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Textbook Diversity in The Workforce Current Issues and Emerging Trends 1St Edition Byrd Ebook All Chapter PDF
Textbook Diversity in The Workforce Current Issues and Emerging Trends 1St Edition Byrd Ebook All Chapter PDF
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Diversity in the Workforce
Typeset in Caslon
by Apex CoVantage, LLC
Acknowledgments
v
vi Acknowledgments
and grandparents, George Smith and Addie Smith, for helping me
keep my eyes focused on achieving personal and professional goals;
my wonderful brothers, Anthony R. Scott, Sr., Walter R. Scott, Jr., and
George J. Scott; and my amazing nephews, Anthony R. Scott, II, and
Bryson G. Scott, for their passionate support of this project. And last,
but not least, I want to recognize my phenomenal mentors, Dr. Charles
V. Willie; Dr. Cornel West; my pastor, Dr. Carlyle Fielding Stewart,
III; Dr. Terrence E. Maltbia; Dr. Victoria J. Marsick; Dr. Lyle Yorks;
Dr. Barbara Mabee; and Dr. Robert Homant for their continuous
encouragement and heartfelt support of this critical publication.
Special Acknowledgments
Drs. Byrd and Scott would like to recognize and thank Sharon Golan,
Manjula Raman, and the supporting staff from Routledge for their
guidance from the conception to the final publication of this textbook.
The opportunity to work with Routledge has been a rewarding experi-
ence. We trust that this textbook will become a valuable addition to
Routledge’s resources on diversity in the workforce.
Special Tribute
The editors and authors of this textbook pay tribute to the life of
Dr. Roosevelt R. Thomas (May 24, 1944–May 17, 2013) pioneer,
thought leader, and guru of managing diversity. We stand on the
shoulders of trailblazers like Dr. Thomas as we continue down the
road he paved.
Contents
Preface xiii
vii
viii Contents
Part II Diversity in the Workforce: Current Issues 73
4 Race and Diversity in the Workforce 75
Marilyn Y. Byrd
5 Gender and Diversity in the Workforce 93
Brenda Lloyd-Jones, Lisa Bass,
and Gaetane Jean-Marie
6 Ethnicity and Diversity in the Workforce 125
Chaunda L. Scott and Terrance R. McClain
7 Developing Human Resource Development
Competencies to Manage Sexual
Orientation and Transgender Diversity
Issues in the Workforce 142
Michael P. Chaney and Lisa Hawley
8 Social Class and Diversity in the Workforce 181
Marilyn Y. Byrd, Jose Martinez,
and Chaunda L. Scott
Part III Diversity in the Workforce: Emerging Trends 199
9 Spirituality and Diversity in the Workforce 201
Marilyn Y. Byrd
10 Intergenerational Tensions in the Workforce 218
Brenda Lloyd-Jones and Jody A. Worley
11 Linguistic Profiling in the Workforce 249
Claretha Hughes and Ketevan Mamiseishvili
12 Personal/Physical Appearance Stigmatizing
in the Workforce 266
Cynthia Sims
13 Visible and Invisible Disabilities in the
Workforce: Exclusion and Discrimination 283
Chaunda L. Scott and Marilyn Y. Byrd
14 Re-Emergence of Racial Harassment and
Racial Hate Symbols in the Workforce 295
Marilyn Y. Byrd and Chaunda L. Scott
Contents ix
15 Cross-Cultural Team Opportunities and
Challenges in the Workforce With
Global Implications 312
Trammell Bristol and Chaunda L. Scott
16 Re-Conceptualizing and Re-Visioning
Diversity in the Workforce: Toward
a Social Justice Paradigm 334
Marilyn Y. Byrd
Index 347
xi
xii Foreword
majority opinion in Grutter vs. Bollinger (2003). Justice Sandra Day
O’Connor repeatedly mentioned “the educational benefits of a diverse
student body.” Moreover, she said that “the [University of Michigan]
Law School’s educational judgment that such diversity is essential to
its mission is one to which we defer.” A story in ancient history tells
us that Noah built an ark to save his family from the Great Flood. He
also made space onboard to accommodate several couples of nonhu-
man animals who represented all animals on earth. This was done to
guarantee continuity for all after the water receded. Assuming that
diversity is a “public good,” the authors in this book tell us about alter-
native ways of achieving it.
Preface
Marilyn Y. Byrd and
Chaunda L. Scott
xiii
xiv Preface
Development, Teacher Education, and Workforce Education and
Development, to name a few. It can also be used as a reference resource
for practitioners who are involved in the work of diversity education
and diversity training.
The goal of this textbook is to provide students (future business pro-
fessionals, practitioners, educators, managers, counselors, etc.) with a
more informed perspective of diversity by presenting historical, social,
and contextual accounts of diversity. Our ultimate goal is to stimulate
thinking that recaptures the original essence of recognizing diversity
in the workforce and take action-oriented steps towards social justice
and social change.
Key Features
This textbook contains several key features that set it apart from simi-
lar textbooks on diversity:
Instructor Resources
Chaunda L. Scott
Chapter Overview
3
4 Chaunda L. Scott
Learning Objectives
After reading this chapter, along with completing the chapter sum-
mary questions and the case discussion questions, you will be able to:
Diversity in Workforce
You cannot wipe away the scars of centuries [e.g., slavery, lynching, rac-
ism, sexism, inequality, discrimination, unfairness, and prejudice] by
saying: now, you are free to go where you want, do as you desire, and
choose the leaders you please. You do not take a man [and woman] who
for [hundreds of ] years has been hobbled by chains, liberate [them] bring
[them] to the starting line of a race, saying ‘you are free to compete with
all the others,’ and still justly believe you have been completely fair. . . .
This is the next and more profound stage of the battle for civil rights. We
seek not just freedom but opportunity—not just legal equity but human
ability—not just equality as a right and theory, but equality as a fact and
result. (Brunner, 2013, p. 1)
A nyári éj.