What do we mean by Diversity? Diversity The qualities that make individuals different from or similar to others, such as personal history, gender, race, sexual preference, abilities and disabilities, religion, class, professional, and educational background, etc. Affiliations important to YOUR self-concept My Pie Chart? Male Father Jewish Professor Affiliations important to YOUR self-concept What’s your Pie Chart? Affiliations important to YOUR self-concept So, what do we mean by Diversity? •How and why we feel about and behave toward different than us •How and why we feel about groups to which we do not belong •How and why organizations may perpetuate these behaviors by rendering them “undiscussable” •How and why these behaviors might be changed Cattell’s 16 Personality Factors Source: Adapted from Gregory Northcraft and Margaret Neale, Organizational Behavior (Fort Worth, TX: Dryden Press, 1994), p. 87. 8 Stereotyping? What adjectives come to mind?  New Yorkers  Latinos  Managers  Jews YOU Attitudes Values Beliefs Stereotypes vs. Prejudice vs. Discrimination Stereotypes vs. Prejudice vs. Discrimination Stereotype / Prejudice / Discrimination  Stereotypes (cognition)  Prejudice (attitude = cognition + emotion)  Discrimination (behavior) Attitudinal Direction Perception + Judgment Emotion Behavior Emotion Attitudinal Direction -Perception: “New Jewish guy.” -Judgment: “He’s very loud (like all Jews)” -Emotion: “I hate loud people.” -Behavior: “I will avoid him.” Employee On-Boarding Socialization Process “Assimilation is a process by which people learn (and makes sense of) the culture” Employee Socialization Process Org Image, Identity, Work relationships, and the total business enterprise = ASSIMILATION Assimilation Process follows ZPD, too • 100% Assisted Learning (of culture) ZPD 0% To • Te ASSIMILATED Assimilation Process follows ZPD, too • 100% Assisted Learning (of culture) Zone of Proximal Development 0% To • Te ASSIMILATED Socialization Process Family influences  Personal experiences  Educational experiences  Peer influences  Media influences  Critical influences  Socialization Process Ex. “How do you feel about Native Americans?”  Family influences – What were my parents’ attitudes toward Native Americans?  Personal experiences – Did I know any Native Americans?  Educational experiences – What did I learn at school about Native Americans?  Peer influences – Did I play the game “Cowboys & Indians with my friends?”  Media influences – What did TV tell me about Native Americans?  Critical influences – Were there critical incidents during my life that may have affected my view of Native Americans? Org Benefits of Diversity A variety of points of view that can improve planning and decision making  A wider range of creative ideas  Assurance of ethnic sensitivity in the marketplace  A diverse workforce is better attuned to the demands and concerns of an increasingly diverse marketplace  Increased retention of valued employees  Diversity is expected by stakeholders  Organizational Culture Values, guiding beliefs, understandings, ways of thinking shared by members of an organization and taught to new members as correct. Org Culture Attitudes Values Beliefs Competent Training in Diversity Org aspects of Diversity Nice to do Need to Do Must Do 28 Organizational Approaches to Diversity •Discrimination and Fairness Paradigm “We legally have to do it.” Organizational Approaches to Diversity •Access and Legitimacy Program “It makes business sense to do it.” Organizational Approaches to Diversity •Integration and Learning Paradigm “We have to do it and it makes business sense, but WE CAN ACTUALLY LEARN FROM IT AND IMPROVE PERFORMANCE” Critical Managerial Roles  When it comes to diversity, managers must lead; your example defines the accepted practice and makes it easier for others to follow. Ethical Organization 33 Ethical Leadership with Organizations Individual Organization Short-term Long-term 34 Ethical Leadership with Organizations Individual Short-term Organization And, the decisionmaking that goes with it Long-term 35 BASIS FOR COMPARISON MORALS ETHICS Meaning Morals are the beliefs of the individual or group as to what is right or wrong. Ethics are the guiding principles which help the individual or group to decide what is good or bad. What is it? General principles set by group Root word Mos which means custom Governed By Social and cultural norms Deals with Applicability in Business Consistency Freedom to think and choose Principles of right and wrong No Morals may differ from society to society and culture to culture. No Response to a specific situation Ethikos which means character Individual or Legal and Professional norms Right and wrong conduct Yes Ethics are generally uniform. Yes 36  Consequentialist ethics focus on the intended outcomes, the aims, or the goals of a certain action - OUTCOME  Non-Consequentialist ethics start from reasoning about the individual’s moral rights and duties - PROCESS 37  Axiology - the science of human values, enables us to identify the internal valuing systems that influence our perceptions, decisions and actions (is anything value-neutral)? 