- This week’s readings have me eager to learn more about organizational culture and its impact in our society. It seems to be a blueprint for some, and a cancer to others. In what ways does organizational culture help success in an institution? In what ways does it harm success? Does it cultivate success for only some and the opposite for others? I’m interested in learning more about how an organizational culture came to be in our society, and how it didn’t in other societies. What is t that has society suddenly questioning our organizational default, and is it good or bad to begin to move away from it?
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“Organizational culture is the sum of values and rituals which serve as ‘glue’ to integrate the members of the organization.” — Richard Perrin
Culture is a carrier of meaning. Cultures provide not only a shared view of “what is” but also of “why is.” In this view, culture is about “the story” in which people in the organization are embedded, and the values and rituals that reinforce that narrative. It also focuses attention on the importance of symbols and the need to understand them — including the idiosyncratic languages used in organizations — in order to understand culture.
This definition can be misleading because it relates to the bad realm of organizational culture which attempts to force its parts in line and make them all similar, taking away their individuality. This goes away from a newer call for diversity within organizations, which has proven to bring great success. The idea of “reinforcing a narrative” does the opposite of this.
Expanding the Canon
The Changing Definition of Workplace Diversity
by William G. Shackelford
Summary
In The Changing Definition of Workplace Diversity, Shackelford discusses today’s changing definition of diversity, while considering the diversity philosophies of several corporations and authors. Employers have broadened their concept of what diversity is. The case for broadening the definition is built on the changing labor force demographics. The majority of workers entering the workforce this decade will be women, minorities and foreign nationals. The labor shortage that began in the 1990’s will continue to grow and is projected to reach 10 million workers by 2010.
Employers have moved diversity from a “nice thing to do” to a business necessity, says Donna Brazile. It’s recommended to use your cover letter to highlight your diversity status, to include on your resume your fraternity or sorority membership, to mention any affiliation with prominent minority or diversity organizations, to include military service on your resume, to state any community service or other volunteer work, or to stress your willingness to apply your degree in non-traditional ways. Discrimination in hiring has taken a back seat to issues of homeland security, terrorism, war and economic security. These changing times present a window of opportunity for “equal opportunity” for diverse candidates.
For one example, Merck as a company takes extra care to attract, hire, develop and retain highly capable and motivated students. Merck provides strong foundations for their development (scholarships and workshops) and welcomes diversity. Because of this, students look at Merck as an “Employer of Choice”after college. These types of programs are becoming more and more common to not only seek diversity, but welcome it.
Analysis
In William G. Shackelford’s, The Changing Definition of Workplace Diversity, he explains the changing scope of workplace diversity in America. He uses the definitions of multiple corporations with direct quotes to show how the definition differs based on the intention of the diversity. By using sources from different time periods he’s able to show the actual change in not only diversity’s definition, but its place in the workplace.
He begins by introducing the first company to have crowned diversity as important within the workplace. His introduction pulls the audience in with the phrase, “it’s been almost 20 years since,” as it pulls the reader into a timeline. This, as an introduction, sets the tone for the rest of the article. At this point, once he goes into the companies and their mission statements and diversity definitions, they come one after the other. Their comparisons are apparent, and he makes it easy to see the transition in importance companies have put on diversity and how it changed over time.
This text is important for our class’s discussion on organizational diversity, because it not only shows opinions of diversity within corporations, but also how different environments foster this diversity. Certain circumstances welcome diversity better than others. Knowing diversity is helpful in the workplace is one thing, but creating an environment that welcomes and is desirable for those diverse employees is another. This particular conversation is something our texts so far haven’t focused on as much.
Link
https://go-gale-com.libezproxy2.syr.edu/ps/retrieve.do?tabID=T003&resultListType=RESULT_LIST&searchResultsType=SingleTab&searchType=BasicSearchForm¤tPosition=2&docId=GALE%7CA108966746&docType=Article&sort=Relevance&contentSegment=ZAHW&prodId=PPDS&contentSet=GALE%7CA108966746&searchId=R1&userGroupName=nysl_ce_syr&inPS=true&ps=1&cp=2
Week of 6/8 Discussion
- In Margaret Herffernan’s TedTalk, The Human Skills We Need in an Unpredictable World, she engages the audience by starting with a story. Her story details a problem with the current world in its unpredictability. She describes how in our current setup we have a problem in that it is difficult to plan ahead in these circumstances. Again, she begins her speech detailing a problem. She sets it up so the audience believes this is a real problem in the world, and then follows by explaining how she has the answer to it, and that is what her speech is about. By setting the speech up in this way she not only draws her audience in, but she gains credibility. Now that the audience is aware of this problem, they want to know how to solve it, as knowing about the problem makes it theirs.
