Workplace discrimination has grown more ambiguous, with interracial interactions often perceived differently by different people. The present study adds to the literature by examining a key individual difference variable in the perception of discrimination at work, namely individual color-blind attitudes. We examined relationships between 3 dimensions of color-blind attitudes (Racial Privilege, Institutional Discrimination, and Blatant Racial Issues) and perceptions of racial microaggressions in the workplace as enacted by a White supervisor toward a Black employee (i.e., discriminatory actions ranging from subtle to overt). Findings showed that observer views on institutional discrimination fully mediated, and blatant racial issues partially mediated, the relationships between racial group membership and the perception of workplace microaggressions. Non-Hispanic Whites endorsed color blindness as institutional discrimination and blatant racial issues significantly more than members of racioethnic minority groups, and higher levels of color-blind worldviews were associated with lower likelihoods of perceiving microaggressions. Views on racial privilege did not differ significantly between members of different racial groups or affect microaggression perceptions. Implications for organizations concerned about promoting more inclusive workplaces are discussed.
This study examines the extent to which a sense of calling affects career choice attitudes. Drawing from social cognitive career theory, the study tested the extent to which calling is related to career outcome expectations, interests, and goals. Participants were asked to identify a job that they wanted to perform and completed a questionnaire assessing their attitudes toward the career. We conducted structural equation modeling analyses to test our hypotheses. The results suggest that calling provides unique predictive power beyond self-efficacy for career outcome expectations, interests, and goals. Calling was a stronger predictor than self-efficacy of outcome expectations and interests, but a weaker predictor than self-efficacy of goals. Calling moderated self-efficacy such that self-efficacy was less predictive of outcome expectations when calling was high. The study improves our understanding of career choice attitudes and provides an improved framework for practitioners to draw on when mentoring students or developing career support programs for science, technology, engineering, or math education.
Purpose – Rich, interactive media are becoming extremely common in internet recruitment systems. The paper investigates the role of media richness in applicants’ ability to learn information relevant to making an application decision. The authors examine these relationships in the context of two competing theories, namely media richness theory and cognitive load theory, which predict opposite relationships with information acquisition. The paper aims to discuss these issues. Design/methodology/approach – Participants (n=471) either viewed a traditional web site or visited an interactive virtual world that contained information about an organization's culture, benefits, location, and job openings. Culture information was manipulated to either portray a highly teams-oriented culture or a highly individual-oriented culture. Findings – Participants who viewed the low-richness site recalled more factual information about the organization; this effect was mediated by subjective mental workload. Richness was not related to differences in culture-related information acquisition. Practical implications – These findings suggest that richer media (such as interactive virtual environments) may not be as effective as less rich media in conveying information. Specifically, the interactive elements may detract focus away from the information an organization wishes to portray. This may lead to wasted time on the part of applicants and organizations in the form of under- or over-qualified applications or a failure to follow instructions. Originality/value – This study is among the first to use a cognitive load theory framework to suggest that richer media may not always achieve their desired effect.
Rural schools face challenges that are often different than nonrural schools. Resource constraints are particularly acute in rural schools, and they struggle to offer advanced courses and extracurricular programs. The purpose of this paper is to present a descriptive, instrumental case study of an inclusive rural science, technology, engineering, and mathematics school that has successfully dealt with challenges and offers an innovative and productive learning environment, despite limited resources. For this study, a variety of on‐site and off‐site data collection techniques were used such as focus groups, classroom observation protocols, and surveys. Wayne School of Engineering (WSE) overcomes resource barriers by matching their schedule to the local community college, upgrading the rigor of their high school classes and facilitating student transition to college. WSE also requires extracurricular research projects that help students see the relevance of their in class learning, build 21st century skills, and connect to partners outside of the school. Faced with limited budgetary, technological, and logistical resources, WSE administrators, teachers, and students work collectively to overcome these barriers and provide high‐quality education by finding ways to blur the lines of traditional secondary schools.
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