Victoria C. Plaut

Is Multiculturalism or Color Blindness Better for Minorities

A debate is raging in workplaces, schools, universities, and political and legal arenas: Is it better to ignore or acknowledge group differences? Multiculturalism, a pluralistic ideology, stresses recognizing and celebrating group differences, whereas color blindness, an assimilationist ideology, stresses ignoring or minimizing group differences. Both ideologies arguably advocate for equality, but what are their actual consequences for minorities? Previous research documents divergent patterns of relationship between these ideologies and racial bias (see Park & Judd, 2005). Among dominant-group members, multiculturalism— whether experimentally manipulated or measured as an individual difference—predicts lower bias, whereas color blindness predicts greater bias (Neville, Lilly, Duran, Lee, & Browne, 2000; Richeson & Nussbaum, 2004; Verkuyten, 2005; Wolsko, Park, & Judd, 2006). Yet no study has examined how the diversity beliefs of members of the dominant group affect the outcomes of targets. Furthermore, no study has tested this link in the ‘‘real world’’ among majority and minority individuals occupying the same setting. Therefore, in a field study, we investigated the effects of Whites’ diversity beliefs on their minority co-workers’ psychological engagement, a meaningful target outcome. Given that multiculturalism predicts decreased bias, and thus contributes to a positive diversity climate, and color blindness predicts increased bias, and thus contributes to a negative diversity climate, we hypothesized that Whites’ multiculturalism is associated with higher minority engagement and that Whites’ color blindness is associated with lower minority engagement. We tested these hypotheses in 18 work units in a large U.S. health care organization.

Unlocking the Benefits of Diversity All-Inclusive Multiculturalism and Positive Organizational Change

As the demographic composition of organizations in the United States rapidly shifts, such that minority groups are becoming the numerical and economic majority, organizations are grappling with ways to manage diversity in the workplace. The two forms of diversity initiatives most frequently implemented in organizations—colorblindness and multiculturalism—have clear benefits; however, each also contributes to feelings of exclusion by different organizational members. In this article, the authors describe problematic issues raised by these two approaches to diversity and offer an alternative perspective—all-inclusive multiculturalism, or the AIM model. The authors posit that AIM serves as a catalyst for positive and effective organizational change through the development of social capital and positive relationships at work and enables organizational members to grow to their fullest potential.

Diversity Science: Why and How Difference Makes a Difference

This article proposes that addressing the complex ethnic and racial issues of the 21st century will require a diversity science. A diversity science will consider how people create, interpret, and maintain group differences among individuals, as well as the psychological and societal consequences of these distinctions. A diversity science will recognize that these significant social distinctions (in the case of this article, race and ethnicity) are not simply natural, neutral, or abstract. Instead they are created and re-created in the process of everyday social interactions that are grounded in historically derived ideas and beliefs about difference and in a set of practices and institutions that reflect these ideas and beliefs and that therefore shape psychological experience and behavior. According to this “sociocultural” framework, psychological experience and behavior, in turn, reinforce particular cultural and structural realities. As an initial step toward a diversity science, this article reviews the roots and consequences of two examples of how to think about difference, color blindness and multiculturalism. Through this sociocultural lens, intergroup behaviors can be understood as more than just products of individual prejudice. This article also proposes that a comprehensive diversity science requires a critical examination of majority group perspectives, minority group perspectives, and their dynamic interaction beyond the typical Black–White binary. Such a diversity science has the potential to help meaningfully inform race-related policy.

Predicting Whether Multiculturalism Positively or Negatively Influences White Americans’ Intergroup Attitudes: The Role of Ethnic Identification

Multiculturalism, or the belief that racial and ethnic differences should be acknowledged and appreciated, has been met with both positive reactions (e.g., decreased prejudice) and negative reactions (e.g., perceptions of threat) from dominant group members. The present research proposes that multiculturalism can either positively or negatively influence White Americans’ intergroup attitudes depending on their degree of ethnic identification. In Studies 1 and 2, White Americans primed with multiculturalism exhibited higher social dominance orientation (Study 1) and greater prejudice (Study 2), especially when they identified strongly with their ethnicity. In Study 3, perceptions of threat to group values were found to mediate the relation between multiculturalism, ethnic identification, and prejudice among White Americans. The results are discussed in terms of their implications for threat perceptions, ethnic identification, and conceptions of diversity.

Explaining Underrepresentation: A Theory of Precluded Interest

What processes best explain women’s underrepresentation in science, math, and engineering fields in the U.S.? Do they also explain men’s underrepresentation in the humanities? Two survey studies across two U.S. West Coast universities (N = 62; N = 614) addressed these questions in the context of two fields: one male-dominated (computer science) and the other female-dominated (English). Among a set of social predictors—including perceived similarity to the people in the field, social identity threats, and expectations of success—the best mediator of women’s lower interest in computer science and men’s lower interest in English was perceived similarity. Thus, changing students’ social perceptions of how they relate to those in the field may help to diversify academic fields.

