Institute for Inclusiveness and Diversity in Organizations

A World-Class Institute Engaged in Innovative Research on Diversity and Inclusiveness in Organizations

Institute Activities

  • Research projects with businesses for mutual benefit
  • A database for businesses to benchmark diversity issues
  • A community of scholars affiliated with the institute
  • Working paper series
  • Resource data bank (e.g., books, videos, online information) regarding diversity issues

Guiding Principles

  1. We believe that diversity is not a problem to be managed; rather it is an opportunity to be created.

  2. We believe that only by learning how to bring together people of diverse backgrounds can organizations be equipped to fully address present and future challenges and opportunities.

  3. By engaging in high quality and innovative research, we create a knowledge base that contributes to a new understanding of work force diversity and inclusiveness.

  4. By building a diverse research community, we have the intellectual and human capital to investigate diversity through multiple perspectives.

  5. Through developing research relationships with forward-thinking organizations who embrace the value of diversity, we create opportunities for individuals, groups, and organizations to experience and benefit from a more harmonious and inclusive society.

Our Mission

The Institute for Inclusiveness & Diversity in Organizations (IIDO) is guided by a fundamental commitment to conducting innovative research that enhances understanding of diversity in organizations. We view diversity in broad terms, incorporating but not limited to age, sex, racio-ethnicity, disability, sexual orientation, culture, nationality, background, and experiences. Through partnering with the business community, we seek to provide solid, relevant, and timely research and information regarding diversity in the workplace. Such efforts are designed to facilitate a greater appreciation for the variety of people in work organizations, and their contributions to organizational effectiveness.

The sponsorship function of mentoring has vast potential to increase career advancement for African American proteg´ es in cross-race ment ´ oring relationships but is not well understood. We conceptualize the processes, practices, and challenges involved in cross-race sponsorship of African American proteges through an identity perspective. We provide a theory regarding how identity processes are involved at different stages of cross-race sponsorship involving African American proteges, as well as for their mentors, by drawing on identity, diversity, and mentoring research. This work is suggestive of opportunities for improvement in the sponsorship function of mentoring in order to increase career advancement for African American proteg´ es and provides theoretical con- ´ tributions to research on identity, diversity, and career advancement.

Research on inclusion and exclusion at work has grown in recent years, but for the most part has been treated as separate domains. In this paper, we integrate these literatures to build greater understanding of leader inclusion and leader exclusion. Leaders play a critical role in determining group member experiences of inclusion and exclusion through direct treatment of employees, and by serving as a role model (Bandura, 1977). According to social identity theory, when the leader is rewarded by the organization, this signifies that the leader is a prototypical organizational member who exemplifies the set of norms and behaviors most consistent with the organizational ideal (Hogg & van Knippenberg, 2003). We argue that through both social learning and social identity mechanisms, the leader can encourage inclusionary and exclusionary behavior in their work group. We first examine leader inclusion and present the types of behaviors that will aid increating inclusive team member experiences. By exhibiting these behaviors, a leader can be a role model, an advocate and an ally for building work group inclusion. Next, we present the negative roles of ostracizer and bystander adopted by leaders that indicate support for behaving in an exclusionary manner, which can lead to exclusion among coworkers. We then describe leader remedies for social exclusion. Finally, we discuss the implications of our model and directions for future research.

This study examines issue selling (an early component of the change process in which higher-level managers are influenced to pay attention to issues). Building on the conservation of resources model, social contextual factors (role models for issue selling and inclusion in decision making) are proposed to explain when and how issue selling occurs during the early stages of change. This research breaks new ground by examining issue selling behavior (as observed by supervisors) in conjunction with willingness to issue sell. Results based on a sample of 191 employee–supervisor dyads suggest that role models positively contributed to willingness to issue sell, which was positively related to issue selling when individuals perceived that they were involved in decision making. To increase the likelihood that employees will engage in issue selling to facilitate change, managers should provide exposure to issue selling role models and should increase employees’ perceived inclusion in decision making.

The positive effects of cultural intelligence (CQ) and perceived inclusion in culturally diverse contexts are well-documented, but the relationship between these constructs has not been explored despite them sharing common themes. We examine the relationships between individual-level CQ, perceived inclusion, and perceived cultural diversity in a sample of 925 individuals working in culturally diverse groups. Our results showed that individuals' CQ predicts their perceived inclusion in workgroups. Moreover, individuals' perceived inclusion in workgroups is related to further CQ development in these individuals, and this relationship is stronger when individuals perceive greater cultural diversity in their workgroups. These findings extend research on factors contributing to individual differences in CQ and perceived inclusion in workgroups. We discuss implications for enhancing perceived inclusion and CQ in culturally diverse workgroups.

Research on leader inclusion has continued to proliferate. However, most of the research has not focused on the importance of leader inclusion for employees with marginalized social identities. Based on Shore, Randel, Chung, Dean, Ehrhart, and Singh’s (2011) model of work group inclusion consisting of fulfillment of needs for belongingness and value in uniqueness, we describe four different leadership orientations including leader inclusion, exclusion, assimilation, and differentiation. Three psychological mechanisms that result when employees feel included by the leader are discussed, consisting of psychological safety, psychological empowerment, and work group identification. While leader inclusion has been shown to be beneficial to employees generally, this article provides increased attention to the particular importance of leader inclusion for employees who are members of marginalized social identity groups.

This research investigated the effects of supervisors' and subordinates' genders on self- and supervisor ratings in an organizational setting. Participants were assemblers, 35 men and 35 women, and their supervisors, 16 men and 19 women. Results showed that subordinates' self-ratings were higher than their supervisors' ratings of them and that gender did not affect the relationship between self- and supervisory ratings. In prior research involving novel situations in laboratory settings, women provided lower self-ratings and higher ratings of others than men. The present study showed no gender differences in ratings on familiar tasks in a real work setting in which performance feedback was available.

