Can Diversity Training Improve Attitudes?
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- Jörn Hertz
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1 Can Diversity Training Improve Attitudes? Franziska Ehrke, Anne Berthold, Melanie C. Steffens Albrecht, Enders, Grund, Kaczmarek, Letsch, Müller, Schult, Wicke 2013 Tillburg
2 + Diversity Training is any discrete programme, or set of programmes which aims to influence participants to increase their positive or decrease their negative intergroup behaviours, such that less prejudice or discrimination is displayed towards others perceived as different in their group affiliation(s) (Pendry, Driscoll, & Field, 2007, p. 29) 1 basically aims to reduce prejudice (Paluck, 2006) essential first step to implement diversity management (Cox & Blake, 1991) Introduction
3 + Diversity Training Effectiveness "If you ask what is the impact of diversity training today, you have to say 75 percent is junk and will have lidle impact or no impact or negaeve impact. (Marc Bendick, Washington Post, 2008) 2 Introduction
4 + Research- Practice Gap Lack of cooperation between researchers and practitioners Research Inconsistent results (Engberg, 2004; Lack of research on diversity training effectiveness (Paluck & Green, Lack of theory- oriented training designs (Paluck, 2006) No application of laboratory- confirmed effects è no demonstration of external validity of social- psychological research Methodological shortcomings of evaluations in the real- world Control groups, randomization Hood, Muller, & Seitz, 2001) 2009) 3 Practice No or negative impact Introduction
5 + Intergroup Research Social Identity Theory Self- Categorization Theory (Tajfel & Turner, 1979) (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) Perceived group diversity Superordinate- group diversity Outgroup diversity 4 Ingroup projection model (Mummendey & Wenzel, 1999) Perception of Europeans as being diverse reduced ingroup bias on the subgroup level (Waldzus et al., 2003, 2005) Perceiving national outgroups (Morrocans, Chinese, & Arabs) as heterogeneous reduced prejudice as well as discriminative behavior towards its members (Brauer & Er- rafiy, 2011, see also Vanbeselaere, 1999) Introduction
6 + Research Questions & Main Hypotheses 1. Can diversity training increase perceived diversity of superordinate groups? 2. Can diversity training improve intergroup attitudes? 3. Mediation via perceived superordinate group diversity? + Diversity Intervention 5 Introduction Superordinate Group Diversity + + Attitudes
7 + Overview Experiment 1 Experiment 2 2- hour Diversity Intervention 1- day Diversity Training covered as get- to- know- activities awareness of diversity training no focus on any intergroup context focus on gender Superordinate group 6 students Attitudes male vs. female students Introduction Superordinate groups adults, Germans Attitudes gender: men vs. women age: younger vs. older adults sexual orientation: anti- gay attitudes nationality: East vs. West Germans
8 + Experiment 1: 2- hour Intervention Diversity Intervention Control Intervention Get- to- Know- Bingo Surprising Perspectives introducing stereotypes transfer to social groups via discussion The Pot- Smoking Professor alternative group competition: finding categorizations (Hall & C risp, 2005) rapper, police officers Pictionary group competition: identifying terms introducing stereotypes rapper, police officer Hypothesis Testing 2 pens were given around Finding the rule, how to give the pens to the next person = train hypothesis testing Participants sitting in a circle I pack my bag with names 7 Experiment 1 - Method
9 + Participants, Procedure & Design Time 1: Time 1: Pre- Measurement (N = 62) Participants: Welcoming Session G 1 G 2 G 3 G 4 Experimental Group Control Group Diversity Intervention Control Intervention (n = 31) Time 2: (n = 31) Post- Measurement (N = 62) Time 3 : Follow- Up- Measurement after 1 mth (n = 50) 8 Experiment 1 - Method Freshmen students minoring in psychology 84% females Age: M = 20, SD = 3
10 + Dependent Variables Paper- &- Pencil questionnaires 70 mm continuous scale disagree strongly (0) agree strongly (70) 1. Perceived Diversity (Waldzus et al., 2003) Superordinate group: students α = Outgroup: male/female students α = Students [male/female students] are very different with regard to their ways of thinking and living. 6. Attitudes a) Hostile Sexism towards Men & Women (Glick & Fiske, 1999, 1996) α = Men act like babies when they are sick. b) Outgroup Feeling unpleasent pleasent; negative positive 9 Experiment 1 - Method α =
11 + Results H1 H2b * * * * group time- interaction: group time- interaction: F(1, 60) = 3.87, pone- tailed =.027, ηp2 =.06, F(1, 60) = 9.98, p <.01, ηp2 =.14, other Fs < 1.55 other Fs < 1 no long- term effects after 1 month 10 Experiment 1 - Results
12 + Results H3b + Intervention (Diversity vs. Control) Perceived Diversity Students (Time 2) + OG-Feeling (Time 2) + statistical controls: OG- Feeling (Time 1), SOG- Diversity (Time 1), OG- Diversity (Time 2) indirect effect: B =.38, Boot SD =.04, 95%- CI [-.19;1.65] with bootstraps no mediation through OG- Diversity, B =.08, Boot SD =.31, 95%- CI [-.23;1.16] 11 Experiment 1 - Results
13 + Discussion Can diversity training increase perceived diversity of superordinate groups? Can diversity training improve intergroup attitudes? No mediation via increased perceived diversity No long- term effects No effect on hostile sexism 12 Experiment 1 - Discussion Ø students Ø affective attitudes: o spontaneous outgroup feelings Explanations? only short intervention blind to participation - > no clear learning message relevant superordinate group? too blatant?