She continues through the body to explain her answer to the problem, tying in are evidence. She uses evidence of people successfully using her answer to the problem, to show more credibility to the audience that her solution works. Again, she has the audience roped in from the start, because she convinced them from the get that this was a problem worth caring about in their lives. Now they are glued to the speaker until the end of the speech so they know how to combat it. She ends in the same way she started, by addressing the unpredictability of the world and raising a feeling of hopelessness. She responds again, with a “but,” and summarizes her methods for combating the problem. By the end of the speech, she has convinced the audience there is a problem they should worry about, has them worried, reveals and answer to the problem, how they can use it, and convinces the audience they will be fine as long as they use her solution.
2. In Margaret Herffernan’s TedTalk, The Human Skills We Need in an Unpredictable World, she utilizes evidence throughout her speech to back up her points. Her evidence adds to her credibility as a speaker and appeals to the audience’s logic. She begins using evidence from the very beginning of her speech by starting with a story. She uses an example of a company to explain how it is disastrous when the world is unpredictable and people aren’t prepared. This evidence helps the audience believe in the problem she sets up in order to answer it herself. She then goes into her solution, outlining everything about it. Then, throughout the body she pieces evidence back in to add credibility to her solution. She provides examples of countries, corporations and more who use her solution successfully. This helps add to her claim that the solution is the right one to the problem she introduces at the beginning.
She uses this method of introducing problems with answers to follow throughout her speech, which illustrates to the audience that she is the person with all the answers. It shows she is knowledgable on the topic, and by following each claim with evidence by way of examples, she adds to her credibility and keeps the audience glued to her. She becomes responsible for solving the problem she planted in her audience’ heads, and in turn becomes valuable to listen to.
Unit 1 Assignment, Expanding the Canon
Exploring the long-term understanding of stereotype threats to women and people of color, the article “Contending with Stereotype Threat at Work: A Model of Long-Term Responses” strongly correlates to our further discussion of organizational culture and diversity within the workplace. Theorizing based off of psychological thought and previously acquired studies, five notable professors and doctoral candidates create a theorized “model” to potentially lessen this perceived stereotype threat. Focusing on three core coping mechanisms used when faced with a threat – fending off, discouragement, resilient – the authors provide their own analysis of the said response and provide a variety of ways to manage the response. Providing a more concrete understanding of what a perceived stereotype threat could be allows the intended audience to reflect and comprehend these said threats whether the individual reading experiences them or not. From the model constructed, the authors were able to conclude that employees who fit the demographic minority experienced both positive and negative consequences of stereotype threats. The model provides analysis of the coping mechanisms most commonly used by the demographic minority, and from the findings, companies can better support those who feel threatened and can foster a more inclusive and diverse working environment. The video I have attached to this elaborates more on stereotype threats providing another perspective on how these threats can affect groups of people. While also connecting to self-fulfilling prophecy, the video elaborated on how these threats can be useful to those who threaten others with the goal of wanting to feel better about themselves, hence explaining where the source of the stereotyping may come from.
Unit 1 Assignment, Expanding the Canon (Samantha Danylchuk)
The author of my article is named Aaron Hicks, and he, with the help of four individuals – Cassie Price King, Elizabeth H. Rickert, Amanda D. Nelson, and Lucretia McCulley –published Religion and the Workplace: Pluralism, Spirituality, Leadership. This is an eBook from EBSCO, and I will be working with the Part II segment of the book for this assignment, which includes Chapters 5 and 6 named “Being religious differently” and “Religions of the workplace.” Hicks is a professor with an undergraduate degree and graduate coursework in economics, a Master of Divinity degree, and a Ph.D. in religious studies. The author’s religious tradition is Presbyterian (Protestant, Christian). Before he began writing Chapter 1 of this book, Aaron clarified his opinion to the reader by stating how faithful Christians should have no interest in imposing their beliefs or practices upon others and they should want to receive no advantage in public life or the workplace because of their religion.
