Racially Motivated Incidents in Higher Education: What Do They Say About the Campus Climate for Minority Students?<sup>1</sup>

Aguirre, Adalberto; Messineo, Melinda

doi:10.1080/1066568970300203

Cited by 19 publications

(16 citation statements)

References 13 publications

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“…Extended exposure to liabilities derived from being foreign have been found to be associated with inpatriates' reduced ability to cope and poor problem solving skills resulting in extenuated stress levels and intention to quit (Moeller & Harvey, 2011b). In order to overcome liability of foreignness, it is projected that global managers of the future must develop a multicultural mindset and to steer away from an ethnocentric mindset (Aguirre & Messineo, 1997;Harvey et al, 1999c;Harvey, Kiessling, & Moeller, 2011;Harvey, Speier, & Novicevic, 2002).…”

Section: The International Journal Of Human Resource Managementmentioning

confidence: 99%

Global talent management and inpatriate social capital building: a status inconsistency perspective

Moeller

Maley

Harvey

et al. 2015

The International Journal of Human Resource Management

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Distinct to expatriate managers at the subsidiary-level, inpatriate managers' influence at the headquarter (HQ)-level is controlled by the extent to which an inpatriate manager is able to 'win' status from HQ personnel. The primary goal of the paper is to conceptualize how organizational support, in the form of global talent management (GTM) practices, can alleviate inpatriates' difficulties in building social capital at HQ. Building social capital at HQ is vital for inpatriates to attain status in order to build the inter-unit social capital that enables them to pursue their boundary-spanning role across HQs and subsidiaries. Status inconsistency theory is put forward to recognize the personal, professional and structural incongruence of events and activities at HQ carried out with respect to inpatriates. We argue that inpatriate managers become empowered at HQ only when social capital is accumulated whereby social capital is driven by an acknowledgment of inpatriates as a legitimate staffing option. The relationship between GTM practices and social capital building needs to be managed properly by inpatriates themselves as well as by the organization. A future research agenda helping to build social capital of inpatriates through GTM infrastructure is discussed and propositions are offered throughout.

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Section: The International Journal Of Human Resource Managementmentioning

confidence: 99%

Global talent management and inpatriate social capital building: a status inconsistency perspective

Moeller

Maley

Harvey

et al. 2015

The International Journal of Human Resource Management

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“…In addition, there is a body of scholarship that highlights the marginalization of students of color on college campuses (e.g. Aguirre & Messineo, 1997;Museus, Nichols, & Lambert, 2008;Pérez Huber, 2009;Yosso, Smith, Ceja, & Solórzano, 2009). These important veins of multicultural higher education miss one key component: Whiteness.…”

Section: Literature Reviewmentioning

confidence: 99%

“But I’m oppressed too”: white male college students framing racial emotions as facts and recreating racism

Cabrera

2014

International Journal of Qualitative Studies in Education

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“…This is largely because the forms of discrimination that can be seen off campus (e.g., different rates of employment for Whites and minorities, housing segregation, and social separation along racial-ethnic lines) can also be seen on campus (Katz, 1991). This discrimination, combined with the pervasiveness of on-campus racial abuse, has led many minority students to perceive college campuses as being hostile and alienating environments (Aguirre & Messineo, 1997;Mack, Tucker, Archuleta, DeGrout, Hernandez, & Oh Cha, 1997;Moses, 1990;Sedlacek, 1999;Thomas, 1997).…”

Section: Race Relations In Higher Educationmentioning

confidence: 99%

Improving Race Relations in Higher Education

Williams

2004

Urban Education

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This article suggests that colleges and universities can improve intergroup relations on campus by implementing a cooperative learning technique known as the jigsaw classroom. What is argued is that use of the jigsaw classroom will facilitate a recategorization process by which members of racial-ethnic groups other than one's own ("them") will begin to be seen as being members of a more inclusive "we." Included in this article is an examination of on-campus racial discrimination, a discussion of some social psychological work that is useful in helping us understand why this discrimination exists, and a discussion of the ways in which the jigsaw classroom has the potential to reduce this discrimination.

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Racially Motivated Incidents in Higher Education: What Do They Say About the Campus Climate for Minority Students?¹

Cited by 19 publications

References 13 publications

Global talent management and inpatriate social capital building: a status inconsistency perspective

Global talent management and inpatriate social capital building: a status inconsistency perspective

“But I’m oppressed too”: white male college students framing racial emotions as facts and recreating racism

Improving Race Relations in Higher Education

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Racially Motivated Incidents in Higher Education: What Do They Say About the Campus Climate for Minority Students?1

Cited by 19 publications

References 13 publications

Global talent management and inpatriate social capital building: a status inconsistency perspective

Global talent management and inpatriate social capital building: a status inconsistency perspective

“But I’m oppressed too”: white male college students framing racial emotions as facts and recreating racism

Improving Race Relations in Higher Education

Contact Info

Product

Resources

About

Racially Motivated Incidents in Higher Education: What Do They Say About the Campus Climate for Minority Students?¹