Lecture §
PDF:
- Identifying prejudice in organization ^b54327
- What is the diversity structure in company?
- Evidence of promoting representation, treatment, and inclusion of underrepresented groups
- Ex. Organizational mission statements, diversity trainings, diversity awards
- How can procedurally fair differ from actual fairness? ^7e139f
- [Kaiser et al, 2013]
- Rationalization
- Indicate that the company have intensions to promote diversity (credit for effort)
- Diversity structures may be seen as an indicator of diversity effort efficacy, even if they don’t actually achieve equity
- Diversity structures may be a function of legal strategy to inoculate a company against discrimination claims
- Costs (financial & social) may be greater in claiming discrimination at a company that touts itself as promoting diversity
- What are some important benefits and limits of diversity structures
- Benefits
- Changing norms
- Raise awareness of biases
- Trust among underrepresented groups
- Limitations
- Study of 30 years’ data, 700 organizations
- Outcome measure: change in % Black and White managers
- Most diversity structures unrelated to actual diversity within the organization
- Diversity trainings on reducing manager bias: associated with subsequent decreases in racial diversity
- Assigning people to do things they don’t believe (no internal motivation), might elicit back fire effect (forced external pressure)
- Bringing attention to racial identity might leading to aversive racism (hyper vigilance/salient of bias)
- Punishment oriented
- Prejudice reduction
- What are some common ways to reduce prejudice
- Changing norms
- Common ingroup identity
- Diversity structures
- Sidelining bias
- Ingroup contact
- Sidelining bias ^c483bf
- [Okonofua et al, 2022]
- | Feature | Popular approach: reducing bias | Situationist approach: sidelining bias |
| ---------------------- | -------------------------------------------------------- | ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ |
| Goal | To change the person, by training bias out of the person | To activate an alternative working self with ideal goals that are endorsed by the person and for which bias would be not functional, thereby reducing the impact of bias on behavior |
| Focus | Individual differences | Contextual differences |
| Emphasis on bias | Primary and explicit | Secondary or absent |
| How people are treated | As problematic, with deficits | As good, with strengths that can be used for working toward ideal goals |
| Primary outcomes | Measures of bias in the person | Real-life consequences of bias of inherent importance |
- Sidelining bias vs. Reducing Bias
- Treats bias as an expression of the working self; shifts responsibility and causality from dispositions (e.g., “racists”) to bad contexts (those that elicit biased selves and biased behaviours)
- Aimed at expressions and cycles of bias; not at reducing one’s capacity for bias
- Many bias-reduction approaches focus on increasing awareness and recognition of bias; the assumption is that people are morally bad and need to recognize it
- Intergroup contact theory ^0a467b
- What are some optimal conditions for itnergroup contact (Allport)
- Equal status between the groups in the situation
- Common goals
- Intergroup cooperation (working together)
- Support of authorities, law, or custom
- What are some experimental results [Pettigrew & Tropp, 2006]
- Meta-analysis
- 713 independent samples from 515 studies, more than 250,000 subjects, from38 nations
- Does contact reduce prejudice
- Are all Allport’s conditions required
Not realy, but help, with conditions: r=−0.29
- Do people have to choose (selection bias) to have contact
Not really, No choice: r=−0.28, given choice r=−0.22
- Improving intergroup relations
- Who is prejudice reduction good for
- Traditional focus (focus on the advantaged group point of view)
- Reactions of historically advantaged groups to disadvantaged groups
- Focused on antipathy (assuming antipathy leads to discrimination, conflict, etc.)
- Model of social change: Psychological rehabilitation of advantaged group members
- For disadvantaged group
- Group members like advantaged groups more
- Underestimate injustice and discrimination their group faces
- Reconciliation
- Canada
- At least 150,000 First Nation, Métis, and Inuit students went through residential schools
- They experienced cultural genocide (e.g., removed students from their parents and communities, not allowed to speak nonEnglish or continue cultural practices)
- Many studies abused, killed; last schools closed in 1990s
- Survivors of Canada’s residential schools placed issue on public agena; led to 94 calls to action
- Summary
- Individual level: microinterventions (see Sue et al (2019)
- Policy/group/structural level: Diversity structures, norms
Active Studying §
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