The author’s objective in Part II of this section of the text is to offer distinctions, concepts, and comparative examples that demonstrate how religion is present in contemporary workplaces. The audience of this text includes scholars with specialized knowledge in religion, specifically those who have prior background discussing religion and the workplace. This work is intended for both scholars and practitioners, though, because the point that Hicks emphasizes in his introduction before beginning to write is that he intends for his criticisms to be constructive and hopes that “ensuing debates will contribute to workplace policies and cultures that respect, on equal terms, employees of all backgrounds.” (Hicks, 2003, p. 4)
The purpose is to analyze current realities in the workplace in relation to religion and spirituality, and Hicks does so by first pointing out how individual and institutional expressions of religion differ. That is, most approaches to religion and spirituality in the workplace often underemphasize religious diversity. Religion in the workplace is often seen as religion of the workplace, and the author makes an important point that the corporate leader cannot play the role of a spiritual guide or guru to his or her workforce. If a single company sponsors or promotes one specific kind of religion, this is questionable. One quote by the author which supports his reasoning and argument on why companies can’t openly express one religion over any other is “It may be easy for Christians to downplay the significance, for example, of subtle messages in the workplace that convey the privileged status enjoyed by Christian symbols, ideas, or holidays, but for Jewish, Muslim, and atheistic co-workers these messages are overtly present and reinforce their experience of marginalization.” (Hicks, 2003, p. 133) Additionally, public life impacts the workplace as the chapters explain. Religion plays many roles in American society, and many employees who are Christians have admitted that they receive or have received preferential treatment at work and in society. These discussions of spirituality tend to marginalize those who are atheists or adherents of many religious backgrounds, causing those who feel pressured by society to divorce their religious / spiritual commitments from all aspects of their public lives.
Link to eBook:
http://libezproxy.syr.edu.libezproxy2.syr.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=e000xna&AN=120536&site=ehost-live&ebv=EB&ppid=pp_C
Citation: Hicks, D. A. (2003). Religion and the Workplace : Pluralism, Spirituality, Leadership. Cambridge University Press.
Unit 1 Assignment: Expanding the Canon
Providing equal representation for minorities in all levels of education has continuously been a concern in public and private school education programs. This form of racial exclusion which is encountered in the lives of adolescents comes to the surface in an article titled “Gifted Ethnic Minority Students and Academic Achievement: A Meta-Analysis”. This article boils down the prejudice encountered in the lives of minorities that are excluded from accelerated education programs.
The analysis was presented by three PhD professors, Malik S. Henfield, Hongryun Woo, and Na Mi Bang who focused their studies on the education and development of minority students in school settings. It was published by the Gifted Child quarterly in 2017 but can be found on the Syracuse Libraries website.
This study was conducted in order to investigate racial bias against minorities being chosen for gifted education programs. It has been a constant theme of teachers overlooking minority students and not being able to depict them from other students. “It noted that African Americans, for instance, comprise 19% of the nation’s total school population, yet represent only 10% of students in gifted education programs.” With a general disregard for these students and a lack of representation in these programs, once they reach college, they find themselves falling behind tremendously and taking extra classes to keep up.
This article’s main purpose was to highlight the academic differences between minority and regular students and explore the rates of academic success for those involved in the programs. It “examined the effects of gifted education programs on the outcome vari- ables of academic achievement and ability.” It also depicted how classroom and educational program diversity could help students with less opportunities excel and flourish in restricting environments. The article compiled the reports of smaller studies that failed to accurately dictate the rate of success for these students within each program.
This analysis was so important because it highlighted the injustice not only faced by these young kids but how they can fall behind later in higher education and in the workplace. It shows us that it isn’t only a problem in this circumstance but that we must acknowledge minority students at all levels of education. For example, with a school as big and diverse as Syracuse University it is important to allow minorities to take rigorous classes and to be encouraged to join leadership programs. This topic would help acknowledge and spread awareness on making classrooms and workplaces more inclusive and inviting areas.
Henfield M, Woo H, Bang NM. Gifted Ethnic Minority Students and Academic Achievement: A Meta-Analysis [Internet]. 2017. Available from: https://journals-sagepub-com.libezproxy2.syr.edu/doi/pdf/10.1177/0016986216674556
Unit 1 Assignment: Expanding the Canon
To expand the canon adding to the discussion of organizational culture and diversity, I choose the article Disability and employment – overview and highlight from the European Journal of Work and Organizational Psychology. This article includes a wealth of knowledge from the authors Katharina Vornholt, et al. The authors each add value in their way, specializing in Social Psychology, neuroscience, psychosomatic rehabilitation, and more. This article is intended for a small audience of fellow scholars and people who focus specifically on the topics discussed.
