CASE STUDY
It Wasn't
About Race
by Jeffrey C. Connor
ACK PARSONS PUT THE PHONE BACK
on its cradle and pressed his fingers
to his temples. This wasn't his first
crisis as managing partner of the North-
east office of Fuller Fenton, a national ac
counting firm, but it was a doozy. That
was his 11th phone call about what had
happened the day before between Hope
Barrows and Dillon Johnson, two hard-
working, valuable members ofthe firm.
And he was certain that the deluge was
just beginning. Each caller had been very
upset, and it was painfully clear that
no one was willing to back down. The
f i r m - o r at least all the people under
Jack's purview - seemed to be splitting
into two angry camps.
He thought back to the first phone call
he'd received, at 7:30 that morning, from
an associate who had talked to Dillon the
night before. "I always suspected this was
a racist organization masquerading as a
'good'company," the caller railed at him.
"I'm sick about this, and I'm telling you,
so are a lot of other people. We won't
work in a racist environment!"
Or Was It?
she felt her safety had been threatened.
He felt he'd been discriminated against
Will the company be torn in two by the after-
math of their encounter in a parking lot?
The last call had been equally charged
but on a different tack. The caller was a
female partner whom Jack had known
for years. "This had nothing to do with
race. Nothing at all!" she practically
shouted. "If a woman can't feel safe in
the parking lot of her own company,
that's pretty sad."
The story was really quite simple~the
basic facts weren't in dispute. Hope, a
partner at Fuller Fenton, had gone to the
office Sunday afternoon to get a jump
on the workweek, as she often did. When
she arrived at the parking garage, she
swiped her access card and the exterior
door opened. As she drove up to the
inner gate-the usual point of security
during business hours, when the garage
door was open - Dillon pulled in under
the exterior door as it was closing. Hope
stopped at the gate and, instead of swip-
ing her card, got out of her car and
walked over to Dillon. She asked who he
was and whether he belonged in the
building. Dillon told her he was an asso-
ciate at Fuller Fenton. Hope asked to see
HARVARD BUSINESS REVIEW September-October 2000 37
CASE STUDY • It Wasn't About Race. Or Was It?
his identification, and he showed her his
card. Hope thanked him, went back to
her car, and entered the garage. Hope
was white. Dillon was black. Somehow
the incident, as small as it seemed, had
started a storm that was threatening to
tear the company in two.
And it was only Monday afternoon. It
certainly hadn't taken long for things to
heat up. jack pressed his fingers harder
into his temples and let out a small
groan. Dillon had been on the phone to
him from San Francisco at 5 AM Pacific
time. He had flown there the night be-
fore to meet with a client. He'd been up
most of the night. He was angry -
appalled. He said the incident, ...
This summary provides the key details from the document in 3 sentences:
Danielle Lovelace is a vigilante for hire who has just killed a man named Alanzo DeLuca in her hotel room in Jamaica. She is contacted by her father's military comrade, Lieutenant General, who informs her that her sister Vivian is missing in Cologne, Germany. Danielle agrees to investigate her sister's disappearance and travels to Germany to search for Vivian.
LuckyByGlenn (#253421)All I can remember is hearin.docxSHIVA101531
Lucky
By
Glenn (#253421)
All I can remember is hearing an explosion that sounded like a bomb going off in my bedroom. Before I knew it, I was ripped out of my bed and thrown to the floor, flipped over on my back, and handcuffed. It all happened so fast. There was so much smoke in the house that I could not see what was happening, and I was coughing from the foul smell of sulphur. I first thought it may have been the Bloods coming back for revenge, but when I heard the yelling, I knew it wasn't the Bloods. It could have only been the police; they are the only ones around here who yell when they storm into your house. Had it been a rival gang member, I would have heard nothing. My heart felt as though it was expounding from my chest like an alien being that lived inside of me. I was the first one led out of the house by two LAPD SWAT team members. One of them said to me, "You’re fucked, Chino!" Chino was my street name. I could not see the SWAT officer’s face, as he wore a mask to conceal his identity, but I recognized that far too familiar voice. It was Narcotics Sergeant Rivetti. Once outside, the embarrassment set in. My mother and grandmother were taken out of our home in handcuffs and sat against the curb in front of our home at 167 22nd street in South Central Los Angeles. I could hear my mother crying "No!" My grandmother was sobbing and screaming at me in Spanish, "usted es no bueno hombre." In Spanish that means I am a no-good grandson.
The police were searching my home. I knew the drill, and all the neighbors had come out of their homes in their pajamas to see what was going on. As I looked around I saw Miss Johnson, a church lady whom we played childhood pranks on for years. She looked at me and shook her fist and said to the police, "It's about time you caught that little dealer." I watched as the officers had found my stash of Rock. When I say “rock,” I mean crack cocaine. This is what I sold to my “patients” when they came to my window in the middle of the night for a fix. I called them my patients because I was like their twisted under-aged doctor providing them temporary relief from their sorry lives. It was how I earned my living; it was the only way to make a living in my family. I don't mean my household family; I mean my street family, the Crips, or as the Bloods called us "The Crabs."
I am a member of one of the most notorious street gangs in South Central Los Angeles, The Rolling 20's. We held the blocks from 20th street to 29th street all the way to Central Avenue. It was our turf, we protected it, sometimes with our lives.
It all started when I was 14 years old. I had seen this big fat guy driving a Lexus in my neighborhood. He always had a wad of cash in his pocket and wore expensive clothes, but he always had on a blue hat or Jersey to signify his colors. Looking up to his prestige, I wondered who he was and how he got to be so rich. One day while standing in front of my house, he said to me, "Hey, lil’ man. Yo ...
This document provides safety tips for female realtors when meeting clients alone. It details the story of how the author almost fell victim to a potential attack when showing a property alone. The author recommends the following safety steps: 1) Get information about clients in advance and verify it with their employers. 2) Get clients' license plate and vehicle details in advance. 3) Have someone track your appointments and locations. 4) Avoid isolated areas and initially meet in public. 5) Carry pepper spray discreetly. 6) Keep keys in hand as a weapon. 7) Establish secret check-in texts with a contact. 8) Take photos of clients and their vehicles to send to your contact.
Clyde Everett was a Private Investigator living in Applebay City, a city with tremendous crime rate where corruption among elites is no longer a secret. One day, Applebay City Police Detective Lilian Kathleen came to offer him a murder case of Eleanor Flemming. At first, he refused but his curiosity pushed him deep into the case. What started as simple homicide case turned into something much bigger, complicated and life threatening. Will Clyde successfully bring an end to the case?
The document describes Mystery, a member of a group of pickup artists, having a mental breakdown after being triggered by a woman. His friend Style takes him to get help. After waiting for hours at a mental health center without being seen, Mystery bolts multiple times. The document sets up Mystery as a mentor to the narrator who has changed many lives, but is now struggling with deep emotional issues.
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
This summary provides the key details from the document in 3 sentences:
Danielle Lovelace is a vigilante for hire who has just killed a man named Alanzo DeLuca in her hotel room in Jamaica. She is contacted by her father's military comrade, Lieutenant General, who informs her that her sister Vivian is missing in Cologne, Germany. Danielle agrees to investigate her sister's disappearance and travels to Germany to search for Vivian.
LuckyByGlenn (#253421)All I can remember is hearin.docxSHIVA101531
Lucky
By
Glenn (#253421)
All I can remember is hearing an explosion that sounded like a bomb going off in my bedroom. Before I knew it, I was ripped out of my bed and thrown to the floor, flipped over on my back, and handcuffed. It all happened so fast. There was so much smoke in the house that I could not see what was happening, and I was coughing from the foul smell of sulphur. I first thought it may have been the Bloods coming back for revenge, but when I heard the yelling, I knew it wasn't the Bloods. It could have only been the police; they are the only ones around here who yell when they storm into your house. Had it been a rival gang member, I would have heard nothing. My heart felt as though it was expounding from my chest like an alien being that lived inside of me. I was the first one led out of the house by two LAPD SWAT team members. One of them said to me, "You’re fucked, Chino!" Chino was my street name. I could not see the SWAT officer’s face, as he wore a mask to conceal his identity, but I recognized that far too familiar voice. It was Narcotics Sergeant Rivetti. Once outside, the embarrassment set in. My mother and grandmother were taken out of our home in handcuffs and sat against the curb in front of our home at 167 22nd street in South Central Los Angeles. I could hear my mother crying "No!" My grandmother was sobbing and screaming at me in Spanish, "usted es no bueno hombre." In Spanish that means I am a no-good grandson.
The police were searching my home. I knew the drill, and all the neighbors had come out of their homes in their pajamas to see what was going on. As I looked around I saw Miss Johnson, a church lady whom we played childhood pranks on for years. She looked at me and shook her fist and said to the police, "It's about time you caught that little dealer." I watched as the officers had found my stash of Rock. When I say “rock,” I mean crack cocaine. This is what I sold to my “patients” when they came to my window in the middle of the night for a fix. I called them my patients because I was like their twisted under-aged doctor providing them temporary relief from their sorry lives. It was how I earned my living; it was the only way to make a living in my family. I don't mean my household family; I mean my street family, the Crips, or as the Bloods called us "The Crabs."
I am a member of one of the most notorious street gangs in South Central Los Angeles, The Rolling 20's. We held the blocks from 20th street to 29th street all the way to Central Avenue. It was our turf, we protected it, sometimes with our lives.
It all started when I was 14 years old. I had seen this big fat guy driving a Lexus in my neighborhood. He always had a wad of cash in his pocket and wore expensive clothes, but he always had on a blue hat or Jersey to signify his colors. Looking up to his prestige, I wondered who he was and how he got to be so rich. One day while standing in front of my house, he said to me, "Hey, lil’ man. Yo ...
This document provides safety tips for female realtors when meeting clients alone. It details the story of how the author almost fell victim to a potential attack when showing a property alone. The author recommends the following safety steps: 1) Get information about clients in advance and verify it with their employers. 2) Get clients' license plate and vehicle details in advance. 3) Have someone track your appointments and locations. 4) Avoid isolated areas and initially meet in public. 5) Carry pepper spray discreetly. 6) Keep keys in hand as a weapon. 7) Establish secret check-in texts with a contact. 8) Take photos of clients and their vehicles to send to your contact.
Clyde Everett was a Private Investigator living in Applebay City, a city with tremendous crime rate where corruption among elites is no longer a secret. One day, Applebay City Police Detective Lilian Kathleen came to offer him a murder case of Eleanor Flemming. At first, he refused but his curiosity pushed him deep into the case. What started as simple homicide case turned into something much bigger, complicated and life threatening. Will Clyde successfully bring an end to the case?
The document describes Mystery, a member of a group of pickup artists, having a mental breakdown after being triggered by a woman. His friend Style takes him to get help. After waiting for hours at a mental health center without being seen, Mystery bolts multiple times. The document sets up Mystery as a mentor to the narrator who has changed many lives, but is now struggling with deep emotional issues.
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
CHAPTER
11 Storage Security
The primary concern of network security is to protect assets that reside on the
network. Naturally, the most significant of those assets is data. Data resides in
storage, which is either controlled or unmanaged. Storage technologies have
evolved over the past decade in complexity, capability, and capacity, and the
effectiveness of storage security controls and technologies has advanced
accordingly. Today’s storage technologies can protect data natively in many ways;
for example, many modern storage technologies include built-in encryption and
access control to protect confidentiality and integrity, redundancy to protect
availability, and onboard protection against malware.
In this chapter, we’ll cover the ways in which the built-in security features of
modern storage infrastructures can be leveraged to protect data. We’ll also look
at how to protect data on storage devices and platforms using additional
technologies outside the native functionality of storage systems, to remediate
residual risks to that data. And finally, we’ll review best practices for building
storage infrastructures to provide the best protection for data assets. Let’s begin
with a look at how storage security has changed in recent years.
Storage Security Evolution
When the first edition of this book was published almost ten years ago, 3.5-inch
floppy disk drives were still included on some computers. Being portable storage
devices, floppy disks were hard to secure. They were easily lost, or the data on
them became corrupted. They could be used to propagate malware, either
through files on the disk or through active code like the “girlfriend exploit” (as
described in Chapter 2, named for the infamous practice of breaking into a
network by giving a disk containing exploit software to a significant other who
works there, and instructing her to run the program). The use of floppy disks was
largely phased out by the late 2000s.
The next generation of storage devices, compact discs (CDs) and digital video
discs (DVDs), posed a unique threat due to their longevity. Unlike other, more
volatile storage media, these polycarbonate-encased metal optical data storage
devices seem like they will last forever if handled properly. While optical discs
are great for reliability and availability of data, their longevity elicits concerns of
its own. If you place private, confidential data on a CD or DVD and then misplace
https://learning.oreilly.com/library/view/information-security-the/9780071784351/ch2.html
the disc, who knows how long it might stick around and who may discover it in
the future. For this reason, optical storage devices were banned in many
corporate environments, especially those required to comply with privacy
regulations. Moreover, once the data is burned to the media, it can’t be changed,
so you can’t retroactively apply protection to it.
