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Evidence-Based Diversity Education: Using Diversity Research in Classes

Evidence-Based Diversity Education: Using Diversity Research in Classes. Katerina Bezrukova (Santa Clara University) Jamie Perry (Cornell University). Tips on Course Design. Antecedents of diversity (e.g., race, gender, culture, age, disability, etc.)

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Evidence-Based Diversity Education: Using Diversity Research in Classes

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  1. Evidence-Based Diversity Education: Using Diversity Research in Classes Katerina Bezrukova (Santa Clara University) Jamie Perry (Cornell University)

  2. Tips on Course Design Antecedents of diversity (e.g., race, gender, culture, age, disability, etc.) Consequences of diversity (e.g., conflict, performance, creativity, health, power, privileges, etc.) Stereotypes and prejudice Legal issues (guest speaker!) How to manage diversity.

  3. Using Research The happiness project: Ten years after Moneyball, chemistry -- not metrics -- explains the A's successOriginally Published: October 4, 2013 By Sam Miller | ESPN The Magazine

  4. The Principle: Avoid Absolutes There are situations when faultlines can be goode.g., creative conflict in teams “Skunk works”

  5. Faultlines in sports: MJ, Scottie, and the Bulls

  6. Faultlines in small groups: Scooby Doo!

  7. Faultlines in large groups: Mean Girls

  8. Imagine you were assigned to work in a group 8

  9. Your group splits into subgroups based on similarities… 9

  10. How might this impact group dynamics? 10

  11. How might this impact group outcomes? 11

  12. Strategies to Promote Positive Dynamics We are all in this together! (Bezrukova et al 2009; Rico et al 2012) Superordinate team identification & superordinate goals Multilevel perspective – alignment of result-oriented cultures across levels (Bezrukova et al 2012) Create a cross cut! (Homan et al., 2008; Rico et al., 2012) reward system or task role assignment that cut across Find a common enemy (Spell & Bezrukova, 2013) External conflict that unities the team

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