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Article
Publication date: 12 May 2021

Heidi J. Torres

This article describes a study examining the influence of a curricular intervention on 25 third-graders' stereotypes and biases related to world cultures and the people who embody…

Abstract

Purpose

This article describes a study examining the influence of a curricular intervention on 25 third-graders' stereotypes and biases related to world cultures and the people who embody them.

Design/methodology/approach

The qualitative study focused on privileging student voice through an inductive analytical approach. Triangulated data sources include focus group and paired interviews, recorded lessons, student and teacher curricular documents, as well as field notes.

Findings

Results—primarily reported through the children's own thoughts and voices—describe students' initial ideas about world cultures and people prior to experiencing the curriculum, and afterward, documenting shifts in stereotypical beliefs and biased attitudes. Findings indicate many students made positive changes, altering incorrect assumptions about other cultures and people. In addition, some children became able to recognize stereotypes and biases, generalize what they learned to other situations beyond those addressed in the curriculum and identify their own bias.

Originality/value

This study provides insight into an understudied topic and population in social studies education. It presents evidence that young children are capable of successfully engaging with the complex topics of bias and stereotypes in meaningful ways, thus providing a rationale for addressing stereotypes and bias concerning world cultures in elementary classrooms.

Details

Social Studies Research and Practice, vol. 17 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 5 June 2020

Amlan Haque, Mario Fernando and Peter Caputi

The increasing number of corporate scandals and averseness to employee commitment have brought the concept of responsible leadership (RL) to the forefront of organisational…

1769

Abstract

Purpose

The increasing number of corporate scandals and averseness to employee commitment have brought the concept of responsible leadership (RL) to the forefront of organisational studies. Many studies have found that leadership practice is an antecedent of employees' organisational commitment. However, little attention has been devoted to exploring the newly evolved RL for its impact on employee commitment. This study examines the influence of RL on the three-component model of organisational commitment.

Design/methodology/approach

Applying the Social Identity Theory of Leadership (SITL), this study investigates the relationships between RL and the three-component model of organisational commitment. In particular, this study is framed to apply RL as a value-based leadership approach to examine its relationship on employees’ three types of organisational commitment such as affective, continuance and normative commitment. A web-based self-administered survey was applied to collect data targeting a sample of 200 full-time Australian employees.

Findings

The study results show that RL significantly effects all three components of organisational commitment. Both affective and normative commitments were significantly associated by RL compared to employees' continuance commitment.

Originality/value

The paper extends the knowledge regarding newly evolved concept of RL which explains the significance of employee commitment and, further it provides empirical evidence from the perspective of SITL. The main contribution in this paper comes from new knowledge about the associations among RL and the three-component model of organisational commitment.

Details

International Journal of Productivity and Performance Management, vol. 70 no. 5
Type: Research Article
ISSN: 1741-0401

Keywords

Open Access
Article
Publication date: 5 September 2022

William Taylor Laimaka Cox

Research consistently shows that non-scientific bias, equity, and diversity trainings do not work, and often make bias and diversity problems worse. Despite these widespread…

4036

Abstract

Purpose

Research consistently shows that non-scientific bias, equity, and diversity trainings do not work, and often make bias and diversity problems worse. Despite these widespread failures, there is considerable reason for hope that effective, meaningful DEI efforts can be developed. One approach in particular, the bias habit-breaking training, has 15 years of experimental evidence demonstrating its widespread effectiveness and efficacy.

Design/methodology/approach

This article discusses bias, diversity, equity, and inclusion (DEI) efforts from the author’s perspective as a scientist–practitioner – the author draws primarily on the scientific literature, but also integrates insights from practical experiences working in DEI. The author provides a roadmap for adapting effective, evidence-based approaches from other disciplines (e.g. cognitive-behavioral therapy) into the DEI context and review evidence related to the bias habit-breaking training, as one prominent demonstration of a scientifically-validated approach that effects lasting, meaningful improvements on DEI issues within both individuals and institutions.

Findings

DEI trainings fail due to widespread adoption of the information deficit model, which is well-known as a highly ineffective approach. Empowerment-based approaches, in contrast, are highly promising for making meaningful, lasting changes in the DEI realm. Evidence indicates that the bias habit-breaking training is effective at empowering individuals as agents of change to reduce bias, create inclusion, and promote equity, both within themselves and the social contexts they inhabit.

Originality/value

In contrast to the considerable despair and pessimism around DEI efforts, the present analysis provides hope and optimism, and an empirically-validated path forward, to develop and test DEI approaches that empower individuals as agents of change.

