A Selected Review of Exemplary Diversity Articles Published in the Journal of Management Education

Issues related to diversity, equity, and inclusion (DEI) are timely topics in business, education, and politics. As Associate Editors for the Journal of Management Education (JME) we recognize the journal’s ability to contribute to these conversations. In this article, we take stock of DEI research in JME and review 17 exemplary articles published since 2000. A common theme in these articles is that management educators play an important role in creating inclusive classrooms to educate the next generation of leaders of multicultural organizations and that this task should be done proactively. Yet, even the most well-intentioned faculty members may be worried or lack the confidence to handle DEI-related challenges and conversations in the classroom. This collection of articles is intended to help guide business faculty through the unprecedented challenges associated with teaching DEI or having difficult discussions about diversity. The articles in this collection (1) advance the way we think about DEI by offering frameworks, reviews, and new perspectives, (2) address some of the most pressing and prevalent issues related to cultural-diversity and gender, and (3) provide activities and exercises to be implemented in the classroom to increase student sensitivity

The Soul of Teaching: Insights From 50 Years of Experience in Management Education

This interview with Dr. Joan V. Gallos, 2023 recipient of the David L. Bradford Outstanding Educator Award from the Management and Organizational Behavior Teaching Society (MOBTS), explores the four components of what Gallos considers the “soul of teaching”—insights she wished she had understood when she began her teaching career more than 50 years ago. Her four insights advise educators to: (1) work with what they’ve got—and own it!, (2) fail in the right way (think progress, not perfection), (3) dive into the magic at the heart of teaching and learning, and (4) relax and take your time: becoming the best educator you can be is a journey of never arriving. The interview is presented to encourage others to both find the soul of their teaching and guide their individual and collective discovery of the connection, authenticity, and magic at the heart of all teaching and learning

Team on teams: a collaborative inquiry

Over the course of an academic year, we collaborated to adopt a new instructional design for teams in our classes. We recount the story of our collaboration, outlining our process of inquiry, reflection, and support. Our simple search for better techniques shifted as our colleagues helped us reveal hidden assumptions about our roles as teachers. Our critical reflection allowed us to increase our self-awareness, specifically considering the following: how power influences our classroom interactions, how we contribute to and reinforce elements of the system that are not in our best interest, and the evolving stages of our own development as teachers. We believe our lessons will resonate with other teachers engaged in the challenges and rewards of self-development efforts

Coaching employees with chronic illness: Supporting professional identities through biographical work

Chronic illness is a growing issue in the workplace, and can prompt employees to reconsider their professional and personal goals due to potential future physical limitations. Coaching can provide support to keep employees in the workforce. In this study, 34 employed people with chronic illnesses participated in a chronic illness career coaching intervention to help develop personal resources to stay in the workforce. An analysis of data from exit interviews suggests that coaching supports coachees’ identity work and behavioral strategies for integrating illness and work, increasing their confidence and improving their expectations for continuing to work

Beyond the Legal Environment: How Stigma Influences Invisible Identity Groups in the Workplace

Diversity research assumes that social interaction is influenced by a social categorization that arises from visible and readily detectable differences. How does this process work when the differences are not readily detectable? We explore the legal protections that shape the employment environment for people with invisible identities and how invisibility influences the common social dimensions of stigma these individuals experience. These social dimensions are resistant to change and therefore change occurs slowly: stigma cannot simply be legislated away. On the basis of our comparisons of social identity groups with invisible characteristics we discuss four dimensions that are especially relevant for understanding the social dynamics of invisible diversities.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42926/1/10672_2005_Article_9003.pd

Enterotoxin-producing Escherichia coli O169:H41, United States

From 1996 to 2003, 16 outbreaks of enterotoxigenic Escherichia coli (ETEC) infections in the United States and on cruise ships were confirmed. E. coli serotype O169:H41 was identified in 10 outbreaks and was the only serotype in 6. This serotype was identified in 1 of 21 confirmed ETEC outbreaks before 1996