The influence of employee perceptions of organizational diversity practices on employee behavior

This authors examine how employees’ views on an organization’s ethical approach to diversity influence their behavior and their perceptions of their ethical virtue.

Introduction

In the past, organizations often prioritized diversity as a result of legal implications or due to perceived business advantages. Recently, there has been a shift. Now, organizations increasingly view diversity through an ethical lens; it is an organization’s ethical responsibility to treat its employees fairly and create a welcoming environment for everyone. 

This report delves into the inclusion and organizational ethics literature to explore the relationship between employees’ views of their organization’s approach to integrating and learning from diversity and two key employee outcomes: (1) organizational citizenship behavior and (2) interpersonal workplace deviance.

Tanja Rabl is a Chair of Human Resource Management, Leadership, and Organization at Technische Universität Kaiserslautern. María del Carmen Triana is the Cal Turner Center Chair, Professor of Management at Vanderbilt University. Seo-Young Byun is an Assistant Professor of Management at Ball State University. Laura Bosch is a Chair of Human Resource Management, Leadership, and Organization at Technische Universität Kaiserslautern.

Methods and Findings

The study was carried out in both the United States and Germany, which allowed  for a comparative analysis of diversity management perceptions across countries. The research took place over different periods, with the U.S. study conducted in 2014 and the German study in the first quarter of 2015. 

The study employed a two stage, online survey data collection method. In the first stage, employees responded to questions regarding their perceptions of: (1) an organizational integration and learning approach to diversity and (2) their personal value for diversity. During the second phase, which was conducted a month later, the same employees provided details on their perceptions of the organization’s ethical virtue (including how the organization treats employees and whether it fosters a supportive environment), their engagement in organizational citizenship behavior directed towards their company (e.g, attending optional events that help the organizational image) , and instances of interpersonal workplace deviance (actions such as harassment and bullying). To bolster the study’s reliability and reduce biases (e.g., social desirability bias where employees might report themselves in a more favorable light) that are commonly associated with survey-based research, a paired participant who knew the employee well also completed a similar survey where the employee is the focus (e.g., the survey asked the paired participant if the employee exhibited organizational citizenship behavior). By obtaining perspectives from someone other than the employee, the study aimed to gather a more objective view of the employee’s behaviors and attitudes, and help reduce confirmation bias.

Key insights of the report include: 

• Organizational Integration and Learning Approach to Diversity. Employees often see positive outcomes, like increased innovation and customer satisfaction,  when companies use strategies that embrace diversity and encourage learning, including fostering inclusion and utilizing diverse perspectives.
• Perceptions of Organizational Ethical Virtue. Employees tend to view their organization as more ethically virtuous when they believe it has a positive approach to diversity. Furthermore, employees that highly value diversity strongly associate an organization’s diversity approach with its ethical virtue. 
• Impact on Organizational Citizenship and Deviant Workplace Behavior. When a company’s ethical culture is shaped by good diversity management, it leads to an increase in  positive behavior from employees towards the organization, which in turn results in less harmful behaviors at work, such as bullying and harassment.  

Conclusions

The findings show that when employees view their company as both ethical and dedicated to diversity, it has a positive effect on their work behavior. They become more inclined to support the organization and less likely to participate in deviant workplace behaviors while at work. In addition, employees who personally place a high value on diversity respond even more positively to organizational diversity efforts.

Acknowledging and learning from Black women’s leadership in education to promote antiracism

Introduction

Black women have faced unique challenges in educational leadership due to systemic racism and sexism; their roles and contributions in this space have often been minimized and overlooked for decades. This paper illuminates the leadership roles of Black women in educational settings by focusing on the historical actions of Black educational leaders, their epistemological perspectives (e.g., Black feminist thought), and their ontological characterization (i.e., inherent qualities and capabilities of Black women in leadership roles)  in resisting anti-Black racism.

In line with recent efforts to amplify diverse voices in educational leadership, this paper acknowledges the pressing need to address the intersectional challenges faced by Black women in educational leadership roles. It highlights the effect of Black women educators and leaders on communities of color; their work has been pivotal in shaping educational policies and practices, including by resisting segregationist policies and encouraging critical thinking and activism. By focusing on the experiences, methodologies, and contributions of Black women in educational leadership, this research provides a robust understanding of their impact. 

April L. Peters is  Associate Department Chair and Associate Professor in the Department of Educational Leadership and Policy Studies at the University of Houston. At the time of publication, Angel Miles Nash was an Assistant Professor at Chapman University and is now a Program Officer at The Wallace Foundation.

Methods and Findings

The paper uses qualitative research methods to explore the experiences and leadership styles of Black women in education. The narratives of Black women leaders serve as the primary data source, offering detailed insights into their experiences, challenges, and strategies. The paper also uses the narrative methodology; this approach was chosen for its ability to capture the unique voices, perspectives, and experiences of Black women leaders. 

The researchers found that Black women educational leaders:

• Use the Intersectional Leadership Framework. Black women leaders integrate their understanding of race, gender, and other identities into their leadership practices. 
• Are Resilient. Black women leaders navigate the complexities of sexism and racism in educational settings. Their leadership approaches are informed by personal experiences, family influences, educational backgrounds, and professional interactions. Reflecting a deep understanding of and commitment to the communities they serve, Black women leaders prioritize community upliftment, equity, and advocacy.
• Face Unique Challenges. The findings highlight the specific challenges Black women face in leadership roles, including combating anti-Blackness (e.g., advocacy against anti-Blackness)  and systemic inequities in schools and communities (e.g., disrupting cultural and social practices such as sexism). Black women leaders use various tools, such as spirituality, social networks, and advocacy to navigate these challenges.
• Have a Profound Impact on the Field. The research highlights the impact of Black women’s leadership in creating more inclusive and equitable learning environments. Their leadership styles reflect a deep empathy for students and a commitment to providing opportunities and support. For example, Black women leaders have countered anti-Blackness and resisted oppressive educational norms and policies.

Conclusions

The paper illuminates the need for educational systems and policies to acknowledge and support Black women leaders. By highlighting the unique challenges and important contributions of Black women leaders and the importance of utilizing intersectional, antiracist, and anti-sexist leadership models in educational leadership, the paper shows what’s needed for equitable and inclusive education to be achieved where all students, including historically underserved students, can succeed.