Diversity ideologies in organizations

This review examines diversity ideologies as influential tools for managing intergroup relations in organizations. Drawing from over two decades of scholarship, we consider our evolving understanding of what diversity ideologies are, how they manifest, and what consequences they have. Diversity ideologies are multi-level constructs that can be espoused or enacted. They are a blueprint for how individuals and organizations should respond to social group differences. We distinguish between awareness and blindness ideologies, and their roles in shaping individual and group experiences. Finally, we describe how the effectiveness of these ideologies is contingent on the group targeted, the nature of the context, and individual differences. Overall, our synthesis of extant literature highlights how diversity ideologies both shape and are shaped by organizational environments.

Inclusion as a multi-level concept

Research on inclusion has proliferated in the last twenty years yielding over 188 articles [1] as both academics and practitioners have come to recognize that inclusion provides an opportunity for people of different backgrounds and identities to work together successfully. Inclusion research is wide-ranging and includes multiple actors from different levels of an organization. Studies of inclusion climate, leader inclusion, workgroup inclusion and interpersonal inclusion are reviewed as these inclusionary approaches help to create environments where employees feel like they belong and are valued for their uniqueness [2]. We highlight recent trends in the inclusion literature that intersect with diversity.

The Making of Future Scientists: Faculty Mentor Cultural Awareness and Inclusive Science Labs

A compelling body of research suggests that students from racially marginalized and minoritized (RMM) backgrounds are systematically deterred from Science, Technology, Engineering, and Math (STEM) fields when teachers and scientists create ideologically colorblind STEM learning environments where cultural differences are deemed irrelevant and disregard how race/ethnicity shapes students' experiences. We examine whether and how STEM faculty can serve as important sources of information that signal racial/ethnic diversity inclusion (or exclusion) that influence RMM students' motivation to persist in STEM. Specifically, we focus on RMM students' perceptions of their faculty research mentors' cultural awareness-the extent to which students believe that their faculty research mentor acknowledges and appreciates racial/ethnic differences in STEM research. Results from a longitudinal survey of RMM students (N = 150) participating in 74 faculty-led STEM research labs demonstrated that RMM students who perceived their faculty research mentor to be more culturally aware experienced more positive social climates in the lab and were more identified as scientists. Increased science identity, in turn, predicted their motivation to pursue STEM careers 3 months later. These findings demonstrate the importance of acknowledging, welcoming, and celebrating racial/ethnic diversity within STEM learning environments to broaden inclusive and equitable participation in STEM.

Passion is key: High emotionality in diversity statements promotes organizational attractiveness

To attract and retain a more diverse workforce, organizations embrace diversity initiatives, expressed in diversity statements on their websites. While the explicit content of diversity statements influences attitudes towards organizations, much less is known about the effect of subtle cues such as emotions. In three pre-registered studies, we tested the effect of positive emotionality in diversity statements on attitudes towards organizations. Study 1 focused on the degree to which 600 European organizations employed emotionality in their diversity statements, finding that although their statements differed in the level of emotionality, on average, organizations avoided highly emotional words. Study 2 (N = 220 UK participants) tested the effect of original diversity statements on readers' attitudes towards an organization, demonstrating that the level of emotionality in the existing statements did not influence positive attitudes towards the organization. In Study 3 (N = 815 UK participants), we thus modified the diversity statements so that they contained high levels of positive emotionality that triggered more positive emotions and resulted in more positive attitudes towards an organization. Taken together, highly emotional words (e.g. passionate; happy; wholeheartedly) are key in diversity statements if organizations wish to increase their attractiveness among potential employees.

Does the Interplay of Diversity and Inclusion Buffer the Impairment of Health and Well-Being in a STEM Organization?

Abstract. This study examines the interaction between stressful work experiences, workplace diversity, and inclusion. Our hypothesized moderated moderation model argues that employee exhaustion and affective commitment suffer less from work–self conflict, discrimination, and nontransparent work procedures when employees feel included in diverse perceived environments. A total of 1187 employees of a university of technology completed electronical surveys. The results indicated that the negative relationships between stressful work experiences and organizational commitment were weaker if employees felt more included in perceived diverse work environments. Diversity and inclusion did not shape the relationships between stressful work experiences and employee exhaustion. The study emphasizes the buffering role of inclusion in diversifying organizations and offers a better understanding of how diversity and inclusion interact with other work aspects.

