Specialties and Interests

• Diversity, multiculturalism, and inclusion in organizations
• Ethnic and cultural identity
• Group and intergroup behavior
• Latinos/Latinas in the United States
• Latino/a leadership 
• Literacy and culture
• Organization development; organizational behavior
• Psychology in the Americas
  
  

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Research Projects

• Latino Leadership
• Inclusion and Diversity in Organizations

Courses Taught

• Cultural Diversity in Organizations
• Multiculturalism in Organizations
• Applied Group Dynamics
• Organization Development: An International Perspective
• Organizational Psychology in the Americas
• Advanced Social Psychology
• Professional Development Group
• Research Seminar
• Consulting Psychology Research Project; I/O Psychology Research Project

Selected Publications

• Wasserman, I. C., Gallegos, P. V., & Ferdman, B. M. (2008). Dancing with resistance: Leadership challenges in fostering a culture of inclusion. In K. M. Thomas (Ed.), Diversity resistance in organizations:  Manifestations and solutions (pp. 175-200). New York: Taylor and Francis.
• Gallegos, P. V. & Ferdman, B. M. (2007). Identity orientations of Latinos in the United States: Implications for leaders and organizations. Business Journal of Hispanic Research, 1 (1), 26-41.
• Ferdman, B. M. (2004). The inclusive workplace. In G. N. Powell, Managing a diverse workforce (2nd. ed.) (pp. 165-168).  Thousand Oaks, CA: Sage.
• Holvino, E., Ferdman, B. M., & Merrill-Sands, D. (2004). Creating and sustaining diversity and inclusion in organizations: Strategies and approaches. In M. S. Stockdale & F. J. Crosby (Eds.), The psychology and management of workplace diversity (pp. 245-276). Malden, MA: Blackwell.
• Crosby, F. J., Ferdman, B. M., & Wingate, B. R. (2003). Addressing and redresssing discrimination: Affirmative action in social psychological perspective. In M. B. Brewer & M. Hewstone (Eds.), Applied social psychology (pp. 206-224). Oxford: Blackwell. [Reprint of Crosby et al. 2001]
• Ferdman, B. M. (2003). Learning about our and other selves: Multiple identities and their sources. In N. Boyacigiller, R. Goodman, & M. Phillips (Eds.), Crossing cultures: Insights from master teachers (pp. 49-61). London: Routledge.
• Davidson, M. N. & Ferdman, B. M. (2003). A matter of difference-Here and there: A conversation about identity. The Industrial-Organizational Psychologist, 41 (3), 47-53.
• Ferdman, B. M. (2003). Key principles for building diversity and inclusion. The California Psychologist, 36(6), 11-12.
• Ferdman, B. M. (2003). Preface. In J. P. Toro & J. F. Villegas (Eds.), Problemas centrales para la formación académica y el entrenamiento profesional del psicólogo en las Américas, Volumen II [ Key issues in the academic preparation and professional training of psychologists in the Americas, Volume 2]. Santiago, Chile: Sociedad Interamericana de Psicología.
• Davidson, M. N. & Ferdman, B. M. (2003). A matter of difference- Making the tough calls: Negotiating exclusion in inclusive and diverse organizations. The Industrial-Organizational Psychologist, 41 (1), 161-166.
• Ferdman, B. M. (2003). A matter of difference-Accounts of inclusion (and exclusion). The Industrial-Organizational Psychologist, 40 (4), 81-86.