  • Shore, L. M., & Bleicken, L. M. (1991). Effects of supervisor age and subordinate age on rating congruence. Human Relations, 44, 1093-1105.

Although increasing numbers of older employees are in the workforce, little research has focused on the relationship between age and both self- and supervisory performance ratings. Therefore, the purpose of the present study was to examine the effects of supervisor and subordinate age on the level of agreement between self- and supervisory ratings. The sample consisted of 35 male and 35 female assemblers and their supervisors. Results across dimensions did not show consistent effects for any of the independent variables. The results suggest that age bias may not apply exclusivenly to older workers and may only be associated with selected performance dimensions.

  • Cleveland, J. N. & Shore, L. M. (1992). Self- and supervisory perspectives on age and work attitudes and performance. Journal of Applied Psychology, 77, 469-484.

Person- and context-oriented definitions of age were used to predict three sets of work outcomes: work attitudes, performance ratings, and reports of developmental practices. The five age measures included employee chronological age, employee subjective age (i.e., self-perceptions of age), and social age (i.e., others' perceptions of age), as well as self- and supervisors' perceptions of the employee's relative age (i.e., compared with the employee's work group). The study assessed (a) the relationships among the age measures, (b) the additive relationships among the age measures that predicted work outcomes, and (c) the interactive relationships among the age measures that predicted work outcomes. Each prediction received some support except for (b). Furthermore, many of the age-work-outcome relationships were replicated in the managerial sample. Implications for the use of alternative age measures are discussed.

  • Taylor, M. A., & Shore, L. M. (1995). Predicting retirement age: Personal, psychological, and organizational factors. Psychology and Aging, 10, 76-83.

Given the aging workforce, understanding the retirement process is an area of increasing interest to organizations. T.A. Beehr's (1986) model of retirement behavior was used in this study as a basis for selecting personal, psychological, and organizational predictors of subsequent planned retirement age. In addition, potential differences in predictors of the planned retirement age of retirement-eligible and retirement-ineligible respondents were explored. Two hundred sixty-four respondents working for a large multinational firm completed 2 surveys on their attitudes toward work and retirement. Results showed that chronological age, employee health, and self-perceptions of the ability to adjust to retirement predicted subsequent planned retirement age. Interactions of the predictors with retirement eligibility are reported along with implications for retirement-planning programs.

  • Cleveland, J. N., Shore, L. M., & Murphy, K. R. (1997). Person- and context-oriented perceptual age measures: Additional evidence of distinctiveness and usefulness. Journal of Organizational Behavior, 18, 239-251.

Cleveland and Shore (1992) suggested that four perceptual age measures could be grouped into person-oriented and context-oriented factors. This study examined longitudinal data from their same sample, and tested three propositions related to the distinctiveness and usefulness of the age measures. Confirmatory factor analyses showed that the factor structure proposed by Cleveland and Shore was invariant over time, and that new multi-item scales measuring two types of age loaded on appropriate factors. As hypothesized, context-oriented measures showed less temporal stability than person-oriented measures, and the temporal relationships among person-oriented measures were more easily explained in terms of a strict simplex structure than was the case for context-oriented measures. Perceptual age measures accounted for variance in self-ratings and managers' ratings of employee health, self-ratings of retirement intentions, and managers' ratings of promotability not accounted for by chronological age.

  • Riordan, C. M., & Shore L. M. (1997). Demographic diversity and employee attitudes: An empirical examination of relational demography within work units. Journal of Applied Psychology, 82, 342-358.

In this study the authors examined the effects of an individual's similarity to the demographic composition of the workgroup on individual-level attitudes with 98 workgroups from a life insurance company. Results indicated that similarity in race-ethnicity affected individuals' attitudes toward their work group, as well as perceptions of advancement opportunities. Nonsignificant results were found for both similarity in gender and tenure. These findings suggest that demographic variables may have differing complexities in their effects on employee attitudes within work units.

  • Goldstein, H., Yusko, K., Braverman, E.P., Smith, D.B., & Chung, B. (1998). The role of cognitive ability in the subgroup differences and the incremental validity of assessment center exercises. Personnel Psychology, 51(2), pp. 357-374.

This study investigates the degree to which subgroup (Black-White) mean differences on various assessment center exercises (e.g., in-basket, role play) may be a function of the type of exercises employed; and furthermore, begins to explore why these different types of exercises result in subgroup differences. The sample consisted of 633 participants who completed a managerial assessment center that evaluated them on 14 ability dimensions across 7 different types of assessment exercises. In addition, each participant completed a cognitive ability measure. The results suggest that subgroup differences varied by type of assessment exercise; and furthermore that the subgroup difference appeared to be a function of the cognitive component of the exercise. Lastly, preliminary support is found that the validity of some of the assessment center exercises in predicting supervisor ratings of job performance is based, in part, on their cognitive component; however, evidence of incremental validity does exist.

  • Shore, L. M., Cleveland, J. N., & Goldberg, C. B. (2003). Work attitudes and decisions as a function of manager age and employee age. Journal of Applied Psychology, 88, 529–537.

Research has shown the importance of employee age relative to coworker age in determining attitudes, performance, and career-related opportunities. The authors used chronological age and subjective measures of employee and manager age to determine whether employee age relative to the manager has an impact on these same outcome variables. One hundred eighty-five managers and 290 employees completed surveys. The strongest and most consistent age effects were observed for interactions between employee and manager chronological age. Both the magnitude and pattern of the employee-manager age interactions varied by self- and manager-rated outcomes measures of work attitudes, performance and promotability assessments, and developmental experiences. Results are discussed in light of the relational demography and career timetables literatures.

  • Dionne, S.D., Randel, A.E., Jaussi, K.S., & Chun, J. (2004). Diversity and demography in organizations: A levels of analysis review of the literature. In Yammarino, F.J. & Dansereau, F. (Eds.), Research in Multi-Level Issues, 3: 181-229.

