Part 1: Foundations - University of Minnesota



Hubert H. Humphrey School of Public AffairsUniversity of MinnesotaPA 5422: Diversity and Public PolicyCourse ID: 65075Fall 2015, Wednesdays 6:00 p.m. – 8:45 p.m.Instructor: Samuel L. Myers, Jr.Office Hours: TBA or by appointmentOffice: 263 Humphrey CenterEmail: myers006@umn.eduTelephone: 612-625-9821TA: Leona Thao Office Hours: TBA and by appointmentOffice: TBAEmail: thaox923@umn.eduTelephone: 763-913-8886Assignments, readings and lecture notes can be accessed via: your University of Minnesota Internet ID (x.500 username) and passwordNote: Reasonable accommodations will be provided for students with physical, sensory, cognitive, systemic, learning, and psychiatric disabilities. Please contact the instructor or his assistant to discuss accommodations for this course.IntroductionThis course surveys what every policy analyst ought to know about diversity. The lectures and discussions draw upon the literatures on a) the economics of diversity; b) the business and public administration cases for workplace diversity; c) the value of cultural competency in public and non-profit organizations; d) diversity in specific markets and specific contexts; and d) current policy debates about how and whether diversity competes with other policy objectives, such as efficiency and equity. The course has three parts. Part One provides an historical backdrop to the current policy problem of diversity and the legal and economic theories that provide the underpinnings for the current debates about diversity. Part Two examines how diversity has been conceptualized in different organizational settings, different markets, and different types of institutions in the United States and elsewhere. Part Three explores the current public policy debates about diversity. The course is designed to help graduate students and talented undergraduates in public policy and allied fields develop an understanding of and an appreciation for the complexity of achieving diversity and the merits of alternative approaches and methods of implementing diversity strategies.Methods and ProceduresLectures will be devoted to highlighting some of the central issues that confound theoretical and empirical assessments of diversity. These central issues are developed extensively in the required readings, which cover a broad range of scholarly and popular perspectives and approaches. Readings: The readings are divided into two parts. Each week there will be a relatively short set of required readings. All students should digest these required readings before class. There are also extensive suggested or recommended readings. Students should select at least one of the suggested readings to provide a comparison or counterpoint to the required readings. Reflective Essays: Each week, students will prepare a one page (single spaced) reflective essay that summarizes the required readings and the selected reading(s) and provides the reader’s insights and reflections about the readings. The reflective essay should have three parts:Summary and synthesis of the readingsAn illustration from a recent current event or historical example that highlights the main theme of the readingsA personal reflection about the meaning or utility of the readings for understanding diversityStudents should email their Reflective Essays to the TA and instructor by 11:59 pm Tuesday prior to class. Reflective Essays will be graded as S/N (Satisfactory/Not Satisfactory). A satisfactory grade is provided when the student includes the three parts outlined above and submits the essay before the stated deadline. Late assignments will not be accepted. The following scale will be used to determine the final grade for the reflective reading assignments in-total: 12 Satisfactory Assignments turned-in10011 Satisfactory Assignments turned-in 9510 Satisfactory Assignments turned-in 90 9 Satisfactory Assignments turned-in 80 8 Satisfactory