Influences on Students' Openness to Diversity and Challenge in the Second and Third Years of College

Whitt, Elizabeth J.; Edison, Marcia; Pascarella, Ernest T.; Terenzini, Patrick T.; Nora, Amaury

doi:10.1080/00221546.2001.11778877

Cited by 118 publications

(84 citation statements)

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“…A finer distinction among different types of diversity, namely among separation diversity, disparity diversity, and variety diversity proposed positive effects for variety, but this prediction was also contradicted by metaanalytic findings (Bell et al, 2011;. Therefore, it is now generally Several studies supported aspects of the CEM, such as the centrality of elaboration processes for the positive consequences of diversity (e.g., Homan et al, 2007a;Homan, van Knippenberg, van Kleef, & De Dreu, 2007b), the moderating effects of trait operationalizations of identity threat such as pro-diversity beliefs and openness (e.g., Hentschel, Shemla, Wegge, & Kearney, 2013;Homan et al, 2008;Homan et al, 2007a;Nakui, Paulus, & van Oudenhoven-van der Zee, 2011;van Dick, van Knippenberg, Hagele, Guillaume, & Brodbeck, 2008;Whitt, Edison, Pascarella, Terenzini, & Nora, 2001), and the moderating role of task motivation (Meyer & Schermuly, 2012). Further moderators that go beyond those explicitly mentioned in the CEM include certain leadership styles (Homan & Greer, 2013;, team members' need for cognition (Kearney, Gebert, & Voelpel, 2009), norms , and leader inclusiveness , to name only a few.…”

Section: The Team-level Compositional Approach To Team Diversitymentioning

confidence: 99%

Microdynamics in Diverse Teams: A Review and Integration of the Diversity and Stereotyping Literatures

Dijk

Meyer

Engen

et al. 2017

ANNALS

123

142

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Research on the consequences of diversity in teams continues to produce inconsistent results.We review the recent developments in diversity research and identify two shortcomings. First, an understanding of the microdynamics affecting processes and outcomes in diverse teams is lacking. Second, diversity research has tended to treat different social categories as equivalent and thus not considered how members' experiences may be affected by their social category membership. We address these shortcomings by reviewing research on stereotypes, which indicates that stereotypes initiate reinforcing microdynamics among (a) attributions of a target team member's warmth and competence, (b) perceiving members' behavior towards the target team member, and (c) the target team member's behavior. Our review suggests that perceivers' impression formation motivation is the key determinant of the extent to which perceivers continue to treat a target based on categorization. Based on our review, we provide an integrative perspective and corresponding model that outlines these microdynamics of diversity and stereotyping in teams and indicates how stereotyping can benefit as well as harm team functioning. We discuss how this integrative perspective on the microdynamics of diversity and stereotyping in teams relates to the social categorization and the information/decision-making perspective, set a research agenda, and discuss the managerial implications. KeywordsDiversity; Teams; Stereotypes; Microdynamics; Performance 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 2 Page 2 of 101 Academy of Management Annals Microdynamics in Diverse Teams: A Review and Integration of the Diversity and Stereotyping LiteraturesGlobalization, demographic changes, and the increased use of teams in contemporary organizations have created a surge in research on the consequences of different team members working together . The many recent meta-analyses on the consequences of team diversity signify the considerable amount of attention that has gone to this field of study (e.g., Bell, 2007; Bell, Villado, Lukasik, Belau, & Briggs, 2011;Horwitz & Horwitz, 2007;Joshi & Roh, 2009;van Dijk, van Engen, & van Knippenberg, 2012). For the past two decades, diversity research has mainly relied on a dual theoretical approach where the social categorization and the information/decision-making perspectives inform answers to the questions why and how diversity affects team performance (Milliken & Martins, 1996; van Knippenberg, De Dreu, & Homan, 2004;Williams & O'reilly, 1998). There is much that we have learned from these perspectives, but despite the fact that theories have been advanced and research models have become more sophisticated, so far the main conclusion that has been drawn is that research on the relationship between team diversity and team performance is inconclus...

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Section: The Team-level Compositional Approach To Team Diversitymentioning

confidence: 99%

Microdynamics in Diverse Teams: A Review and Integration of the Diversity and Stereotyping Literatures

Dijk

Meyer

Engen

et al. 2017

ANNALS

123

142

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“…Informal interactions with diverse peers, in turn, have a variety of positive effects on students, including enhanced intellectual development (Antonio, 2001;Gurin, 1999;Hu & Kuh, 2003;Pascarella, Palmer, et al, 2001;Terenzini et al, 2001;Umbach & Kuh, in press), gains in personal development (Antonio, 2001;Chang, 1999;Hu & Kuh, 2003;Umbach & Kuh, in press), and greater openness to diversity (Adams, 1995;Astin, 1993;Flowers & Pascarella, 1999;Globetti et al, 1993;Henderson-King & Kaleta, 2000;Hurtado, 1992;Pascarella, Edison, et al, 1996;Pike, 2002;Taylor, 1998;Whitt et al, 2001). In addition, informal interactional diversity appears to contribute to positive perceptions of the campus environment (Chang, 1999;Gurin, 1999;Umbach & Kuh, in press).…”