The purpose of this chapter is to present a comprehensive and qualitative review of how levels of analysis issues have been addressed in the diversity and demography literature. More than 180 conceptual and empirical publications (i.e., book chapters and journals articles) in this field are reviewed and coded regarding specific incorporation of levels of analysis in theory and hypothesis formulation, representation of levels of analysis in measurement of constructs and variables, appropriateness of data analytic techniques given the explicit or implied levels of analysis, and alignment between levels of analysis in theory and data in regard to drawing inferences and conclusions. Although the diversity and demography literature continues to grow, in general, levels of analysis issues are rarely considered. Only a few reviewed studies addressed levels of analysis issues in theory development, and no reviewed studies employed any appropriate multilevel data analytic techniques. Implications for future research are discussed and recommendations for incorporating levels of analysis into diversity and demography research are provided.

  • Pearce, J.L. and Randel, A.E. (2004). Expectations of organizational mobility, social inclusion and employee job performance: The costs of employability. Journal of Organizational Behavior, 25(1): 81-98.

Two new concepts, employees' Expectations of Organizational Mobility (EOM) and Workplace Social Inclusion (WSI) were developed in part from the burgeoning literature on social capital. Two independent tests of the hypotheses in two different organizations found that the greater employees' expectations of organizational mobility, the lower their workplace social inclusion which in turn was associated with lower employee job performance ratings. Further, the mediating role of workplace social inclusion was confirmed. Our findings support the arguments of those who have warned that employees' expectations for organizational mobility, and implicitly the human resources philosophy of "employability" that encourages such expectations, is associated with comparatively worse individual job performance via lower levels of employee workplace social inclusion. The value of these concepts for current employability debates, for the use of subjective supervisory judgments in performance appraisal ratings and for researchers interested in organization-based communal social capital is discussed.

  • Shore, L.M., & Goldberg, C. B. Age discrimination in the work place. (2004). In R.L. Dipboye and A. Colella (Eds.) The Psychological and Organizational Bases of Discrimination at Work. Frontier Series, Society for Industrial and Organizational Psychology.

In this chapter, we first discuss alternative causes of age discrimination, including stereotyping, relational demography, career timetables, and prototype matching. Second, we present a model of age discrimination. Third, we present summaries of the research on the effects of age discrimination on organizational entry, experiences in organizations, and organizational exit. Finally, we suggest an agenda for future research.

  • Chung-Herrera, B., & Lankau, M. J. (2005). Are we there yet? An assessment of fit between stereotypes of minority managers and the successful manager prototype. Journal of Applied Social Psychology, 35, 2029-2056.

Caucasian managers from the hospitality industry used a managerial attribute inventory to rate one of five target groups: successful manager, Caucasian American manager, African American manager, Asian American manager, and Hispanic American manager. The results revealed higher correspondence between ratings of Caucasian and Asian American managers and the successful manager prototype than between prototype characteristics and the reported stereotypes of African American and Hispanic American managers. Comparisons between male and female respondents were also made; their reported perceptions were found to be similar.

  • Cleveland, J. N., & Shore, L. M. (2007). Work and employment. In J. Birren (Ed.) Encyclopedia of Gerontology, pp. 683-693. Amsterdam, the Netherlands: Elsevier.

Research on age and employment shows that age affects many work processes. Yet many studies of the same work process (e.g., hiring, performance evaluation) show inconsistent results. This may be largely due to the influence of the work context and age stereotypes. Contextual variables such as age composition of departments or applicant pools, occupations, and jobs all appear to influence decision about older workers. Furthermore, age stereotypes of workers and of tasks may serve to limit older workers' career opportunities and may encourage early retirement programs and other forms of downsizing that can adversely affect older workers. More systematic research is needed to better understand how the work context and age stereotypes affect older workers.

  • Randel, A.E. and Ranft, A.L. (2007). Motivations to maintain social ties with coworkers: The moderating role of turnover intentions on information exchange. Group & Organization Management, 32(2): 208-232.

This study examines the relationships among an individual's motivations to maintain social ties with coworkers, information exchange with others outside the firm, and turnover intentions. We considered both relationship motivation to maintain friendships at work and job facilitation motivation to maintain workplace relationships that facilitate an individual's job performance. Results suggest that both types of motivation are related to workplace social inclusion, a concept that has been based in part on the social capital literature. We also find that individuals with job facilitation motivation for maintaining social ties with coworkers engage in more inter-organizational information exchange than those with relationship motivation. When individuals have turnover intentions, the relationship between job facilitation motivation and inter-organizational information exchange is stronger.

  • Dean, M. A., Roth, P. L., & Bobko, P. (2008). Ethnic and gender group differences in assessment center ratings: A meta-analysis. Journal of Applied Psychology, 93, 685-691.

Assessment centers are widely believed to have relatively small standardized subgroup differences (d). However, no meta-analytic review to date has examined ds for assessment centers. The authors conducted a meta-analysis of available data and found an overall Black–White d of 0.52, an overall Hispanic–White d of 0.28, and an overall male–female d of _0.19. Consistent with our expectations, results suggest that Black–White ds in assessment center data may be larger than was previously thought. Hispanic–White comparisons were smaller than were Black–White comparisons. Females, on average, scored higher than did males in assessment centers. As such, assessment centers may be associated with more adverse impact against Blacks than is portrayed in the literature, but the predictor may have less adverse impact and be more "diversity friendly" for Hispanics and females.

  • Ehrhart, K. H., Roesch, S. C., Ehrhart, M. G., & Kilian, B. (2008). A test of the factor structure equivalence of the 50-item IPIP Five-Factor Model measure across gender and ethnic groups. Journal of Personality Assessment, 90, 507-516.