Details

Management Decision, vol. 61 no. 4
Type: Research Article
ISSN: 0025-1747

Keywords

Article
Publication date: 16 July 2020

C. Malik Boykin, N. Derek Brown, James T. Carter, Kristin Dukes, Dorainne J. Green, Timothy Harrison, Mikki Hebl, Asia McCleary-Gaddy, Ashley Membere, Cordy A. McJunkins, Cortney Simmons, Sarah Singletary Walker, Alexis Nicole Smith and Amber D. Williams

The current piece summarizes five critical points about racism from the point of view of Black scholars and allies: (1) Black people are experiencing exhaustion from and…

3903

Abstract

Purpose

The current piece summarizes five critical points about racism from the point of view of Black scholars and allies: (1) Black people are experiencing exhaustion from and physiological effects of racism, (2) racism extends far beyond police brutality and into most societal structures, (3) despite being the targets of racism, Black people are often blamed for their oppression and retaliated against for their response to it, (4) everyone must improve their awareness and knowledge (through both formal education and individual motivation) to fight racism and (5) anti-racist policies and accountability are key to enact structural reformation.

Findings

The first three of these points detail the depths of the problem from the perspectives of the authors and the final two lay out a call to action.

Practical implications

This viewpoint is the joint effort of 14 authors who provided a unified perspective.

Originality/value

This was one of the most original experiences the authors have had – working with 13 former/current students on joint perspectives about police brutality and racism more generally. The authors thank for the opportunity.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 39 no. 7
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 11 October 2021

Kamal Fatehi, Gita Taasoobshirazi and Jose Sanchez-Gutierrez

Japanese American philosopher Magoroh Maruyama (1969) proposed the Mindscape theory, a macro model of cultural differences identification. The theory suggests inter-and…

Abstract

Purpose

Japanese American philosopher Magoroh Maruyama (1969) proposed the Mindscape theory, a macro model of cultural differences identification. The theory suggests inter-and intra-cultural heterogeneity and four major Mindscapes of H, I, S and G. He and his colleagues designed 64 graphic geometric patterns based on redundant and non-redundant complexity to recognize the Mindscapes in cultures. However, there is no method of identifying each Mindscape individually/separately. In other words, specificity is missing in this theory. Without such identification, the applicability of the Mindscape theory in international business is limited. This study aims to provide the needed specificity.

Design/methodology/approach

The present study applies Harvey’s (1966) four epistemological systems to identify each of the four Mindscapes. According to Maruyama and Harvey, three of Harvey’s four systems are identical to the three Mindscapes of H, I and G. If the authors can match the three Mindscapes with the three Harvey’s systems, what remains the authors assume to be the fourth Mindscape.

Findings

The current study determined various graphic and geometric patterns associated with each of the four Mindscapes. In doing so, the study expanded the applicability of the theory in international business.

Research limitations/implications

Harvey (1966) administered nine psychological tests (instruments) to many subjects over nearly two decades to determine the four systems. Using nine major instruments is very challenging, demanding and time-consuming. For ease of application and saving time, the authors used one of these instruments as an example. Ideally, the authors should use all.

Originality/value

Mindscape theory suggests that each of the four salient Mindscapes is more relevant to a specific situation, such as human resource management, motivation, leadership, conflict resolution and others. By identifying each Mindscape, this study expands the use of Mindscape theory.

Details

Review of International Business and Strategy, vol. 32 no. 4
Type: Research Article
ISSN: 2059-6014

Keywords

Article
Publication date: 1 April 2001

Julie Wolfram Cox

As part of a retrospective study of effects of organizational change on interpersonal relations, this paper discusses change talk among Australian employees of an American…

1642

Abstract

As part of a retrospective study of effects of organizational change on interpersonal relations, this paper discusses change talk among Australian employees of an American multinational manufacturing enterprise. Interviewees tended to feel pushed into change, discussing its effects in terms of the difficulties of adolescence and earlier experiences of sudden independence. Over time, what had been a simple and firm us and them division in intergroup relations between management and unions/workers had become more fluid and subtle, and perhaps more mature. Interview data are interpreted and then re‐interpreted in terms of theories of team development, nostalgia, and paternalism. It is argued that each interpretation makes differing, but complementary, assumptions about the nature of time. If developmental, progressive assumptions of organizational change are relaxed, further attention can be given to theorizing and researching subtleties in talk of the past.

Details

Journal of Organizational Change Management, vol. 14 no. 2
Type: Research Article
ISSN: 0953-4814

Keywords

Article
Publication date: 21 November 2022

Christiana Karayianni and Charis Psaltis

The article examines how the two Cypriot leaders – the Greek-Cypriot community leader Nicos Anastasiades and the Turkish-Cypriot community leader Mustafa Akinci – have used their…

Abstract

Purpose

The article examines how the two Cypriot leaders – the Greek-Cypriot community leader Nicos Anastasiades and the Turkish-Cypriot community leader Mustafa Akinci – have used their Twitter accounts during the period leading to the intensification of the Cyprus peace process between 30 April 2015 and 31 October 2016.

Design/methodology/approach

This article presents, using descriptive analysis and thematic analysis, how the two leaders have used Twitter in the negotiations' period.