38 Ethics and Axiology Ethics and Axiology 40 The Ethical Imperative to Manage Diversity Effectively Distributive Justice – A moral principle that says the distribution of raises, promotions, titles, interesting job assignments, office space, and other organizational resources and “perks” should be based on meaningful contributions by individuals, not on personal characteristics over which they have no control. The Ethical Imperative to Manage Diversity Effectively Procedural Justice – A moral principle calling for the use of fair procedures to determine how to distribute outcomes to organizational members. Diversity also means difference in our work-related values per the culture from which we come And, how we work together is informed by these work-related values •Power Distance •Risk Aversion •Masculinity •Individualism Country Arab World Argentina Australia Brazil Chile China Colombia France Germany India Israel Italy Jamaica Japan Mexico Philippines Russia South Korea Spain Taiwan Thailand Trinidad United Kingdom United States Venezuela Vietnam PDI 80 49 36 69 63 80 67 68 35 77 13 50 45 54 81 94 93 60 57 58 64 47 35 40 81 70 IDV 38 46 90 38 23 20 13 71 67 48 54 76 39 46 30 32 39 18 51 17 20 16 89 91 12 20 MAS 52 56 61 49 28 66 64 43 66 56 47 70 68 95 69 64 36 39 42 45 34 58 66 62 73 40 UAI 68 86 51 76 86 30 80 86 65 40 81 75 13 92 82 44 95 85 86 69 64 55 35 46 76 30 How we work together is many times informed by our work-related values •Power Distance – Acceptance of hierarchy Power    Power is the total amount of influence that an individual has in an organization, that is, the total ability to influence the behavior of other people (Kazmier, 1980). Power is the means or resources by which the leader gains compliance of others to achieve goals (Hersey & Blanchard, 1979). Power is the capacity to affect behavior in predetermined ways (Kast & Rosenzweig, 1970). Bases of Power      Legitimate - Power because you’re the boss; vested in your title. Expert: Power through knowledge. Reward: Power through rewards such as raises, perks and bonuses. Referent: Power derived from building genuine relationships with employees. It grows from their belief that you care about them as individuals. Coercive: Power through criticism or discipline 48 How we work together is many times informed by our work-related values •Power Distance – Acceptance of hierarchy •Risk Aversion – Avoidance of risk/uncertainty How we work together is many times informed by our work-related values •Power Distance – Acceptance of hierarchy •Risk Aversion – Avoidance of risk/uncertainty •Masculinity – preference on achievement, task vs. relationship building, high quality of work life How we work together is many times Informed by our work-related values •Power Distance – Acceptance of hierarchy •Risk Aversion – Avoidance of risk/uncertainty •Masculinity – preference on achievement, task vs. relationship building high quality of work life •Individualism – personal achievement, individual rights and independence (assertiveness vs. cooperativeness) Individualistic vs. Collectivist Low High Cooperativeness (Thomas & Kilmann, 1974) Low Org Culture and Employees Attitudes Individualism Power Distance Risk Aversion Masculinity Hofstede, 1983 Values Beliefs Attitudinal Direction On Adult Learning : •Incompetence •Competence •Conscious •Unconscious “Consciousness and Competence” 1. Consciously Competent 2. Unconsciously Competent 3. Consciously Incompetent 4. Unconsciously Incompetent “Consciousness and Competence” 1. Consciously Competent 2. Unconsciously Competent 3. Consciously Incompetent 4. Unconsciously Incompetent Silk Silk Silk A word about Motivation (M) Low High High KSAs (Csikszentmihalyi, 1997) Low Socialization and Orientation is informed by org identity: •Gender differences •Power differences •Cultural differences Image vs. Identity What others say you are What you say you are A A V V B B In organizations we work in groups! So, what is a group?! You point at a collection of people at the bus stop. Is that considered a group? What is a group? •Goal-oriented •Interdependent •Interaction •Perception of membership •Roles & Norms Types of groups •Pseudo •Traditional •Effective Types of groups •Pseudo – members have been assigned to work together, but have no interest in doing so. - lack of commitment - dysfunctional competition Types of groups •Traditional – members have been assigned to work together and accept this. - individual orientation - sharing minimized Types of groups •Effective – more than sum of the individual members. - Commitment - Shared goals & dialogue - True group orientation Here the group is a “team” Lightbulb exercise Types of groups •African Americans •Arab Americans •Latino Americans •Gay Persons •Persons with Disabilities People are different 69 Situational Leadership 70 Situational Leadership Many times comes down to focus: Task Versus Relationship 71 72 Effective Leadership and Management Styles Reality Practice: Leadership Styles Your employees: + or ¯ Competence? ¯ or + Commitment? 