The purpose of this article is to outline how things stand in the existing research on disability and employment. It discusses one section of disabled people, those who have mental disabilities. The authors outline the definition of disability, the legality of legislation regarding disability at work that is already in place in Europe and North America, things that enable employees and act as a barrier to employ the disabled. The authors use the International Classification of Functioning, Disability, and Health (ICF) of the World Health Organization’s definition of disability; defining it as “the ‘umbrella term’ for impairments, activity limitations, and participation restrictions, referring to the negative aspects of the interaction between an individual…and that individual’s contextual factors (environmental and personal factors)”.
The legislation in Europe stems from the U.N. Convention on the Rights of Persons with Disabilities, stating that employees with disabilities have equal rights to work and gain a living, in-job discrimination is not allowed, and that organizations promise workers with disabilities accommodations. In the United States and Canada, the federal law protects those with disabilities rights through The Americans with Disabilities Act that gives those with mental/physical disabilities equal opportunities to be integrated into places of work and stops all forms of discrimination against employees with disabilities.
The article presents a plan for how research should continue in the field and how these laws can be integrated into the workplace. The plan encourages more research behind the definition of disability, the spreading of knowledge from psychologists (like health campaigns) to change attitudes and behaviors towards those with disabilities, and the increase in public data. The authors also discuss the future of policy encouraging evaluation of the past to see if what has been implemented protects and promotes those with disabilities employment or if they have opposite effects.
This article adds to the existing knowledge of the class because of its relation to diversity and inclusion. Similar to many of the readings we looked at, this text speaks about the inclusion of disabled people in the workplace and how extremely high the unemployment levels are. This brings awareness to how programs and legislation can be put in place to help incorporate diverse people. Their suggestions mirror what we have looked at with the inclusion of neurodiverse people and adds other strategies and data regarding organizational cultures, such as reassessing the definition and analyzing to see if the programs put in place are working or not.
This article highlights how each organization caters differently to each diverse group. Similar to past readings it showcases how each diverse group has specific accommodations and should be analyzed on a case by case basis. The existing legislation in “Disability and employment – overview and highlights” can lead as an example of how to implement systematic changes so that all companies must adhere to a set of rules that promote diversity and inclusion, along with other resources such as media I have found.
The media I have found to supports my claim shows how to implement the plans that the article outlined and enhances knowledge about disabled people. I have chosen a TED talk from Elise Roy “When we design for disability, we all benefit”. Elise Roy is deaf and since she is disabled herself she adds a unique perspective. Her purpose throughout the talk is to promote the use of design thinking to solve problems. Design thinking steps are defining and understanding the problem, observing people and empathizing with them, throwing out hundreds of ideas, prototyping, and finally implementing. That way of thinking could help in how to accomplish the goals of a more inclusive workplace for those with disabilities and create legislation with perspective and empathy in mind. Elise Roy’s insight could be a solution to how we progress within this sphere of disability and life, in general, putting inclusion in front of everyone’s mind when solving any problem.
Link to article: https://doi.org/10.1080/1359432X.2017.1387536
Citation of article: Katharina Vornholt, Patrizia Villotti, Beate Muschalla, Jana Bauer, Adrienne Colella, Fred Zijlstra, Gemma Van Ruitenbeek, Sjir Uitdewilligen & Marc Corbière (2018) Disability and employment – overview and highlights, European Journal of Work and Organizational Psychology, 27:1, 40-55, DOI: 10.1080/1359432X.2017.1387536
Unit 1 Assignment: Expanding The Canon
As we’ve seen throughout this unit, diversity is essential in the work place. It brings openness to new and creative ideas, a wider range of employee talent, and helps attract new customers. This then creates success for not only the companies financial returns, but the goals of the individual as well. While we have progressed through this unit, reading numerous articles about diversity and inclusion, I have still yet to really see how the LGBTQ+ community faces these everyday challenges.