Findings

The analysis shows that the leaders, during the time frame examined, developed both pro-peace discourses around the Cyprus problem and para-social and vicarious intergroup contact that contributed in what Hogg (2015) defines an intergroup relational identity that is an effective form of “bridging” leadership across communities.

Originality/value

The article argues that Twitter is a tool that, in the hands of political leaders in segregated public spheres caused by yet unresolved ethnic conflicts, can become a useful tool for constructing both a positive meaning around issues concerning the rival sides and transforming opposing social identities in the formation of an “extended sense of self that includes the collaboration partner” (Hogg, 2015, p. 191).

Peer review

The peer-review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2022-0161

Details

Online Information Review, vol. 47 no. 5
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 9 February 2015

Galia Weinberg-Kurnik, Yochay Nadan and Adital Ben Ari

This paper aims to present findings from a research project that examined the contribution of a third partner in an encounter among three groups: Palestinian/Arab–Israelis…

Abstract

Purpose

This paper aims to present findings from a research project that examined the contribution of a third partner in an encounter among three groups: Palestinian/Arab–Israelis, Jewish–Israelis and Germans. In recent decades, planned intergroup encounters have played an important role in conflict management, reconciliation and peace-building. Nearly all models use a dyadic structure, based on an encounter between two rival groups mediated by a third party.

Design/methodology/approach

The study was based on a year-long academic collaboration and two encounters between social work students from Israel and Germany (15 each). The central issues addressed were personal and collective identity; personal, familial and collective memory; and multicultural social work practice that were present in the encounter with the “other”. Participants were heterogeneous in terms of gender, ethnic background and religion, inviting exploration of personal and professional meanings. Using 15 in-depth interviews with Israeli participants, we identified and analyzed the personal and interpersonal processes occurring during these encounters.

Findings

Jewish and Arab participants positioned themselves vis-à-vis the German group in two main configurations (singular identities and multiple multifaceted identities), which alternated according to the contexts to which the larger group was exposed, and in congruence with the developmental stage of group work.

Originality/value

The findings suggest that a “third” partner can significantly contribute to an intergroup encounter by reflecting on the relationship created between rival parties to a dyad, thereby helping them deconstruct their binary “us-versus-them” relationship.

Details

International Journal of Conflict Management, vol. 26 no. 1
Type: Research Article
ISSN: 1044-4068

Keywords

Article
Publication date: 31 July 2017

Laura K. Taylor and Jeffrey R. Hanna

The purpose of this paper is to explore altruism born of suffering (ABS), a theory that explains how the experience of suffering within one’s own life may result in the motivation…

Abstract

Purpose

The purpose of this paper is to explore altruism born of suffering (ABS), a theory that explains how the experience of suffering within one’s own life may result in the motivation to help others, even outgroup members.

Design/methodology/approach

Participants were 186 emerging adults (63 per cent female, 37 per cent male; 69 per cent Protestant, 41 per cent Catholic; average age =21.3, SD=2.57 years old) in Northern Ireland, a setting of protracted intergroup conflict. Participants were randomly assigned to an in/outgroup condition, read four types of adversity that occurred to same-sex victim(s), and indicated their empathetic response and how much they would like to help the victims.

Findings

Moderated mediation analyses revealed that empathy for the victim partially mediated the impact of perceived harm on desire to help; moreover, recent negative life events strengthened the link between harm and empathy. The path between empathy and helping was stronger in the outgroup compared to the ingroup condition.

Practical implications

These findings support ABS, highlighting empathy as a key factor underlying more constructive intergroup relations in a divided society.

Originality/value

This paper extends previous research on ABS by focusing on a post-accord context. The value of the current analyses demonstrate the important role of fostering empathy to promote outgroup helping in settings of divisive group identities.

Details

Journal of Aggression, Conflict and Peace Research, vol. 10 no. 3
Type: Research Article
ISSN: 1759-6599

Keywords

Article
Publication date: 1 July 2007

Steven P. Camicia

Banks (1994) names prejudice reduction as one of five dimensions of multicultural education. Although children develop prejudicial beliefs, attitudes, and values at young ages…

209

Abstract

Banks (1994) names prejudice reduction as one of five dimensions of multicultural education. Although children develop prejudicial beliefs, attitudes, and values at young ages, research demonstrates that when multicultural knowledge and values are combined with intergroup contact, prejudice is often reduced. In this article, I connect multiple literatures in order to present an overarching picture of prejudice and its reduction in classrooms. First, I describe some negative impacts of prejudice and how prejudice develops at very young ages. Second, utilizing another of Banks’s dimensions of multicultural education, I describe the knowledge construction process as a necessary factor in prejudice reduction. Finally, intergroup contact theory and complex instruction are described as a guide for reducing prejudice in classrooms.

Details

Social Studies Research and Practice, vol. 2 no. 2
Type: Research Article
ISSN: 1933-5415

1 – 10 of 883