73 Effective Leadership and Management Styles Reality Practice: Employee Analysis  Rita is a new employee on your team. She has been anxious to join you for a while but this position just opened up. __________ Competence __________ Commitment 74 Effective Leadership and Management Styles Reality Practice: Employee Analysis  Dan, the senior member of your staff, works well on his own. He knows just what to do at the right time. He helps others learn and adds to the success of the team. __________ Competence __________ Commitment 75 Effective Leadership and Management Styles Reality Practice: Employee Analysis  Connie has worked with you for six months. She is able to do some of the work well but seems to be down on herself about not learning everything quickly enough. __________ Competence __________ Commitment 76 Effective Leadership and Management Styles Reality Practice: Employee Analysis  Sabrina knows the ropes of her work. She can manage all of the tasks, but sometimes she doesn't think she can really make things happen. _________ Competence _________ Commitment 77 Effective Leadership and Management Styles In other words… Regarding your employees: + ¯ Competence? ¯ + Commitment? This should determine your Leadership Style 78 Effective Leadership and Management Styles Reality Practice: Leadership Styles  Rita is a new employee on your team. She has been anxious to join you for a while but this position just opened up. __________ Competence __________ Commitment Leadership Style __________ 79 Effective Leadership and Management Styles Reality Practice: Leadership Styles  Dan, the senior member of your staff, works well on his own. He knows just what to do at the right time. He helps others learn and adds to the success of the team. __________ Competence __________ Commitment Leadership Style __________ 80 Effective Leadership and Management Styles Reality Practice: Leadership Styles  Connie has worked with you for six months. She is able to do some of the work well but seems to be down on herself about not learning everything quickly enough. __________ Competence __________ Commitment Leadership Style __________ 81 Effective Leadership and Management Styles Reality Practice: Leadership Styles  Sabrina knows the ropes of her work. She can manage all of the tasks, but sometimes she doesn't think she can really make things happen. __________ Competence __________ Commitment Leadership Style ___________ 82 Diversity and Organizational Change Process used to enhance the effectiveness of the organization and its members through planned interventions On the Need for Advance Change Theory Early 1970s: •No Change/Stable – 60% •Sporadic/incremental – 35% •Continuous – 5% Today: •No Change/Stable – 1% •Sporadic/incremental – 24% •Continuous – 75% (OD RESOURCES, 2002) 20th Century 21st Century 85 20th Century 21st Century Change Interventions consider: •Tempo and Time •Extent of Change •Favorableness of Change Recipient •Favorableness of Change Agent TEMPO Continuous - on-going •Linked to incremental change •Fine-tuning •Regularity; long-term TEMPO Episodic - divergence from equilibrium •Linked to transformational change •Short-term •Irregularity “Extent of CHANGE” DEPTH Incremental - smaller change •Supports human potential, participation, development •Planned •More adaptive “Extent of CHANGE” DEPTH Transformational – major change in direction •External or internal disruption •System-wide •Driven by senior execs •Unlearning/innovation •Demands a new paradigm Change Process is fundamental to Diversity Initiatives in “Unfreezing the Status Quo…” Desired state Restraining forces Status quo Driving forces Time Force Field Analysis (Lewin) Driving Forces Restraining Forces Change: Quit Smoking Social Pressure Habit Cost Spouse smokes Cancer Camaraderie New Laws Relieves Anxiety Status Quo Force Field Analysis (Lewin) Canvas Discussion Board Opportunity Diversity and “Appreciative Inquiry” 20th Century Elemental Paradigm • Machine • Quantitative • Prescribed • Reactive • Outcome • Behaviorism 21st Century 20th Century Elemental Paradigm • Machine • Quantitative • Prescribed • Reactive • Outcome • Behaviorism 21st Century Holistic Paradigm •Organism •Qualitative •Constructed •Proactive •Process •Humanistic 20th Century 21st Century •Organizational Development •Organizational Learning •Human Resource Development •Learning Organization •“Appreciative Inquiry” Appreciative Inquiry …a way of thinking for powerful, purposeful change in organizations… Appreciative Inquiry …a way of thinking for powerful, purposeful change in organizations… especially, with respect to strategic planning Appreciative Inquiry was developed by David Cooperrider, Diana Whitney, and others at Case Western Reserve University How credible and effective is the process of Appreciative Inquiry? • Appreciative Inquiry has been successfully used by: – The United States Navy – Metropolitan Health Clinic – The Cleveland Clinic – Hunter-Douglas, Inc. – Avon Cosmetics – Verizon Communications Traditional Define the problem Fix what’s broken S.W.O.T. Linear “What problems are you having?” Traditional Define the problem Fix what’s broken S.W.O.T. Linear “What problems are you having?” AI Solutions already exist Amplify what’s working Focus on life-giving forces Non-linear “What’s working well around here?” “Appreciative Inquiry” •A strategy that identifies the best of "what is" to pursue dreams and possibilities of "what could be"; a cooperative search for the strengths, passions and lifegiving forces that are found within every system and that hold potential for inspired, positive change. •A way of seeing which is selectively attentive to -- and affirming of -- the best and highest qualities in a system, a situation, or another human being; an appreciation for the "mystery of being" and a "reverence for life.“ (Cooperrider and Srivastva, 1998) (Cooperrider, 1998) Appreciative Inquiry DISCOVERY PHASE Best of What is DREAM PHASE Ideals of what might be DESIGN PHASE Consent of what should be DESTINY PHASE Experiencing what can be Appreciative Inquiry DISCOVERY PHASE Best of What is DREAM PHASE Ideals of what might be DESIGN PHASE Consent of what should be DESTINY PHASE Experiencing what can be Appreciative Inquiry Journey   Design phase was about planning. How can we begin to make some of these dreams happen? What processes, structures, tasks do we need to develop or undertake? Destiny was the final phase, where the plans are put in place and the work is done. However, the process is developmental and iterative, where we have learned from prior phases DISCOVERY What was your best day at work, and why? Processes (Verb) COLLABORATING PROBLEM-SOLVING DEVELOPING SHARING Outcomes (Noun) TRUSTED SUPPORTED VALUED RECOGNIZED EMPOWERED Processes (Verb) COLLABORATING PROBLEM-SOLVING DEVELOPING SHARING “Organizational Learning” Process Outcomes (Noun) TRUSTED SUPPORTED VALUED RECOGNIZED EMPOWERED “Learning Organization” Structure Appreciative Inquiry (Cooperrider) Canvas Discussion Board Opportunity DREAM “Name a hope, vision, or longing that you have for HCN that you would like to see, especially as it would foster more of your best self.” Appreciative Inquiry Journey Design phase will be about planning. How can we begin to make some of these dreams happen? What specific strategies do we need to develop or undertake?  Destiny is the final phase, where the plans are put in place and the work is done. However, the process is developmental and iterative, where we have learned from prior phases  “Skill Set Diversity” Impacts Leadership Impacts Performance Managment 118 Understanding Performance Expertise Seeking Expertise Seeking Competence Incompetence Abilities (KSAs) 120 Expertise Seeking Job Description Expertise Seeking Competence Incompetence Abilities (KSAs) 121 Expertise Seeking Expertise Seeking Competence Incompetence Abilities (KSAs) 122 Competence Vs. Expertise Competence - maintains the system Expertise – changes the system Understanding Performance Performance = f(KSAs * M * E) “Performance Formula” Performance = f(KSAs * M * E) Knowledge, Skills, & Attitudes “Performance Formula” Performance = f(KSAs * M * E) Knowledge, Skills, & Attitudes Motivation “Performance Formula” Performance = f(KSAs * M * E) Knowledge, Skills, & Attitudes Motivation Environment Employer Performance = f(KSAs * M * E) Employee But wait! What is: 1 x 1 x -1 Answer: 1 x 1 x -1 -1 “Performance Formula” Performance = f(KSAs * M * E) IF -1? -1? -1? “Performance Formula” -1 ! Performance = f(KSAs * M * E) -1? THEN -1? -1? Meet Paul Paul is one great data processor. He keeps up on the latest software and technology. Paul is very accurate in his data entry and rarely inputs errors. Paul loves to learn new things about the job and always eager to offer his suggestions. He is fundamentally driven to do his best for an organization. We hire Paul! KSAs+ M+ SO, HOW DID PAUL DO? But how?? KSAs+ M+ But how?? E− KSAs+ M+ “Performance Formula” (E) On Environment = •Supervisor •Communication/Feedback •Culture •Benefits •Systems/Structures “Performance Formula” -1 = 1 * 1 * -1 Performance = f(KSAs * M * E) Understanding Performance Performance = f(KSAs * M * E) Ability & Willingness