Personality is frequently assessed in research and applied settings, in part due to evidence that scores on measures of the Five-factor model (FFM) of personality show predictive validity for a variety of outcomes. Although researchers are increasingly using the International Personality Item Pool (IPIP; Goldberg, 1999; International Personality Item Pool, 2007b) FFM measures, investigations of the psychometric properties of these measures are unfortunately sparse. The purpose of this study was to examine the factor structure equivalence of the 50-item IPIP FFM measure across gender and ethnic groups (i.e., Whites, Latinos, Asian Americans) using multigroup confirmatory factor analysis. Results from a sample of 1,727 college students generally support the invariance of the factor structure across groups, although there was some evidence of differences across gender and ethnic groups for model parameters. We discuss these findings and their implications.

  • Randel, A.E. and Jaussi, K.S. (2008). Gender personal and social identity, sex dissimilarity, relationship conflict, and asymmetrical effects. Small Group Research, 39(4): 468-491.

Research on the linkage between sex diversity and relationship conflict has yielded inconsistent findings. In efforts to address this inconsistency and to better understand what contributes to group member perceptions of relationship conflict, interrelationships among sex dissimilarity, gender identity, and relationship conflict were examined utilizing theoretical frameworks from the literatures on identity, status, sex diversity, and asymmetrical effects. We found that gender social identity moderated the effects of sex dissimilarity on relationship conflict such that in the presence of a strong gender social identity, sex dissimilarity increased perceptions of relationship conflict. This effect was stronger for men than for women, such that men with strong gender social identities in groups in which they are sex dissimilar had greater perceptions of relationship conflict. In addition, a significant three-way interaction was found, in which sex dissimilar individuals with strong gender social and personal identities perceived a particularly high level of relationship conflict.

  • Taylor, M. A., Goldberg, C., Shore, L.M., & Lipka, P. (2008). The effects of retirement expectations and social support on post-retirement adjustment: A longitudinal analysis. Journal of Managerial Psychology, 23, 458-470.

The aim of this study is to examine the shifting effects of retirement expectations and social support on adjustment three and a half and 10 months post-retirement. For the purpose of this study, the authors used a survey methodology. Expectations regarding retirement and social support were used to predict three facets of satisfaction post-retirement; life satisfaction, retirement satisfaction, and social satisfaction. Results suggested that expectations consistently and significantly predicted satisfaction early and later in retirements. Social support was only a significant antecedent of retirement satisfaction at time 2, and had a non-significant relationship to social and life satisfaction in retirement. Results support the view that retirement expectations have a strong influence on retirement, life, and social satisfaction in the first year of an individual's retirement.

  • Chung-Herrera, B., Ehrhart, K.H., Ehrhart, M., Solamon, J. & Kilian, B. (2009). Do test preparation and strategies reduce the black-white performance gap? Journal of Management, 35, 1207-1227.

Using a field sample, we examined the extent to which race is related to test preparation and whether test preparation is related to test performance. Indeed, we found that African Americans reported more self-initiated test preparation than Caucasians and that tutorial attendance and self-initiated test preparation were related to test performance. Moreover, we found that only self-initiated test preparation mediated the race-performance relationship. Last, the hypothesis that the Matthew Effect (defined as the amplification of any initial advantage that leads to cumulative effects) would hold in an employment setting was not supported. The implications of test preparation are discussed.

  • Lankau, M. J., & Chung-Herrera, B. (2009). A comparison of American and international prototypes of successful managers. Journal of Leadership Studies, 3(1), 7-18.

In this study, similarities and differences between prototypes of successful managers were examined across four different cultural groups: Americans, Europeans, Asians, and Latin Americans. Managers from the hospitality industry (N = 366) used an 84-item attribute inventory to rate a successful middle manager. In addition, Americans' stereotypes of ethnic managers were compared with prototypes held by managers from those ethnic cultures. Specifically, American managers' perceptions of Asian and Hispanic managers were compared against Asian and Hispanic/Latin American managers' prototypes. A high level of correspondence in prototype characteristics was found across the four cultural groups. In addition, American-defined ethnic manager stereotypes also contained similar profiles to cultural prototypes. However, important differences were also detected on many managerial characteristics. Implications of the findings for cross-cultural congruence and areas for future research are discussed.

  • Randel, A.E. and Earley, P.C. (2009). Organizational culture and similarity among team members' salience of multiple diversity characteristics. Journal of Applied Social Psychology, 39(4): 804-833.

Research often has focused on the presence of individuals' demographic differences rather than the perception of such differences. We examined how organizational culture relates to similarity among individuals' salience of their team members' diversity characteristics. Moreover, we introduced a new approach to studying multiple diversity characteristics simultaneously. Team members who perceive their organizational culture as emphasizing respect for people were found to be unlikely to hold convergent views of their team members' demographics. Also, high performing team members were found to view the salience of demographic characteristics similarly to other team members. Our findings suggest that an organizational culture emphasizing respect for people may be associated with unexpected barriers among team members that pose a threat to effective team functioning.

  • Chung-Herrera, B, Gonzales, G., & Hoffman, D. K. (2010). When Demographic Differences Exist: An Analysis Of Service Failure And Recovery Among Diverse Participants The Journal of Services Marketing, 24, 128-141.

To explore whether demographic differences between diverse customers and service providers impact service failure and recovery perceptions. The critical incidents technique was used to gather data on service failures and recovery. Chi-square test of independence and analysis of variance was used to test the hypotheses. Results from the main study provide little support to the notion that different service failure types or service recovery efforts are being applied when demographic differences exist. However, a post-hoc analysis focusing on respondents who felt that their demographic differences had impacted their encounter revealed that ethnic differences impacted service failure and recovery perceptions the most.

  • Chung-Herrera, B., Ehrhart, M., Ehrhart, K.H., Hattrup, K., & Solamon, J. (2010). Stereotype threat, state anxiety, and specific self-efficacy as predictors of promotion exam performance. Group and Organization Management, 35, 77-107.