Flash drives (USB sticks and the like) have exploded in ...
Chapter 02 Video Case - Banking on NatureVideo Transcript In 2008MaximaSheffield592
Chapter 02: Video Case - Banking on NatureVideo Transcript:> In 2008, Mark Tercek gave up a powerful position at Goldman Sachs to become president of the Nature Conservancy. It is the world's largest environmental group. And now he's trying to change the way that we think about business and the environment. Mark Tercek, welcome.>> Thank you>> So when you talk about changing the way people think about business and the environment, what you have brought to the table here is a partnership between businessu and an environmental group. And you've received some criticism for that.>> Yeah, we think about nature. It's got tremendous value for people. You should think about nature as infrastructure, something to invest in, to improve economies, to improve jobs, to improve life. And so of course we want out allies to include the government, working joes, but business as well. And big business increasingly has a huge environmental footprint. So if we can work with business, help them understand that taking better care of the environment is good for their business, we think they can really be powerful allies to the environmental movement.>> How does somebody go from one of the biggest of businesses, Goldman Sachs, at the height of the boom to a nature non-profit?>> Yeah, I think I've really been fortunate. I worked at Goldman Sachs for 25 years. I had a very positive experience there. Near the end of my career I wanted to shift gears. My boss at the time, Hank Paulson, said, I was thinking about leaving the firm in 2005 to become an environmentalist. He said no, stay at the firm and build an environmental effort at the firm. So Hank and I did that together. We looked for business opportunities that made business sense and that were good for the environment. It went really well. I'm really proud of what we accomplished there. And I became so convinced of this opportunity I went all the way and joined the Conservancy. I was very fortunate. The Conservancy was a great organization before I got there. That's for sure. I have the good privilege of leading it today, and we're excited about what we can do.>> How many of those opportunities are out there today, by the way? Investments that are good for business and for the environment at the same time?>> You know, we think it's almost unlimited, to be honest. We're just beginning to scratch the surface. But in case after care we work closely with companies who have a big environmental footprint. We help them understand how their business depends on nature, and the better they understand that the more incentivized they are by good old profit motives, chairholder value maximization motives to do a better job of being environmental stewards. That's a great weapon in our work.>> Hank Paulson went on to lead the Treasury when you went on to lead the Nature Conservancy. I wonder, how do you convince, because sometimes it's not in a business's best interests as far as their bottom line is concerned, to be environmental ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
CHAPTER
11 Storage Security
The primary concern of network security is to protect assets that reside on the
network. Naturally, the most significant of those assets is data. Data resides in
storage, which is either controlled or unmanaged. Storage technologies have
evolved over the past decade in complexity, capability, and capacity, and the
effectiveness of storage security controls and technologies has advanced
accordingly. Today’s storage technologies can protect data natively in many ways;
for example, many modern storage technologies include built-in encryption and
access control to protect confidentiality and integrity, redundancy to protect
availability, and onboard protection against malware.
In this chapter, we’ll cover the ways in which the built-in security features of
modern storage infrastructures can be leveraged to protect data. We’ll also look
at how to protect data on storage devices and platforms using additional
technologies outside the native functionality of storage systems, to remediate
residual risks to that data. And finally, we’ll review best practices for building
storage infrastructures to provide the best protection for data assets. Let’s begin
with a look at how storage security has changed in recent years.
Storage Security Evolution
When the first edition of this book was published almost ten years ago, 3.5-inch
floppy disk drives were still included on some computers. Being portable storage
devices, floppy disks were hard to secure. They were easily lost, or the data on
them became corrupted. They could be used to propagate malware, either
through files on the disk or through active code like the “girlfriend exploit” (as
described in Chapter 2, named for the infamous practice of breaking into a
network by giving a disk containing exploit software to a significant other who
works there, and instructing her to run the program). The use of floppy disks was
largely phased out by the late 2000s.
The next generation of storage devices, compact discs (CDs) and digital video
discs (DVDs), posed a unique threat due to their longevity. Unlike other, more
volatile storage media, these polycarbonate-encased metal optical data storage
devices seem like they will last forever if handled properly. While optical discs
are great for reliability and availability of data, their longevity elicits concerns of
its own. If you place private, confidential data on a CD or DVD and then misplace
https://learning.oreilly.com/library/view/information-security-the/9780071784351/ch2.html
the disc, who knows how long it might stick around and who may discover it in
the future. For this reason, optical storage devices were banned in many
corporate environments, especially those required to comply with privacy
regulations. Moreover, once the data is burned to the media, it can’t be changed,
so you can’t retroactively apply protection to it.
Flash drives (USB sticks and the like) have exploded in ...
Chapter 02 Video Case - Banking on NatureVideo Transcript In 2008MaximaSheffield592
Chapter 02: Video Case - Banking on NatureVideo Transcript:> In 2008, Mark Tercek gave up a powerful position at Goldman Sachs to become president of the Nature Conservancy. It is the world's largest environmental group. And now he's trying to change the way that we think about business and the environment. Mark Tercek, welcome.>> Thank you>> So when you talk about changing the way people think about business and the environment, what you have brought to the table here is a partnership between businessu and an environmental group. And you've received some criticism for that.>> Yeah, we think about nature. It's got tremendous value for people. You should think about nature as infrastructure, something to invest in, to improve economies, to improve jobs, to improve life. And so of course we want out allies to include the government, working joes, but business as well. And big business increasingly has a huge environmental footprint. So if we can work with business, help them understand that taking better care of the environment is good for their business, we think they can really be powerful allies to the environmental movement.>> How does somebody go from one of the biggest of businesses, Goldman Sachs, at the height of the boom to a nature non-profit?>> Yeah, I think I've really been fortunate. I worked at Goldman Sachs for 25 years. I had a very positive experience there. Near the end of my career I wanted to shift gears. My boss at the time, Hank Paulson, said, I was thinking about leaving the firm in 2005 to become an environmentalist. He said no, stay at the firm and build an environmental effort at the firm. So Hank and I did that together. We looked for business opportunities that made business sense and that were good for the environment. It went really well. I'm really proud of what we accomplished there. And I became so convinced of this opportunity I went all the way and joined the Conservancy. I was very fortunate. The Conservancy was a great organization before I got there. That's for sure. I have the good privilege of leading it today, and we're excited about what we can do.>> How many of those opportunities are out there today, by the way? Investments that are good for business and for the environment at the same time?>> You know, we think it's almost unlimited, to be honest. We're just beginning to scratch the surface. But in case after care we work closely with companies who have a big environmental footprint. We help them understand how their business depends on nature, and the better they understand that the more incentivized they are by good old profit motives, chairholder value maximization motives to do a better job of being environmental stewards. That's a great weapon in our work.>> Hank Paulson went on to lead the Treasury when you went on to lead the Nature Conservancy. I wonder, how do you convince, because sometimes it's not in a business's best interests as far as their bottom line is concerned, to be environmental ...
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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The History of NZ 1870-1900.
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SWOT analysis in the project Keeping the Memory @live.pptx
CASE STUDYIt WasntAbout Raceby Jeffrey C. Connor
1. CASE STUDY
It Wasn't
About Race
by Jeffrey C. Connor
ACK PARSONS PUT THE PHONE BACK
on its cradle and pressed his fingers
to his temples. This wasn't his first
crisis as managing partner of the North-
east office of Fuller Fenton, a national ac
counting firm, but it was a doozy. That
was his 11th phone call about what had
happened the day before between Hope
Barrows and Dillon Johnson, two hard-
working, valuable members ofthe firm.
And he was certain that the deluge was
just beginning. Each caller had been very
upset, and it was painfully clear that
no one was willing to back down. The
f i r m - o r at least all the people under
Jack's purview - seemed to be splitting
into two angry camps.
He thought back to the first phone call
he'd received, at 7:30 that morning, from
an associate who had talked to Dillon the
night before. "I always suspected this was
a racist organization masquerading as a
2. 'good'company," the caller railed at him.
"I'm sick about this, and I'm telling you,
so are a lot of other people. We won't
work in a racist environment!"
Or Was It?
she felt her safety had been threatened.
He felt he'd been discriminated against
Will the company be torn in two by the after-
math of their encounter in a parking lot?
The last call had been equally charged
but on a different tack. The caller was a
female partner whom Jack had known
for years. "This had nothing to do with
race. Nothing at all!" she practically
shouted. "If a woman can't feel safe in
the parking lot of her own company,
that's pretty sad."
The story was really quite simple~the
basic facts weren't in dispute. Hope, a
partner at Fuller Fenton, had gone to the
office Sunday afternoon to get a jump
on the workweek, as she often did. When
she arrived at the parking garage, she
swiped her access card and the exterior
door opened. As she drove up to the
inner gate-the usual point of security
during business hours, when the garage
door was open - Dillon pulled in under
the exterior door as it was closing. Hope
stopped at the gate and, instead of swip-
ing her card, got out of her car and
walked over to Dillon. She asked who he
3. was and whether he belonged in the
building. Dillon told her he was an asso-
ciate at Fuller Fenton. Hope asked to see
HARVARD BUSINESS REVIEW September-October 2000 37
CASE STUDY • It Wasn't About Race. Or Was It?
his identification, and he showed her his
card. Hope thanked him, went back to
her car, and entered the garage. Hope
was white. Dillon was black. Somehow
the incident, as small as it seemed, had
started a storm that was threatening to
tear the company in two.
And it was only Monday afternoon. It
certainly hadn't taken long for things to
heat up. jack pressed his fingers harder
into his temples and let out a small
groan. Dillon had been on the phone to
him from San Francisco at 5 AM Pacific
time. He had flown there the night be-
fore to meet with a client. He'd been up
most of the night. He was angry -
appalled. He said the incident, as far as
he was concerned, was an indication that
the firm was racially biased. Judging
from the calls Jack had received, most of
the firm's African-American partners and
associates agreed.
Jack had asked Dillon to tell him ex-
actly what happened. Dillon said he was
4. working out at his health club when he
got a call on his cell phone from a fellow
associate, Shaun Daniels. The two had
planned to meet at the office later that
afternoon to review the file for Dillon's
San Francisco client. Shaun asked if they
could push up their meeting because he
had to be somewhere at 4 PM. Dillon
was grateful Shaun had agreed to meet
with him on a Sunday, and he knew they
had several hours ofwork to get through,
so he rushed from the gym and drove to
the office.
He pulled into the driveway of Fuller
Fenton's garage behind a red Volvo. The
car Just seemed to be parked at the door.
"1 remember thinking, 'What's taking
this person so long to swipe their card?'"
he told Jack. "Then I thought, 'Where's
my card?' and I started looking through
the pile of clothes on the passenger seat
for my wallet.
"Then the door opened, the Volvo
went through, and I didn't even think;
I Just followed," Dillon continued. "Then
the car stopped again. I thought, 'What
is this?' and I tried to see who was in the
car. I could see it was a woman, and she
was looking at me in her rearview mir-
ror. So I waved. And waited.
"She gets out of her car, comes over to
me, and asks me if I work in the building.
5. I say yes, and she asks me for my iden-
tification. I recognized her, you know-
didn't know her name, but I'd seen her
in the building.
"I was confused. I didn't know what
the problem was. Then 1 realized that she
thought I had slipped through the door
behind her because I was some sort of
criminal. I'm black; she's white. Most
people at the company are white. Case
closed, in her mind."
"What happened next?"Jack prompted.
"I told her my name," Dillon said."I
found my wallet and showed her my
identification. But Jack, I have to tell you,
at that moment, all I could think was
Jeffrey C. Connor is a partner at Spectrum
OBD, a consulting firm in Brookline, Mas-
sachusetts, that specializes in organization
and executive development. He is also the
executive director of Seacoast Mental
Health Center in Portsmouth, New Hamp-
shire, and a lecturer on organizational
behavior at Harvard Medical School.
38 HARVARD BUSINESS REVIEW September-October 2000
It Wasn't About Race. Or Was It? • CASE STUDY
that this wasn't the first time I'd been
6. made to feel like an outsider at this com-
pany because I'm black. When I signed
on, I heard a lot of talk about how Fuller
Fenton was reinventing itself as an in-
credibly diverse, versatile organization.
But my experience tells a different story.
"My first week here, one of the ad-
ministrative assistants saw the wedding
photo I have on my desk. She looked
really surprised, and then she said, 'Your
wife is very light skinned.'
"I laughed and said something like,
'Amy is white.' But the look I got? It was
disapproving, almost like she was dis-
gusted." Dillon's voice trailed off. Then he
said, "I know I could cut her some slack.
She's one ofthe older assistants, and she's
been here a long time. But it stung. She
hasn't talked to me directly since."
He was quiet for another moment.