Assignments turned-in 70 7 Satisfactory Assignments turned-in 60 Less than 7 Satisfactory Assignments50Teams: On the first day of class, students will form teams of two or three members. Teams will be responsible for leading assigned class discussions and debates centered on the required readings. Dates for team assignments are provided below. Teams are welcome to switch dates with other teams.Team-Led Discussions: Every week one team will prepare a discussion, debate, or other relevant activity around the common theme of the week’s readings and/or assigned film. These discussions/debates/presentations are based on a question posed in the readings and suggested in this course outline, although the specific question posed is of the students’ choice. These discussions will be peer evaluated. Student presentations should be between ten and fifteen minutes, with a student-facilitated discussion for an additional thirty minutes. The criteria for evaluation will include: sufficiency of background information provided; organization; adequacy of visual aids if used; ability to keep within time limits; and overall success of the session in maintaining students’ interest. Scores will range from unsatisfactory to outstanding with the following conversions: 5 - Outstanding 1004 - Very Good 90?3 - Good 80?2 - Needs Improvement 70?1 - Unsatisfactory 60Exams: There will be two in-class examinations based largely on the lectures and required readings. The format of the examinations will be short answer and essay. Students may use their computers to type their answers and can refer to their notes and readings.Individual Policy Briefing PapersOne of the key questions raised in this class is: “What Difference Does Difference Make?” In other words, if diversity matters, how does it matter? Each student will select one of the assigned sub-areas of the question and prepare a 5 - 8 page policy briefing paper that: a) Defines the underlying problem; B) provides a thorough historical and legal background of the policy problem; c) Details the empirical evidence surrounding the problem; d) Examines and evaluates alternative strategies for solving the problem; and e) Answers the question, “What difference does difference make?” Four (4) steps for successful completion of the policy briefing paper:Select from the list of topics a policy question and submit by January 29, 11:59 pm. The policy questions are:Should science and engineering schools specifically target women faculty for tenure-track and tenured hiring? Should the Minnesota Legislature mandate that school districts provide swimming instruction as a part of the middle school curriculum?Should Minnesota mandate that all public schools teach about diverse families (e.g. two mommies or two daddies)?Should people with disabilities be required to have photo IDs in order to vote? Should colleges and universities grant in-state tuition to students who have lived in the state while attending high school but whose legal residence is in another country?Should non-native English speakers be permitted to take the SAT and ACT examinations in their native languages? Should Morehouse College ban cross-dressing?Should Hampton University ban dreadlocks and cornrows?Should deaf swimmers be permitted one false start in USA Swimming or FINA sanctioned meets?Should unmarried same-sex partners receive the same health benefits as married couples?Should church groups be exempt from providing health care benefits that include coverage provisions that contradict their religious beliefs?Should the University of Minnesota require all vendors or contractors that do business with the University meet goals for hiring women and minorities and/or subcontracting to women and minority owned businesses? Should there be separate minimum wages for teenagers and younger adults vs. adults?Should fraternities and sororities at the University of Alabama be required to accept members by race/ethnicity in