On Ability and Willingness Interventions A W NA W A NW NA NW 353 356 Key Issues Chinese American Workers Filipino American Workers Southeast Asian American Workers Japanese American Workers Korean American Workers Asian Indian Americans Hawaiian & Pacific Islanders Leadership Challenges: Overcoming Barriers to Career Success Leadership Opportunities: Building Upon Their Strengths 362 364 366 368 370 372 10 Working with Arab Americans Stereotypes and Realities Connections to the Past: History Current Profile: Who Are the Arab Americans? Common Threads of Arab Cultures 385 387 389 391 395 CHAPTER 10 Working with Arab Americans de boda Out beyond ideas of right and wrong, there is a field. I'll meet you there. Rumi About 1/2 of 1% of people in the American workplace are Arab Americans, estimated at 1.7 million people who responded to the 2010 U.S. Census. However, research by 1% of Americans (AAI 2008). the respected Zogby International firm place the population at 3.5 million, or about What's it like to be an Arab American? Too often, they are defined in simplistic in many parts of the United States. There are no easy, one-size-fits-all answers. Lan- Arabs, and to distinguish them from one another. terms. Although the Arab culture is one of the oldest on Earth, it is misunderstood culture, and religion are distinct qualities that act in different ways to connect guage, The differences that seem to separate Arab Americans from non-Arabs can be much smaller than the variations that at times differentiate them from one another. It takes time to learn about their culture and the issues that concern them, but it is essential and rewarding for us to do that. Misunderstanding ultimately hurts each one of us. You are about to get a little taste of what it's like to be an Arab American in the American society and how this experience can affect interactions in the workplace. Specifically, you'll learn about these aspects: How typical stereotypes and myths about Arab Americans compare with reality Connections to the past: a brief history Current profile: who, where, how much Key cultural values, customs, and issues that are important to these people • Leadership challenges and opportunities for working effectively with Arab Americans First, check your attitudes and knowledge by completing these Self-Awareness Activities. 385 386 Managing Diversity Self-Aw Purpose: Instructi falsea of the c 1. 2. 3. 4 Arab American Woman Courtesy of Jon Feingersh/Blend Images/Getty Images. Arab American Man Courtesy of Stephen Derr/The Image Bank/Getty Images. Self-Awareness Activity 10.1. What Do You Believe about Arab Americans? To get in touch with your beliefs and stereotypes about this group of people To experience how judgmental beliefs affect your thinking and feeling processes To experience the ways in which your beliefs create your reality regarding Ar th th p d Purpose: other persons, even before you have any interaction with them a . . Part I. What Do You Believe about Arab American Women? Step 1. Associations Relax as deeply as you can. Close your eyes for a moment and take a few deep breaths. Now focus on the picture that symbolizes “Arab American woman." Imagine any that you are this woman. See if you can “be” an Arab American woman. Notice resistance to being this person and any willingness. Notice words, images, thoughts , and feelings that come to mind as you are "seeing and being this woman. Step 2. Negative Associations As you focus on the picture, allow negative opinions to come up, perhaps some that you typically hold about Arab American women. Notice your thoughts as you see the person in this negative way. What feelings? Step 3. Positive Associations Still focusing, allow positive opinions to come up, perhaps some that you typi- cally hold about Arab American women. Notice your thoughts as you see the person in this positive way. What feelings? Step 4. Insights and Write-up Review this experience and write about it. When you first saw the picture, what thoughts and feelings came up? These may reflect your deepest responses to people from this group. Think about the differences in your thoughts and feelings when you con- sciously held a positive opinion versus a negative opinion. Write a few sentences about your feelings, thoughts, and insights. What traits are typical of Arab American women? Part II. Experimenting with Opinions about Arab American Men Repeat the phases and steps in part I, this time focusing on the image of an Arab American man. MANAGING DIVERSITY Norma Carr-Ruffino B Ninth Edition AMAZON RENTALS JOIN amazonstudent FREE Two-Day Shipping for college students amazon.com/joinstudent Return your rentals amazon.com/rental 1 match > olemi Force Field Analysis (Lewin Driving Forces Restraining Forces Change: Quit Smoking Social Pressure Habit Cost Spouse smokes Cancer Camaraderie