[Do Others Care about me and Encourage me to be Myself? A Propensity-Score Analysis on the Effect of Chronic Health Impairments on Work-Related Perceived Inclusion]

PURPOSE

Our study evaluated the effect of chronic health impairments on work-related perceived inclusion.

METHODS

Using an online questionnaire, we collected data on employees' perceived inclusion (1807 with and 540 without impairments) and identified matched pairs based on propensity scores.

RESULTS

Employees with impairments perceived themselves as less included than their matched pairs without impairments, but only if they regarded themselves as severely limited in their work activities or if they regarded their impairment as severely stigmatized. Limitations and stigmata were found to be independent negative predictors of perceived inclusion.

CONCLUSION

Our findings suggest a need for measures to improve the work-related perceived inclusion of people with chronic health impairments. Such measures should aim at optimising workplace accommodations as well as changing performance-related social norms in organisations and stereotypical assumptions about employees with chronic health impairments.

Multiculturalism and Colorblindness as Threats to the Self: A Framework for Understanding Dominant and Non-Dominant Group Members' Responses to Interethnic Ideologies

Both multiculturalism (which involves recognizing and appreciating differences) and racial/ethnic colorblindness (which can involve emphasizing similarities or individual characteristics) are intended to promote intergroup harmony. Nevertheless, these ideologies can backfire when salient. Although this work has sometimes been interpreted to suggest that dominant group members may perceive salient multiculturalism, and non-dominant group members may perceive salient colorblindness, as threatening, it is unclear what about these interethnic ideologies poses a threat and why. The present article draws upon theories of the self-concept to introduce a framework of Multiculturalism and Colorblindness as Threats to the Self. Specifically, it is proposed that multiculturalism (colorblindness) is potentially threatening to dominant (non-dominant) group members' collective, relational, and personal selves. Dispositional and contextual variables that may moderate perceptions of threat among members of dominant and non-dominant groups, alternative interethnic ideologies to multiculturalism and colorblindness, and potential future research directions are discussed.

Maternal color-consciousness is related to more positive and less negative attitudes toward ethnic-racial outgroups in children in White Dutch families

A prerequisite to anti-racist socialization in families is acknowledging ethnic-racial (power) differences, also known as color-consciousness. In a sample of 138 White Dutch families from the urban Western region of the Netherlands with children aged 6-10 years (53% girls), observations and questionnaires on maternal color-consciousness and measures of children's attitudes toward Black and Middle-Eastern ethnic-racial outgroups were collected in 2018-2019. Variable-centered analyses showed that maternal color-conscious socialization practices were related to less negative child outgroup attitudes only. Person-centered analysis revealed a cluster of families with higher maternal color-consciousness and less prejudiced child attitudes, and a cluster with the opposite pattern. The mixed results emphasize the importance of multiple methods and approaches in advancing scholarship on anti-racism in the family context.

Diversity Training With Robots: Perspective-Taking Backfires, While Sterotype-Suppression Decreases Negative Attitudes Towards Robots

The present research investigated the effects of a diversity training intervention on robot-related attitudes to test whether this could help to manage the diversity inherent in hybrid human-robot teams in the work context. Previous research in the human-human context has shown that stereotypes and prejudice, i.e., negative attitudes, may impair productivity and job satisfaction in teams high in diversity (e.g., regarding age, gender, or ethnicity). Relatedly, in hybrid human-robot teams, robots likely represent an “outgroup” to their human co-workers. The latter may have stereotypes towards robots and may hold negative attitudes towards them. Both aspects might have detrimental effects on subjective and objective performance in human-robot interactions (HRI). In an experiment, we tested the effect of an economic and easy to apply diversity training intervention for use in the work context: The so-called enlightenment approach. This approach utilizes perspective-taking to reduce prejudice and discrimination in human-human contexts. We adapted this intervention to the HRI context and explored its impact on participants’ implicit and explicit robot-related attitudes. However, contrary to our predictions, taking the perspective of a robot resulted in more negative robot-related attitudes, whereas actively suppressing stereotypes about social robots and their characteristics produced positive effects on robot attitudes. Therefore, we recommend considering potential pre-existing aversions against taking the perspective of a robot when designing interventions to improve human-robot collaboration at the workplace. Instead, it might be useful to provide information about existing stereotypes and their consequences, thereby making people aware of their potential biases against social robots.

