The Effects of Demographic Differences on Forming Intragroup Relationships

Valenti, M. Alix; Rockett, Tracey

doi:10.1177/1046496408315981

Cited by 11 publications

(9 citation statements)

References 61 publications

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“…() find a curvilinear relationship between organizational gender composition and organizational performance, yet they do not investigate the team level. In addition, having a more gender heterogeneous group, that is, a more balanced composition, appears to lower expected negative effects of having such heterogeneity (Valenti and Rockett, ). In order to complement existing work, we thus propose that:Hypothesis The positive association between openness to diversity and performance is moderated by gender diversity in the way that if gender distribution is more balanced, then the effect of openness is stronger.…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

The Performance of Gender Diverse Teams: What Is the Relation between Diversity Attitudes and Degree of Diversity?

Lauring

Villeséche

2017

European Management Review

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While gender diversity is slowly becoming an expected characteristic of teams, both academics and practitioners still need to better understand the relation between contextual characteristics and team composition for the performance of gender diverse teams. In this article, we investigate the relationship between diversity attitudes and the performance of gender diverse teams, and further, we show how numerical team gender composition is a key link in this relationship. Based on survey responses from 1,085 academic team leaders, we show that openness to diversity is strongly associated with team performance. We also find a moderating effect of the degree of gender diversity, so that the effect of openness to diversity, as positive team level diversity attitudes, is stronger when team gender composition converges towards numerical balance. These findings bridge critical mass theory and diversity and performance scholarship by establishing the joint effect of compositional and contextual characteristics on the performance of gender diverse teams.

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Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

The Performance of Gender Diverse Teams: What Is the Relation between Diversity Attitudes and Degree of Diversity?

Lauring

Villeséche

2017

European Management Review

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“…One possible reason why students continue to work with peers outside their formally assigned group is that students do not necessarily join a new group with a "clean slate", as previous experience of working in groups influences students' attitudes towards group work (Chapman, Meuter, Toy, & Wright, 2006;Decuyper et al, 2010;Summers & Volet, 2008). In particular, several recent empirical studies have indeed found that whether (or not) students have already worked together with specific students (Gasevic et al, 2013;Hommes, Arah, et al, 2014) or with students with similar characteristics or social identities, such as academic performance (Mittelmeier et al, 2017), cultural background (Author A, 2014c(Author A, , 2016a, or gender (Bevelander & Page, 2011;Valenti & Rockett, 2008), may influence with whom students develop and maintain relations within and outside their group over time. When students have successfully worked with specific students previously , they do not need to spend a lot of time getting to know each other and building trust if they are enrolled in a new group together in a different module (Hommes, Arah, et al, 2014;Hommes, Van den Bossche, et al, 2014).…”

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confidence: 99%

Turning Groups Inside Out: A Social Network Perspective

Rienties

Tempelaar

2017

Journal of the Learning Sciences

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“…A LGBTQ faculty member who does not feel comfortable in the workplace may seek fellowship with other LGBTQ and allied individuals. These relations are important because, " .. .interpersonal relations within a group have a spillover effect that affects individual relations outside the group" (Valenti & Rockett, 2008). Faculty members also appreciated their close-knit LGBTQ community.…”

Section: Discussionmentioning

confidence: 99%

It's not to be discussed: Safety, Acceptance, and Professional Development for LGBTQ Faculty at a Large Southeastern University

Barnett¹,

Muilenburg²,

Johnson³

et al. 2013

gcpa

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Studies show that a discriminatory, unsafe university environment negatively impacts educators identifying as lesbian, gay, bisexual, transgender, or queer. The purpose of this study was to describe perceptions of safety, acceptance, and professional development from LGBTQ faculty at a Southeastern university. LGBTQfaculty (n=21) completed an online survey with open-ended questions. Analysis of detailed responses using the constant comparative method resulted in six themes, including: Identity management in the work place, repercussions of identity disclosure on career trajectory, and lack of support from university administration. These themes are illustrated using participant data and then used to provide recommendations for change. Underserved Groups in the Workplace Research continues to highlight the issues that underserved groups face in the workplace. Renn (2010) indicates that attention has been paid to LGBTQ presence in the general workplace and to racial/ethnic and gender minority faculty presence in higher education, but little research exists to pointedly address perceptions of campus climate for LGBTQ faculty in the Southeastern United States. Extensive research exists about organizational and workplace diversity related to race, ethnicity, and gender (Chattopadhyay, Tluchowska, & George, 2004; Valenti & Rockett, 2008). However, the experiences of le bian, gay, bisexual, transgender, and queer (LGBTQ) individuals deserve increased focus. Lesbian, gay, and bisexual (LGB) employees comprise one of the most sizeable minority groups in the workforce yet are re earched the least (Ragins, 2004). Bums and Krehley (2011) report that 15% to 43% of LGBT workers have experienced some form discrimination at work. Of that number, 7% to 41 % suffered from verbal or physical abuse on the job, and up to 28% were pas ed over for a promotion because of their sexual orientation or identity. An unfriendly or "chilly" climate is also shown to negatively affect the performance and morale of lesbian and gay employee (Badgett, Lee, Sears, & Ho, 2007; Bilimoria & Stewart, 2009; Renn, 2010). Employees working for organization that encourage inclusive, diverse workplace settings are more productive and creative (Lantz, 2009). Perception of an employment organization as supportive toward various sexual orientations is related to increased job satisfaction and decreased anxiety for lesbian and gay employees (Griffeth & Hehl, 2002). The aims of this manuscript are to: 1) qualitatively analyze detailed open-ended responses for pervasive themes about professional and social issues faced by a sample of LGBTQ faculty at a large Southeastern university and 2) briefly report general descriptive trends of LGBTQ faculty's perceptions of safety and acceptance at the university through a basic quantitative analysis.

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The Effects of Demographic Differences on Forming Intragroup Relationships

Cited by 11 publications

References 61 publications

The Performance of Gender Diverse Teams: What Is the Relation between Diversity Attitudes and Degree of Diversity?

The Performance of Gender Diverse Teams: What Is the Relation between Diversity Attitudes and Degree of Diversity?

Turning Groups Inside Out: A Social Network Perspective

It's not to be discussed: Safety, Acceptance, and Professional Development for LGBTQ Faculty at a Large Southeastern University

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