We examined how perceived organizational diversity approaches (colorblindness and multiculturalism) relate to affective and productive work outcomes for cultural majority and minority employees. Using structural equation modeling on data collected in a panel study among 152 native Dutch majority and 77 non-Western minority employees, we found that perceptions of a colorblind approach were most strongly related to work satisfaction and perceived innovation for majority members, while perceptions of a multicultural approach "worked best" for minority members. Moreover, these effects were fully mediated by the extent to which employees felt socially included in the organization. Thus, while inclusion is an important factor for both groups to enhance work outcomes, it is facilitated by different diversity approaches for majority and minority members.

The article presents a model that links trust in a demographically diverse work context to three different social-identity patterns. Trust is considered to be beneficial for interpersonal relationships and work outcomes in diverse teams as well as for a healthy work relationship between minority members and their company. First, imposing a common ingroup identity based on similarities has been put forward as a useful method of creating depersonalized forms of trust among members of different demographic subgroups. However, its usefulness seems to be limited to situations of low identity threat. Alternatively, recent findings support the usefulness of creating a relational identity orientation or a common ingroup identity that explicitly embraces the value of diversity. The latter methods seem to enforce more personalized and more robust forms of identity-based trust in teams. They may also be useful in promoting trust of minority members in the organizational setting as a whole and in its authorities, probably because these identity patterns contribute to feelings of respect among minority members. Practical implications of these findings are discussed. Résumé. Cet article présente un modèle qui relie la confiance dans des contextes de travail démographiquement divers à trois schémas différents d'identité sociale. On peut considérer que dans des équipes très diverses la confiance est bénéfique pour les relations interpersonnelles et les performances de travail ainsi que pour des relations de travail saines entre membres des minorités et leur organisation. On a dans un premier temps mis en avantqu'imposer une identité intra-groupe commune basée sur des ressemblances était une méthode utile pour créer des formes de confiance dépersonnalisées parmi les membres de sous-groupes de

In two studies, students evaluated group pictures of workgroups of varying ethnic and gender composition with respect to anticipated affective and productive outcomes. The impact of level of diversity, faultlines and individual differences in diversity attitudes on anticipated outcomes were examined. Favorable level effects of diversity were particularly found for groups with weak faultlines and for productive outcomes of diversity. In general, outcomes of cross-categorized groups were anticipated as more favorable than outcomes of groups with strong faultlines. Also in line with expectations, attitudes towards diversity moderated the impact of diversity on anticipated group outcomes. Interestingly, attitudes towards diversity buffered against increasing levels of diversity and not so much against the presence of faultlines.

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.

Many tasks in life cannot be accomplished without the help or cooperation of others: our loved ones, our colleagues, or just people in the street. The famous Beatles' song already suggests that we can achieve anything "with a little help from our friends." Indeed, most people are quite willing to help others that form part of their "ingroups," that is the groups with which they identify and that make up how they see themselves. We feel committed to members of our peer groups, our football team, or people that sympathize with the same political party. But what if we have to collaborate with others who we regard as "outgroup"? What if the cry for help comes from a