This field study examined perceived stereotype threat in a promotion context using a written job knowledge test. We hypothesized that race and ethnic identity would predict perceptions of stereotype threat, and that the effect of stereotype threat on test performance would be mediated by state anxiety and specific self-efficacy in a specified sequential order. Using structural equation modeling analyses of data from two public safety departments in a metropolitan city indicated support for this model. However, the stereotype threat effect was small, which may be due to the use of a job knowledge test, a promotion sample, or the composition of the applicant pool. Noteworthy contributions include the use of a self-report measure of stereotype threat, inclusion of two mediator variables in a theory-based sequence, and a test of the stereotype threat effect in an actual employment context.

  • Sy, T., Shore, L. M., Strauss, J., Shore, T.H., Tram, S. Whiteley, P., & Ikeda-Muromachi, K. (2010). Leadership perceptions as a function of race-occupation fit: The case of Asian Americans. Journal of Applied Psychology, 95, 902-919.

On the basis of the connectionist model of leadership (COMOL), we examined perceptions of leadership as a function of the contextual factors of race (Asian-American, AA; Caucasian-American, CA) and occupation (engineering, sales) in three experiments (one student sample and two industry samples). Race and occupation exhibited differential effects for within and between race comparisons. Regarding within race comparisons, leadership perceptions of AAs were higher when race-occupation was a good fit (engineer position) than when race-occupation was a poor fit (sales position) for the two industry samples. Regarding between race comparisons, leadership perceptions of AAs were low relative to CAs. Additionally, when race-occupation was a good fit for AAs, they were evaluated higher on perceptions of technical competence than CAs whereas they were evaluated lower when race-occupation was a poor fit. Furthermore, our results demonstrated that race affects leadership perceptions via the activation of prototypic leadership attributes (i.e., implicit leadership theories). Implications for the findings are discussed in terms of the COMOL and leadership opportunities for Asian Americans.

  • Chung, B., Dean, M., & Ehrhart, K. (In Press). Inclusion values, practices, and intellectual capital predicting organizational outcomes. Accepted for publication at Personnel Review.

The sponsorship function of mentoring has vast potential to increase career advancement for African American proteg´ es in cross-race ment ´ oring relationships but is not well understood. We conceptualize the processes, practices, and challenges involved in cross-race sponsorship of African American proteges through an identity perspective. We provide a theory regarding how identity processes are involved at different stages of cross-race sponsorship involving African American proteges, as well as for their mentors, by drawing on identity, diversity, and mentoring research. This work is suggestive of opportunities for improvement in the sponsorship function of mentoring in order to increase career advancement for African American proteg´ es and provides theoretical con- ´ tributions to research on identity, diversity, and career advancement.

  • Randel, A.E., Galvin, B.M., & Gibson, C.B., & Batts, S.I. (2020).  Increasing career advancement opportunities through sponsorship: An identity-based model with illustrative application to cross-race mentorship of African Americans. Group & Organization Management.

Research on inclusion and exclusion at work has grown in recent years, but for the most part has been treated as separate domains. In this paper, we integrate these literatures to build greater understanding of leader inclusion and leader exclusion. Leaders play a critical role in determining group member experiences of inclusion and exclusion through direct treatment of employees, and by serving as a role model (Bandura, 1977). According to social identity theory, when the leader is rewarded by the organization, this signifies that the leader is a prototypical organizational member who exemplifies the set of norms and behaviors most consistent with the organizational ideal (Hogg & van Knippenberg, 2003). We argue that through both social learning and social identity mechanisms, the leader can encourage inclusionary and exclusionary behavior in their work group. We first examine leader inclusion and present the types of behaviors that will aid increating inclusive team member experiences. By exhibiting these behaviors, a leader can be a role model, an advocate and an ally for building work group inclusion. Next, we present the negative roles of ostracizer and bystander adopted by leaders that indicate support for behaving in an exclusionary manner, which can lead to exclusion among coworkers. We then describe leader remedies for social exclusion. Finally, we discuss the implications of our model and directions for future research.

  • Shore, L., & Chung, B. (In press). Enhancing leader inclusion while preventing social exclusion in the work group. Human Resource Management Review.

This study examines issue selling (an early component of the change process in which higher-level managers are influenced to pay attention to issues). Building on the conservation of resources model, social contextual factors (role models for issue selling and inclusion in decision making) are proposed to explain when and how issue selling occurs during the early stages of change. This research breaks new ground by examining issue selling behavior (as observed by supervisors) in conjunction with willingness to issue sell. Results based on a sample of 191 employee–supervisor dyads suggest that role models positively contributed to willingness to issue sell, which was positively related to issue selling when individuals perceived that they were involved in decision making. To increase the likelihood that employees will engage in issue selling to facilitate change, managers should provide exposure to issue selling role models and should increase employees’ perceived inclusion in decision making.

  • Randel, A.E., Jaussi, K.S., & Wu, A. (2019). Observed issue selling: The effects of role models, willingness to issue sell, and inclusion in decision making. The Journal of Applied Behavioral Science.

The positive effects of cultural intelligence (CQ) and perceived inclusion in culturally diverse contexts are well-documented, but the relationship between these constructs has not been explored despite them sharing common themes. We examine the relationships between individual-level CQ, perceived inclusion, and perceived cultural diversity in a sample of 925 individuals working in culturally diverse groups. Our results showed that individuals' CQ predicts their perceived inclusion in workgroups. Moreover, individuals' perceived inclusion in workgroups is related to further CQ development in these individuals, and this relationship is stronger when individuals perceive greater cultural diversity in their workgroups. These findings extend research on factors contributing to individual differences in CQ and perceived inclusion in workgroups. We discuss implications for enhancing perceived inclusion and CQ in culturally diverse workgroups.

  • Alexandra, V., Ehrhart, K.H., & Randel, A.E. (2021). Cultural intelligence, perceived inclusion, and cultural diversity in workgroups. Personality and Individual Differences.

