European societies and schools face the challenge of accommodating immigrant minorities from increasingly diverse cultural backgrounds. In view of significant belonging and achievement gaps between minority and majority groups in school, we examine which diversity approaches are communicated by actual school policies and which approaches predict smaller ethnic gaps in student outcomes over time. To derive diversity approaches, we content-analyzed diversity policies from ( n = 66) randomly sampled Belgian middle schools. Cluster analysis yielded different approaches valuing, ignoring, or rejecting cultural diversity in line with multiculturalism, colorblindness, and assimilationism, respectively. We estimated multilevel path models that longitudinally related diversity approaches to ( N = 1,747) minority and ( N = 1,384) majority students’ school belonging and achievement (self-reported grades) 1 year later. Multiculturalism predicted smaller belonging and achievement gaps over time; colorblindness and assimilationism were related to wider achievement and belonging gaps, respectively. Longitudinal effects of colorblindness on achievement were mediated by (less) prior school belonging.

Background and aims: Intensive mothering norms prescribe women to be perfect mothers. Recent research has shown that women’s experiences of pressure toward perfect parenting are related to higher levels of guilt and stress. The current paper follows up on this research with two aims: First, we examine how mothers regulate pressure toward perfect mothering affectively, cognitively, and behaviorally, and how such regulation may relate to parental burnout. Second, we examine how feeling pressure toward perfect mothering may spill over into mothers’ work outcomes.Methods: Through Prolific Academic, an online survey was sent to fulltime working mothers in the United Kingdom and United States with at least one child living at home (N = 169). Data were analyzed using bootstrapping mediation models.Results: Feeling pressure to be a perfect mother was positively related to parental burnout, and this relation was mediated by parental stress, by a stronger cognitive prevention focus aimed at avoiding mistakes as a mother, and by higher maternal gatekeeping behaviors taking over family tasks from one’s partner. Moreover, pressure toward perfect mothering had a positive direct effect on career ambitions; and a negative indirect effect, such that mothers with higher felt pressure toward perfect mothering experienced lower work-family balance, which in turn related to lower career ambitions.Conclusion: The findings suggest that intensive mothering norms might have severe costs for women’s family and work outcomes, and provide insights into where to direct efforts to reduce motherhood hardships and protect women’s career ambitions.

Despite changes in their representation and visibility, there are still serious concerns about the inclusion and day-to-day workplace challenges various groups face (e.g., women, ethnic and cultural minorities, LGBTQ+, people as they age, and those dealing with physical or mental disabilities). Men are also underrepresented in specific work fields, in particular those in Health care, Elementary Education, and the Domestic sphere (HEED). Previous literature has shown that group stereotypes play an important role in maintaining these inequalities. We outline how insights from research into stigma, social identity, and self-regulation together increase our understanding of how targets are affected by and regulate negative stereotypes in the workplace. This approach starts from the basis that members of negatively stereotyped groups are not just passive recipients of negative attitudes, stereotypes, and behaviors but are active individuals pursuing multiple goals, such as goals for belonging and achievement. We argue that it is only by understanding stigma from the target’s perspective (e.g., how targets are affected and respond) that we can successfully address workplace inequality. Key in this understanding is that stereotypes, prejudice, and discrimination have taken on much more subtle forms, with consequences for the way members of stigmatized groups cope. These insights lead us to propose an approach to understanding barriers to workplace equality that highlights four key aspects: (1) the different (often subtle) potential triggers of identity threat in the workplace for members of stigmatized groups; (2) the ways in which members of stigmatized groups cope with these threats; (3) the role of supportive factors that mitigate potential threats and affect self-regulation; and (4) potential hidden costs for the self or others of what appears at first to be effective self-regulation. The focus on threats, coping, support, and potential hidden costs helps us understand why current diversity efforts are not always successful in increasing and maintaining members of stigmatized groups in organizations and provides insight into how we can aid efforts to effectively lower barriers to workplace equality.