Jack waited. "That was the smallest inci-
dent," Dillon said. "After four months
here, remember I was going to be on the
team for that consumer goods company
in Texas? I was put on and taken off
within 48 hours. I found out-actually
just last night, when I was venting to a
colleague about this incident-that the
partner heading the team was worried a
black face would put the client off!"
Jack shook his head; of course, Dillon
couldn't see him, but he answered as
7. if he had. "Jack, I know it's true. And
maybe the guy had a point-that client
is a very old-line kind of company. But
stilt, if this company is serious about di-
versity, is that any way to behave? That's
not the kind of company I thought I was
Joining. And it's certainly not the kind of
company I'm going to keep working for."
Jack knew the last story was correct. In
fact, he'd argued with the partner about
the way Dillon was treated. And he'd
hoped, at the time, that it would be Just
one of those things and that he could
work to prevent it from happening again.
"I called four or five colleagues last
night," Dillon continued."! asked them
if I was imagining this. They all said no.
This time it can't Just be water under the
bridge. Jack."
Jack reassured Dillon as best he could.
He told Dillon he was a valued employee
and that he'd do some digging, that they
would all work to resolve the situation.
As soon as he hung up the phone, he
called Hope and left a message asking
her to come see him.
((l tried to call you earlier," Hope said
when she entered Jack's office. "I've
heard a lot of rumors going around
about what happened yesterday, and I
8. have to tell you, I'm shocked -totally
shocked. I didn't ask for Dillon Johnson's
identification because he was block. I
asked for it because I was freaked out
that a man was following me into the
garage-a man who didn't seem to have
an access card of his own.
"I was only concerned for my own
safety," she said. "He could have been
white, or purple, for all I cared. I thought
there was a good chance I was going to
be robbed, Or raped. Asking for his iden-
tification was the fair thing to do."
Hope took a deep breath and told Jack
the story from the beginning. She often
came into the office on Sundays, she ex-
plained. She liked the quiet; she got a lot
done. She knew that at least a few other
people felt the same way. Occasionally
she would see other cars in the lot, and
sometimes she would see people coming
or going.
But she didn't recognize Dillon's car,
and she didn't recognize Dillon. "What
was he thinking. Jack?" she asked, indig-
nant, "I'm not the one who was insensi-
tive here. Dillon Johnson was insensitive
to me by 'piggybacking' behind me
when I opened the garage door. Didn't
he know that any woman would feel
vulnerable, and potentially threatened, if
any man - or anybody, truth be toid -
evaded security measures to follow her
9. into a deserted garage? Why didn't he
just wait the extra 15 seconds and use his
own card?"
"You know, I really never should have
gotten out of my car," she chided herself
"I should have Just called security. But
1 was thinking, 'Better to confront him
now than to put myself in possible Jeop-
ardy deep in the garage with no one else
around.'
"To be honest with you, I was also
thinking about two of my friends who
have been mugged. One in a parking
HBR's cases present common managerial dilemmas and offer
concrete solutions from
experts. As written, they are hypothetical, and the names used a
re fictitious. We invite
you to write to Case Suggestions, Harvard Business Review, 60
Harvard Way, Boston,
MA 02163, or send suggestions to [email protected]
garage, the other on a subway platform.
Neither was hurt. Well, my friend Alice
strained her back trying to twist away
from the subway mugger, but she got off
easy, considering. And 1 was thinking
about what my husband said to me, two
years ago now, when I started coming in
here on Sundays. He asked me if I was
sure that it was safe to come in when
the building was deserted. He asked me
to carry my cell phone at all times."
Hope paused, then continued, smiling.
10. "I laughed at my husband when he said
that," she said. "He grew up in Manhat-
tan." Her smile faded. "I did have my cell
phone in my hand when I got out ofthe
car," she said. "I had punched in 911, and
my finger was on the send button.
"I didn't recognize him," she said again.
"I didn't recognize his car. He was wear-
ing a T-shirt. Not that that matters, really.
No one dresses up here on Sundays. Still,
no one usually wears T-shirts, either. I did
feel a little silly, at one point, before I got
out ofthe car. I mean, I was telling my-
self that whoever it was was Just coming
in to work and had been too lazy to get
out his card. But scared overruled silly.
"And in no way-no way-was I acting
out of any racial prejudice. Come on.
Jack, this guy has some personal chip on
his shoulder, and he's putting all his bag-
gage on me. 1 was scared, for Cod's sake."
J
ack listened and, at the end of the
meeting, told Hope he would think
about what to do. It was clear, he said,
that she and Dillon should sit down in
the same room to discuss the issue. He
would set up the meeting and get back
to her. Meanwhile, he told her, he did see
her point. Not to worry about that.
For the rest ofthe morning and early
11. afternoon. Jack fielded angry calls. He also
called the human resources department
and set up a meeting with Hope, Dillon,
himself, and the regional HR director for
Wednesday morning at 10, as soon as Dil-
lon returned from San Francisco.
He Just hoped he could hold things to-
gether until then. He would, of course,
continue to field calls and try to calm
people down as best he could. But what
else could he do? For that matter, what
was he going to do at the meeting?
continued on page 42
HARVARD BUSINESS REVIEW September-October 2OO0 39
CASE STUDY • It Wasn't About Race. Or Was It?
What is Jack's next step?
"The incident in the
parking lot is much larger
than a conflict between
two people. The other
employees' reactions to
the incident..,suggest an
organizational culture
rife with racial tension."
Robin Ely is a visiting associate
professor at Harvard Business School
in Boston, on leave from Columbia
12. University's School of International
and Public Affairs in New York.
Charges of racism and sexism can, and often do, clash. And all
too
often the upshot is something I cail the Oppression Olympics-a
compe-
tition over who has suffered the greater injury, the victim of
racism or the
victim of sexism.
Hope Barrows would not have been
afraid but for her knowledge of thefre*
quency with which violence is perpe-
trated by men against women. Dillon
Johnson would not have been insulted
but for his knowledge ofthe negative
stereotypes that whites have been accul-
turated to hold about blacks, black men
in particular. The problem is, it's virtually
never productive to engage in a dispute
that centers on whose concern has
greater legitimacy.
That's why Jack Parsons needs to push
any conversation between Hope and Dil-
lon beyond the actual scene in the park-
ing lot. He needs to acknowledge the
underlying currents that made this inci-
dent so emotionally charged to help
each understand the other's actions and
reactions. But Jack should mostly focus
on addressing the larger issue at hand.
It's clear that the incident in the park-
ing lot is much larger than a conflict be-
13. tween two people. The other employees'
reactions to the incident - their swift
moves to accusation and defense-sug-
gest an organizational culture rife with
racial tension. What's more, the firm's
black and white partners have very dif-
ferent and apparently heretofore undis-
cussed perspectives on the role race
plays in the firm. Jack needs to use this
event as the catalyst for action on an
organizational scale.
To do that, he must first meet with
Hope and Dillon, making clear to them
that he sees the incident as indicative of
a larger problem within the firm and
that he intends to address it as such.
Then he should allow each to tell his or
her story to the other, without interrup-
tion, including-and this is very impor-
tant-the historical context within which
each experienced the event. For Hope,
this would include her experience as a
woman, with reasonable fears, based on
known events, of violence perpetrated by
men against women. For Dillon, it would
include his experience as a black man,
with reasonable concerns, based on his
own and others' experiences, that white
people might be acting on the negative
stereotypes they often hold
about black men. If Hope and
Dillon can see each other's be-
havior as reasonable in the
14. given context, they should be
able to stop blaming and Judg-
ing each other,
Next, Jack should implement
an organizational intervention.
It would begin with an investi-
gation of how members of dif-
ferent racial and ethnic groups
experience their work and rela-
tionships in the firm. Then there
would be a set of facilitated con-
versations in which employees
would learn the results of the
investigation and discuss them
within and across racial groups.
For the organizational effort
to work. Jack and the other se-
nior managers must make clear
to employees that conversations
about the role race (and for that matter,
other cultural identities) plays in the
firm are legitimate and encouraged.
They should discuss publicly their own
experiences and share what they have
learned throughout the process. Finally,
they should take every opportunity to tie
these efforts to the work ofthe organiza-
tion-to articulate how the learning that
comes from, and facilitates, better race
relations among employees creates a
more effective workforce and advances
the organization's mission.
15. Let me be clear about this organiza-
tional effort. The primary goal is not for
white people to learn how to be more
sensitive in interactions with their col-
leagues of color. Nor is it for people of
color to learn how to be less sensitive to
perceived slights so that they might be
less likely to be derailed by them. Nor is
it for Fuller Fenton to ensure that such
events never occur again-though there
may well be gains in all these areas. The
goal is for all employees to learn how to
discuss these events openly and con- ^
structively, with as little defensiveness, S
blame, and Judgment as possible, when |
they do occur. Because in a culture such 5
as ours, these kinds of events undoubt- £
ediy will occur, no matter how sensitized ^
or desensitized people may become. °
42 HARVARD BUSINESS REVIEW September-October 2000
It Wasn't About Race. Or Was It? • CASE STUDY
"Hope's slight was the
straw that broke Dillon's
back. A series of small
incidents, or 'microgres-
sions/ can sometimes be
as serious as larger, more
blatant examples of bias."
Verna Myers is the principal at
Verna Myers & Associates, a diversity
16. management consultancy in Newton,
Massachusetts, that specializes in
professional service organizations.
Jack should be curious: why would a bright, hardworking,
assimilated
young African-American man risk angrily confronting the
managing part-
ner over an incident that seems fairly innocuous? Usually when
people
get to the point of speaking with the managing partner,
something is
really wrong.
Jack should realize that
Hope's slight was the straw
that broke Dillon's back. A
series of small incidents, or
"microgressions," can some-
times be as serious as larger,
more blatant examples of
bias. They create a sense of
exclusion, foster isolation,
make it difficult for people
to fully commit to their or-
ganizations, and add psycho-
logical burdens that affect
performance. Jack needs to
address not only this inci-
dent but also the larger is-
sues it raises.
The meeting on Wednes-
day should help Dillon and
Hope understand the feel-
ings, thoughts, and experi-
17. ences that informed each
other's actions. They don't need to agree
about what happened, but they do need
to be willing to see each other's side. (If
Jack's HR person doesn't have experi-
ence facilitating racially charged discus-
sions, he needs to bring in someone who
genetic traits ca
skip a generatioi
THE ONLY THI
E C O "
CASE STUDY • It Wasn't About Race. Or Was It?
does. A skilled facilitator will make sure
that each tells his or her story without
interruption or accusation.)
Hope needs to hear about the many
times Dillon has felt humiliated because
of his race and how this incident made
him feel about his workplace. Dillon
needs to tell her about being bumped
off the Texas team. And Hope needs to
tell Dillon about her girlfriends who
have been mugged and her husband's
concerns. He needs to hear how it feels
to be a woman, alone and vulnerable.
My guess is Hope will find it hard to
even consider that some part of her re-
action to Dillon may have been based
18. on our society's racist messages about
black men. A real solution
depends on how willing each
is to listen to the other and
examine his or her own as-
sumptions.
Beyond the meeting. Jack
needs to assess the extent
ofthe racial biases in his or-
ganization. He should start
by speaking with Dillon and
other African-Americans at
the firm, saying something
like: "I'm really disturbed
by the things I've heard to-
day. I want to believe that
it's different here, but I want
to know from you what it is
like to work here."
Then he should assemble
a racially mixed group of
people from different func-
tions and levels ofthe firm
to take a good look at Fuller
Fenton's policies and prac-
tices-large and small, for-
mal and informal. Do they
support or create (subtly or
overtly) barriers to the re-
cruitment, retention, and advancement
of African-Americans and other people
of color?
19. This diversity task force should sug-
gest ways to change the culture, such as
providing opportunities for people to
discuss racial and other issues of differ-
ence honestly. The process will be suc-
cessful only if Jack openly champions it
as an issue vital to the firm's well-being
and longevity.
There's no way that the firm will be
able to wipe out racism or prevent every
incident of insensitivity, but it should be
able to build a system that is aligned
with its commitment to diversity and
that provides channels for reporting and
resolving issues that do come up.
Of course, I can't be sure if Jack is up
to the task. Is he willing to take risks,
make the time, or allocate the resources
necessary? Does he understand how
racism operates on the interpersonal, in-
stitutional, and societal level? His inac-
tion with regard to the Texas team leads
me to believe that he has blinders on,
lacks the skill to address racial issues,
or lacks the courage to confront them. If
that is the case, my only comment to him
is, "Jack, you say that you want a diverse
and inclusive organization, but what are
you willing to do to achieve it?"
One final note for Dillon. If Dillon
senses that Jack's response to him is in-
tended to smooth things over and stop
20. there, he has a tough decision to make-
stay with the devil he knows or move to
the devil he doesn't. He will need to do
his research well because despite their
talk, very few large accounting firms
employ more people of color or are bet-
ter at diversity than Fuller Fenton. An
African-American man is not expected
to be there and that has to do with
racism, but it is also a reality. Regardless
of whether Dillon goes or stays, he will
need to create a multiracial support net-
work of peers and mentors who can help
him succeed.