New Laws Relieves Anxiety Status Quo CHAPTER 10 Working with Arab Americans de boda Out beyond ideas of right and wrong, there is a field. I'll meet you there. Rumi About 1/2 of 1% of people in the American workplace are Arab Americans, estimated at 1.7 million people who responded to the 2010 U.S. Census. However, research by 1% of Americans (AAI 2008). the respected Zogby International firm place the population at 3.5 million, or about What's it like to be an Arab American? Too often, they are defined in simplistic in many parts of the United States. There are no easy, one-size-fits-all answers. Lan- Arabs, and to distinguish them from one another. terms. Although the Arab culture is one of the oldest on Earth, it is misunderstood culture, and religion are distinct qualities that act in different ways to connect guage, The differences that seem to separate Arab Americans from non-Arabs can be much smaller than the variations that at times differentiate them from one another. It takes time to learn about their culture and the issues that concern them, but it is essential and rewarding for us to do that. Misunderstanding ultimately hurts each one of us. You are about to get a little taste of what it's like to be an Arab American in the American society and how this experience can affect interactions in the workplace. Specifically, you'll learn about these aspects: How typical stereotypes and myths about Arab Americans compare with reality Connections to the past: a brief history Current profile: who, where, how much Key cultural values, customs, and issues that are important to these people • Leadership challenges and opportunities for working effectively with Arab Americans First, check your attitudes and knowledge by completing these Self-Awareness Activities. 385 386 Managing Diversity Purpose: Chapter 10. Working with Arab Americans 387 Self-Awareness Activity 10.2: What Do You Know About Arab Americans? To see what you know about the issues covered in this chapter Instructions: Determine whether you think the following statements are basically true or false—and why. The answers will emerge in this chapter, and the summary at the end of the chapter focuses on these issues. Repeat this exercise after you read the chapter, 1. Most Arab Americans were born in the Middle East. 2. Most Arab Americans are Muslims. 3. The main occupations of the men are taxi driver and convenience store opera- tor; for the women, housewife. 4. Arab Americans as a group have significantly more education than the average 5. The most unifying factor in Arab culture is the Arabic language. 6. It is rare to find Arab Americans who are actively engaged in politics. Arab American Woman American. Arab American Man Courtesy of Jon Feingershl Blend Images/Getty Images. Courtesy of Stephen Derri7e Image Bank/Getty Images Self-Awareness Activity 10.1. What Do You Believe about Arab Stereotypes and Realities Americans? Purpose: To experience how judgmental beliefs affect your thinking and feeling processes To get in touch with your beliefs and stereotypes about this group of people To experience the ways in which your beliefs create your reality regarding . Arab Americans came to the United States for the freedom and equal opportunity that the country symbolizes. And although the first wave of immigrants did confront the ethnocentricity, ignorance, and anti-foreign sentiments of the pre-World War II period, they were rarely singled out for abuse or exclusion. This changed with the development of the Arab-Israeli conflict, which created a highly-charged political arena in which the United States became a strategic player and a strong supporter of the state of Israel. Arab Americans began to experience significant stereotyping, harassment, defamation, and exclusion brought on by the widespread perception of Arabs as immigrants from hostile, enemy lands. Since the 1970s, in both popular culture and government policy, anti-Arab stereo- types have placed a stigma on Arab ethnicity in America. In response, Arab American activists became determined to document and publicize the Arab American experi- ence as a political imperative, a defensive tool against ignorance and hostility. other persons, even before you have any interaction with them Part I. What Do You Believe about Arab American Women? Step 1. Associations e Relax as deeply as you can. Close your eyes for a moment and take a few deep breaths. Now focus on the picture that symbolizes "Arab American woman.” Imagine that you are this woman. See if you can "be" an Arab American woman. Notice any the Bureau has been collecting information on them. Although some Arab Americans feel resistance to being this person and any willingness . Notice words, images, thoughts, and feelings that come to mind as you are "seeing and being this woman." Step 2. Negative Associations As you