickly scented
that she was wrong if she went into a “cheap John” shop, as she
called it; and, when outside, said to David:
“It’s hard for a greedy e’e to hae a leal heart: we’ll hae nae trash in
our house—a’s no’ gold that glitters.” The result of her shopping was:
“I dinna ken whether McLaren or Lauther’s the best shop, but there’s
this much, they hae gude things; an’ if ye’re willing to pay for them,
ye’ll get the very best, an’ hit’s aye the cheapest.”
Bell and David had resolved to furnish one or two of the rooms, so
that she could invite her old friends to stay with her. “She thocht they
wad like to come, an’ she wad be as glad to see them, specially
Gordie, but ’deed ony o’ them a’.” Sandie Ramage got all the
shoppings gathered together, and after bidding good-bye to Mrs.
Barrie’s household, they “drove the day into the night,” and landed
safely at Blackbrae.
There they were “as happy as the day was lang,” Bell doing her part
as thoroughly as she had ever done it in Mrs. Barrie’s service, but
with even more pawkiness [shrewdness] than ever; and she carried
on her experiments with her hens,—indeed, with all the live stock,—
until, to them, “her very foot had music in’t” as she went amongst
them. And David and she had as cosy a fireside as could be found in
broad Scotland, until for miles round, the best recommendation that
a servant could have was that she had been a year or two at
Blackbrae when she was a lassie.
Many acts of considerate kindness are told by the poor
and the needy about the mistress at Blackbrae; for “SCOTCH
Bell’s heart expanded as her power of doing good REVIEWER
increased. She had little romantic poetry in her nature, .”
for her favourite book in that way was the admirable
collection of nursery songs that first appeared at the end of a book
called “Whistle-binkie,” which is unhappily now very scarce. Bell had
the “Songs for the Nursery” bound separately, and many a night did
she entertain the Barrie bairns with its admirable Doric: “Willie
Winkie,” “Cockie-Leerie-La,” “John Frost,” “The A B C,” “Uncle
Jamie,” “Cur-rook-i-ty-doo,” etc.; but she always ended with “The
Blind Beggar Man,” and to this day she carries out the noble
sentiments embodied in the following lines:—
“To the feckless and friendless, my bairns, aye be kind;

Be feet to the lame, and be eyes to the blind;
’Twas to share wi’ the needfu’ our blessings were gi’en,
And the friend o’ the poor never wanted a frien’.
“He who tempers the wind to the lamb that is shorn,

Will bless those who take from life’s pathway a thorn;
And the ‘cup of cold water’ that kindness bestows,
On the heart back in rivers of gladness o’erflows.
“Oh, tent you the lear’ frae your mither ye learn,

For the seed springs in manhood that’s sawn in the bairn;
And mind it will cheer you through life’s little span,
The blessing that fa’s frae the blind beggar man.”
Before putting these “Bits from Blinkbonny” into the hands of the
public, I asked Mr. Andrew Taylor, my old friend the precentor
already referred to, to look over them; for old Mr. Taylor, and worthy
Mr. Morrison the minister, and Miss Park, and many of those who are
mentioned in the “Bits,” have passed away.
His criticism was: “Well, I’ve read your ‘Bits,’ an’ they’re no’ bad,
considerin’. Ye’ve said rather much about the Free Kirk an’ Bell; for
although she’s a nice body, she’s just like oursel’s, an’ no’ the kind to
make a book o’. An’ then Dan was a queer subject to mix up wi’ the
ithers. It’s a’ true enough so far. I mind o’ the braid-nebs an’ the
dream, an’ David himsel’ tell’d me about the sow an’ the Corinthians.
The whole affair brings me in mind o’ a fire-screen my daughter won
at a bazaar; it’s covered wi’ pictures o’ a’ sorts an’ sizes, wi’ scenes
out o’ every country under the sun, an’ at a’ times o’ the year,
simmer an’ winter; there’s butterflies bigger than folk, an’ oranges
and peaches, and even shells, growin’ on ivy leaves. In fact, it minds
me o’ a story in Dean Ramsay’s book about a Scotchman when he
was askit by an Englishman if he ca’d a sheep’s head a dish? ‘I
dinna ken,’ said Sawnie, ‘but there’s a lot o’ gude confused eatin’
about it, onyway.’”
I told him that I felt it was more of a hash than a joint, a sort of
literary haggis, but that it was difficult to give a fair notion of village
life without bringing in all sorts of folks and scenes.
“That’s exactly what I’m sayin’,” said Andrew. “There’s the ither kirks,
as gude as the Free, that ye’ve said little about; an’ then there’s our
tradesmen,—there were some queer fish among them in my young
days; an’ there’s the schule, an’ the doctor, an’ plenty mair. Could ye
no’ hae said something about the like o’ the generality o’ the auld
folk o’ Blinkbonny? If ye tak’ as lang to them as ye’ve ta’en to Bell, ye
micht make fifty books.”
I acknowledged the correctness of his remarks, and advised him to
try it himself, and he would perhaps find it more difficult than he
imagined.
“Me write a book!” said he; “I’ve mair sense. You’ll find that you’re
sure to hae trampit on somebody’s tender corns.”
“Very likely,” said I, “but if so, it has been quite
“THE unintentional on my part. I had no plan before me
HANGING when I started, nor have I, whilst trying to reproduce
COMMITTE bygone times, had any object in view but to present
E.”
them in a friendly spirit and in a homely garb.”
I hope that my readers will receive in the same spirit these “Bits from
Blinkbonny.”
THE END.

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(eBook PDF) Opportunities and

Challenges of Workplace Diversity 3rd

Chapter 10 Disabilities 249

Part 3 Exercises: Developing Three Essential Skills 273

Chapter 11 Analyzing Self 275

Chapter 12 Understanding Difference 282

Chapter 13 Assessing Organizations 294

Diversity and the Workplace: Creating a Dialogue

New to This Edition

Three-Tiered Structure for Understanding

Terms and Concepts that Frame Our Discussion

Affirmative Action, Valuing Diversity, Diversity Management Diversity schol-

Integrated Approach to Managing Diversity An integrated approach to managing

Dominant and Nondominant Groups Underlying any discussion of diversity in

Prejudice and Discrimination An important objective of this text is to encourage the

Stereotyping and Essentializing Other significant, interrelated concepts that encourage

About the Authors

Dr. Cañas’s research investigates diversity management best practices, communication

Harris Sondak, PhD

Diversity education is big business. In corporate America and higher education,

Dr. Kathryn A. Cañas and Dr. Harris Sondak

Opportunities TO Teach Diversity Management

Challenges of Teaching Diversity Management

Society for Human Resource Management

of “unique characteristics and experiences, including communication styles, physical character

Primary Dimensions Secondary Dimensions

Figure 1-1 The Diversity Wheel

[29] Infar,—the entertainment made for the reception of the

“Welcome to your ain fireside—

“Life’s a weary journey alane,

“To the feckless and friendless, my bairns, aye be kind;

“He who tempers the wind to the lamb that is shorn,

“Oh, tent you the lear’ frae your mither ye learn,

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