Robin J. Ely

Cultural Diversity at Work: The Effects of Diversity Perspectives on Work Group Processes and Outcomes:

This paper develops theory about the conditions under which cultural diversity enhances or detracts from work group functioning. From qualitative research in three culturally diverse organizations, we identified three different perspectives on workforce diversity: the integration-and-learning perspective, the access-and-legitimacy perspective, and the discrimination-and-fairness perspective. The perspective on diversity a work group held influenced how people expressed and managed tensions related to diversity, whether those who had been traditionally underrepresented in the organization felt respected and valued by their colleagues, and how people interpreted the meaning of their racial identity at work. These, in turn, had implications for how well the work group and its members functioned. All three perspectives on diversity had been successful in motivating managers to diversify their staffs, but only the integration-and-learning perspective provided the rationale and guidance needed to achieve sustained benefits from diversity. By identifying the conditions that intervene between the demographic composition of a work group and its functioning, our research helps to explain mixed results on the relationship between cultural diversity and work group outcomes.

Theories of Gender in Organizations: A New Approach to Organizational Analysis and Change1

ABSTRACT This chapter presents a framework for understanding gender and organizational change. We consider three traditional treatments of gender and discuss the limitations of each as a basis for organizational analysis and change. We then propose a fourth approach, which treats gender as a complex set of social relations enacted across a range of social practices in organizations. Having been created largely by and for men, these social practices tend to reflect and support men’s experiences and life situations and, therefore, maintain a gendered social order in which men and particular forms of masculinity dominate ( Acker, 1990 ). We provide numerous examples of how social practices, ranging from formal policies and procedures to informal patterns of everyday social interaction, produce inequities while appearing to be gender-neutral. Drawing on previous research and our own three-year action research project, we develop an intervention strategy for changing gender relations in organizations accordingly.

Advancing Gender Equity in Organizations: The Challenge and Importance of Maintaining a Gender Narrative

Building on Coleman and Rippins analysis of how the methodological approach we took in this project made it difficult for us to keep gender equity a primary goal of our organizational change efforts, we reflect on how our conceptual approach to gender, described in the Meyerson and Kolb paper, exacerbated this problem. We explore the consequences of losing the gender focus of our work for our ability to make meaningful change in organizations. Finally, we describe how we have developed our approach to organizational change so as to maintain our focus on gender as a basis of our critique and gender equity as an objective of our intervention.

Racial Diversity, Racial Asymmetries, and Team Learning Environment: Effects on Performance

This paper argues that learning in cross-race interactions is critical for work teams to realize performance benefits from racial diversity but that diversity is a liability when society’s negative stereotypes about racial minorities’ competence inhibit such interactions. We analyze two years of data from 496 retail bank branches to investigate racial asymmetries in the dynamics of team learning and their impact on the link between diversity and bottom-line performance. As expected, minorities’ negative assessments of their team’s learning environment precipitate a negative relationship between diversity and performance, irrespective of White teammates’ assessments; only when both groups view the team’s learning environment as supportive—implying that the team has successfully countered the negative effects of societal stereotypes on cross-race learning—is the relationship positive. We conclude that acknowledging the impact of societal asymmetries between racial groups, especially in regard to learning, can reorient research about the link between identity-group-based diversity and performance.