Diversity Increasing in the United States
Racial and ethnic diversity in the United States has increased since 1977 and is projected to increase
more in the next decades.
In 1995, 67% of U.S. children aged 5 17 were white, 15 % black, 13% Hispanic, and 5%
Asian/Pacific Islander, American Indian, and Alaskan Native. Between 2000 and 2020, minority children
aged 5-17 could grow much faster than white children, along with 51% more Hispanic children aged
14-17 and 47% more aged 5-13. Asian/Pacific Islander, American Indian, and Alaskan Native children
aged 14-17 could increase by 73%, with 67% for those children aged 5-13.
White children aged 5-13 are projected to decrease by 11%, and 10% for those children aged 14-17.
The Social Context of Education, The National Center for Education Statistics, 1997.
Making a Difference
How do you successfully object to an offensive and unlawful remark? There's no one right thing to say,
but there is one right thing to do and that's not to let the remark pass without response. Letting it go gives
tacit approval.
If you're simply not motivated by fundamental respect for others, consider the legal liabilities of
companies which were not vigilant in self-policing their attitudes and expressions.
Texaco agreed to pay $140 million to employees who charged they had been passed over. State Farm,
Lucky Stores and Shoney's, Inc. have made settlements exceeding $100 million to resolve federal suits
charging discrimination.
Most of us have been present when potentially unlawful statements have been made. We may have turned
away or changed the subject. But if you're assuming some responsibility, what should you say? Consider it
from three points of view:
If your subordinate says something that is offensive or unlawful.
You set the example. At the meeting you can address it immediately. You can say, "Jim, that's
stereotyping. It's rude and it can hurt us legally." Counsel your subordinate privately.
If a peer says something that is offensive and unlawful.
You jointly set the example. That means reacting to the statement at the meeting by saying, "Jim, do you
have a few minutes to meet today in your office?" That signals to others that the remark didn't go
unnoticed, but you'll discuss the issue privately. When the two of you meet say, "Jim, when you make
racist and sexist remarks, you diminish others, but you also diminish yourself." Point out the potential
economic impact on the company.
Your goal is to agree to jointly reconvene the group that heard the remark and clear the air. If Jim refuses
to join you, go alone, noting that you asked Jim to be present.
If your boss says something that is offensive or unlawful.
This is the most difficult. Set the example, but act privately. The goal is to have your boss reconsider the
ill-advised remark and on his or her own initiatives reconvene the group to say so. If your boss refuses,
gather your courage and request that you jointly pursue the issue with someone with as much clout as your
boss senior manager, the human resource's department or ombudsman.
If your boss refuses your request, take the action you've outlined. Since the statement was made publicly,
there's little likelihood it can be denied. Your purpose is to see that it's not ignored.
In all three scenarios, use moral and economic persuasion to get your point across.
Managing Diversity, December 1997
Diversity and the Performance Review
When individuals from different backgrounds come together on the job, they bring energy and creativity.
Sometimes differences in language, norms, and values can be the source of conflict and misunderstanding.
One area where the risk of miscommunication is greatest is the performance review.
For many of us the performance review process can be tension producing. Typical reactions on both sides
of the desk can be apprehension and nervousness.
The evaluator may worry about being fair and avoiding hurt feelings. The evaluatee may anticipate
potential criticism and embarrassment.
However, for all its difficulties, evaluating employee performance is the primary tool managers use to
maintain accountability and reward employees for a job well done.
Staff members who are not part of the dominant culture of the institution may have more apprehension
about the performance review process. Identifying the sources of that tension can help supervisors
overcome some of the resistance. Think for a moment about how you might feel if you were:
- An older female employee being evaluated by your younger, male boss.
- An employee with a temporary work permit awaiting a green card, being evaluated by your American-
born manager.
- A male Vietnamese immigrant bookkeeper being evaluated by your boss, an Anglo-American female
accountant.
What assumptions would you make? Some of the following factors might contribute to the apprehension
the employee might be feeling.
Fear of Repercussions
All of us feel less safe in any organization or culture where we are not the dominant group.
Diverse employees, knowing they are not the power wielders, may experience fear when being evaluated
by those who are in power. They may perceive they have no recourse to any judgment.
Suggestions for Managers
Explain the purpose of the evaluation. Sit next to the evaluatee at a table or in chairs rather than across
from a desk. Show empathy, by example, "People sometimes feel nervous at performance evaluation time.
I feel that way, too, when I am evaluated."
Explain the performance evaluation process to the whole staff the reasons for it and how it can benefit
them.
You and your employees bring your diverse backgrounds, cultures, and experiences into the performance
review process. Considering these differences and their impact on the process will help you have more
productive performance evaluations.
Managing Diversity, November 1997