T m a big fan of
resolving disputes
one on one, with as
little fanfare as possible.
But I really don't think
that Dillon and Hope
have a dispute"
John Borgia bas been executive
vice president of human resources
at the Seagram Company for the
past five years. Previously, he worked
at Bristol-Myers Squibb pr 25 years
in various operations, finance, and
buman resource positions.
I wouldn't be surprised if Jack is thinking: "I wish Hope had had
the
presence of mind to say more than 'Thank you'after she checked
Dillon's
ID card. I wish she'd said something like,'Oh, hi. Nice to meet
21. you. I'm
Hope. Sorry we had to meet like this; I got scared when I saw
that some-
one had slipped in behind me instead of using their own card to
get in.
Let's get together for coffee sometime.'A few pleasantries
would have
defused the situation, and I wouldn't be sitting here in the
middle of
a hurricane."
I couid understand that train of
thought.! mean, the poor guy did just
get blindsided with a Monday morning
crisis. But what I hope Jack is thinking is:
"Here's my chance to make a real differ-
ence. It's time for Fuller Fenton to em-
brace diversity-to take its place as a
company that has broken free of its old
traditions and prejudices. I'm going to
use this crisis as a catalyst for change."
44 HARVARD BUSINESS REVIEW September-October 2000
It Wasn't About Race. Or Was It? • CASE STUDY
What am l talking about? Strategy.
Dillon just learned he was bumped from
a team because a partner had concerns
that a client would be put ofF by the idea
of working with a black man. Jack felt
uncomfortable about that action at the
time but didn't take a stand. Now he
22. should. He should use what happened
between Hope and Dillon as a starting
point for reexamining the kinds of
clients Fuller Fenton takes on and the
work that it will and will not do.
It's one thing to say that you want
to embrace diversi^. It's quite another to
deliver on that ideal. It would send a
huge statement If Jack said publicly that
Fuller Fenton won't insult its own people
to please clients-even if that means los-
ing clients. Imagine the impact if Jack
said, "There are enough clients out
there; we don't need that one."
I'm a big fan of resolving disputes one
on one, with as little fanfare as possible.
But I reaily don't think that Dillon and
Hope have a dispute. That's why I don't
think Jack should meet with both of
them on Wednesday. I would much
rather see Jack meet privately with Dil-
lon. At the meeting, he
should say: "Look, this inci-
dent is nothing. Hope was
frightened, as any woman
would be, when she saw
someone bypass the appro-
priate security protocols
and follow her car into the
garage. But you have good
reason to be angry about
the larger issue." Then Jack
should talk with Dillon
23. about how Fuller Fenton is
being run. And he should
solicit Dillon's support in
outlining how the firm can
become a better organiza-
tion and a better place to
work. Jack can call Hope -
either before or after his
meeting with Dlllon-and tell her what's
going on and what's going to come of
the incident. There's no need to involve
her in this initial stage of his new initia-
tive, though, unless she wants to get
involved.
I work in New York City. We have de-
tectors on every door here. A security
"When the news warrants it, CNN will be adding a
laugh track to certain sections of the program."
breach is serious business. But for Fuller
Fenton, the security breach is not the
primary issue. The alleged dispute is a
straw man. What's really important is
how Jack Parsons intends to run his of-
fice, and the influence he can - and
should-have over the kind of firm Fuller
Fenton becomes.
Spin a politician too far
and he's apt to wind up
^ ' ere he started.
HE ONLY THING DRY S THE INK
ECONOM1ST.COM onomis
24. CASE STUDY • It Wasn't About Race. Or Was It?
"Addressing racism
begins in earnest
when white people
stop insisting, It
wasn't about race!"
Jeanette MiUard is an
organization development
consultant in Boxborough,
Massachusetts. Over the past
decade, she has broadened
her focus to include addressing
the dynamics of racism, sexism,
and beterosexism.
On this particular Monday morning, Jack Parsons is getting the
edu-
cation ofa lifetime. He is seeing firsthand the effects of years of
institu-
tionai complacence and organizational neglect. He is learning
that racism
is more than a series of interpersonal events; it is a system. If
you are
white, chances are you've been conditioned not to see it.
Jack certainly needs to respond to
what happened between Hope and Dil-
lon. But there's a lot more brewing at
Fuller Fenton than a few disgruntled em-
ployees. Jack needs to exercise leadership
and address the organizational pattern
25. of racial discrimination on both the
micro and macro levels.
I'll start on the micro level. Talking
with upset employees is a good start-
but if that's all Jack does, it will soon be
perceived as collusion. Similarly, holding
a meeting with Dillon and Hope is an
important step. But watch out, Jack. If all
you have to offer is a lame "I hear what
you are both saying,"you might do more
damage than good.
Jack needs to understand that differ-
ent things happened to Hope and Dil-
lon, and thus different responses are
called for. Hope's situation is pretty
straightforward. She had a serious mo-
ment of concern about her safety, and
Jack should look into the Sunday security
system. Hope doesn't feel regularly at
risk at Fuller Fenton -this was not one
of a series of incidents for her at work.
The security system now in place will,
with some adjustments, work for Hope
and others.
But what happened to Dillon was part
o f a larger pattern of discrimination-
and this is where Jack must broaden his
response. Jack has seen overt discrimi-
nation at Fuller Fenton. Indeed, he wit-
nessed an egregious event in which
Dillon's ability to do his Job was directly
and negatively affected by his race,
Fuller Fenton put itself at risk in that sit-
26. uation; another employee might sue. Dil-
lon's most recent experience has served
as a spotlight, illuminating the accumu-
lation of grievances among people of
color at Fuller Fenton. The best way to
respond to Dillon, and to the firm at
large, then, is to acknowledge the larger
picture and to make a sincere commit-
ment to rectify the situation.
On the macro level, transforming an
organization that has iong-embedded
prejudices into one that is actively inclu-
sive takes planning, companywide edu-
cation, and changes in structure and
staffing. Jack may find the prospect of
such an aggressive and thorough initia-
tive daunting. But in an environment
with a history of discrimination, mo-
ments like the exchange between Hope
and Dillon are countless, and they fly like
sparks into the tinderbox of a system
that creates endless "incidents."
The time and energy required
for such an effort is a much bet-
ter investment, and much more
satisfying, than fighting fire
after inevitable fire.
Returning to the micro level:
Yes, Jack, start with that Wed-
nesday meeting with Dillon
and Hope. And yes, continue to
talk with other employees -you
can help them see the bigger
27. picture. The only way to recon-
cile Hope and Dillon-and the
other employees at Fuller Fen-
ton who are now at odds - is
to help each person see his or
her colleagues as individuals as
well as members of a group.
Then they will better under-
stand the other's experiences
and responses, in the hurried,
stressful moment in the park-
ing lot, Hope and Dillon reacted primar-
ily to the other person's membership in
a dominant group: Hope knew - and
drew on -the potential for male aggres-
sion; Dillon knew - and drew on - the re-
ality of white dominance and the usual
denial of that dominance. To understand
Hope's reaction, Dillon and others at
Fuller Fenton who are up in arms over
this incident must understand a woman's
fears and take them seriously. Con-
versely, Hope, as a well-intentioned white
woman, may struggle with the notion of
her white dominance (she has learned
not to see it). Hope, and those who are
siding with her, need to understand that
there is more going on here than a chip
on Dillon's shoulder, and that they are all
a part of it.
But Jack, after these initial meetings,
don't let smoothed feathers lull you into
thinking that you can avoid the larger
issue. It is time to publicly address the ex-
28. istence of discrimination at Fuller Fenton,
the need for change, and your own intent
to lead the effort. Addressing racism be-
gins in earnest when white people stop
insisting,"It wasn't about race!" It is time
to look at the whole picture, not Just the
cause ofthe current sparks, ^
R e p r i n t ROO502
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46 HARVARD BUSINESS REVIEW September-Ortober 2OOO
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-
Men and Women
of the Corporation
Rosabeth Moss Kanter
BasicBooks
A Division of HarperCollinsPublishers
8
Numbers: Minorities and
Majorities
The tukl'n wom1tn stands in lhe Square ol thl' lr11!1lacuL.ttl'
Excl'p-
30. tiun blessing pigeo11s from a blue pcc.kstal. . The tuken woman
is placed like" scarecrow in the long haired cum: her muscles
arc
wooden. Why does she ride into battle on a clothes hors<'?
-/1,lf/;C Piercy, Lici11g i11 ll1t· Oµrn
Up the ranks in industrial Supply Corporation, one of the most
consequential
conditions of work for women was also among the simplest to
ide11tify: there
were so few of them. On the professional and managerial levels,
industrial
Supply Corpor:.ition w:.is nearly a single-sex organization.
Women hdd less
th:m 1 0 percent of the exempt (sabrit:d) jobs sla1ii11g al tlit:
bottom grad<.:s-a
so percent rise from a few years earlier-and there were no
worn<.:n at the
level reporting to officers. When lndsco was askt:d to
participate in a meeting
on women in business by bringing their women exectJtives to a
civic luncheon,
the corporate personnel committee had no difficulty selecting
them. Therl'
wc:re only five sufficiently senior women in the org~uiizalion.
The numerical c..listributions of men anc..l women at the upper
reaches
cre::ited a strikingly different interaction context for women
than for men. At
local and regional meetings, training programs, task forces,
casual out-of-the
o!fice lunches with colleagues, and career review or planning
31. sessions with
managers, the men were overwhelmingly likely to find
themselves with a prt:-
dorninance of people of their own typc---0ther men. For !llen in
units with no
t:xernpt women, there would he, at most, occasional events in
which a handful
ur women would be present alongside many Inell. Quite apart
from the con-
tent of particular jobs and their location in the hiera1-chy, the
culture of cor-
ix>r<ite <ldminislration <md the experiences of 1n<.:1l in it
were inOuenct:d by this
Lict
0
f numerictl clo1n111<inCl', by the fact tli<1l 1nu1 were th<.:
111rrn1;.
~ Ct>pynglit o 1q7() Ly .1.1rgc Piere:« Hvp1i11kd h;.
jH:rn1i_..,..,l1ll1 ()!' Allrl'd r. K1wpL !11L·.
Numbers: Minorities and Majorities 207
Women, on the other hand, often found themselves alone among
male
peers. The twenty.· women in a three hundred-person sales
force were scat-
tered over fourteen offices. Their peers, managers, and
customers were nearly
32. all men. Never more than two.women at a time were found in
twelve-person
personnel training groups. There was a cluster of professional
women on the
Boor at corporate headquarters housing employee administration
and training,
but all except three were part of different groups where they
worked most
closely with men.
The life of women in the corporation was influenced by the
proportions in
which they found themselves. Those women who were few in
number among
male peers and often had "only woman" status became tokens:
symbols of
how-women-can-do, stand-ins for all women. Sometimes they
had the advan-
tages of those who are "different" and thus were highly visible
in a system
where success is tied to becoming known. Sometimes they faced
the loneli-
ness of the outsider, of the stranger who intrudes upon an alien
culture and
may become self-estranged in the process of assimilation. In
any case, their
turnover and "failure rate" were known to be much higher than
those of men
in entry and early grade positions; in the sales function,
33. women's turnover was
twice that of men. What happened around Indsco women
resembled other
reports of the experiences of women in politics, law, medicine,
or manage-
ment who have been the few among many men.
At the same time, they also echoed the experiences of people of
any kind
who arc rare and scarce: the lone black among whites, the lone
man among
women, the few foreit,rners among natives. Any situation where
proportions of
significant types of people are highly skewed can produce
similar themes and
processes. It was rarity and scarcity, rather than femaleness per
se, that shaped
the environment for women in the parts of Indsco rnostly
populated by·
men.
The situatioz:is of Industrial Supply Corporation men and
wornen, then,
point to the significance of numerical distributions for behavior
in organiza-
tions: how many of one social type are found with how many of
another. 1 As
proportions begin to shift, so do social experiences.
THE MANY AND THE FEW: THE SIGNIFICANCE
OF PHOPOHTIONS FOH SOCIAL LIFE
34. Georg Simmel's classic analysis of the significance of numbers
for social
life argued persuasively that numerical shifts tran.sform social
interaction, as in
the differences between two-person and three-person situations
or between
aaj1
Highlight
aaj1
Highlight
small and large groups. 2 l3ut Simmel, and then later
investigations in this
traclition, dealt almost exclusively with the impact of absolute
numbers, with
group size as a determinant of form and process. We have no
vocabulary for
dealing with the effects of relative numbers, of proportional
representation:
the dlfference for individuals and groups that stem from
particular numerical
distributions ol categories of people.
