Power, Safety, and Learning in Racially Diverse Groups

Foldy, Erica Gabrielle; Rivard, Peter E.; Buckley, Tamara R.

doi:10.5465/amle.2009.37012177

Cited by 48 publications

(34 citation statements)

References 119 publications

(147 reference statements)

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“…As a result, they behave in more tentative and inhibited ways that do not lend themselves to collective learning (Foldy, Rivard, & Buckley, 2009). So, for example, Nembhard and Edmondson (2006) found that the lower-status members of neonatal intensive care units (nurses and respiratory therapists) reported lower levels of psychological safety than higherstatus members (physicians) and, as a result, were less involved in learning.…”

Section: Power Status Risk-taking and Experimentationmentioning

confidence: 99%

Power, Status, and Learning in Organizations

Bunderson

Reagans

2011

Organization Science

288

228

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This paper reviews the scholarly literature on the effects of social hierarchy—differences in power and status among organizational actors—on collective learning in organizations and groups. We begin with the observation that theories of organization and group learning have tended to adopt a rational system model, a model that emphasizes goal-directed and cooperative interactions between and among actors who may differ in knowledge and expertise but are undifferentiated with respect to power and status. Our review of the theoretical and empirical literatures on power, status, and learning suggests that social hierarchy can complicate a rational system model of collective learning by disrupting three critical learning-related processes: anchoring on shared goals, risk taking and experimentation, and knowledge sharing. We also find evidence to suggest that the stifling effects of power and status differences on collective learning can be mitigated when advantaged actors are collectively oriented. Indeed, our review suggests that higher-ranking actors who use their power and status in more “socialized” ways can play critical roles in stimulating collective learning behavior. We conclude by articulating several promising directions for future research that were suggested by our review.

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Section: Power Status Risk-taking and Experimentationmentioning

confidence: 99%

Power, Status, and Learning in Organizations

Bunderson

Reagans

2011

Organization Science

288

228

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“…Other research has focused on the difficulties that arise as a result of power inequalities and diversity in groups. However, whilst power inequalities are suggested to impede group learning (Foldy et al 2009), the impact of group diversity on group performance remains contested (Shaw and Barrett-Power 1998;Orlitzky and Benjamin 2003). Looking at groups within both educational and organisational contexts, some authors suggest that group diversity has a positive effect on performance generally (McGrath 1984;McLeod and Lobel.…”

Section: Literature Reviewmentioning

confidence: 96%

Insights from the use of Gardner’s notions of Mindset: group work

Retna

2013

Journal of Further and Higher Education

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A body of literature asserts that group work can be beneficial in enhancing learning and in developing specific skills among students. This research builds on the literature and on Gardner's (2006a) five notions of mindsets: disciplined, synthesising, creation, ethical and respectful, as a descriptive framework to explore and understand the benefits and skills learnt or developed through group work. Gardner describes mindset as a way of thinking and acting. A qualitative research project was undertaken in a New Zealand university using in-depth interviews with post-experience students. The findings suggest that, though the post-experience students do possess skills that enabled them to integrate diverse perspectives, make new connections with shared knowledge and evaluate critically, they often lack specific mindsets that are critical in organisations that rely on group work to enhance their productivity.

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“…Research in various disciplines suggest that individuals who perceive threats are likely to react defensively in order to reaffirm their social identity, restore justice, or deter future threats (Aquino & Douglas, 2003). Defensive strategies may manifest in overtly aggressive forms such as negative stereotyping and discrimination (Hornsey & Hogg, 2000), conflict or resistance (Jehn, 1995), criticism of one's abilities, and public humiliation (Aquino & Douglas, 2003), or less obvious forms such as physical or psychological withdrawal (Foldy, Rivard, & Buckley, 2009) decreased commitment (Purdie-Vaughns, Davies, Steele, Ditlmann, & Crosby, 2008), and in-group solidarity (Geddes & Konrad, 2003). With ITR, Petriglieri (2011) offered a framework that synthesized these literatures and provided a coherent explanation of the appraisal process and how people respond to identity threats and the likely consequences of those threats.…”

Section: Theoretical Development and Propositionsmentioning

confidence: 99%

Exploring the social identity threat response framework

Holmes

Whitman

Campbell

et al. 2016

Equality, Diversity and Inclusion: An International Journal

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Purpose – The purpose of this paper is to explore what individuals perceive as social identity threats, the sources of the threat, individuals’ responses, and the consequences of the threat. Design/methodology/approach – Narratives from 224 individuals were collected. A sample of 84 narratives were analyzed in depth using a qualitative content analysis approach. Findings – Initial support for identity threat response theory was found. Three new distinct threat responses – constructive action, ignore, and seek assistance – were uncovered. Additionally, harm/loss appraisals were found to be perceived and reacted to similarly to Petriglieri-defined identity threats. Originality/value – This study contributes to identity scholarship by shedding further light on the “theoretical black box” associated with identity threat. Such insight is necessary in further enhancing our understanding of the impact that identity threat has at the individual and organizational level.

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Power, Safety, and Learning in Racially Diverse Groups

Cited by 48 publications

References 119 publications

Power, Status, and Learning in Organizations

Power, Status, and Learning in Organizations

Insights from the use of Gardner’s notions of Mindset: group work

Exploring the social identity threat response framework

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