focus on the picture, allow negative opinions to come up, perhaps some that you typically hold about Arab American women. Notice your thoughts as you see the person in this negative way. What feelings? Step 3. Positive Associations Still focusing, allow positive opinions to come up, perhaps some that you typi- cally hold about Arab American women. Notice your thoughts as you see the person in this positive way. What feelings? Step 4. Insights and Write-up Review this experience and write about it. When you first saw the picture, what thoughts and feelings came up? These may reflect your deepest responses to people from this group. Think about the differences in your thoughts and feelings when you con- sciously held a positive opinion versus a negative opinion. Write a few sentences about your feelings, thoughts, and insights. What traits are typical of Arab American women? Part II. Experimenting with Opinions about Arab American Men Repeat the phases and steps in part I, this time focusing on the image of an Arab American man. Prior to 1980 the U.S. Census Bureau did not gather information on Arab Ameri- cans as a group. Although Arab Americans are still not designated as a distinct category, a stronger identity with other minorities (people of color) than with Euro-Americans, the Bureau still officially classifies them as part of the majority "white" group. Regardless of their classification, they may still face stereotyping and discrimination. Stereotype #1. Arab American are Muslims While most people who live in Arab nations are Muslims, most Arab Americans, in contrast, are Christians. The religious affiliations of Arab Americans are (AAI 2012): 63% Christian (Catholic 35%, Eastern Orthodox 18%, Protestant 10%) 24% Muslim 13% Other The percentage of Arab Americans who are Muslim has increased in recent years, because most new Arab immigrants tend to be Muslim, in contrast to the first wave who were almost all Christians. Even today some Arab Christians immigrate into the U.S. and continue to form new enclaves and communities across the country (Census 2008). Stereotype #2. Arab Americans' families come from nomadic desert tribes The desert tribe stereotype is the oldest one that the media has portrayed, featur- ing Arab sheiks in the desert with their harems and camels. It was not difficult for this cultural bias to deepen in direct proportion to U.S. interests in the Middle East. 388 Managing Diversity or Chapter 10. Working with Arab Americans 389 areas. Muslims, and even political differences, that doesn't make them violent. than 6 million. around the world. Reality #1: First, where they come from: 80% of Arab Americans were born in the United States, and 90% are U.S. citizens. Reality #2: Most Arab families live in urban areas, but portrayals of Arabs as ies, make up only about 2% of Arab people. Many Arabs live in metropolitan desert dwellers have distorted the picture. Bedouins, nomadic people depicted in mov- For example, one of the largest cities in the world is Cairo, with a population of more they do have a range of climates. You will find coastal areas, river delta regions, pla- Reality #3: While most Arab countries are more hot and dry than cold and wet, Stereotype #3. Arab Americans come from oil-rich Middle Eastern countries The rich oil sheik is a newer stereotype that has permeated advertising, television, Reality: These moguls are few and far between, and the rest of the population tends to be in the poverty-stricken category. How many Arab Americans are from oil-rich countries? Relatively few. The area around the Persian Gulf is one of several Arabs are rich from oil. Arab Americans are teachers, lawyers, grocers, executives, and students. If you think about them only in terms of stereotypes, other facets of teaus, and mountains, including some that get snow. and movies. areas in the world, but not all Arab countries produce oil, and Reality: In recent years, certain Islamic individuals and groups have declared holy war, on Americans and American interests. The term Islamie funda- mentalist is often used in the media to refer to these people, who use Islam to justify political actions. This usage has blurred the distinction between religion and politics. Very few Islamic individuals and groups who are conservative and traditional (fun- damentalist) condone terrorist acts. So while we may have religious differences with ment or party responsible, and not to a religion that has about 1.2 billion followers Fairness and accuracy mean attributing political actions to the group, govern- Stereotype #6. Arab American women are subservient to the men This stereotype stems from the image of Arab Americans as strict Muslims. than one-fourth of Arab American women do. Actually, most live in Christian house- Reality: While most Arab women of the world live in Islamic households, less