The article I chose is titled “Between Homohysteria and Inclusivity: Tolerance Towards Sexual Diversity in Sport.” I chose this article because I thought it would be a great addition for our unit on diversity and inclusion. The article does a great job at explaining the issues that are currently happening in sports surrounding gender and sexuality, as well as giving evidence on why sexual diversity is in fact beneficial. The authors are Joaquin Piedra, Rafael Garcia-Parez and Alexander G. Channon and the article was published in April of 2017. These researchers are experts in the field and have done numerous studies about homophobia and homohysteria in all facets. The goal of this particular article is to broaden the knowledge of Individuals who might not know much about it and create a new way of thinking for ones who often neglect people just because of their sexual orientation. The authors do this by providing evidence for why gender and sexual diversity is good for not only sports, but in all fields of work.
The article begins by stating how there are a small number of openly gay and lesbian people in top flight sports which raises the question about whether sporting or social context makes it easy or difficult for these people to come out. There have been various studies about tolerance towards sexual diversity in sport and this article focuses on exactly that. Ever since sports were created, it has always been very male dominant, but even more specifically, a site of hegemonic masculinity. Gender and sexual diversity has always been ignored and the sexual minorities have been stigmatized for quite some time now. The presence of the LGBTQ+ community in sports functions as a challenge to hegemonic ideas about gender. The article states that the reason for this is because male dominance in sports has always been the norm. Often times people are weary to differ from the norm. As a result, causes discrimination and hatred to the minority. “In order to understand the complexity of changes in the sport, you must know the broader theory of inclusive masculinity,” the authors state. This can be defined as “the fear of being socially perceived as gay.”
People for years have been hesitant to come out just from hearing the backlash that goes on towards their community. While it has gotten much better over the years, there is still room for improvement. The fact that in todays society, people are still not accepting of this is a major issue. We must stride as a society to improve because it will end up benefiting all parties involved.
Furthermore in the article, the authors go on to state a bunch of statistics showing how individuals within the LGBTQ+ community have been discriminated against. They use this information to then prove how openness on a team is actually very beneficial for not only the individual, but the team as a whole. They used an example of a losing women’s soccer team where one of the players was very closed off and she didn’t necessarily feel part of the team. The success of the team however shifted quickly when one of the players came out. The team and individual showed growth and leadership that wasn’t there before. This example demonstrates how gender and sexual diversity allows for better performance and helps one grow. Sports should be an open and accepting place where athletes won’t get discriminated against for being sexually diverse.
Link to article- https://link-springer-com.libezproxy2.syr.edu/article/10.1007/s12119-017-9434-x
Citations- Piedra, J., García-Pérez, R. & Channon, A.G. Between Homohysteria and Inclusivity: Tolerance Towards Sexual Diversity in Sport. Sexuality & Culture 21, 1018–1039 (2017). https://doi-org.libezproxy2.syr.edu/10.1007/s12119-017-9434-x
Unit 1 Assignment: Expanding the Canon
The article titled “Employee Assistance Program Services for Alcohol and Other Drug Problems: Implications for Increased Identification and Engagement in Treatment” written by Jodi M Jacobson and Paul Sacco follows the study they conducted regarding the use of Employee Assistance Programs, or EAP’s, in the workplace and the further effects that it had on the company and individual. The article originally published on The American Journal on Addictions can be found on the website EBSCOhost, which provides scholarly articles and similar published works.
The central argument the researchers focused on was to determine whether or not EAP services were significantly beneficial for those with AOD, also known as Alcohol and Other Drug addiction. Furthermore, their study was directed to show employers how individuals with AOD can benefit in an environment where their needs can be met in a judgment free workplace. In order to gather data, the researchers drew from the pool of individuals associated with the National Epidemiologic Survey of Alcohol and Related conditions, or NESARC, from different backgrounds in all 50 states. To narrow the data, the researchers then separated participants into those who had access to EAP’s in their workplace and those who looked elsewhere for help. The researchers concluded that those who had used EAP’s in their workplace were less likely to foster feelings of negativity in the workplace for fear of being stigmatized compared to those who did not have access to an EAP.
Jacobson and Sacco elaborate on individuals in their study who had previously had experience with EAP’s and the demographics of those individuals. The study emphasizes how the use of EAP’s has varied across co occurring disorders and those who struggle with addiction, but they reported that the EAP gave them an outlet to receive help while simultaneously being able to live a normal life.