proportion to their overall representation at the University?Should persons over 85 years of age be required to retake the written, drivers’ and eye examination annually? Should underrepresented minority group members receive extra points on the AP Calculus Examination?Should disabled veterans receive free tuition at all state colleges and universities in New York?Should the State of Massachusetts require the use of Christian names at the time of registration for birth certificates?Submit an annotated bibliography on the policy topic on March 5, by 11:59 pm.Submit draft policy brief on April 16, by 11:59 pm.Submit final policy brief on May 7, by 11:59 pm. Evaluation Scale for Policy Briefs A+ 100?A/A+ 97.5?A 95.0?A-/A 92.5?A- 90.0?B+/A- 87.5B+ 85.0?B/B+ 82.5?B 80.0?B-/B 77.5?B- 75.0?C+/B- 72.5C+ 70.0?C/C+ 67.5?C 65.0?C-/C 62.5?C- 60.0?D+/C- 57.5?D+ 55.0?D/D+ 52.5?D 50.0?D-/D 47.5?D- 45.0?F+/D- 42.5?F+ 40.0?Presentations:Students will prepare 12 minute presentations on the last two days of class. These presentations will be peer reviewed. Grading:?Reflective Essays25%Individual Policy Brief25%Examinations30%Peer Evaluation of Team-Led Discussions/Summaries/Syntheses10%Peer Evaluation of Individual Policy Briefs10%TOTAL100%Lectures and ReadingsPart 1: FoundationsPolicy Analysis and Problem SolvingRequired:Eugene Bardach. 2009. A Practical Guide for Policy Analysis, Third Edition. Washington, DC: Congressional Quarterly Press. Pp: pp. xv–xix; pp. 1–16Myers, S.L. (2002a). Analysis of Racial Profiling as Policy Analysis. Journal of Policy Analysis and Management, 21(2), 287-300.Recommended:Ritter and Bael, Racial Profiling in Minneapolis Traffic Stops: A New Approach, CURA Reporter, Spring, 2009. DiversityRequired:“The Ever-Expanding Definition of 'Diversity'” Feb. 29, 2012. ScienceDaily,“Examples of Diversity Definitions,” December 2009.Issue Paper #3. Arlington, VA: Military Leadership Diversity Commission. of Schools of Journalism and Mass Communications (ASJMC, Definitions of Diversity. , Kristen and Susan T. Gooden, 2012. “Cultural Competency and Public Administration,” in Cultural Competency for Public Administration, Norman-Major and Gooden, editors. 3-19.Recommended:Bell, Joyce M. and Douglas Hartmann, Diversity in Everyday Discourse:The Cultural Ambiguities and Consequences of “Happy Talk”, American Sociological Review, 2007, VOL. 72 (December:895–914)Brown, Daniel. 2012. “Physical and Environmental: Human Biology and Diversity.” In Sheying Chen, Diversity Management: Theoretical Perspectives and Practical Solutions. Pp. 3-15.Myers, Samuel L., 2012. “The Economics of Diversity: The Efficiency vs. Equity Trade-Off”. In Sheying Chen, Diversity Management: Theoretical Perspectives and Practical Solutions. Pp. 47-61.“What is the Relationship Between Demographic Diversity and Cognitive Diversity?” Issue Paper #4. Arlington, VA. Military Leadership Diversity Commission. Rights Campaign. Sexual Orientation and Gender Identity: Terminology and Definitions Education Association. Diversity Tool Kit: Class, Income; ELLs; Gender; Race and Ethnicity. Sexual Orientation and Gender Identity., James, Macartan Humphreys, Daniel N. Posner, and Jeremy M. Weinstein. 2007. “Why Does Ethnic Diversity Undermine Public Goods Provision?” American Political Science Review 101, no. 4: 709-725.Rice, Mitchell F. 2005. Diversity and Public Administration: Theory, Issues, and Perspectives. New York: M.E. Sharpe.Diversity as a component of cognitive functioning and improved team/group performanceRequired:Page, S.E. (2007). The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies. Princeton and Oxford: Princeton University Press.pp, 1-18“The Business Case for Gender Diversity,” Scottsdale National Gender Institute. 2011. , Mary (1994). Differences that Work. Boston: Harvard Business School Publishing Corp.Ancona, Deborah Gladstein and David F. Caldwell. 