• Ferdman, B. M. & Davidson, M. N. (2002). A matter of difference-Diversity and drawing the line: Are some differences too different? (Or: who's in, who's out, and what difference does it make?). The Industrial-Organizational Psychologist, 39 (3), 43-46.
• Ferdman, B. M. & Davidson, M. N. (2002). A matter of difference-Inclusion: What can I and my organization do about it? The Industrial-Organizational Psychologist, 39 (4), 80-85.
• Davidson, M. N. & Ferdman, B. M. (2002). A matter of difference-Inclusion and power: Reflections on dominance and subordination in organizations. The Industrial-Organizational Psychologist, 40 (1), 62-67.
• Chrobot-Mason, D. & Ferdman, B. M. (2001). Multicultural competencies for I-O psychologists: Why and how? The Industrial-Organizational Psychologist, 39 (1), 69-74.
• Crosby, F. J., Ferdman, B. M. & Wingate, B. R. (2001). Addressing and redressing discrimination: Affirmative action in social psychological perspective. In R. Brown & S. Gaertner (Eds.), Blackwell handbook in social psychology, Vol. 4: Intergroup processes (pp. 495-513). Oxford: Blackwell. [Also excerpted in F. J. Crosby & C. VanDeVeer (Eds.) (2000). Sex, race, and merit: Debating affirmative action in education and employment (pp. 134-137). Ann Arbor: University of Michigan Press.]
• Davidson, M. N. & Ferdman, B. M. (2001). A matter of difference: Diversity and inclusion-What difference does it make? The Industrial-Organizational Psychologist, 39 (2), 36-38.
• Ferdman, B.M. & Gallegos, P. I. (2001). Latinos and racial identity development. In C. L. Wijeyesinghe & B. W. Jackson III (Eds.), New perspectives on racial identity development: A theoretical and practical anthology (pp. 32-66). New York: New York University Press.
• Nebeker, D., Busso, L., Werenfels, P. D., Diallo, H., Czekajewski, A., & Ferdman, B. M. (2001). Airline station performance as a function of employee satisfaction. Journal of Quality Management, 6, 29-45.
• Smith, P. B., Peterson, M. F., Ayestarán, S., Jesuino, J. C., & Ferdman, B. M. (2001). Valores culturales y decisiones de comportamiento en las organizaciones laborales [Cultural values and decision behavior in work organizations]. In M. Ros and V.V. Gouveia (Eds.), Psicología social de los valores humanos: Desarrollos teóricos, metodológicos, y applicados [Social psychology of human values: Theoretical, methodological and applied developments] (pp. 353-367). Madrid: Biblioteca Nueva.
• Ferdman, B. M. (2000). Interamerican Society of Psychology/Sociedad Interamericana de Psicología. In A. E. Kazdin et al. (Eds.), Encyclopedia of psychology. Washington, DC: American Psychological Association.
• Ferdman, B. M. (2000). "Why am I who I am?" Constructing the cultural self in multicultural perspective, Human Development, 43, 19-23.
• Ferdman, B. M. & Horenczyk, G. (2000). Cultural identity and immigration: Reconstructing the group during cultural transitions. In E. Olshtain & G. Horenczyk (Eds.), Language, identity, and immigration (pp. 81-100). Jerusalem: Hebrew University Magnes Press.
• Ferdman, B. M. (1999). Cross-cultural perspectives on leadership and management: Introduction. Revista Interamericana de Psicología/Interamerican Journal of Psychology , 33 (2), 91-92.
• Ferdman, B. M. (1999). The color and culture of gender in organizations: Attending to race and ethnicity. In G. N. Powell (Ed.), Handbook of gender and work (pp. 17-34). Thousand Oaks, CA: Sage.
