Equality, Diversity and Inclusion: An International Journal

Singletary Walker, Sarah; Ruggs, Enrica N.; Botsford Morgan, Whitney; W. DeGrassi, Sandra

2019 Equality, Diversity and Inclusion: An International Journal

doi: 10.1108/edi-11-2017-0250

The purpose of this paper is to examine the extent to which racioethnicity influences perceptions of inclusion (i.e. information sharing, collective efficacy, satisfaction and relationship conflict) when working in racially heterogeneous groups.Design/methodology/approachIndividuals were placed in groups in order to participate in ethical-decision making tasks.FindingsResults reveal that individuals representing varied racioethnic groups are in general satisfied working in racially heterogeneous groups. However, reports of relationship conflict and information sharing varied as a function of racioethnicity.Originality/valueThe authors discuss possible rationales for differences in how racioethnic groups perceive and experience group processes over time as well as practical implications for social psychology and diversity in teams.

Pichler, Shaun; Livingston, Beth; Yu, Andrew; Varma, Arup; Budhwar, Pawan; Shukla, Arti

2019 Equality, Diversity and Inclusion: An International Journal

doi: 10.1108/edi-03-2018-0054

The diversity literature has yet to investigate relationships between diversity and leader–member exchanges (LMX) at multiple levels of analysis. The purpose of this paper is to test a multilevel model of nationality diversity and LMX. In doing so, the authors investigate the role of surface- and deep-level diversity as related to leader–member exchange differentiation (LMXD) and relative LMX (RLMX), and hence to subordinate job performance.Design/methodology/approachThe authors test a multilevel model of diversity and LMX using multisource survey data from subordinates nesting within supervisors. The authors do so in a context where diversity in nationality is pervasive and plays a key role in LMXs, i.e., a multinational organization in Dubai. The authors tested the cross-level moderated model using MPlus.FindingsThe results suggest surface-level similarity is more important to RLMX than deep-level similarity. The relationship between surface-level similarity and RLMX is moderated by workgroup nationality diversity. When workgroups are more diverse, there is a positive relationship between dyadic nationality similarity and RLMX; when workgroups are less diverse, similarity in nationality matters less. Moreover, LMXD at the workgroup level moderates the relationship between RLMX and performance at the individual level.Originality/valueThis study is one of very few to examine both diversity and LMX at multiple levels of analysis. This is the first study to test the workgroup diversity as a cross-level moderator of the relationship between deep-level similarity and LMX. The results challenge the prevailing notion that that deep-level similarity is more strongly related to LMX than surface-level diversity.

Lindsay, Sally; Leck, Joanne; Shen, Winny; Cagliostro, Elaine; Stinson, Jennifer

2019 Equality, Diversity and Inclusion: An International Journal

doi: 10.1108/edi-05-2018-0085

Many employers lack disability confidence regarding how to include people with disabilities in the workforce, which can lead to stigma and discrimination. The purpose of this paper is to explore the concept of disability confidence from two perspectives, employers who hire people with a disability and employees with a disability.Design/methodology/approachA qualitative thematic analysis was conducted using 35 semi-structured interviews (18 employers who hire people with disabilities; 17 employees with a disability).FindingsThemes included the following categories: disability discomfort (i.e. lack of experience, stigma and discrimination); reaching beyond comfort zone (i.e. disability awareness training, business case, shared lived experiences); broadened perspectives (i.e. challenging stigma and stereotypes, minimizing bias and focusing on abilities); and disability confidence (i.e. supportive and inclusive culture and leading and modeling social change). The results highlight that disability confidence among employers is critical for enhancing the social inclusion of people with disabilities.Originality/valueThe study addresses an important gap in the literature by developing a better understanding of the concept of disability from the perspectives of employers who hire people with disabilities and also employees with a disability.

Madsen, Jean; Mabokela, Reitumetse Obakeng; Luevanos, Elisabeth A.