The influence of EAP’s on the vulnerable portion of the workforce reflected individuals who felt more comfortable reaching out for help, and did not feel they were outcasts. Individuals who suffer from an AOD addiction struggle to reach out and receive the help they need. However with the help of Employee Assistance Programs, those who are struggling have improved performance in the workplace.
The linked article below is published by the Substance Abuse and Mental Health Services Administration , or SAMSHA, which elaborates on the use of EAP’s and how to use them within a company. SAMSHA is an agency that promotes receiving help for addiction while simultaneously educating the public of addiction in hopes of reducing substance abuse. The organization breaks down what an EAP is, the different types (i.e. internal programs and external programs) that can be adapted in the workplace, how to select one, the costs and benefits of choosing an EAP and lastly the costs and services of adapting an EAP. SAMSHA shares this knowledge with the public in hopes of encompassing diversity and promoting a work environment that is suitable for peoples of all abilities and disabilities. As promoted by SAMSHA, Employee Assistance Programs target the needs of the individual in order to provide them a way of healing while continuing a healthy lifestyle.
Those who struggle with substance abuse often find the process of healing difficult, especially in the work force where they often feel like an outcast and carry a specific stigma. EAP’s work to break down the barriers to promote a work environment where individuals of all race, gender and socioeconomic backgrounds can receive the help that they need. In terms of diversity inclusion, those looking to promote an equal workplace should expand their thinking to ailments that burden individuals on a daily basis. Addiction is found in individuals of all ages, races, and socioeconomic backgrounds and is something we should further expand our minds to include when thinking about a more tailored workplace.
Unit 1 Summary
In the book “What Universities Can be”, Robert Sternberg (a psychologist and psychometrician at Cornell University) devotes a chapter to diversity in higher education. He begins this chapter by saying rather frankly that people learn better and learn more if they are mixed in with people who don’t look and think like them. He says “You cannot be an active concerned citizen if your only concerns are for people you view as like yourself” (Sternberg, 73).
This is an anecdotal claim at this point, and he uses it to identify with the readers because it is sort of a no brainer concept if you think about it. Our social and educational experience can only benefit if we have variety in our peers. Sternberg than uses a few study examples, one being done in rural Kenya. This study pooled Kenyans and asked them to identify herbs that would help heal with different ailments. They all did a great job with this, but when the objective changed and they tested these same people in more academic tests, the results weren’t as good. This study is used to illustrate his point that there are different types of knowledge and intelligence. One group of people (mostly western, white people in this case) can be better at testing and doing well in standardized settings, while the other group of people might not do so well in that area but excels in the area of experiential knowledge, of being able to identify and do things in the real world outside of the classroom. Another example is using Alaskan Yup’ik peoples, who are able to do things like ride a dog sled over vast areas and hunt animals and identify that storms may be on the way by examining their kill. These sorts of things are unimaginable for most students or people who aren’t part of that culture.
This goes further into what Sternberg calls implicit theories of intelligence- folks ideas of what they consider to be smart. The same idea is very prevalent in high school and college testing, where white people who tend to be more affluent do better on these exams and end up in a better situation for college and life afterwards, and minorities who may not do as well on these exams are slighted, yet they excel in other areas of intelligence such as in the social realm.
In previous readings we learned about unconscious bias in terms of hiring practices. This phenomenon of bias is very closely related to implicit theories of intelligence. Essentially, deciding what you think constitutes being smart is a bias- you’re predetermining if a certain ethnicity, social group, gender, age range, etc is intelligent. When we take a step back and pull the blinds off of the window that is our mind, it’s easy to realize that differences between people is not a hinderance, but an asset. We should embrace them all.
This chapter from the book has an academic style to it, yet the messaging to the audience could be more broad than someone who is in one of his psychology courses. He uses studies to back up his arguments about diversity and also brings personal experience to identify with the readers easier. What we can take from this chapter is that diversity and inclusion are important to the whole picture of academic life, and we benefit as a whole from participating in it. There is more than one cog in the wheel when it comes to intelligence so it serves us better to include as many of them as we can.
An article focusing on the changes to college admissions testing and how it may benefit minorities who were previously hurt by this process: https://www.forbes.com/sites/kimelsesser/2020/04/27/sat-act-policies-may-improve-diversity-at-colleges-and-universities/#3a9183f3bd57
The academic article i used to write this post: j.ctt20d890h.8