• Ferdman, B. M. (1999). Ethnic/minority issues. In D. A. Wagner, R. L. Venezky, & B. V. Street, & (Eds.), Literacy: An international handbook (pp. 95-101). Boulder, CO: Westview.
• Ferdman, B. M. & Marín, B. V. (1999). Interamerican Society of Psychology: History and current status. In M. M. Alonso & A. H. Eagly (Eds.), Psicología en las Américas (pp. 353-359). Caracas: Sociedad Interamericana de Psicología.
• Ferdman, B. M. (1997). Values about fairness in the ethnically diverse workplace. [Special Issue: Managing in a global context: Diversity and cross-cultural challenges]. Business and the Contemporary World: An International Journal of Business, Economics, and Social Policy, 9, 191-208.
• Ferdman, B. M. & Gallegos, P. I. (1996). Crossing borders: The experience of a Mexican American HR manager in a maquiladora. In E. E. Kossek, S. A. Lobel, & R. Oh (Eds.), Managing diversity: Human resource strategies for transforming the workplace. A field guide (pp. 1-23). Cambridge, MA: Blackwell.
• Ferdman, B. M. & Brody, S. E. (1996). Models of diversity training. In D. Landis & R. Bhagat (Eds.), Handbook of intercultural training, 2nd Ed. (pp. 282-303). Thousand Oaks, CA: Sage.
• Ferdman, B. M. (1995). Cultural identity and diversity in organizations: Bridging the gap between group differences and individual uniqueness. In M. M. Chemers, S. Oskamp, & M. A. Costanzo, (Eds.), Diversity in organizations: New perspectives for a changing workplace (pp. 37-61). Thousand Oaks, CA: Sage.
• Ferdman, B. M. (Ed.). (1999). Forum: Cross-cultural perspectives on leadership and management. Revista Interamericana de Psicología/Interamerican Journal of Psychology , 33 (2), 91-135.
• Ferdman, B. M., Weber, R.-M. & Ramirez, A. (Eds.). (1994). Literacy across languages and cultures. Albany, NY: SUNY Press.
• Ferdman, B. M. (Ed.) (1994). A resource guide for teaching and research on diversity. St. Louis: AACSB International, The Association to Advance Collegiate Schools of Business. 
• Ferdman, B. M. & Cortes, A. (1992). Culture and identity among Hispanic managers in an Anglo business. In S. B. Knouse, P. Rosenfeld & A. Culbertson (Eds.), Hispanics in the workplace (pp. 246-277). Newbury Park: Sage.
• Ferdman, B. M. (1992). The dynamics of ethnic diversity in organizations: Toward integrative models. In K. Kelley (Ed.), Issues, theory and research in industrial/organizational psychology (pp. 339-384). Amsterdam: North Holland. [Awarded the 1991 Gordon Allport Intergroup Relations Prize by the Society for the Psychological Study of Social Issues, Division 9 of the American Psychological Association].
• Ferdman, B.M. (1990). Literacy and cultural identity. Harvard Educational Review, 60, 181-204.
• Ferdman, B. M. (1989). Affirmative action and the challenge of the color-blind perspective. In F. A. Blanchard & F. Crosby (Eds.), Affirmative action in perspective (pp. 169-176). New York: Springer-Verlag.
• Hakuta, K., Ferdman, B. M., & Diaz, R. M. (1987). Bilingualism and cognitive development: Three perspectives. In S. Rosenberg (Ed.), Advances in applied psycholinguistics, vol. II: Reading, writing and language learning (pp. 284-319). New York: Cambridge University Press.
• Scarr, S., Caparulo, B. K., Ferdman, B. M., Tower, R. B., & Caplan, J. (1983). Developmental status and school achievements of minority and non-minority children from birth to eighteen years in a Midlands town in England. British Journal of Developmental Psychology , 1, 31-48.