14 + Experiment 2 Real- world diversity training? 1- day Diversity Training mediation? long- term effects (2 weeks)? awareness of diversity training focus on gender Ambivalent sexism (more subtle) Superordinate groups Transfer effect? 13 other superordinate groups other intergroup contexts Experiment 2 adults, Germans Attitudes gender: men vs. women age: younger vs. older adults sexual orientation: anti- gay attitudes nationality: East vs. West Germans
15 + Participants, Procedure & Design Time 1 online Experimental Group Waiting Group Training Period (n = 25) Control Period (n = 25) Participants: 51 (under- ) graduate students Age: M = 23, SD = 3 77% females 94% young adults Time 2 online Paper- &- Pencil Experimental Group Waiting Group Follow- Up Period (n = 25) Training Period (n = 16) 66% East German; 1 non- German 1 lesbian Time 3 online after 2 weeks 14 Experiment 2 - Method Paper- &- Pencil
16 + Participants, Procedure & Design Pre- Measurement online Participants: Experimental Group 51 (under- ) graduate students Age: M = 23, SD = 3 77% females Waiting Group 94% young adults Training Period (n = 16) 66% East German; 1 non- German 1 lesbian Training Period (n = 25) Post- Measurement Paper- &- Pencil Pre- Measurement online Post- Measurement Paper- &- Pencil 15 Experiment 2 - Method
17 + Dependent Variables 7- point Likert- scale disagree strongly (1) agree strongly (7) Perceived Superordinate- group diversity (Waldzus et al., 2003) a) Adults α = b) Germans α = Attitudes a) Age: ingroup bias - younger vs. older adults 6 attributes (unfriendly, independent ) b) Nationality: ingroup bias - East vs. West Germans 6 attributes (considerate, selfish ) c) Sexual orientation: anti- gay attitudes ingroup α = outgroup α = ingroup α = outgroup α = Items α = In all domains of life, gay men and lesbians should gain the same rights heterosexuals possess. d) Gender: Ambivalent Sexism towards women & men ð Hostile + benevolent sexism (Glick & Fiske, 1999, 1996) Self- categorization & Identification (only Time 1) 16 Experiment 2 - Method 20 Items α =
18 + Main Results H1 H3 H2 H1b H1a * * ** ** 17 short- term group time- interaction: short- term group time- interaction: F(1, 48) = 8.69, p <.01, ηp2 =.15 F(1, 47) = 6.24, p =.02, ηp2 =.12 no long- term effect: long- term effect: F(1,24) < 1 F(1,24) = 4.66, p =.04, ηp2 =.16 Experiment 2 - Results
19 + Main Results H2 H1 H2 ** ** * short- term group time- interaction: F(1, 48) = 6.92, p =.01, ηp2 =.13 long- term effect: F(1,24) = 8.49, p <.01, ηp2 = Experiment 2 - Results H3
20 + Main Results H3 β =.39, p <.01 Training Diversity Change Adults β = -.22, p =.12 β = -.34, p =.02 Sexism Change (β = -.36, p =.01) indirect effect: B = -.15, Boot SD =.08, 95%- CI [-.36;-.03] with bootstraps, κ2 =.13 no mediation through Diversity Change Germans, B =.01, Boot SD =.06, 95%- CI [-.11;.15], κ2 = Experiment 2 - Results
21 + Summary 1. Increased perceived diversity short- term long- term H1a) Adults H1b) Germans 2. Attitude improvements H2) short- term long- term Ambivalent sexism H4a) Age attitudes (young vs. old adults) H4b) Nationality attitudes (East vs. West Germans) H4c) Anti- gay attitudes 3. Mediations via increased perceived diversity H3) 20 Training ð diversity change adults ð sexism change Training ð diversity change Germans ð sexism change H5a) Training ð diversity change adults ð age bias change H5b) Training ð diversity change Germans ð nationality bias change Experiment 2
22 + General Discussion Diversity training can improve attitudes via increasing perceived diversity of superordinate groups (relevant SOG) Long- term effect - > single training vs. several short trainings over a longer period of time to increase effect stability Outlook: Which intergroup contexts can benefit, which can t? Effective strategies for different people? - > Moderations Activation of superordinate- group diversity - > threat (Steffens et al., 2013) 21 Intervention strategies to prevent threat during training for pars- pro- toto- groups? General Discussion