Yet questions ol how many and how few confound any
statements about
35. the organizational behavior of special kinds of people. For
example, certain
popular conclusions and research findings about male-female
relations or role
potentiJls may turn critically on the issue of proportions. One
study of mock
JUry deliberations found that men played proactive, task-
oriented leadership
roles, whereas women in the same groups tended to take
reactive, emotional,
ancJ nurturnnt postures-supposed proof that traditional
stereotypes reflect
bek1vior rea.lities. But, strikingly, 111en far outnumbered
tcomen in all of the
grn1111s studied Perhaps it was the women's scarcity that
pushed them into
classical positions ancl the men's numerical superiority that
encouraged them
tu ccsscrl task superiority. Similarly, the early kibbutzim,
collective villages in
Israel that theoretically espoused equality of the sexes but were
unable to fully
im
1
1lernent it, could push women into traditional service positions
because
36. there wue 111ure tlion l1Ficc as 11w11~ men us women.
Ag,1in, relative numbers
111 tcrlerc;J with a Ltir tc;st of' what 111en or womc;n c-;111
"natur;illy" clo, as it Jid in
tlil' c.i'c: ol the: rcbtively lew women in the upper levels ol
Indsco. Indeed,
recc11tly 1'vbrc1;1 C11ttc;ntag has l'uund sex ratios in the
popubtio11 i11 ge11eral tu
i>c ou illportanl t..k1t thc;y preclict ;1 large; nurnlier ol'
lieliavioral pheno1hena,
lrur 11 the degree ol 11ower worne11 and in en f'eel lo the:
ways tlic·v cope with the
L'L·u110111ic ~11cl sc:xlr<ti aspects ol' their li'es. 3
To ur1clcrst<incl the clramas ol the many ald the !cw in the;
orga11ization
requires a theorv ancl a vocabu!Jry. four group types can be
identified on the
b.1>1s ol'dill'ere11t proportio11,d representatio11s ol'kinds of
people, as figure 8-1
shows. Unifunn groups have only one kind of' person, one
signiRcant social
typc: The group may develop its own differentiations, ol course,
but groups
37. c.dlcd uniform can be considered homogeneous with respect to
salient cxter-
n:d 111:1~tcr .t:ituscs such :.is sex, race;, or c;thnicity
Uniform groups have a
lYfXJlug1cal ratio or 100:0. Skew1:d groups are those in which
there is a large:
Jll l'ilOn<lc:rarice ell' one; t)'pe over another, up tu cl ratio or
pc:rhaps 85: JS· The
11 u111ericcilly dorrn11,u1t types also control the group ,rnJ
its culture; in enough
w:1n tu bl' Lilx:lc:J "du111i11,1nts." The lc;w ol :lllothn type
in a skewed group
c111 :11>prupri:1tely he c-;dlccl "tokens." for, like tJ1c: lndsco
cxunpl women,
tlil'' :11T oltc;11 trc,itecl as rc:presentatives ol' tliccir
category, as symbols rather
tl1:i;1 indiv1d1r:1k II the ahsolute size of' the skewcJ group is
small, tokens
cd11 also be solos, the only one; ol tlic:ir kinJ prc:sc:nt; hut
even ii' there :ire
FIGURE 8-1
Cro11J1 Tu11e.1· 11s De/inn/ /Ju Pro/Hirticmal
Re,,rese11tatio11 c!f
Trco Social Categories i11 the .fr111/Je,.shi11
100% 0
dominants I majority potential minority
38. 90 I subgroup 10
I
80 I
I
20
70
I 30
I
I
60 I 40
•Portion of
I
50 I 50 Proportion oi :1al Category A
I Social Category I
40 I
I
60
30 I 70 I
I
20
80
10
potential 90 minority
subgroup
39. majority dominants
0 100%
Uniform Group Skewed Group Tilt•d Group Balancad Group
Till•d Group Skewed Group Uniform Group
GROUP TYPE
two tokens in a skewed group, it is difficult for them to
generate an alliance
that can become powerful in the group, as we shall see later.
Next, tilted
groups begin to move towarJ less extreme Jistributions and less
exaggerated
effects. In this situation, with ratios of perhaps 65:35,
dominants are just a
"majority" and .tokens become a "minority." Minority members
have potential
allies among each other, can form coalitions, and can affect the
culture of the
group. They begin to become individuals differentiated from
each other as
well as a type differentiated from the majority. Finally, at about
60:40 and
down to 50:50, the group becomes balanced. Culture and
interaction reflect
this balance. Majority and minority turn into potential
subgroups that may or
40. may not generate actual type-based identifications. Outcomes
for individuals
in such a balanced peer group, regardless of type, will depend
more on oth'er
structural and personal factors, including formation of
subgroups or differen-
tiated roles and abilities.
It is the characteristics of the seconJ type, the skeweJ group,
that un-
derlay the behavior and treatment of professional and
managerial women ob-
servcJ at Indsco. If the ratio of women to men in various parts
of the organiza-
tion begins to shift, as affirmative action and new hiring anJ
promotion
policies promised, forms of relationships and peer culture
should also change.
But as of the mid-197os, the dynamics of tokenism
predominated in Indsco's
aaj1
Highlight
aaj1
Highlight
41. 210 Structures and Processes
exell1pt ranks, and women and men were in the positions of
token and domi-
nant. Tokenism, like low opporturiity and low power, set in
motion
self~perpetuating cycles that served to reinforce the low
numbers of women
and, in the absence of external intervention, to keep women in
the position of
token.
VIEWING THE FEW: WHY TOKENS
FACE SPECIAL SITUATIONS
The proportional rarity of tokens is associated with three
perceptual ten-
dencies: visibility, contrast, and assimilation. These arc all
derived simply
from the ways any set of objects are perceived. If one sees nine
X's <md one 0:
XXxxXXOXxX
tl1c O will stand out. The 0 may also be overlooked, but if it is
seen at all, it will
gel 1nore notice than :u1y X. Further, the X's Jllay seem more
;ilike than dif-
fcrcr1t because of their contrast with the 0. And it will be easier
to assimilate
the Oto generalizations about all O's than to do the same with
the X's, which
42. offer more ex::imples :md thus, perhaps, more v;iriety and
individuation. The
same perceptual foctors operate in social situaticns, and they
generate special
pn:::,suru for token women.
f'ir;l, token:; get attention. One by one, they have higher
visibility th;in
dominants looked at alone; they capture a larger awareness
share. A group
member's awareness share, averaged over other individuals of
the same social
type, declines as the proportion of total membership occupied
by the category
111creases, because each individual becomes less and less
surprising, unique,
or noteworthy. In Gestalt psycholot,ry terms, those who get to
be common
more easily become "ground" rather than "figure"; a.s the group
rnoves from
skl'.wcd to tilted. tokens turn into a less individu:illy noticeu
minority. !3ut for
tokens, there is a "law of increasing returns": as individuals of
their type repre-
sc11t a smaller numerical proportion of the overall group, they
each potentially
c:1pture a !urger share of the awareness given to that group
Contrast--ur polarization and exagger:.ition of differences-is the
second
perceptual tencle11cy. In uniform groups, members and
observers mziy never
hcc;rnc: self-uJ11scious abot1t the common culture and type,
which remain
43. taken for gr:rntcd and implicit I3ut the presence of a person or
two bearing ;i
different set of social cl1aracteristics increases the
self~co11scious11ess of the:
r1umcrically dornin:rnt population :md the consciousness of
observers about
wli:1t makes the dorninanls ;i class. They become more aware
both of their
Numbers: Minorities and Majorities 211
commonalities and their difference from the token, and to
preserve their
commonality, they try to keep the token slightly outside, to
offer a boundary for'
the dominants. There is a tendency to exaggerate the extent of
the differences
hetween tokens and dominants, because as we see next, tokens
are, by defini-
tion, too few in numbers to defeat any attempts at
generalization. It is thus
easier for the commonalities of dominants to be defined in
contrast to the
token than in tilted or balanced groups. One person can be
perceptually
isolated and seen as cut off from the core of the group more
than many, who
begin to represent too great a share of what is called the group.
Assimilation, the third perceptual tendency, involves the use of
stereo-
types, or familiar generalizations about a person's social type.
The character-
44. istics of a token tend to be distorted to fit the generalization.
Tokens are more
easily stereotyped than people found in greater proportion. If
there were
enough people of the token's type to let discrepant examples
occur, it is even-
tually possible that the generalization would change to
accommodate the ac-
cumulated cases. But in skewed groups, it is easier to retain the
generalization
and distort the perception of the token. It is also easier for
tokens to Rnd an in-
stant identity by conforming to the preexisting stereotypes. So
tokens are,
ironically, both highly visible as people who are different and
yet not permit-
ted the individuality of their own unique, non-stereotypical
characteristics.
All of the~e phenomena occurred around the proportionally
scarce
women in lnds;o, but there was, of course, no way to compare
these same
women's behavior and treatment when they were not in the
token position.
However, a clever and suggestive laboratory experiment showed
that the
same person may be perceived differently depending on whether
he or she is
a token in a skewed group or one .of many in a balanced group.
(Because the
categories used i1. ne experiment were black-white rather than
male-female,
it also demonstrated the generality of such perceptual
45. tendencies beyond
token women.) Shelley Taylor and Susan Fiske played a tape of
a group discus-
sion to subjects while showing them pictures of the "group,"
and then a5ked
them for their impressions of group members on a number of
dimensions. The
tape was the same for all subjects, but the purported
composition of the group
variec.!. The pictures illustrated either an otherwise all-white
male group with
one black man (the "token" conditiop) or a mixed black-white
male group. In
the token condition, disproportionate attention was paid to the
token, his
prominence in the group was overemphasized, and his attributes
were exag-
gerated. Similarly, the token was perceived as playing out
special roles in the
group, often highly stereotypical ones. By contrast, in
"integrated" groups,
subjects recalled no more about blacks than whites, and their
attributes were
evaluated about the same. 4
Visibility, contrast, and assimilation are each associated with
particular
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Jtrucrures ana rrocesses
forces and dynamics that, in tum, generate typical token
responses. These dy-
namics are, again, similar regardless of the category from which
the tokens
come, although the specific kinds of people and their history of
relationships
with dominants provide cultural content for specific
communications. Visibil-
ity tends to create performance pressures on t0e token. Contrast
leads to
heightening of dominant culture boundaries, including isolation
of the token.
And assimilation results in the token's role encapsulation.
The experiences of exempt women at Industrial Supply
Corporation took
their shape from these processes.
PEHFORMANCE PH.ESSURES: LIFE IN THE LIMELIGHT
47. Indsc0's upper-level women, especially those in sales, were
highly visi-
lile. much more so than their male peers. Even those who
reported they felt
1g11ored and overlooked were known in their immediate
divisions and spotted
when they did something unusual. But the ones who felt ignored
also seemed
to be those in jobs not enmeshed in the interpersonal structure
of the CDm-
p;rny for example, a woman in public relations who had only a
clerical assis-
tant reporting to her and whose job did not occupy a space in
the competitive
race to the top.
Jn the s<.t.lcs force, where peer culture and informal relations
were most
strongly entrenched, everyone knew about the women. They
were the subject
of conversation, questioning, gossip, and careful scrutiny. Their
placements
were known and observed through the division, whereas those
of most men
t:n:iically were not. Their names came up at meetings, and they
would easily
be used as examples. Travelers to location~ with women in it
would bring back
news of the latest about the women, along with other gossip. In
other func-
tions. too, the women developed well-known names, and their
48. characteristics
would often be broadcast through the system in anticipation of
their arrival in
another office to do a piece. of work. A woman swore in an
elevator in an
Atlanta hotel while going to have drinks with colleagues, and it
was known all
over Chicago a few days later that she was a "radical." And
some women were
even told by their managers that they were watched more
closely than the
men Sometimes the manager was intending to be helpful, to let
the woman
know that he would be right there behind her. But the net effect
was the same
as all of the visibility phenomena. Tokens typicaJly performed
their jobs under
public and symbolic conditions different from those of
dominants.
Number_s: Minorities and Majorities 213
The Two-Edged Sword of Publicity
The upper-level women became public creatures. It was difficult
for
them to do anything in training programs, on their jobs, or even
at informal
social affairs that would not attract public notice. This provided
the advantage
of an attention-getting edge at the same time that it made
privacy and ano-
nymity impossible. A saleswoman reported: "I've been at sales
49. meet.ings
where all the trainees were going up to the managers-'Hi, Mr.
So-and-So'-
trying to make that impression, wearing a strawberry tie,
whatever, some-
thing that they could be remembered by. Whereas there were
three of us
[women] in a group of fifty, and all we had to do was walk in
and everyone
reCDgnized us."
But their mistakes or their intimate relationships were known as
readily
as other information. Many felt their freedom of action was
restricted, and
they would have preferred to be less noticeable, as these typical
comments in-
dicated: "If it seems good to be noticed, wait until you make
your first major
mistake." "It's a burden for the manager who gets asked about a
woman and
has to answer behind-the-back stuff about her. It doesn't reach
the woman
unless he tells her. The manager gets it and has to deal with it."