holds. By American standards Arab women do lack personal freedom from a little to a lot, but that refers primarily to Muslim women. Even then, the degree of freedom or subservience varies widely from country to country. Stereotype #7. Arab Americans look different How do you picture an Arab American? With a beard? Headdress? Flowing robe? or exotic. In trying for a more interesting image, they may emphasize the difference Reality #1: The media often seems to prefer images of people who look different between Arab Americans and non-Arab Americans. The media also tends to ignore Arab Americans except when there is a national or international crisis and they want to get the Arab American "take" on it. This keeps Arab Americans out of sight except on a consistent, continuous basis and to focus on those who are typical, or leaders, The solution would be for the media to cover stories that feature Arab Americans rather than looking for those who look "interesting and exotic." This practice would result in viewers gaining a fuller, deeper knowledge of this community. very few oil-producing Dark skin? their experience are ignored and your perception of them is one-dimensional. Stereotype #4. Arab Americans may have terrorist connections This stereotype can be devastating to Arab Americans and has no basis in fact, news-except when there are highly volatile political events. Then the most visible Arab Americans and their institutions can be vulnerable to scapegoating. One promi- are associated with trouble. when they dress like Americans generally dress. Reality #2: Most Arab Americans do not wear traditional Arab clothing. They Reality #3: Arabs may have light skin and blue eyes or olive-to-dark skin and brown eyes. Hair textures differ. The United States has, at different times, classified Arab immi- grants as African, Asian, European, White, or as belonging to a separate group. Most nent example is the 1995 Oklahoma City bombing tragedy in which initial suspicions of a Middle Eastern link prompted incidents of anti-Arab backlash. Scapegoating is a human failure of understanding and wisdom. Americans resent being made scape goats by Muslim political extremists, who blame all the world's ills on Western deca adence. Moving beyond stereotypes requires that we all recognize this tendency to scapegoat and avoid it. Reality #2: A person from any ethnic group is just as likely to have connections with terrorists as an Arab American is. Many types of people have committed acts of terror. However, news accounts seem to more often stress Arab terrorists than they do other terrorists. A tiny handful of terrorists can have, and have had, a devastating impact on the world, as in the September 11 attacks. Yet only a small handful of Arab Americans fall into the terrorist category. Reality #3: What is a terrorist? Is he someone who will murder persons, based only on their national or religious affiliation? Consider the Americans who murdered strangers whom they thought looked like Arabs. At least two such murders occurred soon after the September 11 attacks. Such “terrorist” acts included the murder of a store owner who was actually from India and wore the turban and beard of the Sikh religion. He had donated $75 to a fund for 9-11 victims only a few hours before his death (Inside 2001). These were extremely rare incidents. Most Americans responded to 9-11 with maturity and wisdom and don't wish to be painted with the same brush as these rare Euro-American terrorists in their midst. Stereotype #5. Arab Americans adhere to an Islamic fundamentalist religion The term fundamentalist, whether applied to Muslims or Christians, is a largely American term that indicates strict adherence to a traditional code of belief and behavior. Throughout history political groups and leaders have used religion to jus- tify many political actions, including violence. This is an old, all-too-common story. Arab Americans identify more closely with nationality than with ethnic group. Connections to the Past: History About half of today's Arab Americans descended from the first wave of immigrants around the turn of the 20th century. The second wave has come since World War II. First Wave The first wave of Arab persons arrived in the United States between 1875 - Most were from Lebanon, Syria, and Palestine, and about 90% were Ch were fleeing the changing economic and political conditions in their For example, Japanese competition had hurt the Lebanese sill disease had hurt Lebanese vineyards. The first wave consis or village artisans, who were relatively poor with little or no e seek opportunity, intending to return home when they amassed settled in Arab communities and learned enough English to get b brought their families over and became permanent residents. Bed ety ce
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