Research on leader inclusion has continued to proliferate. However, most of the research has not focused on the importance of leader inclusion for employees with marginalized social identities. Based on Shore, Randel, Chung, Dean, Ehrhart, and Singh’s (2011) model of work group inclusion consisting of fulfillment of needs for belongingness and value in uniqueness, we describe four different leadership orientations including leader inclusion, exclusion, assimilation, and differentiation. Three psychological mechanisms that result when employees feel included by the leader are discussed, consisting of psychological safety, psychological empowerment, and work group identification. While leader inclusion has been shown to be beneficial to employees generally, this article provides increased attention to the particular importance of leader inclusion for employees who are members of marginalized social identity groups.

  • Shore, L., & Chung, B. (2021). Inclusive leadership: How leaders sustain or discourage work group inclusion. Group and Organization Management.

We engage in partnerships with the business community to provide solid, relevant, and timely research and information regarding diversity trends in a single company and/or across companies. To this end, we seek corporate partners to contribute to our database for benchmarking diversity issues.

Corporate partner benefits:

  • Opportunity to interact with knowledgeable faculty for applied research
  • Access to our online papers
  • Access to outstanding students who will be trained to do applied research as well as have a depth of knowledge on diversity and inclusiveness
  • Opportunity to receive a feedback report if engaged in one of our research projects

For more information, please contact:

Beth Chung, Ph.D.
Professor of Management
Phone: (619) 594-2699
Email: [email protected]

Mailing Address
SDSU College of Business
Department of Management
5500 Campanile Drive
San Diego, CA 92182-8238

Fax: (619) 594-3272

Center for Advancement of Research Methods and Analysis (CARMA)

The CARMA Consortium Webcast Program is established to provide university faculty, graduate students, and other researchers with advanced training in research methods and data analysis. To participate in this training, a university becomes a member of the CARMA Consortium Webcast Program. The College of Business has paid for a 6-month subscription to CARMA. Access to the CARMA Video Library begins at the time of registration and ends on September 1st, 2011. Registered CARMA users from 2010-2011 CARMA Consortium Webcast Program member organizations will receive a 50% discount for 2010 CARMA Short Courses.

For a university that is a member of the 2010-2011 CARMA Consortium Webcast Program, all faculty and students are eligible to view, as a group, a series of ten lectures per program year by nationally recognized methodologists. Each lecture is delivered live (with video and audio) over the internet. These lectures are targeted for an advanced doctoral student level and will typically include an introduction to the topic as well as a consideration of current technical issues. Emphasis is placed on the application of the research method technique. Prior to each lecture, background readings, references, and powerpoint slides for the presentation will be available on the CARMA website.

It is expected that the webcasts will typically be viewed by the group of faculty and students from a classroom or computer lab with an internet connection and a projection device for a large screen. The webcast will be streamed using RealPlayer (from Real Media). This software is available at the CARMA website (a link to software publisher's website). During the webcast viewers are welcome to submit questions by email. Presenters will respond to these questions as part of the webcast at the end of their formal lecture (all questions are read without mentioning the sender's name).

Each participating university will be allowed only one access point for each live webcast, but there is no limit as to how many faculty and/or students may view the webcast from the classroom with the access point. Faculty and students from different academic units on campus (e.g. business and psychology) are free to attend the webcast presentation in that same classroom. Recorded versions of the lectures will also be posted on the CARMA Video Library within two weeks after each lecture is given. Faculty and students from Consortium universities will have individual access to these recorded versions at any time from any machine, as long as they are registered CARMA Website Users and they use an email address provided by the organization. For example, if a person is a Wayne State University student, he/she must first register as a CARMA Website User using their WSU email address (which always ends with wayne.edu).

Finally, in addition to having access to the live and recorded versions of the ten lectures mentioned above, universities participating in the Consortium Webcast Program will also have access to the CARMA Video Library, which now includes 62 recorded versions of additional webcast lectures originally presented at CARMA during previous Consortium Program years.

In order to have access to CARMA, you will need to go to the website which is http://cba.unl.edu/outreach/carma. There you can register using an SDSU email address. Once you register you will have access to all the webcasts including those in the library. If you have difficulty in becoming a member contact Beth Chung at [email protected].

Board of Scholarly Advisors

    Research Affiliates

    Distinguished scholars who have expertise in diversity, inclusion, research methods, and related areas, and serve as advisors to IIDO researchers on diversity and inclusion research and funding efforts.

    Dean's Research Professor
    Professor of Organizational Behavior and Human Resources
    Founding Director of the Institute for Global Organizational Effectiveness
    Kelley School of Business
    Indiana University

    Professor of Human Resource Management
    University of Texas at Arlington (Myrtle P. Bell's curriculum vitae)

    Professor of Industrial/Organizational Psychology
    Colorado State University (Jeanette N. Cleveland's curriculum vitae)

    Distinguished Professor of Human Resource Management
    School of Management and Labor Relations
    Rutgers University (Susan E. Jackson's curriculum vitae)

    Basil S. Turner Professor of Management
    Research Director, Susan Bulkeley Butler Center for Leadership Excellence
    Associate Director, Work Family Health Network Center for Work-Family Stress Safety & Health
    Krannert School of Management
    Purdue University (Ellen Ernst Kossek's curriculum vitae)

    Hughes M. Blake Endowed Professor of Management
    Associate Dean for Academic and Faculty Affairs
    University of Washington (Tom Lee's curriculum vitae)

    Lenore Stein-Wood and William S. Wood Professor in Social Work and Business in a Global Society
    University of Southern California

    Assistant Professor of Human Resource Studies and International and Comparative Labor
    Industrial and Labor Relations School
    Cornell University (Lisa Hisae Nishii's curriculum vitae)

    Professor of Management
    Villanova University (Quinetta Roberson's curriculum vitae)

    Associate Professor of Human Resource Management
    School of Human Resources & Labor Relations
    Michigan State University (Mark Roehling's curriculum vitae)

    Professor of Management
    Associate Dean for Undergraduate Programs
    Western Michigan University (Christina Stamper's curriculum vitae)

