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Within social and organizational psychology and the other social sciences the concept of identity is now widely embraced. Two theories that are increasingly being applied to help make sense of group and organizational identification are social identity theory and self-categorization theory (Tajfel, 1978; Turner, 1982; Turner, Hogg, Oakes, Reicher & Wetherell, 1987). These theories, jointly referred to as the social identity perspective, recognise that people’s individual characteristics and their group memberships play a significant role in shaping attitudes, values, beliefs, and behavior. Given this focus, interest in these theories mirrors the growing popularity of group-based management techniques applied to topics such as group decision-making, team building, group performance, organizational culture and organizational change.

Although the concept of groupthink (the extreme concurrence‐seeking tendency displayed by decision making groups), has been an influential one, empirical research has provided equivocal support for the groupthink model. In this paper, we review previous case and laboratory work on groupthink and identify empirical and theoretical inconsistencies. We then describe a model of groupthink as social identity maintenance (SIM) that is capable of reconciling these inconsistencies and summarize laboratory experiments that specifically test the SIM hypothesis. We use the model to suggest possible pitfalls of previous proposals for preventing groupthink when SIM pressures are operative. Finally, we suggest intervention strategies capable of mitigating groupthink due to SIM that have two objectives: (a) the reduction of pressures toward identity protection and (b) the stimulation of intellectual conflict.

Knowledge is critical for employee and firm success. We show that being perceived as prototypical organizational members is a source of prominence in knowledge exchange that operates beyond preexisting communication or affective relationships. Self-categorization processes produce – through depersonalization – a positive attitude among the members which represents an autonomous mechanism of social attraction for knowledge exchange, while social network mechanisms are triggered by interpersonal attraction. Our findings also suggest that including perceived members’ prototypicality can avoid a potentially spurious relationship in assessing the role played by social identity and categorization theory in explaining attitude and behaviors.

I address the question, Is theory useful when collaborating with teachers to improve student engagement?

We based our work on four principles of motivation drawn from the research literature: students are more likely to engage in learning if teachers support their perceptions of competence, autonomy, belongingness, and make learning meaningful. To bridge the gap between theory and practice, we suggested that teachers use certain instructional strategies, like open-ended questions, related to supporting student engagement. These strategies were both more complex than the standard practices and more challenging to implement, given the current U.S. emphasis on standardized testing. In two longitudinal studies, we provided rationales for engagement principles and instructional strategies related to student engagement and encouraged teachers to use new practices. Mixed methodology included online observation measures and video of classroom instruction, retrospective interviews with teachers, and student interviews and experience sampling self-reports.

Short case studies of teachers change illustrate the examples of implementation. In both studies, about half the teachers made significant instructional changes, which were related both to teacher perceptions of student engagement and to student self-reports.

Insights gained from the studies may offer researchers practical information about how to work with teachers to improve engagement in the classroom. They include whether teachers can understand abstract motivation terminology, consider students’ “basic needs” when planning instruction, and implement strategies so that they are likely to support student engagement. Other learnings include the strong impact of teacher culture on change efforts and the need to consider teachers’ “basic needs” if we are to support them in instructional change. Long-term collaboration and establishing mutual trust may be the best way for both researchers and teachers to develop common understandings for supporting student motivation in the classroom.

To keep pace with the changing business environment, researchers have studied diversity from a number of disciplines, theoretical perspectives and levels. As such, there is a substantive body of research that investigates the concept of diversity, its effects, and the mechanisms through which such effects occur. Despite this work, its findings and the subsequent conclusions that can be drawn are complex. A number of questions regarding the what, why, when and how of diversity still remain. This chapter provides an overview and assesses the state of the field to highlight important areas for future research that can advance our understanding of the meaning, import, operation and consequences of diversity in organizations. It draws attention to overarching topics within the diversity literature, such as the conceptualization of diversity, theoretical perspectives, diversity management, and system approaches to the phenomenon, underscoring conclusions that can be drawn from such work. More importantly, it identifies gaps in each of these areas as well as points of integration to offer directions for future research.

Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals and assumptions. Whereas psychological theory is meant to be broad and generalizable, educational practice must attend to individual and situational differences. For instance, a great deal of research suggests that mastery goal structures are related to desirable beliefs and behaviors. However, knowing that this is so does not help teachers know how to foster mastery goals in their classrooms and whether or how practices might vary given differences among students, developmental levels, and content areas. As Patrick (2004) noted, the theoretical notion of mastery goal structure as it is currently conceptualized was not developed in classrooms and does not address how a mastery goal structure is either manifested or communicated to students. Although it makes theoretical sense to provide “appropriate challenge” to students, how a teacher adapts that principle to students with a range of abilities and attitudes, from challenge seekers to avoiders, is not obvious. Research can provide only a general theoretical heuristic for understanding tendencies and does not necessarily explain individuals' behavior over time (Turner & Patrick, 2004). For motivational research to be meaningful and useful to educators, it needs to help them interpret student behavior as specific responses to specific sets of circumstances. Pajares (2007) expressed this well when he noted:Research findings … drawn from educational psychology broadly, and motivation theory and research in particular are bounded by a host of situated, cultural factors that must be attended to if the constructs themselves are to have any, as William James (1907/1975) termed it, practical, or cash, value. (p. 30)Therefore, in its present form, theory may not appear useful to teachers because of its seeming lack of specificity. These issues apply to all current theories of motivation.

Purpose – The purpose of this chapter is to highlight the gradual release of responsibility (GRR) model as an instructional framework for enacting culturally relevant literacy pedagogy in K-8 classrooms.

Approach – First, the authors frame a discussion on culturally relevant pedagogy via three central tenets and its significance for promoting equity and access in literacy education. Next, culturally relevant pedagogy is linked with the GRR model. Finally, authentic literacy practices that help bridge culturally relevant learning throughout the segments of the GRR model are delineated.

Findings – The authors believe that GRR models infused with culturally relevant pedagogical practices make literacy learning more equitable and accessible to students of Color. Toward that end, the authors provide multiple research-based instructional strategies that illustrate how the GRR model can incorporate culturally relevant pedagogical practices. These practical examples serve as models for the ways in which teachers can connect with students’ cultural backgrounds and understandings while expanding their literacy learning.

Practical implications – By demonstrating how K-8 teachers scaffold and promote literacy learning in ways that leverage diverse students’ cultural experiences, the authors aim to help teachers sustain students’ cultural identities and nurture their socio-critical consciousness.