23 + References Glick, P., & Fiske, S. T. (1996). The Ambivalent Sexism Inventory: Differentiating hostile und benevolent sexism. Journal of Personality and Social Psychology, 70(3), Glick, P., & Fiske, S. T. (1999). The Ambivalence Toward Men Inventory: Differentiating hostile and benevolent beliefs about men. Psychology of Women Quarterly, 23(3), Hall, N. R., & Crisp, R. J. (2005). Considering multiple criteria for social categorization can reduce intergroup bias. Personality and Social Psychology Bulletin, 31(10), doi: / Hood, J. N., Muller, H. J., & Seitz, P. (2001). Attitudes of Hispanics and Anglos surrounding a workforce diversity intervention. Hispanic Journal of Behavioral Sciences, 23(4), doi: / Lohrenscheit, C., Brander, P., Schweizer, M., Bundeszentrale für Politische Bildung, & Deutsches Institut für Menschenrechte. (2005). Kompass: Handbuch zur Menschenrechtsbildung für die schulische und außerschulische Bildungsarbeit [Compass - a manual on human rights education with young people] (1. Aufl.). Bonn [u.a.]: Bundeszentrale für Polit. Bildung [u.a.]. Mummendey, A., & Wenzel, M. (1999). Social discrimination and tolerance in intergroup relations: Reactions to intergroup difference. Personality and Social Psychology Review, 3(2), doi: /s pspr0302_4 Paluck, E. L. (2006). Diversity training and intergroup contact: A call to action research. Journal of Social Issues, 62(3), Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works? A review and assessment of research and practice. Annual Review of Psychology, 60, doi: /annurev.psych Pendry, L. F., Driscoll, D. M., & Field, S. C. T. (2007). Diversity training: Putting theory into practice. Journal of Occupational and Organizational Psychology, 80(1), doi: / x Steffens, M. C., Reese, G., Ehrke, F., & Jonas, K. J. (2013). When does activating diversity improve, when does it impair intergroup bias? An ingroup projection perspective. Manuscript submitted for publication. Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33 Turner, J. C., Hogg, M. A., Oakes, P. J., Reicher, S. D., & Wetherell, M. S. (1987). Rediscovering the social group: A self-categorization theory. Oxford: Basil Blackwell. Vanbeselaere, N. (1991). The impact of in-group an out-group homogeneity/heterogeneity upon intergroup relations. Basic and Applied Social Psychology, 12(3), Waldzus, S., Mummendey, A., & Wenzel, M. (2005). When different means worse : In-group prototypicality in changing intergroup contexts. Journal of Experimental Social Psychology, 41(1), doi: /j.jesp Waldzus, S., Mummendey, A., Wenzel, M., & Weber, U. (2003). Towards tolerance: Representations of superordinate categories and perceived ingroup prototipicality. Journal of Experimental Social Psychology, 39(1), Zick, A., Wolf, C., Küpper, B., Davidov, E., Schmidt, P., & Heitmeyer, W. (2008). The syndrome of group-focused enmity: The interrelation of prejudices tested with multiple cross-sectional and panel data. Journal of Social Issues, 64(2), Brauer, M., & Er-rafiy, A. (2011). Increasing perceived variability reduces prejudice and discrimination. Journal of Experimental Social Psychology, 47(5), doi: /j.jesp Cox, T. H., & Blake, S. (1991). Managing cultural diversity: implications for organizational competitiveness. Academy of Management Executive, 5(3), Engberg, M. E. (2004). Improving intergroup relations in higher education: A critical examination of the influence of educational interventions on racial bias. Review of Educational Research, 74(4), doi: /
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