    Institute Scholars

      Associate Professor, Ph.D., Auburn University

      Chung Headshot

      Ph.D., University of Maryland (Download Beth Chung's Vita)
      Beth Chung is a Professor of Management. She is currently the Director for the Institute on Inclusiveness and Diversity in Organizations (IIDO) and past research director for the Sycuan Institute on Tribal Gaming. She has taught a variety of courses including Organizational Behavior, Leadership and Group Process, Human Resource Management, Managing Organizations and Human Resources, and Industrial and Organizational Psychology. Her areas of research expertise include inclusion and diversity in organizations, subgroup differences, leadership prototypes and competencies, and services management, (service climate and the interface between employees and customers). She has published in various outlets such as: Personnel Psychology, Journal of Management, Journal of Organizational Behavior, Group and Organization Management, Organizational Dynamics, Journal of Applied Social Psychology, Human Resource Management Review, Journal of Services Management, Cornell Hotel and Restaurant Administration Quarterly, Current Directions in Psychological Science, among others.

      Prior to joining the faculty at SDSU, she was an assistant professor at Cornell University and a consultant for Personnel Decisions International. Dr. Chung has taught executive education around the world for organizations such as Sun International, ACCOR North American, and the U.S. State Department, and has provided consulting to a number of organizations such as USPS, CSX, and GEICO, in the areas of human resource management, executive assessment, expert witness testimony, and 360-degree feedback. She has chaired a number of committees for the Society of Industrial and Organizational Psychology including the Committee on Ethnic Minority Affairs (which she also co-founded) and the Membership Committee. She is currently serving on the Editorial Board for the Academy of Management Review. Dr. Chung has won numerous awards such as Teacher of the Year at Cornell University (1999), SHA Research Award at Cornell University (1999), Faculty Contribution Award at San Diego State University (2006), and Professor of the Year from Pi Beta Phi (2008).

      Dean headshot

      Ph.D., Louisiana State University (Download Michelle Dean's Vita)
      Michelle Dean is an Associate Professor of Management. She has taught undergraduate classes in principles of management, human resource management, selection, compensation, and labor relations and graduate classes in human resource management, compensation and benefits, staffing, labor relations, and negotiation. Her current research interests are in the human resource management topics of recruitment, selection, and diversity and inclusion. She has published her research in a variety of journals including Academy of Management Journal, Journal of Applied Psychology, Personnel Psychology, Journal of Management, International Journal of Selection and Assessment, Organizational Research Methods, Human Resource Management Review, Journal of Applied Social Psychology, and Entrepreneurship Theory and Practice among others. She has received awards for her research including the Best Paper Award from the Academy of Management Research Methods Division (2001), the Best Student Paper Award from International Personnel Management Association Assessment Council (1999), and with her IIDO colleagues, a Top Poster Award at the Society for Industrial and Organizational Psychology Conference (2012). She has also received awards for her teaching and service activities at SDSU including the Most Influential Professor Award in Management (2007, 2014), College of Business Administration Aztec Business Achievement Award for Most Influential Professor (2014), and the Outstanding Faculty Contribution Award (2007, 2014). She is the Faculty Advisor for the SDSU Student Chapter of the Society for Human Resource Management for which she was awarded the SDSU Dan Cornthwaite Luminary Award for Outstanding Advising (2014) and under her guidance, the chapter received the SDSU Outstanding Student Organization Award (2014) and the Outstanding Student Chapter Award (2014) from the national Society for Human Resource Management. She also serves as the Director of Scholarships for the SDSU Chapter of the Honor Society of Phi Kappa Phi.

      Prior to joining the faculty at SDSU in 2002, Dr. Dean taught previously at the University of North Texas, the University of Oklahoma, and Louisiana State University. She has also worked with a variety of organizations addressing human resource selection issues including the Life Insurance Marketing Research Association (LIMRA) and over a decade of involvement with the Federal Aviation Administration. She has served as a Board Member, Conference Program Coordinator, and Organizational Behavior Track Chair for the Southern Management Association (SMA) and has received an Outstanding Reviewer Award (2000) from SMA. She is a member of the Editorial Board of the Cornell Hospitality Quarterly and received the Outstanding Editorial Board Member Reviewer Award in 2011.

      Ehrhart Headshot

      Ph.D., University of Maryland (Download Karen Ehrhart's Vita)
      Karen Ehrhart is an Associate Professor of Management. She currently teaches courses in human resource management and international human resource management. She previously taught courses related to human resource management and organizational behavior in the Department of Psychology at San Diego State University as well as at the University of Maryland. Her areas of research expertise include diversity and international human resource management, with particular interests in personality, cultural background, and customer service management. Her research has been presented at numerous conferences and published in esteemed journals in her field such as the Journal of Applied Psychology, Journal of Management, and Leadership Quarterly.

      Dr. Ehrhart has been an invited speaker to a variety of organizations regarding her areas of research interest, and she has contributed to consulting projects involving compensation and selection practices as well as customer service management. She has served on several program and award committees in service of her profession. She has received numerous grants to fund her research activities, and her teaching and research have received multiple awards, including an Outstanding Faculty and Staff Award from San Diego State University and a Best Empirical Paper Award from the International Association of Conflict Management.

      Eissa Headshot

      Assistant Professor of Management, San Diego State University
      Gabi Eissa is an Assistant Professor of Management. He has taught a variety of courses including Organizational Behavior, Advanced Organizational Behavior, Leadership Skills and Development, Human Resource Management, Principles of Management, and Managing Workplace Stress. His areas of research expertise include behavioral ethics, dysfunctional and unethical leadership, workplace deviance, counterproductive work behaviors, and in-role and extra-role performance. He has published in various outlets such as: Journal of Applied Psychology, Journal of Management, Journal of Organizational Behavior, Journal of Leadership and Organizational Development, Applied Psychology: An International Review, Journal of Management and Organization, among others.