Dissertations Chaired

• Anderson, M. (2004). Social influence effects of advertising using highly attractive models.
• Bendik, C. (1999). Value congruence among the individual, the ethnic group, and the work organization and its effects on organizational commitment.
• Cone, D. (current).  Perceiver race/ethnicity, attributions of anger, and perceptions of Black and White men at work.
• Frailey, M. I. (1996). Ethnic identity, acculturation and perceptions of discrimination and preferential treatment among Mexican Americans.
• Gale, J. (2004). The effects of aversive anti-Semitism on selection decisions regarding Jewish workers in the United States.
• Gantsweg, J. R. (2001). Self-construal as a mediator in the relationship between death anxiety and gender.
• Gordon, R. S. (2000). Racial identity attitudes, workplace African American representation, and perceived success among African Americans.
• Hawkins, A. (2005). The relationship of perceived learning culture to perceived organizational support and affective commitment.
• Hirshberg, J. (current). Leader-member exchange and cooperative group norms in relation to workplace inclusion in workgroups.
• Jhutty, S. (2007). Emotional intelligence and expatriate cross cultural adjustment.
• Kassabian, A. (2001). Reward allocation preferences among Armenian immigrants in the United States: The role of acculturation type and workgroup ethnic composition.
• Kehrli, S. (2008). Repatriates' organizational commitment and turnover intentions in relation to availability of HR practices and perceptions of organizational and supervisory support.
• Owen, C. (2001). Acculturation, stereotyping, and the attribution of discrimination in Chinese international students in the U.S.
• Pérez Floriano, L. R. (2001). Hazard information, risk perception, cultural values, and safety compliance: A comparison of Canada, Mexico, and the United States.
• Reimann, J. O. F. (1997). Factors of culture, socioeconomic status, minority group membership, and gender in the career flexibility of Mexican Americans on the U.S.-Mexico border: A structural model.
• Rosario, I. Z. (2000). Self-serving bias and absence culture in the perceptions of absenteeism by employees and managers in a Mexican maquiladora.
• Suthisai, W. (2001) Employee involvement, work-related values, and organizational commitment in Thai manufacturing companies.
• Torres, C. V. (1999). Leadership style norms among Americans and Brazilians: Assessing differences using Jackson"s Return Potential Model.
• VanderWielen, J. J. (2001). Cognitive appraisal, coping, and the psychological and sociocultural adjustment of expatriates
• Weinstein, R. (1998). Mexican American ethnic identity among monoethnic and biethnic individuals: Personal and environmental antecedents.
• Wells, K. (2004). Emotional intelligence as an ability and its relationship with openness to difference.
• White, C. (2004). Coping resources, coping responses, and employees’ contextual performance in a merger context.

Professional Activities

• Senior Consultant; The Organizational Consulting Center at Alliant
• Principal, Bernardo M. Ferdman and Associates Consulting
• Past President (2003-2005), President (2001-2003), President-elect (1999-2001), Treasurer (1993-1999);  Interamerican Society of Psychology/Sociedad Interamericana de Psicología
• Past Division Chair (2005-2006), Division Chair (2004-2005), Division Chair-Elect (2003-2004), Program chair (2002-2003), Professional Development Workshops Chair (2001-2002); Gender and Diversity in Organizations Division, Academy of Management
• Member, Theme Conference Committee (1999-2001); Society for the Psychological Study of Social Issues
• Editorial Board, The Industrial Organizational Psychologist (2001-2004) and Professional Practice Series (2003-2005); Member, Committee for Ethnic Minority Affairs; Society for Industrial and Organizational Psychology
• Editorial Board, Business Journal of Hispanic Research
• Editorial Board, International Journal of Intercultural Relations
• International Editorial Board (2003-2005), Psicologia: Teoria e Pesquisa
• Consulting Editor; Revista Interamericana de Psicología/Interamerican Journal of Psychology
• Charter Fellow, International Academy for Intercultural Research
• Fellow, American Psychological Association (APA; Divisions 9 and 45)
• Member: American Psychological Society (APS); International Association of Applied Psychology (IAAP) ; International Association for Cross-Cultural Psychology (IACCP); International Psychology Division (52) of APA; Management Faculty of Color Association; National Latino/a Psychological Association; Society for the Psychological Study of Ethnic Minority Issues; Society for the Psychological Study of Social Issues (SPSSI).
• Founder and coordinator, IAPSY-L (The Interamerican Psychologists" List, SIPNET), a LISTSERV-based electronic network for psychologists throughout the Americas

Professional Honors, Certifications, and Licenses

• Outstanding International Scholar-Practitioner Award, Marshall Goldsmith School of Management, November 2006
• Fellow, American Psychological Association (Div. 9, elected 2002; Div. 45, elected 2006)
• Charter Fellow, International Academy for Intercultural Research (IAIR), elected 1998
• Gordon Allport Intergroup Relations Prize, 1991, Society for the Psychological Study of Social Issues (awarded for "the best paper of the year on intergroup relations")

Areas of Consulting Interest

• Bringing your whole self to work
• Conflict and pushback
• Cultural diversity, multicultural competence, and inclusion
• Ethnic, gender, and intergroup relations
• Latino/a professional and leadership development
• Leadership and leadership development
• Organizational assessment and change; organization development
• Team building & facilitation

