This is a learning module on stereotype threat and its impact on indigenous employees in the workplace. There are four sections – introduction, understanding and recognizing stereotype threat, impact and application of stereotype threat, and conclusion. References are provided for the material.
*The website notes that this is a work in progress and will be published in January 2025.
Type of Material:
Online Course Module
Recommended Uses:
Can be used in class there are instructor led activities included.
There are also reflection and scenario-based activities which could be assigned as homework, posted to a discussion board, or discussed in class.
For supervisors, leaders, and mentors in the workplace
Training in organizations
Technical Requirements:
Microsoft Edge, Google Chrome or a similar internet browser
Identify Major Learning Goals:
·Define stereotype threat.
·Identify common stereotypes associate with Indigenous employees.
·Explain how stereotype threat can impact the wellbeing of Indigenous employees.
·Recognize instances of stereotype threat against Indigenous employees in a workplace scenario.
·Identify the impacts of stereotypes on Indigenous employees.
Target Student Population:
Graduate school students enrolled in business, management and human resources courses.
Prerequisite Knowledge or Skills:
Knowledge of or experience interacting with Indigenous people, lessons on bias and diversity, equality and inclusion (DEI) in the workplace including best practices to address
Content Quality
Rating:
Strengths:
The module offers an additional perspective on diversity focused on indigenous cultures
Topics are presented which are not usually taught in schools, but there is a need for them especially in areas where Indigenous people are prevalent.
Addressing stereotypes and bias are relevant topics in any workplace.
A reference list with over sixty sources is included to support the book.
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Concerns:
There is no “balance” with the information provided, as it places total responsibility for perceptions outside the indigenous focus. It appears to be very one-sided. While it is reasonable to expect different perceptions from everyone, and none of these are necessarily always “correct” or right since this appears to support only one viewpoint.
There are several mentions of “research indicates” but there are no specifics provided to lead the reader to the supporting literature. Citations should be available to refer the reader to the reference section.
Based on other contributions by this author, this appears to address Canadian Indigenous People, and as such may not be appropriate in all possible settings.
There are several key terms that are definitions are not defined such as microaggression, cultural appropriation, unconscious bias, implicit bias, and explicit bias.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
This module offers a different perspective on diversity in organizations focused on Indigenous cultures.
The module can help identify pre-existing assumptions people may have about Indigenous cultures.
The Walton and Spencer research (2009) has a direct relationship to the impact of stereotype threat.
The book progressives logically building upon previously introduced concepts.
The definition of stereotype threat and the case study from the book can be integrated into curriculum assignments from different fields wherever stereotype threat and inclusivity are addressed.
Student learning outcomes can be measured using the review quiz.
Concerns:
Although common stereotypes are presented, an instructor will need to present evidence to the contrary.
Reflection questions and review questions ask students to give examples of terms such as cultural appropriation and implicit without defining them.
Instructors will also have to assist students with questions on how to address stereotype threat by providing evidence-based best practices.
If research is noted, it should be cited and referenced in the module.
Microaggressions are noted as being similar but the concept is not explained. The ‘research’ noted in the text as it relates to, for example, high blood pressure does not have a singular, direct relationship with stereotype threat. Instead, the research noted this can apply to multiple situations.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
The module has embedded questions to reinforce learning.
Opportunities for reflection are provided multiple times in the module.
The textbook is easy to access.
The layout was organized and there was a hyperlinked table of contents.
It contains interactive activities such as knowledge checks, quizzes for review, and reflection activities.
Concerns:
There is no way to advance to the next page without returning to the table of contents and clicking on the next section.
Ease of use would be enhanced if the reader could move from one topic to the next without returning to the table of contents.
The textbook was text-based and not visually appealing.
Creative Commons:
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