"I don't have
as much freedom of behavior as men do; I can't be as
independent."
On some occasions, tokens were deliberately thrust into the
limelight and
displayed as showpieces, paraded before the corporation's
public but in ways
that s0metimes violated the women's sense of personal dignity.
One of Ind-
sco's most senior women", a staff manager-finally given two
assistants (and thus
50. managerial responsibilities) after twenty-six years with the
company; was
among the five women celebrated at the civic lunch for
outstanding women ir
business. A series of calls from high-level officers indicated
that the chairman
of the board of the corporation wanted her to attend a lunch at a
large hotel
that day, although she was given no information about the
nature of the event.
When she threatened not to go unless she was given more
information, she
was reminded that the invitation had come down from the
chairman himself,
and of course she would go. On the day of the luncheon, a
corsage arrived and ..
later, a vice-president to escort her. So she went, and found she
was there to
represent the corporation's "prize women," symbolizing the
strides made by
women in business. The program for the aRair listed the women
executives
from participating companies, except in the case of Indsco,
where the male
vice-presidential escorts were listed instead. Pictures were
taken for the em-
ployee newsletter and, a few days later, she received an
inscribed paper-
weight as a memento. She told the story a few weeks after the
event with visi-
ble embarrassment about being "taken on a date. It was more
like a sen.ior
prom than a business event." And she expressed resentment at
51. being singled
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214 Structures and Processes
out in such a fashion, "just for being a woman at lndsco, not for
any real
achievement." Similar sentiments were expressed by a woman
personnel
manager who wanted a pay increase as a sign of the company's
appreciation,
not her picture in a newspaper, which "gave the company
brownie points but
cost nothing."
Yet the senior woman had to go, the personnel manager had to
have her
picture taken, and they had to be gracious and grateful. The
reaction of tokens
to their notice was also noticed. Many of the tokens seemed to
have developed
a capacity often observed among marginal or subordinate
peoples: to project a
public persona that hid inner feelings. Although some junior
management
52. men at lndsco, including several fast trackers, were quite open
about their
lack of commitment to the company and dissatisfaction with
aspects of its style,
the women felt they CDuld not afford to voice any negative
sentiments. They
played by a difierent set of rules, one that maintained the split
between public
persona and private self. One woman commented, "I know the
company's a
rumor factory. You must be careful how you conduct yourself
and what you
say to whom. I saw how one woman in the office was discussed
endlessly, and
I decided it would be better to keep my personal life and
personal ~airs sepa-
r3le." She refused to bring dates to office parties when she was
single, and she
did not tell ~myone at work that she got married until several
months later-
this was an office where the involvement of wives was routine.
Because the
glare of publicity meant that no private information could be
kept cir-
cumscribed or routine, tokens were forced into the position of
keeping secrets
and carc!ully contriving a public performance. They could not
afford to
st urn ble.
S 1Jmbolic C onsc(/ uences
The women were visible as category members, because of their
social
type. This loaded all of their acts with extra symbolic
53. consequences and gave
them the burden of representing their category, not just
themselves. Some
womer1 were told outright that their performances could affect
the prospects of
otliu women in the company. In the men's informal
CDnversations, women
were often mensured by two yardsticks: how as women they
carried out the
saln or manzigement role; and how us monagers they lived up to
images of
wom3nliood. !11 >hort, every act tended to be cval1.1ateu
beyond its meaning
for tlic organization and taken as a sign of"how worne11
perform." This meant
that there was a tendency for problematic situatior.s to be
blamed on the
worn<rn--On her category membcrship--rathcr than on the
situ<ition, a phe-
nomenon noted rn other reporis of few women among many men
in high-rank-
ing corporate jobs. In ont.: case of victim-bbming, a wom<1n in
sales went to her
manager to discuss the handling of a customer who was
behaving seductively.
Numbers: Minorities and Majorities 215
The manager jumped to the assumption t)1at the woman had led
him on. The
result was an angry confrontation between woman and manager
in which she
thought he was incapable of seeing her apart from his
stereotypes, and he said
54. later he felt misunderstood.
Women were treated as symbols or repesentatives on those
occasions
when, regardless of their expertise or interest, they would be
asked to provide
t~e meeting with "the woman's point of view" or to explain to a
manager why
hE; was having certain problems with his women. They were
often expected to
qe speaking for women, not just for themselves, and felt, even
in my inter-
views, that they must preface personal statements with a
disclaimer that they
were speaking for themselves rather than for women generally.
Such individ-
uality was diffic~lt to find when among dominants. But this was
not always
generated by do.minants. Some women seized this chance to be
a symbol as an
opportunity to get included in particular gatherings or task
forces, where they
could come to represent all women at Indsco. "Even if you don't
want me per-
sonally," they seemed to be saying to dominants, "you can want
me as a sym-
bol." Yet, if they did this, they would always be left with
uncertainty about the
grounds for their inclusion; they were failing to distinguish
themselves as
individuals.
Women also added symbolic consequences to each other's
affairs. Upper-
level women were scrutinized by those on a lower level, who
discussed the
55. merits of things done by the higher-ranking women and
considered them to
have implications for their own careers. One woman manager
who was passed
over for a promotion in her department was the subject of
considerable discus-
sion by other women, who felt she should have pushed to get
the opening and
complained when she did not.
The extension of consequences for those in token statuses may
increase
their self-consciousness about their self-presentation and about
their deci-
sions, and can change the nature of the decisions that get made.
Decisions
about what to wear and who to sit with at lunch are not casual.
One executive
woman knew that her clothing and leisure choices would have
impact. She de-
liberately wore pants one day as she walked through an oil}ce-
not her
own--of female clerks supervised by a man wh~ wanted them to
wear dresses,
and she noted that a few women cautiously began to wear pants
occasionally.
She decided to let it be known that she was leaving at four p.m.
for ballet les-
sons once a week, arguing that the men at her level did the same
thing to play
golf, but also knowing that ballet was going to have a very
different meaning
56. from golf. Her act was a gesture performed with an audience in
mind as much
as an expression of preference. The meaning of "natural" in
such situations is
problematic, for in doing what they might find natural as private
beings,
toke~s ;Lo; public personae are also sending messages to the
organization.
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:LJU ::itructures and Processes
Business as well as personal decisions were handled by tokens
with an
ctwctreness of their extended symbolic consequences. One
woman manager
was laced with the dilemma of deciding what to do about a
woman assistant
who w;rnted to go back to the secretarial ranks from which she
had recently
57. been promoted. The manager felt she jeopardized her own
claims for mobility
<lnJ the need to open the system to more women if she let her
assistant re tum
:lnd had to admit that a woman who was given opportunity had
failed. She
spent much more time on the issue than a mere change of
assistants would
have warr;rnted, going privately to ;:i few men she trusted at
the officer level to
discuss the situation. She also kept the assistant on much longer
than she felt
was wise, but she thought herself trapped.
Sometimes the thought of the symbolic as well as personal
consequences
ol <!Cl s I ec.l token worne n to outright distortions. One was
an active feminist in a
tr«in1ng stilljub who, according to her ovm reports, "separateJ
what I say for
tl1e cau.,e from wk1t I want for myself." Her secret ambition
was to leave the
corpor<1ticn within a year or two to increase her own
profession<J skills anJ
Leco1n1.; an 1.;xtemal consultant. But when discussing her
aspirations with her
uw11 manager in career reviews or with peers on inform<J.l
occasions, she always
smiled :lnd said, "Chairman of the board of Industrial Supply
Corporation."
58. Every t11ne a job at the grade level above her became vacant,
she would
i11quirc ahout it and appear to be very interested, making sure
that there was
some re:lson at the last minute she could not take it. "They are
watching me,"
she explained, "to see if women are really motivated or if they
will be content
to st<1y i11 low-level jobs. They arc expecting me to prove
something one way
or the other."
The Tukenis111 Eclipse
The token's visibility stemmed from characteristics-attributes of
a mas-
ter :,tatus-tk1t threatened lo blot out other aspects of a token's
pcrform,mce.
1lthough the token captured attention, it was often for her
discrepant charac-
lCl'istics, for the auxiliary traits that gave her token status. The
token docs not
li:1vc lo work hard to have her presence noticed, but she docs
have to work
hard to have her achievements noticed. In the s<iles force, the
women found
tl1dt tl11.;ir tt:clrnic1il 1il>ilities were likely to be eclipsed IJy
their pl1ysicil appear-
59. :1ncc.1, a11d thus, an ,1Jditio11al rerform:1nce pressure was
created. The women
hacl to put in extr;i effort to make their technical skills known,
1rncl saic.l they
workcc.l twice as hard to prove their competence.
Both m:ile peers :mc.l customers could tc:nd to forget
inform:ilion women
provided ahout their experiences and credentials while noticing
anc.l remem-
bering such seu:muary attributes as style of dr1.;ss. For
example, there was this
report from J salesman. "Some of our c.~)lnpetition, like
ourselves, lwvc
Numbers: Minorities and Majorities 217
women sales people in the field. It's interesting that when you
go in to see a
purchasing agent, what he has to say about the woman sales
person. It is
always what kind of a body she had or how good-looking she i·s
or "Boy, are
you in trouble on this account now." They don't tell you how
good-looking
your competitors are if they're males, but I've never heard about
a woman's
technical competence or what kind of a sales person she was--
60. only what her
body was like." And a saleswoman complained in an angry
outburst, .. There
are times when I would rather say to a man, 'Hey, listen, you
can have our
bodies and look like a female and have the advantage ofwaJking
in the room
and being noticed.' But the noticeability also has attached to it
that surprise on
the part of men that you can talk and talk intelligently.
Recognition works
against you as well as for you." And another: "Some of the
attention is nice,
but some of it is demeaning to a professional. When a man gets
a job, they
don't tell him he's better looking than the man who was here
before-but they
say that to me." The focus on appearance and other non-ability
traits was an al-
most direct consequence of the presence of very few women.
Fear uf Retaliation
The women were also aware of another performance pressure:
not to
make the dominants look bad. Tokenism sets up a dynamic that
can make
tokens afraid of being too outstanding in performance on gr oup
events and
61. tasks. When a token does well enough to "show up" a dominant,
it cannot be
kept a secret, since all eyes are upon the token, and therefore, it
is more dif-
ficult to avoid the public humiliation of a dominar1t. Thus,
paradoxically, while
the token women felt they had to do better than anyone else in
order to be
seen as competent and allowed to continue, they also felt, in
some cases, that
their successes would not be rewarded and should he kept to
themselves.
They needed to toe the fine line between doing just well enough
and too well.
One woman had trouble understanding this and complained of
her treatment
by managers. They had fired another woman for not being
aggressive enough,
she reported; yet she, who succeeded in doing all they asked
and brought in
the largest amount of new business during the past year, was
criticized for
being "too aggressive, too much of a hustler."
The fears had some grounding in reality. In a corporate
bureaucracy like
Inclsco, where "peer acceptance" held part of the key to success
in securing
62. promotions and prized jobs (as Chapters 3 and 7 showed), it was
known how
people were received by colleagues as well as by higher
management. Indeed,
men down the ranks resented the tendency for some top
executives to make
snap judgments about people after five minutes' worth of
conversation and
then try to influence their career reviews and create instant
stars. So the em-
phasis on peer acceptance in performance evaluations, a concept
known to
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218 Structures and Processes
JU nior m~rnagers, was one way people lower down the
managerial hierarchy re-
tained some control over the climbing process, ensured
themselves a voice,
and maintained a system they felt was equitable, in which
people of whom
they approved had a greater chance for success. Getting along
well with peers
63. w;:is thus not just something that could make daily life in the
company mo.re
pleasant; it was also fed into the fonnal review system.
At a meeting of ten middle managers, two women who differed
in peer
Jcceptance were contrnsted. One was well liked by her peers
even though she
hJd an outst.ancling record because she did not !hunt her
successes and mod-
estly waited her tum to be promoted. She did not trade on her
visibility. Her
long previous experience in technical work served to certify her
and elicit col-
le;:igue respect, and her pleasant but plain appearance and quiet
dress mini-
mized disruptive sexual attributes. The other was seen very
differently. The
mention of her name as a "star performer" was accompanied by
laughter and
these comments: "She's infamous all over the country. Many
dislike her who
have never met her. Everyone's heard of her whether or not they
know her,
and they already have opinions. There seems to be no problem
with direct
peer acceptance from people who sec her day-to-d;:iy, but the
publicity she has
received for her successes has created a negative climate around
her." Some
thought she was in need of ;:i lesson for her cockiness and
presumption. She
was said to be Jspiring too high, too soon, and refusing to play
the promotion
64. game by the same rules the men hJd to use: waiting for one's
tum, the requi-
site years' experience and training. Some men at her level found
her overrated
and were concerned that their opinions be heard before she
w;i_<; automatically
push eel a.heacl. A common prediction was that she would fail
in her next assign-
ment ancl be cut down to size. The managers, in general, agreed
that there
was b<.1cklash if women seemecl to aclvance too fast.
