Objective Although past research has shown the negative consequences of state inauthenticity (i.e., the experience of inauthenticity), what triggers state inauthenticity remains to be better understood. We focus on leader Machiavellianism (Mach), defined as the extent to which leaders engage in unethical and manipulative behaviors to attain their goals, as a predictor of follower state inauthenticity. Drawing on the social misfit argument, we examined a model in which leader Mach, jointly with a perceived collectivistic work climate, determines follower state inauthenticity and subsequent work withdrawal. Method We used a vignette‐based lab study (303 participants from the United States) and a daily diary field study (476 daily responses from 69 participants recruited from China). Results Across two studies, we found that follower state inauthenticity mediated the relationship between leader Mach and follower work withdrawal. The positive relationship between leader Mach and follower state inauthenticity was strengthened by a perceived collectivistic work climate. Conclusions The present research underlines the importance of the social environment in influencing follower state inauthenticity at work and shifts research attention from the consequences of state inauthenticity to its predictors.

Work-family conflict has become one of the most prominent challenges of modern-day work and a prominent research topic. However, the “family” in the work-family interface has been undertheorized, while research focuses on the workplace factors and individual characteristics in relation to work-family conflict (WFC). Placing the family at the center of theorizing, we adopt the Contextual Model of Family Stress (CMFS) as an overarching framework, which conceptualizes the family as a complex system comprising the family members, the environment in which they are situated, and their interactions with the environment and with one another. Guided by CMFS, we theorized WFC as a disturbance to the family’s structural and psychological contexts, which creates strain on the family well-being. Furthermore, we argued that family strain could produce strain and stress back to the focal workers, which reduces their voice behaviors at work. We further argue that workers’ work-family segmentation preference will shape their experience of WFC and moderate the indirect effect of WFC on employee voice behavior through family well-being. We collected data across two multi-wave, time-lagged surveys in America (M-Turk, N = 330) and in China (organization employees, N = 209). We found that employee-rated family well-being mediates the negative relationship between WFC and voice behavior, and the indirect relationship is stronger as the employees’ preference for segmentation is higher. The results open up a promising avenue for more nuanced inquiry into the family system framework and its role in the work-family interface.

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There has been strong advocacy for educators to extensively examine pedagogical assumptions to design more inclusive and accessible classes. However, our assumptions about inclusivity and the interplay of privilege and students’ “common sense” have received little attention. As such, a common sense gap exists, where faculty may regard certain content or information as familiar to all students without considering the more profound effects of institutionalized privileges on the educational experiences of students without privileged backgrounds. Adopting a critical lens to examine foundational assumptions about common sense has meaningful implications for the ideal of higher education as a credible pathway to social mobility for all. This paper illustrates how the creation and dissemination of “common sense” are bounded by social class and socialization processes. We consider how blind spots about “common sense” in management learning and education shape the experience of less privileged students, which then helps create and perpetuate stigma and inequality in workplaces and society. Furthermore, we integrate the literature on stigma and higher education to confer suggestions for educators and institutions on how to destigmatize education and effectively design and deliver inclusive classroom experiences.

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