While women are increasingly entering traditionally masculine, agentic occupations and roles, there has been less of a shift in the opposite direction: men moving into traditionally feminine, communal occupations and roles. This paper outlines the negative consequences of men's low communal engagement, and how this inhibits various benefits for men themselves, for the women and children around them, and for society as a whole. We review how sociopsychological processes driven by gender norms and precarious manhood keep men from engaging in communal roles and behaviors. Moreover, we outline how insights into these contextual barriers to men's communal engagement may also be used to facilitate change such that men are freed to pursue both agentic and communal roles. We discuss (the effectiveness of) different interventions at the societal, organizational, social, and relational level that may enable men to pursue communal interests.When talking about gender inequality, people most often think about the disadvantages women face as compared to men-such as the gender pay gap, or women's underrepresentation in leadership positions and high status occupations

The current paper examines antecedents and consequences of perceiving conflict between gender and work identities in male-dominated professions. In a study among 657 employees working in 85 teams in the police force, we investigated the effect of being different from team members in terms of gender on employees’ perception that their team members see their gender identity as conflicting with their work identity. As expected in the police force as a male-dominated field, the results showed that gender-dissimilarity in the team was related to perceived gender-work identity conflict for women, and not for men. In turn, perceiving gender-work identity conflict was related to lower team identification for men and women. Although lowering team identification might enable employees to cope with conflicting social identities and hence protect the self, this may also have its costs, as lower team identification predicted higher turnover intentions, more burn-out symptoms, less extra role behavior, lower job satisfaction, lower work motivation, and lower perceived performance. Additionally, for women, experiencing support from their team members and team leader showed a trend to mitigate the relationship between gender-dissimilarity and perceived gender-work identity conflict, and a positive diversity climate was marginally related to less perceived gender-work identity conflict. The results show the importance of the team context in shaping a climate of (in)compatible identities for numerically underrepresented and historically undervalued social group members in order to hinder or protect their work outcomes.

Workforces are becoming increasingly diverse and leaders face the challenge of managing their groups to minimize costs and maximize benefits of diversity. This paper investigates how leaders’ multiculturalism and colorblindness affect cultural minority and majority members’ experiences of connectedness (feeling accepted or distancing from group) and relationship conflict in their group. We collected data from 29 culturally diverse student work groups and their leaders. We used repeated measures (baseline and follow-up) of group functioning and independent measures of members’ and leaders’ diversity perspectives. Multilevel analyses revealed that leaders’ diversity perspectives affect work group functioning, controlled for members’ own perspectives: Leaders’ multiculturalism predicted feeling accepted in the group for minority members. In contrast, leaders’ colorblindness predicted distancing from the group and relationship conflict for minority members. There were no significant effects of leaders’ diversity perspective on majority members and no reverse effects of prior group functioning on leaders’ diversity perspectives.

This study examines the process of group identity formation through social interaction in real-life work groups, with a focus on achievement values as content of work group identities. Extending research on social identity formation, we examined the process of value convergence as group members negotiate common group goals. Specifically, we predicted that work group members would influence each other's achievement values and that value convergence over time would underlie emergent work group identities and work group performance. Using a fully cross-lagged multilevel design with four repeated measures in 68 work groups, we find that group members' achievement values converge through mutual social influence. Moreover, multilevel polynomial regression analysis reveals that value convergence - rather than group members' initial value fit - longitudinally predicts work group identification and performance.

How do minority adolescents' personal acculturation preferences and peer norms of acculturation affect their social inclusion in school? Turkish and Moroccan minority adolescents (N = 681) reported their preferences for heritage culture maintenance, mainstream culture adoption, and their experiences of peer rejection as a key indicator of adjustment problems. Additionally, we aggregated peer acculturation norms of maintenance and adoption within ethnically diverse classrooms (N = 230 in 50 Belgian schools), distinguishing between co-ethnic (Turkish or Moroccan classmates only, N = 681) and cross-ethnic norms (also including N = 1,930 other classmates). Cross-ethnic peer-group norms (of adoption and maintenance) and co-ethnic norms (of maintenance, marginally) predicted minority experiences of peer rejection (controlling for ethnic composition). Moreover, misfit of minorities' own acculturation preferences with both cross-ethnic and co-ethnic peer-group norms was harmful. When cross-ethnic norms stressed adoption, 'integrationist' minority youth - who combined culture adoption with maintenance - experienced most peer rejection. Yet, when co-ethnic peers stressed maintenance, 'assimilationist' minority youth experienced most rejection. In conclusion, acculturation misfit with peer-group norms is a risk factor for minority inclusion in ethnically diverse environments.