management question
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Chapter2.pptxChapter 2
Theories and Thinking about Diversity
©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Chapter Objectives
Discuss the meaning of the terms minority group and non-dominant group
Explain characteristics used to identify non-dominant groups and be able to use these characteristics to identify the non-dominant groups in one’s particular environment
Discuss thought processes related to stereotyping, prejudice, and discrimination and theories related to diversity in organizations
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Chapter Objectives (cont’d)
Examine in-group favoritism and out-group bias
Explain what organizations can do to promote diversity and inclusion, given knowledge about reasons for differential treatment, experiences, and outcomes for different demographic groups
Have a foundation for synthesizing the material in the remaining chapters
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Introduction and overview
What is a “Minority”?
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Minorities and Non-Dominant Groups
Subordinated to majority or dominant group members in terms of power, prestige, and privilege
Does not necessarily mean groups that are numerically fewer than majority group members
Common characteristics include identifiability, differential power, experience of discrimination, and group awareness
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Characteristics of Minorities
Identifiability
Distinguishable and readily apparent differences in physical or cultural traits
Stigma: Deviations from the desired norm in a certain context
Differential power
Permits those who have more power to control those who have less power
Enables powerful groups to control access to education, employment, food, health care, income, and voting rights
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Characteristics of Minorities (cont’d)
Discrimination
Differential and pejorative actions that serve to limit the social, political, or economic opportunities of members of particular groups
Group awareness
Consequence of subordination and discrimination
May also result in resistance and activism
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Categorization and identity
Categorization and Identity
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Prejudice and Discrimination
Prejudice: Irrationally based, negative attitudes
Discrimination - Behavior based on prejudicial attitudes
Stereotypes: Overgeneralization of characteristics to large groups of people
Prescriptive stereotyping: Ideas about how people should behave based on their group memberships
Descriptive stereotypes: Ideas about how people do or will behave based on their group membership
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Social Categorization and Stereotyping
Social categorization
Tendency to perceive oneself and others as belonging to particular groups
Involves creating order in one’s social environment by groupings persons
Social identity: Part of an individual’s self-concept that originates from:
His or her membership in a particular social group
Value and emotional significance attached to that group membership
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Consequences of Social Categorization and Social Identity
In-group favoritism and out-group biases
Similarity effect: Bias in which individuals select and hire demographically similar others
Can be negated via structured interviews
Attribution errors: While evaluating others’ behaviors:
Undermining the influence of external factors
Overestimating the influence of internal factors
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Consequences of Social Categorization and Social Identity (cont’d 1)
Multiple group memberships - Make in-group and out-group relationships and social identities complex
Non-dominant groups as the in-group
Minority groups may favor members of out-groups and stereotype their own group members
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Consequences of Social Categorization and Social Identity (cont’d 2)
Negative consequences include:
Internalized racism: When members of devalued races believe negative messages about their intrinsic worth and that of others of the same race
Internalized sexism: When women believe negative messages about their intrinsic worth and that of other women
Stereotype threat: Occurs when one is concerned about being judged by a negative stereotype about one’s group
Deleterious effects on performance
Consumer racial profiling: Differential treatment of consumers in the marketplace based on race/ethnicity
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Aversive racism, ambivalent sexism, and other new racisms
Aversive Racism, Ambivalent Sexism, and Other New Racisms
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Forms of Racism
Aversive racism
Occurs when those who purportedly adhere to egalitarian values and believe themselves to be unprejudiced still possess negative feelings and beliefs about racial issues and minority group members
New racism
Belief that racism is an element of the past and that Blacks have gained excessively and unfairly via programs like affirmative action
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New Concepts of -isms
Simultaneously holding both hostile and benevolent sexist beliefs about women
Ambivalent sexism
Antipathy toward women based on faulty and inflexible generalizations
Hostile sexism
Interrelated attitudes about women that are both sexist and believed to be positive
Benevolent sexism
Conflict between reported egalitarian values and negative attitudes toward women
Neosexism
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Recommendations for individuals and organizations
Recommendations for Individuals and Organizations
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Individual and Organizational Recommendations
Guide aversive racists to see the inconsistencies in their behaviors and their stated values
Engage group members in activities to achieve common, superordinate goals
Encourage groups to perceive themselves as members of a single, superordinate group, rather than as two separate groups
Implement organizational monitoring and control measures
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Individual and Organizational Recommendations (cont’d)
Create supportive organizational climates for diversity to reduce individual discriminatory actions
Hold managers and supervisors responsible for decisions made, to reduce covert and overt bias
Maintain a diverse recruitment and selection team
Conduct structured interviews and ensure that salary decisions are based on job requirements
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Key Terms
Ambivalent sexism
Attribution errors
Aversive racism
Benevolent sexism
Consumer racial profiling
Descriptive stereotyping
Discrimination
Egalitarian
Hostile sexism
Internalized racism
Neosexism
Prejudice
Prescriptive stereotyping
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Key Terms (cont’d)
Similarity effect
Social identity
Stigma
Stereotype threat
Stereotypes
Structured interviews
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Questions to Consider
This chapter discusses many identities and multiple group memberships that people have.
If you were to describe the important parts of your identity, what would be on your list?
Make a list, and then rank order the most-to-least important aspects of your identity.
Which are immediately apparent to others?
What effect does each identity have on your life?
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Questions to Consider (cont’d)
As a powerful group, elected officials affect the life chances of the populace. How are elected officials in the area in which you live similar to or different demographically from the population in that area?
Researchers have found that people are less willing to express “traditionally” prejudiced beliefs than in the past, but their behavior does not agree with espoused beliefs.
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Questions to Consider (cont’d 1)
How can such disparities in expressed beliefs and actions undermine diversity in organizations?
What organizational measures can be implemented to investigate whether there are inconsistencies in expressed beliefs, behaviors, and outcomes related to diversity in organizations?
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Questions to Consider (cont’d 2)
Choose an aspect of your identity in which you are a member of the dominant racial, ethnic, sex, or religious group.
Have you experienced being the minority in a situation (e.g., White among many Blacks, Asians, or Latinos; Christian in the United States among many Jews)?
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Questions to Consider (cont’d 3)
If you are a racial minority, have you experienced being a minority among others of color (e.g., Asian among many Blacks; Latino among many Asians) rather than among Whites?
If you are a man, have you experienced being the minority in a meeting at work or at school in a class? If you are a woman, have you experienced being the minority in a meeting at work or at school in a class? What were these experiences of being a “minority” like?
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