Ethos of independence across regions in the united states: The production-adoption model of cultural change.

Contemporary U.S. culture has a highly individualistic ethos. Nevertheless, exactly how this ethos was historically fostered remains unanalyzed. A new model of dynamic cultural change maintains that sparsely populated, novel environments that impose major threats to survival, such as the Western frontier in the United States during the 18th and 19th centuries, breed strong values of independence, which in turn guide the production of new practices that encourage self-promotion and focused, competitive work. Faced with few significant threats to survival, residents in traditional areas are likely to seek social prestige by adopting existing practices of other, higher status groups. Because of both the massive economic success of the frontier and the official endorsement of the frontier by the federal government, eastern residents of the United States in the 18th and 19th centuries may have actively adopted the frontier practices of independence, thus incorporating the frontier ethos of independence to form the contemporary U.S. national culture. Available evidence is reviewed, and implications for further research on cultural change are suggested.

The cultural grounding of personal relationship: the importance of attractiveness in everyday life.

Previous research has suggested that physically attractive people experience more positive life outcomes than do unattractive people. However, the importance of physical attractiveness in everyday life may vary depending on the extent to which different cultural worlds afford or require individual choice in the construction and maintenance of personal relationships. The authors hypothesized that attractiveness matters more for life outcomes in settings that promote voluntaristic-independent constructions of relationship as the product of personal choice than it does in settings that promote embedded-interdependent constructions of relationship as an environmental affordance. Study 1 examined self-reported outcomes of attractive and unattractive persons. Study 2 examined expectations about attractive and unattractive targets. Results provide support for the hypothesis along four dimensions: national context, relationship context, rural-urban context, and experimental manipulation of relationship constructions. These patterns suggest that the importance of physical attractiveness documented by psychological research is the product of particular constructions of reality.

Designing Classrooms to Maximize Student Achievement

Improving student achievement is vital for our nation’s competitiveness. Scientific research shows how the physical classroom environment influences student achievement. Two findings are key: First, the building’s structural facilities profoundly influence learning. Inadequate lighting, noise, low air quality, and deficient heating in the classroom are significantly related to worse student achievement. Over half of U.S. schools have inadequate structural facilities, and students of color and lower income students are more likely to attend schools with inadequate structural facilities. Second, scientific studies reveal the unexpected importance of a classroom’s symbolic features, such as objects and wall décor, in influencing student learning and achievement in that environment. Symbols inform students whether they are valued learners and belong within the classroom, with far-reaching consequences for students’ educational choices and achievement. We outline policy implications of the scientific findings—noting relevant policy audiences—and specify critical features of classroom design that can improve student achievement, especially for the most vulnerable students.

The Cultural Construction of Self and Well-Being A Tale of Two Cities

Does local context (e.g., city of residence) matter for self and well-being? We theorized that it does because local contexts diverge in prevalent historically-derived ideas, norms, and products. Through historical analysis, studies of norms (tightness-looseness; Study 1) and cultural products (content analyses of newspaper headlines, venture capital firm websites, hospital websites; Studies 2-4), and studies assessing individuals’ self and well-being (Studies 5-7), we compared Boston and San Francisco—similar cities on many metrics. We find that self and well-being are, in some important part, local. Reflecting themes of “old and established,” Boston’s history and cultural products emphasize tradition, status, and community, and social norms are relatively tight; accordingly feelings and selves are socially contingent. In contrast, reflecting themes of “new and free,” San Francisco’s history and cultural products emphasize unlimited possibility, egalitarianism, and innovation, and social norms are relatively loose; accordingly feelings and selves are relatively less contingent on others.

Blind Consent? A Social Psychological Investigation of Non-Readership of Click-Through Agreements

Across two studies we aimed to measure empirically the extent of non-readership of click-through agreements (CTAs), identify the dominant beliefs about CTAs contributing to non-readership, and experimentally manipulate these beliefs to decrease automatic non-reading behavior and enhance contract efficiency. In our initial questionnaire study (Study 1), as predicted, the vast majority of participants reported not reading CTAs and the most prevalent beliefs about CTAs contributing to non-readership included: they are too long and time-consuming, they are all the same, they give one no choice but to agree, they are irrelevant, and vendors are generally reputable. Manipulating these beliefs on a simulated music website (Study 2) revealed an increase in readership. In addition, CTA comprehension and CTA rejection rates were both increased significantly by manipulating the length of the CTA. These results demonstrate support for the influence of widely held beliefs about CTAs on contract readership, provide evidence against the common “limited cognition” perspective on non-readership, and suggest that presenting CTAs in a short, readable format can increase CTA readership and comprehension as well as shopping of CTA terms.