Diversity Climate, Salutogenic Theory, and the Occupational Health of College-Educated Women from Conservative Communities

Over the past four decades, there have been significant changes in workplaces around the world, including a workforce that has become more diverse as the relative proportion of women in the workforce has increased. This trend has included the increased workforce participation of women from conservative minority groups. This article discusses the significance of the integration of college-educated women from conservative minority groups into the workforce in terms of their own personal health and well-being. This work focuses on two groups of college-educated women from conservative minority groups that have joined the Israeli workforce: Ultra-Orthodox women and Bedouin Arab women. This qualitative study was based on five focus groups, which included 16 women from the two examined groups. The main themes raised in those focus groups were categorized and analyzed. The data analysis was guided by the diversity-climate approach and salutogenic theory. The research findings indicate that a diversity climate that included most of the different aspects of this approach was present in the participants' statements regarding their workplaces. In practice, diversity climate supported sense of coherence, such that both diversity climate and a sense of coherence led directly to the occupational health of these college-educated, minority women.

Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment

Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with immigrant students' academic achievement and psychological school adjustment as indicators of their school adaptation. We also explored all of these associations for non-immigrant students. Study 1 used data on the multicultural, egalitarian, and assimilationist beliefs of German language (NTeachers = 220) and mathematics (NTeachers = 245) teachers and on students’ achievement and feelings of helplessness in German language classes (NStudents = 2606) and mathematics classes (NStudents = 2851) as well as students’ school satisfaction. Study 2 analyzed data on teachers’ multicultural and egalitarian beliefs (NTeachers = 456) and students’ achievement and self-concept in mathematics (NStudents = 4722). Overall, multilevel analyses revealed no relationship between teachers’ cultural beliefs and any of the indicators of immigrant and non-immigrant students’ school adaptation. These findings challenge the notion that overall, teachers’ cultural beliefs effectively translate into students’ school adaptation.

Do diversity perspectives affect happiness at work? A study of teachers in Turkey

Purpose

This study aimed to investigate the relationship between teachers' perceptions on diversity perspectives in schools and their happiness at work (HAW) levels.

Design/methodology/approach

A correlational survey model was used in the study, and the stratified sample consisted of 768 teachers in public high schools in a province in the west of Turkey.

Findings

The result of hierarchical regression analysis showed that integration-and-learning, colour blindness and fairness diversity perspectives significantly predicted HAW. However, reinforcing homogeneity and access perspectives did not predict HAW. While positive affect, one of the dimensions of HAW, was predicted by integration-and-learning, colour blindness and fairness perspectives, negative affect was predicted by integration-and-learning and colour blindness perspectives. Moreover, fulfilment, the other dimension of HAW, was predicted by integration-and-learning and fairness perspectives.

Originality/value

School administrators can use the findings to increase teacher happiness at schools, developing proactive diversity management perspectives.

Can School Diversity Policies Reduce Belonging and Achievement Gaps Between Minority and Majority Youth? Multiculturalism, Colorblindness, and Assimilationism Assessed

European societies and schools face the challenge of accommodating immigrant minorities from increasingly diverse cultural backgrounds. In view of significant belonging and achievement gaps between minority and majority groups in school, we examine which diversity approaches are communicated by actual school policies and which approaches predict smaller ethnic gaps in student outcomes over time. To derive diversity approaches, we content-analyzed diversity policies from ( n = 66) randomly sampled Belgian middle schools. Cluster analysis yielded different approaches valuing, ignoring, or rejecting cultural diversity in line with multiculturalism, colorblindness, and assimilationism, respectively. We estimated multilevel path models that longitudinally related diversity approaches to ( N = 1,747) minority and ( N = 1,384) majority students’ school belonging and achievement (self-reported grades) 1 year later. Multiculturalism predicted smaller belonging and achievement gaps over time; colorblindness and assimilationism were related to wider achievement and belonging gaps, respectively. Longitudinal effects of colorblindness on achievement were mediated by (less) prior school belonging.

Understanding Diversity Ideologies From the Target's Perspective: A Review and Future Directions

We present a review of the diversity ideologies literature from the target's perspective. In particular, we focus on how diversity ideologies—beliefs or organizational practices with regards to how to approach diversity—affect racial minorities' and women's self-perceptions and experiences at work. This review suggests that a diversity aware ideology (i.e., multiculturalism) is more beneficial than a diversity blind ideology (i.e., colorblindness) for racial-ethnic minorities (e.g., better performance outcomes; more psychological engagement, inclusion, and workplace satisfaction; more positive leadership self-perceptions; and reduced perceptions of bias and turnover intentions). In contrast, for women, gender-blindness is associated with more positive outcomes than gender awareness (e.g., enhanced self-confidence, pro-active behaviors and leadership emergence). Importantly, multiculturalism and gender-blindness can both produce negative side effects for racial minorities and women, respectively, which highlights the importance of developing approaches to address the shortcomings of these conventional ideologies. We discuss the implications and offer recommendations for future research.