      Prior to joining the faculty at SDSU in the Fall of 2018, he was an assistant professor at the University of Wisconsin-Eau Claire and a visiting assistant professor at Oklahoma State University where he received his Ph.D. in 2012. Dr. Eissa has also presented research papers in numerous national and regional conferences including the Academy of Management (AOM), and Society for Industrial and Organizational Psychology (SIOP). Dr. Eissa has also won numerous awards including Outstanding Teacher Award at Oklahoma State University (2012) and pest paper presentation at the Academy of Management (AOM; 2013), among others.

      Galvin Headshot

      Ph.D., W. P. Carey School of Business, Arizona State University
      Ben Galvin is an Assistant Professor of Management. He has taught a variety of courses including Organizational Behavior, Leadership, Managing Employees, and Managing Teams. His areas of research expertise include leadership, identity, CEO narcissism, and diversity in organizations. He has published articles on these topics in outlets such as: Academy of Management Review, Personnel Psychology, Leadership Quarterly, Organizational Dynamics, Human Resource Management Review, and Academy of Management Annals, among others. Prior to joining the faculty at SDSU, Dr. Galvin was an assistant professor at the University of Washington Bothell. He is passionate about leadership excellence and understanding how to make organizations more productive. He has substantial experience working in and with the retail industry and related sectors. Prior to joining academia Dr. Galvin worked in various roles for several national retailers.

      Kedharnath Headshot

      Ph.D., Colorado State University (Download Uma Kedharnath's Vita)
      Uma Kedharnath is a senior instructor at the University of Colorado at Denver. She holds a B.A. in Psychology from University of California, Riverside, and a Ph.D. in Industrial/Organizational Psychology from Colorado State University. She has taught human resource management at the undergraduate level, a graduate course in leadership development and succession planning, and several I/O Psychology labs. Her research interests include leadership, leaders’ and employees’ negative behaviors at work, and diversity and inclusion. Her research has been presented at national conferences, and she has co-authored book chapters in the Encyclopedia of Cyber Behavior (Henle & Kedharnath, 2012) and the APA Handbook of Testing and Assessment in Psychology (Thornton & Kedharnath, 2011).

      Randel Headshot

      Ph.D., University of California, Irvine (Download Amy Randel's Vita)
      Amy Randel is a Professor of Management. She has taught numerous courses, including Organizational Behavior, Creativity and Innovation, Organizational Design and Change, Change Management, and Leadership and Behavior in Organizations. Her research interests include diverse work groups, identity in organizations, creativity, and inclusion. Dr. Randel's research on diversity has examined identity salience (how prominently a demographic category is used to describe one's group members) and how different types of functional background identity relate to an individual's performance as a cross-functional team member. She has published articles in journals such as Academy of Management Journal, Journal of Management, Journal of Organizational Behavior, Journal of Vocational Behavior, Group & Organization Management, and Journal of Applied Social Psychology. She also serves on the editorial board of the Journal of Organizational Behavior.

      Prior to joining the faculty at SDSU, Dr. Randel was on the faculty at Wake Forest University and worked for several organizations in the areas of health care consulting and public relations. She has provided consulting and/or executive education in the areas of high-performance teams and leadership for Scripps Networks, Stephens Inc., and University of Southern California. She has won numerous awards, including the Academy of Management's Gender and Diversity in Organizations (GDO) Division Best Paper Based on a Dissertation Award (2000), the Organizational Behavior Division Outstanding Reviewer Award (2006 & 2007), the Gender & Diversity in Organizations Division Outstanding Reviewer Award (2011), Journal of Organizational Behavior’s Excellent Reviewer Award (2011-2012, 2014), research productivity awards at Wake Forest University (2003 & 2005), and an award for innovation in teaching at Wake Forest (2002).

      Shore Headshot

      Ph.D., Colorado State University (Download Lynn M. Shore's Vita)
      Lynn M. Shore is on the faculty and serving as Department Chair in the Management Department at Colorado State University. Previously Lynn served on the faculty at San Diego State University, and Georgia State University. She has also held visiting faculty positions at University of California, Irvine, London School of Economics and Political Science, Chinese University of Hong Kong, Dauphine-Paris University and University of Toulouse. Her primary research areas are on the employment-organization relationship and inclusion and work force diversity.

      Lynn was founding Director of the Institute for Diversity and Inclusiveness at San Diego State University, which partners with the business community on applied research. Her work has appeared in elite scholarly journals such as the Academy of Management Journal, Academy of Management Review, Journal of Applied Psychology, Personnel Psychology, Journal of Management, and Journal of Organizational Behavior. She has published two edited scholarly books titled The employment relationship: Examining psychological and contextual perspectives (Oxford University Press, 2004) and The employee-organization relationship: Applications for the 21st century (Applied Psychology Series, Psychology Press/Routledge, 2012).

      Lynn served as an Associate Editor of the Journal of Applied Psychology (2003-2008) and is a Fellow of the American Psychological Association and the Society for Industrial and Organizational Psychology. Professor Shore has held leadership roles in the Academy of Management, having served as Human Resources Division Chair (2000-2001) and Program Chair (, and on the Executive Committee (1995-1998), as Professional Development Workshop Chair (2010-2011) and Chair (2011-2012) for the Diversity and Inclusion Theme Committee, and Gender and Diversity in Organizations Executive Committee (2011-2014). She is an incoming Representative-at-Large for the Board of Governors (2014-2017).

      Dr. Shore has consulted with a variety of organizations, including Raytheon, Vericare, BellSouth Advertising and Publishing, Equifax, Drake Beam Morin, Delta Airlines, and Communication Workers of America. She has primarily designed and administered attitude surveys. Dr. Shore has also been involved in employee assessment, outplacement, management training, and development and evaluation of selection systems. Dr. Shore has also been a speaker on diversity for various organizational groups, and has served as an expert witness and consultant in EEO cases.

      Contact for More Info

      Beth Chung, Ph.D., Professor of Management

      SDSU College of Business
      Department of Management
      5500 Campanile Drive San Diego, CA 92182

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