Section: Introductionmentioning

confidence: 99%

Relationships among Structural Diversity, Informal Peer Interactions and Perceptions of the Campus Environment

Pike¹,

Kuh²

2006

rhe

122

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Recent research and critiques of affirmative action in college admissions raise questions about popular approaches for enhancing learning outcomes, suggesting that a diverse student body is neither a necessary nor a sufficient condition for experiencing diversity, creating supportive learning environments, or fostering desired outcomes of college. This study found that the diversity of a student body was positively related to interactions among students from different backgrounds but not meaningfully related to the degree to which the campus was perceived as supportive. Institutional characteristics were also related to diversity outcomes.

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“…Bu sonuç, Çoban, Karaman ve Doğan (2010) tarafından yapılan araştırmada, kadınların siyasi görüş farklılıklarına, erkeklere oranla daha olumlu yaklaştıkları yönündeki bulguyla uyumludur. Bununla birlikte elde edilen bu sonuç, kadınların farklılıklara karşı daha duyarlı olduğu şeklindeki araştırma sonuçlarının bir parçası olarak değerlendirilebilir (Harbaugh, Lindsey, 2015;Holladay, Knight, Paige, Quiñones, 2003;Whitt, Edison, Pascarella, Terenzini, Nora, 2001). Aynı zamanda ilgili literatürde yaygın olarak karşımıza çıkan, kadın öğretmen adaylarının demokratik tutumlarının erkeklere oranla daha yüksek olduğu sonucuyla da doğrudan ilişkilidir (Aydemir ve Aksoy, 2010;Çermik, 2013;Genç ve Kalafat, 2007;Gömleksiz ve Kan, 2008;Saracaloğlu, Evin ve Varol, 2004).…”

Section: Tartışma Ve Sonuçunclassified

The Investigation of the Students’ Attitudes toward Identity Differences in Faculty of Education

Yazici¹,

Budak²

2017

IOJES

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Some improvements have undergone in Turkey's approach towards differences since 2000s especially within the framework of adaptation into European Union. This change effected educational policies, and obstructions to right demands of different ethnic groups and religious education were removed largely. However, teacher's characteristics should reflect this change so that it could be permanent and meaningful. The aim of this study was to reveal preservice teachers' attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazıcı (2016) to measure the attitudes towards identity differences, was conducted on 506 preservice teachers. Preservice teachers' attitudes towards identity differences in terms of gender, social environment, grade level, curriculum, and their ethnic, religious and political identities were examined using t-test, one-way variance analysis, and correlation analysis. As a result, it was found that the variables had effect on preservice teachers' attitudes at varying rates. Moreover, it was concluded that education faculties in Turkey weren't able to catch up with the changes on identity differences since the undergraduate education had slight effect on preservice teachers' attitudes.© 2017 IOJES. All rights reserved Keywords: 1 Identity, diversity, attitude, preservice teacher, teacher education Extended SummaryTurkey is a country with various identities since it has the inheritance of an empire. The number of Syrian refugees has been increasing lately, and their participation in education system makes it difficult to solve education problems in a traditional way. Moreover, different religious, denominational, and gender identities place increased demands on education, diversifying the expectations from education (Çayır, 2014). Significant advancements in rights associated with different cultural and religious identities have been made in the last decade in education system of Turkey, which tries to overcome these issues.Although daily political discussions or extraordinary conditions sometimes overshadow the efforts of embracing identity differences in Turkey, positive changes are also observed. The educational system is unable to catch up with this improvement; however, the nation-building reflexes do not appear to affect the field of education any longer. Nevertheless, it should be kept in mind that teachers' attitudes are important for making the values of respecting different identities in education permanent and compatible with democratic values. The aim of this study is to reveal the preservice teachers' attitudes towards identity differences. Within this scope, the research questions are as follows: Do the preservice teachers' attitudes towards identical diversity differ in terms of gender?  Do the preservice teachers' attitudes towards identical diversity differ in terms of their social environment? Do the preservice teachers' attitudes towards identical diversity differ in terms of their grade level?

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Influences on Students' Openness to Diversity and Challenge in the Second and Third Years of College

Cited by 118 publications

References 19 publications

Microdynamics in Diverse Teams: A Review and Integration of the Diversity and Stereotyping Literatures

Microdynamics in Diverse Teams: A Review and Integration of the Diversity and Stereotyping Literatures

Relationships among Structural Diversity, Informal Peer Interactions and Perceptions of the Campus Environment

The Investigation of the Students’ Attitudes toward Identity Differences in Faculty of Education

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