Abstract
Eager to celebrate and incorporate the minority experience into the classroom, instructors often forget the "invisible minorities"—those who are stigmatized for a characteristic or quality that is not apparent. Gay men and lesbians, incest survivors, and recovering alcoholics are examples. This article addresses why instructors should include these groups, some defining characteristics, and specific teaching suggestions for management and organizational behavior faculty, based on experience with courses in invisible minorities in California and Illinois.
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