The Influence of Diversity Context on White Men's and Racial Minorities' Reactions to Disproportionate Group Harm

Abstract

The author examined the influence of organizational diversity management on White men's and racial minorities' perceptions of fairness when members of their identity group were disproportionately harmed in a layoff. Using a scenario design, the author studied the reactions of 284 White male and racial minority layoff survivors under 2 different diversity contexts. White men saw the layoff as less fair to their group when other White men were laid off disproportionately in an active-diversity context versus an inactive-diversity context. Racial minorities' perceptions of fairness when other minorities were laid off disproportionately were not influenced by the diversity context, but they perceived the layoff as more fair to their group in an active-diversity context when White men were laid off disproportionately. The findings suggest that during layoffs or other significant organizational changes where job insecurity is heightened, different identity groups might perceive diversity management differently.

Why does firm reputation in human resource policies influence college students? The mechanisms underlying job pursuit intentions

“…This positive reaction to diversity reputation among majority group members runs counter to the suggestion that nonminorities may react negatively to diversity efforts because these programs benefit other groups but do not benefit them (Mollica, 2003 firm build a positive reputation, as this appears to make the firm more attractive, even to those who will not directly benefit from those efforts. The reasons why diversity reputation might have influenced job pursuit intentions in this sample are addressed in the sections that follow.…”

Diversity training: Putting theory into practice

“…Another result of confronting historically advantaged groups with their bias is that it can incite their anger, contempt or feelings of persecution (Driscoll, Pendry, & Field, 2006; Mollica, 2003), leading to backlash against diversity programmes to the detriment of intergroup relations (D'Souza, 1997; Von Bergen, Soper, & Foster, 2002). For example, if individuals who identify highly with their ‘White’ identity feel that it is being sullied or wrongly accused or attacked, they are unlikely to feel very guilty (Doosje, Branscombe, Spears, & Manstead, 1998).…”

Perceptions of Workforce Diversity in High Schools and Diversity Management: A Qualitative Analysis

“…Bunlardan bazıları şöyle sıralanabilir: En iyi yetenekleri örgüte çekme ve örgüt içinde tutma (Laçinler, 1997;McMahan vd., 1998, s. 198;Gilbert ve Ivancevich, 2001;Brannan ve Priola, 2012;Mor Barak, 2014); örgütün rekabet gücünü artırma (Redding, 1982;Thomas ve Ely, 1999;Brodbeck vd., 2011); hızlı bireysel ve örgütsel öğrenme, yüksek düzeyde yaratıcılık ve yenileşme (Gentile, 1994;Speechley ve Wheatley, 2001;Richard vd., 2003;Schermerhon vd., 2000;Sarayönlü, 2003;Avery ve McKay, 2010); yüksek moral ve artan işdoyumu (Gilbert ve Stead, 1999;Von Bergen vd., 2000;Maldonado, Dreachslin, Dansky, Souza ve Gatto, 2002;Guillaume vd., 2014); sorunlara alternatif çözümler üretme ve örgütsel esneklik (Nemeth, 1986;Cox, 1992;Walton, 1994;Richard, 2000;Brown vd., 2012); çevresel değişime daha hızlı tepki gösterme ve daha yüksek düzeyde uyum sağlama yeteneği kazanma (Cox ve Blake, 1991;Romano, 1995;Collins, 1996;McMahan vd., 1998;Clarge, Cao ve Lahenay, 2003); halkla iyi ilişkiler geliştirme ve olumlu örgütsel imaj (Speechley ve Wheatley, 2001); sinerji ve örgütsel etkililik (Adler, 1991;Muter, 1999;Thomas ve Ely, 1999;Schermerhon vd., 2000;Mollica, 2003;Avery ve McKay, 2010). Farklı insanlar; farklı kültürleri, kişilik özelliklerini ve yeteneklerini de okula taşırlar.…”

“…Bunların bilinmesi önemli görülmektedir. Bu konuda yurtdışında çok sayıda araştırma yapılmasına karşın (Gentile, 1994;McMahan vd., 1998;Schermerhon, Hunt ve Osborn, 2000;Speechley ve Wheatley, 2001;Gilbert ve Ivancevich, 2001;Ashkanasy, Hartel ve Daus, 2002;Richard, McMillian, Chandwick ve Dwyer, 2003;Mollica, 2003;van Knippenberg ve Schippers, 2007;McKay, Avery ve Morris, 2008;Avery ve McKay, 2010;Brodbeck, Guillaume ve Lee, 2011;Brannan ve Priola, 2012;Guillaume vd., 2014;Mor Barak, 2014), bu konunun Türkiye'de ve özellikle eğitim örgütlerinde yeterince araştırılmadığı söylenebilir. Bu bağlamda yönetici ve öğretmen görüşlerine göre Türkiye'deki liselerde farklılıkların nasıl algılandığı ve yönetsel politika ve uygulamalarda ne ölçüde dikkate alındığı araştırmanın temel problemini oluşturmaktadır.…”