AncJ J number of men were concerned thJt women would jump
ahead of
them. They m;:iJe their resentments known. One unwittingly
revealed a cen-
tral principle for the success of tokens in competition with
c:lomin:rnts: to
alw:1ys stay one step behind, never exceed or excel!. "It's okay
for women to
have these jobs, .. he said, "as long JS they don't go zooming by
me."
One form peer ret~iation against success touk was to abandon a
success-
ful woman the first time she encountered problems. A dramatic
inst<U1ce in-
volvecl a confront;.ition between a very dignified woman
manager, the only
woman in a management position in her unit, who supervised a
large group of
both male and female workers, and Jn aggressive but objectively
low-perform-
ing woman subordinate, who had been hired by one of the other
managers and
w:cs unofficially "sponsored" by him. The womJn manager had
65. given low rat-
ings to the subordinate on her last performance appraisal, and
another review
WZl.S coming up; the manager had already indicated that the
rating would still
Numbers: Minorities and Majorities 219
be low, despite strong protests of unfairness from the worker.
One day after
work, the manager walked through a public lounge area where
several work-
ers were standing around, and the subordinate began to hurl
invectives at her,
accusing her of qeing a "bitch, a stuck-up snob," and other
unpleasant labels.
The manager stood quietly, maintaining her dignity, then left
the room, fear-
ing physical violence. Her feelings ranged from hurt to
embarrassment at the
public character of the scene and the talk it would cause. The
response over
the next few days from her male peers ranged from silence to
comments like,
"The catharsis was good for X. She needed to get that off her
chest. You know,
you never were responsive to her." A male friend told the
manager that he
heard two young men who were passed over for the job she was
eventually
given commenting on the event: "So Miss High-and-Mighty
finally got hers!"
The humiliation and the thought that colleagues supported the
worker rather
than her was enough to make this otherwise-successful woman
consider leav-
66. ing the corporation.
Tokens Responses to Performance Pressures
A manager posed the issue for scarce women this way: "Can
they survive
the organizational scrutiny?" The choices for those in the token
position were
either to over-achieve and carefully construct a public
performance that mini-
mized organizational and peer concerns, to try to tum the
notoriety of public-
ity to advantage, or to find ways to become socially invisible.
The first course
means that the tokens involved are already outstanding and
exceptional, able
to perform well under close observation where others are ready
to notice first
and to attribute any problems to the characteristics that set them
apart-but
also able to develop skills in impressions management that
permit them to re-
tain control over the extra consequences loaded onto their acts.
This choice in-
volved creating a delicate balance between always doing well
and not generat-
ing peer resentment.. Such dexterity requires both job-related
competence
and pclitical sensitivity that could take years to acquire. For
this reason, young
women just out of college had the greatest difficulty in entering
male domains
like the Indsco sales force and were responsible for much of the
high turnover
among women in sales. Women were successful, on the other
67. hand, who were
slightly older than their male peers, had strong technical
backgrounds, and
had already had previous experiences as token women among
male peers. The
success of such women was most likely to increase the
prospects for hiring
more women in the future; they worked for themselves and as
symbols.
The second strategy, accepting notoriety and trading on it,
seemed least
likely to succeed in a corporate environment because of the
power of peers. A
few women at Indsco flaunted themselves in the public arena in
which they
operated and made a point out of demonstrating their
"difference," as in refus-
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220 S tructurcs and Processes
ing to go to certain programs, parading their high-level
connections, or by-
passing the routine authority structure. Such boldness was
usually accom-
ran ied by top management sponsorship. But this strategy was
made risky by
shifting power alliances at the top; the need to secure peer
68. cooperation in cer-
tain jobs where negotiation, bargaining, and the power of others
to generate
:idvantage or dis::idv~rntage through their use of the rules were
important; and
t.he Likelihood that some current peers would eventually reach
the top. Furth-
ermore, those women who sought publicity and were getting it
in part for
their rarity developed a stake in not sharing the spotlight. They
enjoyed their
only-women status, since it gave them an advantage, and they
seemed less
consciously aware than the other women of the attendant
dangers, pressures,
psychic costs, and disadvantages. In a few instances, they
operated so as to
keep other women out by excessive criticism of possible new -
hires or by sub-
tly ·undercutting a possible woman peer (who eventually left
the company),
something that, we shall see later, was also pushed for by the
male dominants.
Thus, this second strategy eventually kept the numbers of
women down both
69. bc~ause tl1e token herself was in danger of not succeeding and
because she
might keep other women out. This second strategy, then, serves
to reinforce
the dynamics of tokenism by ensuring tliat, in the absence of
external pres-
sures Like affirmative action, the group remains skewed.
The third choice was more often accepted by the older
generation of cor-
porate women, who predated the women's movement and had
years ago ac-
commodated to token status. It involved attempts to limit
visibility, to beoome
"socially 111visible." This strategy charJcterizes women who
try to minimize
their sexual attributes so as to blend unnoticeably into the
predominant mJle
culture, perhaps by adopting "mannish dress," as in reports by
other inves-
tigators. Or it can include avoidance of public events and
occasions for perfor-
mance-staying away from meetings, working Jt home rather
than in the of-
fice, keeping silent at meetings. Severn! of the silleswomen
deliberately took
70. such o "low proflle," unlike male peers who tended to seize
every opportunity
to make themselves noticed. They avoided conflit, risks, or
controversial situ-
:itions. They were relieved or happy to step into assistant or
technical sta.ffjobs
such as personnel administration or advertising, where they
could quietly p!Jy
bzickground roles that kept men in the visible forcfront--Dr
they at least dicl
not object when the corporation put them into low-visibility
jobs, since for
many years the company had a stake in keeping its "unusual"
people hidden.
Those women preferring or accepting socii!l invisibility olso
made little at-
tempt to make their achievements publicly known or to get
credit for their
own contributions to problem-solving or other organizational
tasks, just like
other women reported in the research literature who have let
men assume vis-
ible leadership or ta.kc credit for aceDmplishments that the
women really
71. Numbers: Minorities and Majorities 221
produced-the upper corporate equivalent of the achieving
secretary. In one
remarkable laboratory experiment, women with high needs for
dominance,
paired with a man in a sit~ation where they had to choose a
leader, exercised
their dominance by appointing him the leader. 5 Women making
this choice,
then, did blend into the background and control their
performance' pressures,
but at the cost of limited recognition of their competence. This
choice, too, in-
volved a psychic splitting,· for rewards for such people often
came with secret
knowledge-knowing what they had contributed almost
anonymously to an ef-
fort that made someone else look good. In general, this strategy,
like the last,
also reinforces the existence of tokenism and keeps the numbers
of women
down, because it leads the organization to conclude that women
are not very
effective: low risk-takers who cannot stand on their own.
The performance pressures on people in token positions
generate a set of
72. attitudes and behaviors that appear sex-linked, in the case of
women, but can
be understood better as situational responses, true of any person
in a token
role. Perhaps what has been called in the popular literature "fear
of success in
women," for example, is really the token woman'sfear of
visibility. The origi-
nal research that identified the fear of success concept created a
hypothetical
situation in which a woman was at the top of her class in
medical school-a
token woman in a male peer group. Such a situation is the kind
that exacts
extra psychic eDsts and creates pressures for some women to
i:nake themselves
and their achievements invisible-to deny success. Replication of
this re-
search using examples of settings in which women were not so
clearly propor-
tionately scarce produced very different results and failed to
confirm the sex-
linked nature of this construct. Seymour Sarason also pointed
out that minori-
ties of any kind, trying to succeed in a culturally alien
73. environment, may fear
visibility because of retaliation costs and, for this reason, may
try to play down
any recognition of their presence, as did Jews at Yale for many
years. 6 Fear of
visibility, then, is one response to pqrformance pressures in a
token's situa-
tion. The token must often choose between trying to limit
visibility-and
being overlooked-or taking advantage or the publicity-and being
labeled. a
.. troublemaker."
BOUNDAHY HEIGHTENING AND lv!EMBERSHIP COSTS:
TOKENS IN DOMINANTS' GROUPS
Contrast, or exaggeration of the token's differences from
dominants, sets
a second set of dynamics in motion. The presence of a token or
two makes
dominants more aware of what they have in common at the same
time that it
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74. Structures and Processes
threatens that commonality. Indeed, it is often at those moments
when a
vollectivity is thn:ateried with change that its culture and bonds
become ex-
posed to itself; only when an obvi.ous "outsider" appears do
group members
,uddenly realize aspects of their common bond as insiders. The
"threat" a
token roses is twofold. First, the token represents the danger of
challenge to
the dominants' premises, either through explicit confrontation
by the token or
by G disaffected dominant who, through increased awareness,
sees the culture
l'or what it is and sees the possibility of alternatives. Second,
the self-con-
sciousness created by the token's presence is uncomfortable for
people who
prefer to operate in casual, superficial, and easygoing ways,
without much psy-
chological self-awareness and without the strain of reviewing
habitual modes of
action-a characteristic stance in the corporate environment.
Furthermore, as Everett Hughes pointed out, part of the hostility
peer
groups show to new kinds of people stems from uncertainty
about their behav-
75. 10r when non-structured, non-routine events occur. Tokens
cannot be as-
sumed to share the same unspoken understandings that the rest
of the
members, share because of their common membership in a
social category,
one basis for closing ranks against those who are different, as
Chapter 3 argued.
For smooth interaction, groups require both discretion (the
ability to put
statements in their proper perspective) and a shared vocabulary
of attitudes
(the ability to take feelings and sentiments for granted) so that
they can avoid
the time-consuming process of translation. At best, then,
members of the
dominant category are likely to be uncomfo1iable and uncertain
in the pres-
ence of ::i member of a dillerent category. Other an;Jysts have
also shown that
people with "ir,congruent statuses," like women in male jobs,
strain group in-
tcrJction by generating ambiguity and Lick of social ccrtitucle.
7 It is not only
the flrst ofa kind that arouses discomfort. People who arc
usually not found in
that setting and come from a category with a histo1y of special
forms of interac-
tion with the numeric;il dominants, as rare women among men,
76. are also po-
tentially clisrurtive of peer interaction.
The token's contr;ist effect, then, can lead dominants to
exaggerate both
their cornmon::ility <md the token's "difference." They move to
heighten
Loundaries of which, previously, they might even have been
aware. They
uect new boundaries that at some times exelucle the token or at
others let her
in only if she proves her loyalty.
f.:rnggerutiun of Domi11d11t.'/ Culture
!ndsco men asse1ied group solidarity ancl reaffirmed shared in-
group un-
dersLrnclings in the presence of token women, flrst, by
emphasizing :uid exag-
gerating those cultural elements they shared in contrast to the
token. The
toke11 became both occasion and audience for the
highli1;hti11g and dramatizing:
Numbers: Minorities and Majorities 223
of those themes that differentiated her as the outsider.
Ironically, tokens,
unlike people of their type represented in greater proportion, are
thus in-
77. struments for underlining rather than undermining majorit)r
culture. At
Indsco, this phenomenon was most clearly in operation on
occasions that
brought together people from many parts of the organization
who did not nec-
essarily know each other well, as in training programs and at
dinners and cock-
tail parties during meetings. Here the camaraderie of men, as in
other work
and social settings, 8 was based in part on tales of sexual
adventures, ability
with respect to "hunting" and capturing women, and off-color
jokes. Other
themes involved work prowess and sports, especially golf and
fishing. The ca-
pacity for and enjoyment of drinking provided the context for
displays of these
themes. They were dramatized and acted out more fervently in
the presence
of token women than when only men were present. 9 When the
men were
alone, they introduced these themes in much milder fonn and
were just as
likely to share company gossip or talk of domestic matters such
as a house
being built. This was also in contrast to more equally mixed
male-female
groups in which there were a sufficient number of women to
78. influence and
change group culture and introduce a new hybrid of
conversational themes
based on shared male-female concerns. 10
Around token women, then, men sometimes exaggerated
displays of
aggression and potency: instances of sexual innuendos,
aggressive sexual teas-
ing, and prowess-oriented "war stories." When a woman or two
were pre5ent,
the men's behavior involved "showing off." telling stories in
which "masculine
prowess" accounted for personal, sexual, or business success.
They high-
lighted what they could do, as men, in contrast to the women. In
a set of train-
ing situations for relatively junior salespeople, these themes
were even acted
out overtly in role plays in which participants were asked to
prepare and per-
fonn demonstrations of sales situations, In every case involving
a woman, the
men played the primary, effective roles, and the women were
objects of sexual
attentiun. Sexual innuendos were heightened and more obvious
and exagger-
ated tbn in all-male role plays, as in these two examples:
!.