"It's Not Always Possible to Live Your Life Openly or Honestly in the Same Way" - Workplace Inclusion of Lesbian and Gay Humanitarian Aid Workers in Doctors Without Borders

In this exploratory study, we present findings from semi-structured interviews with 11 self-identified lesbian and gay (LG) humanitarian aid workers of Doctors without Borders (MSF). We investigate their perceptions of workplace inclusion in terms of perceived satisfaction of their needs for authenticity and belonging within two organizational settings, namely office and field. Through our combined deductive and inductive approach, based on grounded theory, we find that perceptions of their colleagues' and supervisors' attitudes and behaviors, as well as organizational inclusiveness practices play a role in LGs' perceived authenticity, but not belonging, in the workplace. However, these organization-level characteristics do not account for between-participant differences in perceived authenticity. Therefore, we inductively construct a typology of three groups, which we coined conscious first-missioners, authentic realists, and idealistic activists, based on how LG humanitarian aid workers assess and deal with not being able to be their authentic selves when they are in the field, because homosexuality is illegal in many project countries. Conscious first-missioners are separated from the other two groups based on having gone to the field once, whereby they felt in control over the decision on how to manage their sexuality. Alternatively, authentic realists and idealistic activists alike felt they did not really have a choice in how to manage their sexuality, but handled that differently. We find the importance of one's sexuality as well as adherence to the overarching organizational mission relevant individual-level factors herein. Furthermore, we find disclosure of sexual identity to be strongly context-dependent, as participants are 'out of the closet' in the office, but go back into the closet when they enter the field, with different country contexts even leading to different decisions concerning self-disclosure, thus demonstrating the importance of careful sexual identity management. This so-called disclosure dilemma, we find, may not be merely an individual choice, but rather a shared dilemma involving multiple stakeholders, such as the organization and fellow team members. We discuss the findings' contributions to existing literature on LGs' workplace experiences and implications for future research on inclusion of sexual and other invisible minorities in the workplace.

Negative Gender Ideologies and Gender-Science Stereotypes Are More Pervasive in Male-Dominated Academic Disciplines

Male-dominated work environments often possess masculine cultures that are unwelcoming to women. The present work investigated whether male-dominated academic environments were characterized by gender ideologies with negative implications for women. A survey of 2622 undergraduates across a variety of academic majors examined how gender imbalance within the major corresponded with students’ gender ideologies. We hypothesized that men in male-dominated domains might justify their dominance and prototypical status by adopting gender ideologies and stereotypes that denigrate women and treat men as the normative and superior group. Confirming this hypothesis, men in increasingly male-dominated academic majors were more likely to endorse Assimilationism—that women should adapt and conform to masculine work norms in order to succeed—and Segregationism—that men and women should pursue traditional social roles and careers. Moreover, they were less likely to endorse Gender Blindness—that attention to gender should be minimized. They were also more likely to agree with the gender-science stereotype that men do better in math and science than women. In contrast, gender imbalance in the major did not influence women’s gender ideologies, and women in increasingly male-dominated majors were significantly less likely to endorse the gender-science stereotype.

Ethnic diversity and value sharing: A longitudinal social network perspective on interactive group processes

People often collaborate in groups that are increasingly diverse. As research predominantly investigated effects of diversity, the processes behind these effects remain understudied. We follow recent research that shows creating shared values is important for group functioning but seems hindered in high diversity groups - and use longitudinal social network analyses to study two interpersonal processes behind value sharing: creating relations between members or 'social bonding' (network tie formation and homophily) and sharing values - potentially through these relationships - or 'social norming' (network convergence and influence). We investigate these processes in small interactive groups with low and high ethnic diversity as they collaborate over time. In both low and high diversity groups, members showed social bonding and this creation of relations between members was not organized along ethnic lines. Low diversity groups also showed social norming: Members adjusted their relational values to others they liked and achievement values converged regardless of liking. In high diversity groups, however, there was no evidence for social norming. Thus, ethnic diversity seems to especially affect processes of social norming in groups, suggesting that targeted interventions should focus on facilitating social norming to stimulate value sharing in high diversity groups.