2019 Equality, Diversity and Inclusion: An International Journal

doi: 10.1108/edi-02-2018-0031

By 2026, students of color will make up 54 percent of the school-age population. Literature on recruiting and retaining teachers of color reveal that teachers of color are underrepresented in US schools (Castro et al., 2018). Cultural differences between teachers and students result in higher number of students of color being expelled or suspended, low graduation rates and lower numbers of students of color in advanced math, science and gifted courses. With an emphasis on retaining teachers of color the purpose of this paper is to examine how traditional school contexts play a role in teacher retention.Design/methodology/approachThis was a qualitative case study that examined white teachers’ perceptions about their interactions with African American teachers (Merriam, 1998). A case study was useful in describing the boundaries of the school and how this type of context allowed the researchers to explore intergroup differences between both groups of teachers (Hays and Singh, 2011). Nine white teachers from predominantly white schools in the USA were interviewed (Seidman, 1998). The data were analyzed using what Glaser and Strauss (1967) call a constant comparative method. This process compared the intergroup theory with teachers’ responses.FindingsFindings indicated that white teachers had little or no experience interacting with people who were racially and culturally different from them. Because of their curiosity about race, African American teachers were categorized as the “black expert.” White teachers asked them to speak with African American parents, give expertise on areas of discipline and chair multicultural events. Group boundaries developed rapidly as white teachers overwhelmed teachers of color with only their racial problems. African American teachers were forced into roles, which prevented them from contributing in other areas. Thus, African American teachers grew tired of only playing one aspect of their teaching.Research limitations/implicationsUpon entering their schools, teachers bring with them a broad array of experiences, knowledge, skills and abilities. This results in a form of assimilation where they become like-minded to their schools’ norms and values. As incoming teachers of color enter with different norms and culture, they mediate boundaries having both groups of teachers adjust to cultural differences (Madsen and Mabokela, 2013). Intergroup differences often occur due to changing demographics in schools. If teachers cannot work through these normative conflicts, it will be reflected in teacher turnover, absences, workplace disagreements and teachers of color leaving.Practical implicationsIf the focus is to recruit teachers of color, there needs to be an emphasis on preparing leaders on how to identify and address intergroup differences. As in Bell’s (2002) study and Achinstein’s (2002) research, when teachers have differences it will have influence how teachers will collaborate. Thus, teachers of color are prevented from sharing their philosophy about teaching students of color. These individuals also share the burden of being the only person who can advocate for students of color, but also serve as cultural translators for other students as well.Social implicationsFuture educators not only need to understand how to teach demographically diverse students, but it is important for them to understand how multicultural capital plays an inclusive role in getting all students to do academically well. The question becomes of how one teaches the importance of “humanistic” commitments for all children.Originality/valueBooysen (2014) believes that identity and workplace identity research only allows for integration of divergent perspectives. More study is needed to understand how do workers navigate their identity through the workplace. Workplace identity among group members results in power discrepancies and assimilation verses the preservation of micro cultural identity. Thus, both groups often have competing goals and there is a struggle for resources. Cox (1994) believes that these tensions cause group members to center on preserving of their own culture. Hence, groups are more aware of their need to protect their cultural identity which ultimately affects retention of workers.

Luanglath, Nalongded; Ali, Muhammad; Mohannak, Kavoos

2019 Equality, Diversity and Inclusion: An International Journal

doi: 10.1108/edi-04-2018-0067

Based on the significance of context, the purpose of this paper is to investigate a positive top management team (TMT) gender diversity–productivity relationship derived from the upper echelons theory, and a moderating effect of board gender diversity on the TMT gender diversity–productivity relationship derived from the relational framework.Design/methodology/approachThe hypotheses were tested in 172 organisations listed on the Australian Securities Exchange. This research uses archival data from multiple secondary sources, with a one-year time lag between the predictor and outcome.FindingsThe findings indicate a positive effect of TMT gender diversity on employee productivity and a strong positive TMT gender diversity–employee productivity relationship in organisations with a low level of board gender diversity.Originality/valueThis study provides pioneering evidence for a positive effect of TMT gender diversity on employee productivity and for a moderating effect of board gender diversity.

Flanagan, Jennifer L.; Lewis, Vance Johnson

2019 Equality, Diversity and Inclusion: An International Journal

doi: 10.1108/edi-06-2018-0101

The purpose of this paper is to gain better understanding of the attitudes toward those with tattoo(s) – by both those with and without tattoos – within the workplace. Specifically, this paper works to gain better understanding of attitudes toward those within specific employment and workplace groups.Design/methodology/approachThis study utilized a self-administered Likert scaled original survey through a combined random and snowball sampling method. Results were analyzed using quantitative statistical analysis based on responses to attitudinal questions and demographic factors.FindingsThe results of this study indicate that negative attitudes toward tattoos are diminishing, and that there is an ever shrinking gap in negative attitudes between those with and those without tattoos.Research limitations/implicationsWhile intended to be an exploratory exercise, this study may have been limited by the participant base. Even with a high number of responses, the random and snowball sampling of the participants may have resulted in clusters of data which may not be transferable across the population. Future studies should seek more closed collection of the data within specific organizations or controlled participant groups.Originality/valueThis study makes a new contribution to the literature as it is one of the first studies to specifically ask those with tattoos how they feel about others with tattoos. It is also one of the first academic articles, rather than journalistic, which explores attitudes toward tattoos within specific organizations.

Hatton, Jean; Monro, Surya

2019 Equality, Diversity and Inclusion: An International Journal

doi: 10.1108/edi-11-2017-0262

The purpose of this paper is to demonstrate the relevance of intersectional theory (Crenshaw, 1989; Winker and Degele, 2011) in understanding how youth workers name themselves in their everyday lives. An intersectional approach will assist youth workers in developing a clear understanding of their own self as they work with young people from diverse and challenging backgrounds.Design/methodology/approachThis research takes a qualitative approach, using in-depth interviews with cisgendered, female lesbian, gay and bisexual respondents of different social class, religion, ethnicity and age about their everyday experiences.FindingsIntracategorical and anticategorical intersectional approaches (McCall, 2005) were used to assist in understanding how these professionals chose to name themselves in their personal and working lives.Originality/valueThe youth work literature, although focussed on the importance of issues of diversity, has not engaged with the ideas of intersectionality. The focus on intersections of sexuality, as well as social class, religion, ethnicity and age, fills another gap in the literature where less attention has been paid to the “category” of sexuality (Richardson and Monro, 2012; Wright, 2016b). These findings will be useful for youth workers and for practitioners and their trainers from a range of professional backgrounds such as therapists, social workers, teachers and health care practitioners.