About — Dr. Mateo Cruz

It all begins with an observation.

As a scholar-practitioner, Mateo’s work is guided by one central goal: To design and deliver evidence-based interventions that advance change leaders at the intersection of identities.

Dr. Mateo Cruz is an award-winning teacher-scholar at Bentley University. His primary research focuses on diversity, equity, inclusion, social justice (DEIJ), and change in groups & organizations. His research has been published in top management and psychology outlets including, Journal of Organizational Behavior, Journal of Vocational Behavior, and Research in Organizational Change and Development, and presented to academic & executive audiences in the US, UK, and South Africa.

Mateo holds 20+ years of experience as an organization development and change (ODC) consultant & trainer specializing in inclusive leadership, group & team dynamics, and organizational change. He currently serves as a Faculty Advisor to the Center for Women and Business at Bentley University and is a proud member of the Executive Board of Directors for GLSEN National, a leading LGBTQ+ education organization in the US. In 2024, he was awarded the Dr. Earl L. Avery MLK Leadership Award for his efforts to advance inclusion in organizations.

Mateo holds a Ph.D. in social-organizational psychology from Columbia University; an M.A. in organizational psychology from Columbia University; and a B.A. in social work/psychology from the University of Portland.

Dr. Cruz is an active contributor to internal (at Bentley University) and external events.

Where is Mateo now?

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“No action without research; no research without action.”

Kurt Lewin

Check out Mateo’s research.

Management educators play a central role in the development of student diversity, equity, and inclusion (DEI) competencies. Yet few resources exist to support management faculty to teach about concepts beyond the binary constructs of “men” and “women” despite the increased visibility of transgender and nonbinary (TGNB) issues in DEI work. In the following chapter, we explain why TGNB integration into the management curriculum is relevant, necessary, and central to the advancement of intersectional social justice in our institutions. We also identify and untangle four paradoxes faculty may grapple with when teaching TGNB content including: (1) defining gender; (2) adopting inclusive language; (3) validating TGNB students’ identities; and (4) approaching TGNB issues from a positive, yet realistic, perspective. We argue that the effective integration of TGNB content in management education calls for a reflexive approach, one where faculty become comfortable with the discomfort of not knowing. We conclude with a summary of practical recommendations and resources for TGNB integration in the management classroom.
Profiles in persistence: A latent profile analysis of coping strategies among women in the sciences
The purpose of this study was to examine how women in STEM occupations engage multiple coping strategies across locations of response. Beyond discovering merely “high” or “low” engagement with specific strategies in isolation, our work presents a complex and multifaceted display of strategies combined in unique constellations.
Inside the prism of an invisible threat: Shining a light on the hidden work of contending with systemic stereotype threat in STEM field
The purpose of this research was to understand how women in academic STEM navigate careers in professional contexts that are infused with systemic stereotype threat.
Sexual harassment training: Often necessary but rarely sufficient
Even the best developed and most evidence-based training will have limited impact if the training is embedded in an institutional context that does not support the training, or worse, tolerates incivility and other exclusionary behaviors.
Context - Levels - Culture: A diagnostic framework for consulting to diversity, equity, and inclusion change in organizations
The purpose of this paper is to propose a systems approach to diagnosing DEI issues in organizations for consultation and change.
Brave Dialogues: An essential leadership practice to foster diversity, equity, and inclusion in organizations
The goal of a brave dialogue is not to produce a one-off solution; rather, to engage with an ongoing practice that deepens trust, increases belongingness, and harnesses differences to advance individual and organizational learning.
Cruz, M., Fong-Olivares, Y., Davi, W. C., Taveras, M. J. (2023). Adding the “J” for justice: How Executive Education can center social justice in diversity, equity, inclusion (DEI) training for corporate leaders. In J. Marques (Ed.) The Palgrave Handbook of Fulfillment, Wellness, and Personal Growth at Work. Palgrave Macmillan, Cham

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Read the latest headlines.

Bentley Partners with GLSEN to Attract LGBTQ+ Business Students from Across the U.S
Artificially intelligent (AI) technologies are positioned to disrupt the world of work. But creating a workplace where employees feel valued and able to bring their unique perspectives to the table still takes some very human skills. Bentley Magazine, Summer 2023.
As DEI consultants, students offer strategies for improving workplace culture. Read the full article HERE.
Dr. Cruz kicks off the start to Pride month as the keynote speaker at the Flag Raising Ceremony at Bentley University. Read the full article HERE.
In a Bentley University Newsroom article, Dr. Cruz’s student-led workshops spark conversations about DEI issues in — and outside — the workplace. Read the full article HERE.
In a Bentley University Newsroom article, Dr. Cruz’s student explores the hidden costs of bias in the Finance sector. Read the full article HERE.
In an Academic Minute article, Dr. Cruz writes about his research on women in STEM and the stereotype threat they face. Read the full article HERE.