Organizational Identity Safety Cue Transfers

Traditionally, researchers have focused on identity-congruent safety cues such as the effect of gender diversity awards on women’s sense of inclusion in organizations. The present studies investigate, for the first time, whether identity safety cues (e.g., organizational diversity structures) aimed at one stigmatized group transfer via perceptions of the organization’s ideology (social dominance orientation), resulting in identity safety for individuals with stigmatized identities incongruent with the cue. Across four studies, we demonstrate that White women experience identity safety from organizational diversity structures aimed at racial minorities (Studies 1 and 2), and men of color experience identity safety from organizational diversity structures aimed at women (Study 3). Furthermore, while White men similarly perceive the organization’s ideology, this does not promote identity safety (Study 4). Thus, we argue that individuals view organizations commended for diversity as promoting more egalitarian attitudes broadly, resulting in the transference of identity safety cues for stigmatized individuals.

The Impact of Organizational Diversity Policies on Minority Employees’ Leadership Self-Perceptions and Goals

We examined how formal organizational diversity policies affect minorities’ leadership-relevant self-perceptions and goals in two experiments. Organizational mission statements were manipulated to reflect policies acknowledging and valuing subgroup differences (Multiculturalism), de-emphasizing subgroup differences while valuing interindividual differences (Value-in-Individual Differences), or de-emphasizing differences in favor of an overarching group membership (Value-in-Homogeneity). Study 1 ( N = 162) showed that, compared with Value-in-Homogeneity policies, Multiculturalism or Value-in-Individual Differences policies increase perceptions of an open diversity climate, which in turn enhance leadership self-efficacy of situational minority employees. Focusing on racial–ethnic minority and majority employees, Study 2 ( N = 119) replicated and extended these findings by revealing similar results on anticipated leadership self-efficacy, positive outcome expectations, and the willingness to apply for higher level leadership positions.

Making cultural differences matter? Diversity perspectives in higher education

Purpose

The higher education sector has become increasingly aware of how the increasing diversity in society affects their institutions. The student population has become more diverse and future employers increasingly require trained students who are able to meet the demands of dealing with a more diverse market/clientele. In this regard, education institutions need to align their strategic approach to diversity within their organization. The purpose of this paper is to examine strategical reasons to diversify in different education teams in relation to two different diversity practices: attraction and selection of culturally diverse lecturers and utilization of cultural differences in team interaction.

Design/methodology/approach

In a qualitative study the authors conducted 19 interviews with educational professionals in six different education teams in a university of applied sciences.

Findings

Interviews with 19 members of six educational teams revealed that some teams acknowledge they need more diversity and exchange of knowledge and skills in order to meet the requirements of the labor market. Especially teams that prepare students for international careers foster this “Integration and Learning” perspective. Other teams, e.g. the Law team, notice less changes in labor market requirements. Still, these teams were open for recruiting diverse lecturers and found it important, especially to meet the needs of the diversity in students (access perspective). They also found value in the interaction and mutual learning in their team, but saw no extra value of diversity (colorblind perspective). Labor market demands for diversity seem to have more influence on the diversity perspective of teams than the diversity in the student population.

Practical implications

Since earlier research has shown that the diversity practices of organizations are more effective when they are in line with their diversity perspective, the differences between teams suggest that when dealing with diversity issues, universities can best work toward a common understanding of the importance of diversity but leave room for team differences in diversity practices.

Originality/value

Most studies on diversity management assume or argue that organizations adopt one diversity perspective. The present study shows that intra-organizational differences may exist with regard to the specific needs or concern for diversity management practices.

Being different at work: How gender dissimilarity relates to social inclusion and absenteeism

We investigated how and when gender dissimilarity relates to two highly important individual work outcomes: social inclusion and absenteeism. We collected survey data among 397 employees from a university of applied sciences and combined these with data from the organization’s personnel administration. Our results indicate that dissimilarity was negatively related to perceived work group inclusion. In addition, this negative effect was stronger when the group was perceived to have a negative diversity climate. Finally, there was a conditional indirect effect of gender dissimilarity on absenteeism through inclusion. That is, being different from other group members in terms of gender was associated with higher absenteeism through lower levels of perceived inclusion, but only when the group was perceived to have a negative diversity climate. Together, the present research demonstrates that sometimes being different is associated with more absences and underlines the importance of establishing a positive climate for gender diversity.