1992. “Demography and Design: Predictors of New Product Team Performance.” Organization Science 3, no. 3: 321-341Carter, David A, Betty J. Simkins, and W. Gary Simpson. 2003. “Corporate Governance, Board Diversity, and Firm Value.” Financial Review 38, no. 1: 33-53.Hong, L. & Page, S.E. (2004). “Groups of Diverse Problem Solvers Can Outperform Groups of High-Ability Problem Solvers.” Proceedings of the National Academy of Sciences, 101(46), 16385–89.Dreifus, C. (1 December 2008). In Professor’s Model, Diversity Productivity: A Conversation with Scott E. Page. New York Times. Retrieved from , Lisa Hope, Katherine R. Xin, and Kathleen M. Eisenhardt. 1999. “Exploring the Black Box: An Analysis of Work Group Diversity, Conflict, and Performance.” Administrative Science Quarterly 44, no. 1: 1-28.Terenzini, Patrick T., Alberto R. Cabrera, Carol L. Colbeck, Stefani A. Bjorklund, and John M. Parente. 2001. “Racial and Ethnic Diversity in the Classroom: Does it Promote Student Learning?” The Journal of Higher Education 72, no. 5: 509-531.Weitzman, Martin L. 1992. "On Diversity." Quarterly Journal of Economics 107, no. 2: 363-405.D. Ethnic diversity and economic growthRequired (skim over the difficult parts)Alesina, Alberto F. and Eliana La Ferrara. 2005. “Ethnic Diversity and Economic Performance.” Journal of Economic Literature 43, no. 3: 762-800.Recommended:Deshpande, Ashwini (2011). The Grammar of Caste: Economic Discrimination in Contemporary India. Oxford University Press, pp. 20-56.Cheng, David X. (2012). “International Education in the Context of Multiculturalism,” in Sheying Chen, Diversity Management, New York: Nova Science Publishers.Petersen, William (1997). “Ethnicity in the New Nations of the Post-Colonial World,” in Ethnicity Counts. New Brunswick: Transaction Publishers, pp.243-258.Andrés T. Tapia and Susan Welch, “As Economy Booms, China Faces Growing Diversity Challenges,” August 19, 2011. (for more advanced readers)Alesina, Alberto F. and Eliana La Ferrara. 2000. “Participation in Heterogeneous Communities.” The Quarterly Journal of Economics 115, no. 3: 847-904.Alesina, Alberto, Reza Baquir, and William Easterly. 1999. “Public Goods and Ethnic Divisions.” Quarterly Journal of Economics 114, no. 4: 1243-1284.Bates, Robert H. 2000. "Ethnicity and Development in Africa: A Reappraisal." American Economic Review 90, no. 2: 131-34.Collier, Paul. 2000. “Ethnicity, Politics and Economic Performance.” Economics and Politics 12, no. 3: 225-45.Easterly, William, and Ross Levine. 1997. “Africa's Growth Tragedy: Policies and Ethnic Divisions.” Quarterly Journal of Economics 112, no. 4: 1203-1250.Ferraro, Paul J. and Ronald G. Cummings. 2007. “Cultural Diversity, Discrimination, and Economic Outcomes: An Experimental Analysis.” Economic Inquiry 45, no. 2: 217-32.Montalvo, Jose G. and Marta Reynal-Querol. 2005 “Ethnic Diversity and Economic Development.” Journal of Development Economics 76, no. 2: 293– 323.The Legal Foundations of the “Case for Diversity”Required:Brief of Amici Curiae The Civil Rights Project at Harvard University Gratz et al. v. Bollinger et al., Patterson et al. (Nos. 01-1333, 01-1416, 01-1418). May, 2001.Recommended:Gratz vs. Bollinger; Grutter vs. Bollinger.Gurin, P. (1999). The Compelling Need for Diversity in Education. Expert report prepared for the lawsuits Gratz and Hamacher v Bollinger, Duderstadt, the University of Michigan, and the University of Michigan College of LS&A, U.S. District Court, Eastern District of Michigan, Civil Action No. 97-75231; and Grutter v Bollinger, Lehman, Shields, the University of Michigan and the University of Michigan Law School, U.S. District Court, Eastern District of Michigan, Civil Action No. 97-75928.Ayres, I., & Foster, S. (2006). Don’t Tell, Don’t Ask: Narrow Tailoring After Grutter and Gratz Texas Law Review, 85(3), 519-84.Part 2: Institutions, Markets and OrganizationsProfessional WorkforceRequired:Johnson, Norman and James Svara, 2011. “Social Equity in American Society and Public