Biography

Bernardo M. Ferdman is Professor at the San Diego campus of the Marshall Goldsmith School of Management at Alliant International University. He has over 23 years experience as a consultant, teacher, and writer on issues of diversity, multiculturalism, and inclusion; ethnic and cultural identity in organizations; Latinos/as in the workplace, and organizational behavior and development. At Alliant International University, Dr. Ferdman teaches doctoral and master’s students, directs dissertations, and consults to organizations. He has served as Program Director (2000-2001) and led The Border Project/El Proyecto de la Frontera (1993-2000), an initiative designed to increase cross-border collaboration in behavioral science research, training, and service. He also served as Visiting Professor in the Executive Management and Leadership Program at the School's Los Angeles Campus.

As a consultant, Dr. Ferdman has worked with a variety of organizations to improve performance and leadership, focusing on assessment and training in the context of diversity. As a consulting affiliate with the Kaleel Jamison Consulting Group from 1989 to 2002, Bernardo helped a number of clients to enhance both high performance and inclusion. He has been a consultant with Chaos Management, Ltd. since 1999, and part of the faculty for UCLA Anderson School of Management’s Executive Education programs since 2004; he has worked with these organizations to develop Latino and Latina leaders as well as other leaders of color in both corporate and non-profit settings. As a senior consultant with Orbital Solutions, Inc. from 2001 to 2006, he focused on assessments, leadership team development, executive coaching, and organizational optimization at various international locations, including Spain, Italy, and Brazil. Bernardo has also designed training and worked with managers to support their professional and leadership development, and he is part of EQuest, Inc.'s multicultural coaching network. Dr. Ferdman has conducted workshops and consulted for a variety of organizations, including Alcoa, The World Bank, Burger King, Bell Atlantic, Verizon, Hilton Hotels Corporation, City of San Diego, the Federal Aviation Administration, Eli Lilly, Intel, PepsiCo, Raytheon, San Jose State University, San Diego State University, National Association for Multiethnicity in Communications (NAMIC), and the U.S. Air Force JAG Corps.

Dr. Ferdman has published over four dozen articles, book chapters, and books, and made more than 100 presentations at professional conferences in the areas of ethnic, cultural, and gender diversity; diversity and inclusion in organizations; Latino/a identity; and organizational psychology. With Martin Davidson, from 2001 to 2004 he wrote a regular column on diversity and inclusion for The Industrial-Organizational Psychologist, a publication of the Society for Industrial and Organizational Psychology (APA’s Div. 14), and he writes a column on inclusion for The San Diego Psychologist. His recent research focuses on the antecedents, correlates and consequences of the experience of inclusion, using the Workplace Inclusion Scale that he developed with his students.

Dr. Ferdman served as President (2001- 2003) of the Interamerican Society of Psychology (SIP), an organization with members and activities throughout the Americas, having previously held a variety of offices since 1991. He was also Division Chair for the Academy of Management’s Gender and Diversity in Organizations Division in 2004-2005. Dr. Fedman is a Fellow of the American Psychological Association (Divisions 9 and 45), a Charter Fellow of the International Academy for Intercultural Research, and a member of the Editorial Board of the Professional Practice Series of the Society for Industrial and Organizational Psychology, as well as the 1991 recipient of the Gordon Allport Intergroup Relations Prize from the Society for the Psychological Study of Social Issues. In November 2006, he was recognized with the Outstanding International Scholar-Practitioner Award by the Marshall Goldsmith School of Management. Dr. Ferdman is also active in the community, currently serving as co-chair of the San Diego Latino-Jewish Coalition, and as a member of the board for the American Jewish Committee’s Latino and Latin American Institute.

From 1986 to 1993, Dr. Ferdman taught at the University at Albany, SUNY, in the Departments of Psychology and of Latin American and Caribbean Studies. He received his Ph.D. in Psychology from Yale University in 1987, and completed his undergraduate degree at Princeton University. Dr. Ferdman was born in Buenos Aires, Argentina, and was raised there, in New York City, and in Puerto Rico. He is a native Spanish speaker and has a working knowledge of French and Hebrew.