79. 2.
Two men and a woman simulated a call on a buyer; the woman
was introduced as
the president of the company, but the sales manager and his
assistant did all the
talking. The company was in the business of selling robots. The
sales manager
brought in a male "robot" to demonstrate the product. The sales
manager leered
at him, saying, "Want a little company?" He then revealed that
the woman in-
troduced as the president was actually one of the female robots.
The two-man, one-woman team was selling wigs; the woman
was the wig stylist.
The buyer on whom they were calling adopted an exaggerated
homosexual carica-
ture, which broadened considerably during the "sales
call."Toward the end of the
role play, one of the men, trying to wrap up the sale, said, "We
have other spcdal
services along with wigs. Other women who work with our
stylist will come to
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224 Structures and Processes
vour qorc to work for you." The huver's response made it cle;tr
that he would he
i11tcre,1ed "' those women sexually (though he was simulating
homoscxu;ility).
S.tid th<: seller, "The, .. IJ lie Oil vour payroll: you can use
them any way you want."
S.1id th<: buyer, leeri11g, "An1; 1Vay I w;u1t?" The seller
answered, "We might offer
other sei-vices like a massage alollg with the wig." Said the
buyer, "That·sounds
illtcrcsting. Can I have one right now?"
After these role plnys, the group atmosphere seemed quite
tense, and the
women especinlly appeared highly uncomfortable.
The women themselves reported other examples of"testing" to
see how
they would respond to the "male" culture. They said that many
sexual innu-
endos or c.lisplnys of locker-room humor were put on for their
benent, espe-
cially by the younger men. (The older men tended to parade
their business
successes.) One woman was a team leader at a workshop (and
the only
woman), when her team c.lecided to use as its slogan, "The
[obscenity] of the
week, .. looking at her for a reaction. By raising the issue and
81. forcing the
woman to choose not to participate, the men in the group
createc.l an occasion
for uniting against the outsider and asserting dominant group
solidarity. Such
events, it must be pointec.l out, were relatively rare and
occurred only at those
informal occasions outsic.le of the business routine in which
people were un-
winding, letting themselves go, or. as in the training role plays,
deliberately
creating unrc;il situations. Most behavior at Inc.lsco was more
businesslike
1n tone. But the: Lict that such interaction ever occurred, eve11
inrrequently,
;iround women ser-ved to isolate them <lllc.l make them
uncomforialJle at those
very moments when, ironically, people were supposed to be
relaxing and
havrng run.
1 sales meeting at lndsco provided an interesting example or
how the
dominant culture could simultaneously -acknowledge the
presence or tokens
:ind retain its own themes and flavor. lt was traditional for
salesmen to tell
traveling salesman/farmer's daughter jokes at informal
gatherings. On this oc-
casion, four years after women Rrst entered the sales force, a
raunchy traveling
sale:,wonwn/fonner's son joke was told, a story currently going
around the
82. comp<rny. The form was the same, but the content reflected the
presence of
women.
Tokens' functions as ;1udience for dominant cultural
expressions also
played a part in the next set of processes.
I 11ten-117Jtions us Relllinders of "Difference"
On more formal occasions, as in meetings, members or the
numerically
dominant category unc.lerscorcd and reinforced clifforcnces
between tokens
;ind drn11inants, ensuring that tokens recognized theiroutsidcr
status, by 1naking
the token the occasion for "interruptiom" in the flow of group
events. Domi-
,/umbers: Minorities and Majorities 225
nan ts prefaced acts with apologies or questions about
appropriateness clire.cted
at the token; they then invariably went ahead With the act,
having placed the
token in the position of interrupter or interloper, of someone
who took up the
group's time. This happened often in the presence of the
saleswomen. Men's
questions or apologies represented a way of asking whether the
old or ex-
pected cultural rules were still operative-the.words and
expressions permit-
ted, the pleasures and forms of release indulged in. (Can we
still swear? Toss a
83. football? Use technical jargon? Go drinking? Tell "in" jokes?)
11 Somet'imes
the questions seemed motivated by a sincere desire to put the
women at ease
and treat them appropriately, but the net effect was the same
regardless of
dominants' intentions. By posing these questions overtly,
dominants made the
culture clear to tokens, stated the terms. under which tokens
enter the rela-
tionshiµ, and reminded them that they were special people. It is
a dilemma of
all cross-cultural interaction that the very act of attempting to
learn what to do
in the presence of the different kind of person so as to inte~rate
him can rein-
force differentiation.
The answers about conduct almost invariably affirmed the
under-
standings of the dominants. The power of sheer numbers means
that an indi-
vidual rarely feels comfortable preventing a larger number of
peers from en-
gaging in an activity they consider normal. Most women did not
want to make
a fuss, especially about issues they considered trivial and
irrelevant to their job
status, like saying "goddamn" or how to open doors. Their
interest in not
being signalec.l out for special treatment made them quickly
agree that things
should proceed as they would if women were not present, and to
84. feel embar-
rassment about stopping the How of conversation. None wanted
to be a "wet
blan.ket"! As one said, "They make obscene suggestions for
slogans when
kidding around, looking to me for a reaction. Then they jump on
me for not
liking it."
Secondly, the tokens have been put on notice that interaction
will not be
"natural," that dominants will be "holding back," unless they
agree to ac-
knowledge and permit (and even encourage) majority cultural
expressions in
their presence. (It is important that this be stated, of course, for
one never
knows that another is holding back unless the other lets a piece
of the sup-
pressed material slip out.) At the same time, tokens have al so
been given the
implicit message that majority members do not expect those
forms of expres-
sion to be "natural" to the tokens' home culture; otherwise,
majority members
would not ncec.l to raise the question. (This is a function of
what Judith Long
bws callecJ the "double deviance" of tokens: deviant first
because they are
women in a ma11's world and second because they
85. inappropriately aspire to.the
privileges of the dominants.) 12 Thus, the saleswomen were
often in the odd
position of reasstiring peers and customers that they could go
ahead and do
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Structures and Processes
'>0111vthing in the women's presence, like swearing, that the
women them-
't'I' l'S woulcJ not be permittecJ to cJo. They listenecJ to dirty
jokes, for example,
86. hut reported th<.1t they would not dare tell one themselves. In
fact, whether or
rwt to go drinking or tell jokes was a major question for
women: "You can't tell
Jirtv jokes. Clean jokes would go over like a lead balloon. So I
sit there like a
dummy and don't tell jokes."
Vi<l difference-reminding interruptions, then, dominants both
affirm
their own shared understandings and draw the cultural boundary
between
themselves <tnd tokens. The tokens learned that they caused
interruptions in
"11ormal" communication, and that their appropriate position
w:J.S more like
th,1t of audience thJn that of full participant. But the women
also found the au-
dience position frustrating or wearying, as these statements
indicated: "1 felt
like one of the guys for a while. Then I got tired of it. They had
crude mouths
and were very immature. I began to dread the next week because
I was tired
of their company. Finally, when we were all out drinking, I
admitted to
mysell, this is not me; I don't want to play their game." And: "I
was at a dinner
wlicre the men were telling dirty jokes. It was fun for a while;
then it got to
87. ine. l moved and tried to have a real conversation with a guy at
the other end
of the t<.1ble. The dinner started out as a comrade thing, but it
loses its flavor,
e[X~cially if you're the only woman. I didn't want them to stop
on my account,
but l wish I h,1d had an alternative conversation."
Oi.;crt Inhibition: Infornwl lsulution
Jn some cases. dominants did not wish to have tokens around all
the time;
they h<.1d secrets to preserve or simply did not know how far
they could trust
the women, especially those who didn't seem to play by all the
rules. They
thm moved the locus of some activities and expressions from
public settings to
which tokens had access to more private settings from which
they could be
excluded. When information potentially embarrassing or
damaging to domi-
nants is being exchanged, an outsider-audience is not desirable,
because dom-
111;111ts do not know how far they can trust the tokens. As
Hughes and Chapter
J poir)ted 011t. colle:1gucs who rely on unspoken
understandings may !'eel un-
comf'ortablic in the presence of "odd kinds of fellows" who
cannot be trusted to
interpret infonnation in just the same way or to engage in the
88. same rcla-
tiomhips ol' trust and reciprocity. 13 There was a S(•nse that it
was not possible
to level with a woman or be real with her, as one co11ld with
other men.
The result was sometimes "quarantine"-keeping tokens away
from some
oCC»Lions. li1forrnal pre-meeting meetings were sometimes
held. Some topics
ul discussion scL~med rarely raised by rnen in the presence of
many of their
women peers, even though they discussed thein among
themselves: admis-
siom of low commitment to the company or concerns about job
performance,
Numbers: Minorities and Majorities 227
ways of getting around formal rules, political plotting for
mutual advantage,
strategies for impressing certain corporate executives. Many of
the women did
not tend to be included in the networks by which informal
socialization oc-
curred and politics behind the formal system were exposed, as
researchers
have found in other settings. One major project found that
people with in-
congruent statuses, like the Indsco exempt women, were likely
to. become
89. isolates in peer groups and to have less frequent interaction
with the group
than other members, outside of formally structured occasions.
14 Toward the
upper levels of the corporation, any tendency for peer groups to
quarantine
women was reinforced by men-only social establishments; a
senior personnel
administrator committed to placing more women in top
executive jobs was
concerned about whether they could overcome the limitation on
their busi-
ness effectiveness placed by exclusion from informal exchanges
at male clubs.
In a few cases, overt inhibition worked directly against women
in th~ir
jobs. They missed out on important informal training by peers.
15 There were
instances in which women trainees did not get direct criticism
in time to
improve their performance and did not know they were the
subjects of criti-
cism in the company until told to find jobs in other divisions.
They were not
part of thP. buddy network that uncovered such information
quickly, and their
manager.s were reluctant to criticize a woman out of uncertainty
about how she
90. would receive the information. (One man put quite simply how
he felt about
giving negative feedback to a woman: 'Tm chicken.") Here
feelings that it was
impossible to level with a different kind of person stood in the
way.
Loualtu Tests
At the same time that tokens may be kept on the periphery of
colleague in-
teraction, they may also be expected to demonstrate loyalty to
their dominant
peers. Failure to do so could result in further isolation; signs of
loyalty, on the
other hand, permitted the token to come closer to being included
in more of
the dominants' activities. Through loyalty tests, the group
sought reassurance
that the .tokens would not tum against the dominants or use any
of the infor-
mation gained through their viewing of the dominants' world to
do harm to the
group. In the normal course of peer interac
0
tions, people learn all sorts of
things about each other that could be tu~ed against the other.
Indeed, many
91. colleague relationships are often solidified by the reciprocal
knowledge of po-
tentially damaging bits of information and the understanding
that they both
have an interest,.in preserving confidentiality. Tokens, however,
pose a dif-
ferent problem and raise uncertainties, for their membership in
a different
social category could produce loyalties outside the peer cadre.
This was a quite rational concern on occasion. With government
pres-
sures and public interest mounting, Indsco women were often
asked to speak
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228 Structures and Processes
to classes or women's groups or to testify before investigating
committees.
One woman was called in by her manager before her testimony
at hearings
on discrimination against women in business; he wanted to hear
her testi-
92. mony in advance and have censorship rights. She refused, but
then made only
very general and bland statements at the hearing anyway.
Peers seek reassurance about embarrassing as well as damaging
disclo-
sures. There is always the possibility that tokens will find some
of what the
dominants naturally do silly or ridiculous and will insult them
where t11ey feel
vulnerClble. Dominants also want to know that tokens will not
use their inside
information to make the dominants look bad or turn them into
figures of fun to
members of the token's category outside with whom they must
interact. The
joking remarks men made when seeing women colleagues
occasionally eating
with the secretaries (e.g, "What do you 'girls' find so interesting
to talk
about?") revealed some of their concerns.
Assurance could be gained by asking tokens to join with or
identify with
the dominants against those who represented competing
loyalties; in short,
do.minants pressured tokens to turn against members of their
own category,
ju~t as occurred in other situations where women were
dominants <llld men
93. tokens. 16 !ftokens colluded, they made themselves
psychological hostages to
the majority group. For token women, the price of being "one of
the boys" was
a willingness lo occasionally turn against "the girls."
There were three ways token women at Indsco could
demonstrate loy<ilty
and qualify for a closer relationship with domin:mts. First, they
could let slide
(or even participate in) statements prejudicial to other members
of their cate-
gory. They could allow themselves to be viewed as "exceptions"
to the "gen-
er:il rule" that others of their category have a variety of
undesirable or unsuita-
ble characteristics; Hughes recognized this as one of the "deals"
token blacks
might make for membership in white groups. 17 Women who
did well were
sometimes told they were "exceptions" and exceptional, not like
a "typical
wom:in." It is an irony of the token situation that women could
be treated as
both representatives of their type and exceptions to it,
sometimes by the same
people.
At meetings and training sessions, wornen were occasionally the
subjects