Administration,” in Johnson and Svara (eds) Justice for All: Promoting Social Justice in Public Administration, New York: M.E. Sharpe, pp. 3-25.Recommended:Slack, James D. 1997. “From Affirmative Action to Full Spectrum Diversity in the American Workplace: Shifting the Organizational Paradigm.” Review of Public Personnel Administration 17, no. 4:75-87.Gentile, Mary. 1995. Managing Diversity. Cambridge, MA: Harvard Business School Publishing. “Ways of Thinking About and Across Difference,” pp.15-37; “Managerial Effectiveness and Diversity: Organizational Choices.” Pp. 157-192. Smith, Daryl, 1989. The Challenge of Diversity. Report No. 5. Washington, DC: George Washington University (ASHE-ERIC Higher Education Reports)Nelson, Barbara (2004). Leadership and Diversity: A Casebook. Examples of Accreditation Standards:NASPAA Association of School Social Workers, Standards for Cultural Competency in Social Work Practice, Accrediting Council on Education in Journalism and Mass Communications. (Liaison Committee on Medical Education) Science Foundation. Committee on Equal Opportunity in Science and Engineering. April 2003. 2005-2006 biennial Report to Congress. National Science Foundation. Committee on Equal Opportunity in Science and Engineering. December 2004. The 1994-2003 Decennial & 2004 Biennial Report to Congress. CEOSE 04-01.National Science Board. (2003). Broadening Participation in Science and Engineering Research and Education. (NSB-04-72).Professional and Amateur Sports: The Special Case of Competitive SwimmingRequired:Hastings, D.W., Zahran, S.& Cable, S. Drowning in Inequalities: Swimming and Social Justice. Journal of Black Studies 2006; 36(6); 894.Recommended:Hoberman, J. (1997). Darwin’s Athletes: How Sport has Damaged Black America and Preserved the Myth of Race. New York: Houghton Mifflin CompanyCenters for Disease Control and Prevention. (2010) Water-Related Injuries: [Fact Sheet]. Retrieved from , S. (2005b).Inability to Swim Closes Doors for Many Minorities. Aquatics International. Retrieved from , G., et al, (2006). Swimming Pool Drownings Among US Residents Aged 5-24 Years: Understanding Racial/Ethnic Disparities. American Journal of Public Health. 96(4).The National Collegiate Athletic Association. (2007). 1999-00 – 2005-06 NCAA Student-Athlete Race and Ethnicity Report. Indianapolis, IN: Author.Tyson, A.S. (2006), “Pulling No Punches in Push for Navy SEALs: Pentagon Looking to Increase Ranks Without Easing the Tough Training”, Washington Post Retrieved from Swimming. General Membership Information Retrieved from Wiltse, Jeff. (2007). Contested Waters: A Social History of Swimming Pools in America. The University of North Carolina Press.Disability Diversity and the WorkforceRequired:U.S. Department of Justice, Civil Rights Division, Disability Rights Section (September 2005). A Guide to Disability Rights Laws. , L. J. (2013). Colleges might as well say ‘deaf people unwelcome here’. The Chronicle of Higher Education. Retrieved online Recommended:Molloy, Donna, Tim Knight and Kandy Woodfield (2003). Diversity in disabilityExploring the interactions between disability, ethnicity, age, gender andSexuality. Huddersfield, UK: Charlesworth Group. Pp. 1-13.Disabled World, (2010). Disability Diversity in Society. Order 13548 (July 26, 2010). Increasing Federal Employment of Individuals with Disabilities. . Department of Labor, Office of Disability Employment Policy (2010). Building and Inclusive Workplace. A Four-Step Guide to Recruiting, Hiring and Retaining Employees with Disabilities., Samuel and Ding Sai, “The effects of disability on earnings inequality in the USA and China” (forthcoming) Review of Disability Studies.Intersections of Gender, Race and ClassRequired: McIntosh, Peggy. (2007). “White Privilege and Male Privilege” in Marcia Texler Segal and Theresa A. Martinez (eds), Intersections of Gender, Race and Class. Oxford University Press. Pp. 344-352. Tannen, Deborah. (2007). “ Asymmetries: Women and Men Talking at Cross-Purposes” in Marcia Texler Segal and Theresa A. Martinez (eds), Intersections of Gender, Race and Class. Oxford University Press. Pp. 175-183. Recommended:“In the Company of Women: Gender Inequality and the Logic of Bureaucracy in Start-Up Firms," James N. Baron, Michael T. Hannan, Greta Hsu, Ozgecan Kocak, Work and Occupations, February, 2007“In the Company of Women: Gender Inequality and the Logic of Bureaucracy in Start-Up Firms," James N. Baron, Michael T. Hannan, Greta Hsu, Ozgecan Kocak, Work and Occupations, February, 2007Inter-American Development Bank (2011). Gender Equity and Women’s Empowerment. 3: Policy DebatesArizona Chicano Studies DisputeRequired:Cutting Class: Why Arizona’s Ethnic Studies Ban Won’t Ban Ethnic Studies; Arizona Law Review, Vol. 53, p. 1041, 2011 Nicholas B. Lundholm Bill 2281: of Higher Education discussion and debate: : TBAAbigail Fisher, et al v. State of Texas, et al (2011)Required: Hadley, (2005) Did the Sky Really Fall? Ten Years after California’s Proposition 209, BYU Journal of Public Law, of Higher Education Debate: in the MilitaryRequired:Military Leadership Diversity Commission.(March 15, 2011). From Representation to Inclusion: Diversity Leadership for the 21st Century Military. Diversity in the Military: Research Perspectives from the Defense (2001) Mickey R. Dansby, James B. Stewart, Schuyler C. Webb (eds)United States v. Virginia: Reinforcing Archaic Stereotypes about Women in the Military under the Flawed Guise of Educational Diversity; Ponte, Lucille M. 7 Hastings Women's L.J. 1 (1996)?Don't Ask, Don't Tell: Lesbians Challenge the New Military Policy; Baldwin, Holly; 10 Berkeley Women's L.J. 148 (1995)?U.S. Department of Defense: REPEAL OF “DON’T ASK, DON’T TELL” (DADT): QUICK REFERENCE GUIDE, I., & Foster, S. (2006). Don’t Tell, Don’t Ask: Narrow Tailoring After Grutter and Gratz Texas Law Review, 85(3), 519-84.Harrell, Margaret, Laura Werber Castaneda, Peter Schirmer, Bryan W. Hallmark, Jennifer Kavanagh, Daniel Gershwin, Paul Steinberg. (2007) Assessing the Assignment Policy for Army Women. Santa Barbara, CA: RAND. Benn Michaels, 2006. The Trouble with Diversity: How We Learned To Love Identity and Ignore Inequality. New York: Metropolitan Books, Henry Holt and Company. Pp. 1-49; pp. 111-140.Tapia, Andres. 2009. The Inclusion Paradox: The Obama Era and the Transformation of Global DiversityCourse ScheduleDateTopicAssignmentTeam-Led DiscussionExam1/22/2014Introductions and OverviewPART 1: Foundations1/29/2014Policy Analysis and DiversityCase Study: Racial Profiling and the University of MinnesotaReflective Essay #1Submit Policy Brief TopicTeam #12/5/2014Defining DiversityReflective Essay #2Team #22/12/2014C. Diversity as a component of cognitive functioning and improved team/ group performanceReflective Essay #3Team #32/19/2014D. Ethnic diversity and economic growthReflective Essay #4Team #42/26/2014E. The Legal Foundations of the "Case for Diversity"Reflective Essay #5Exam #1PART 2: Institutions, Markets and Organizations3/5/2014A. Professional WorkforceReflective Essay #6 Submit Annotated BibliographyTeam #53/12/2014B. Professional and Amateur SportsReflective Essay #7Team #13/19/2014SPRING BREAKSPRING BREAK3/26/2014D. Disability, Diversity and the WorkforceReflective Essay #8Team #24/2/2014E. Intersections of Gender, Race and ClassReflective Essay #9Team #3PART 3: Policy Debates4/9/2014A. Arizona Chicano Studies DisputeReflective Essay #10Team #44/16/2014B. Abigail Fisher, et al v. State of Texas, et al (2011)Reflective Essay #11Submit draft policy briefTeam #54/23/2014C. Diversity in the MilitaryReflective Essay #12Exam #24/30/2014Summary and Synthesis: What difference does difference make?Student Presentations5/7/2014Summary and Synthesis: What difference does difference make?Student PresentationsFinal Policy Brief Due ................
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