Only open to students that completed Group Dynamics or a similar course. For admission requirements, please contact the study advisor
The course aims to familiarise students with the social psychological processes relating to culture and diversity that are at play in organisations. Organisations have changed dramatically in recent years as more ethnic minorities enter the labour force and women move to traditionally male-dominated fields and higher managerial positions. Organisations also operate on an increasingly global scale, managing workforces of different nationalities and in different countries. This diversity is expected to increase in the coming decades as these processes continue.
This course covers classic and current theories and research on the impact of diversity on group processes, motivation and performance. It pays particular attention to the challenges presented by a diverse labour force for recruitment and selection, staff evaluation, leadership and decision-making processes. It also addresses how stereotypes and prejudice can influence human resources decisions and career development, how group composition affects teamwork and how group processes affect motivation. Lastly, it addresses ways to successfully manage diversity.
Upon completion of the course, students will be:
Familiar with and understand the key concepts and theories presented in the course as well as how they relate to each other; and
Able to apply these concepts and theories to issues relating to culture and diversity at work.
For the timetables of your lectures, workgroups, and exams, select your study programme.
Students need to register for lectures, workgroups and exams.
Instructions for registration in courses for the 2nd and 3rd year
For information on registration periods consult the bachelor course registration
Elective students have to enroll for each course separately. For admission requirements contact your study advisor.
For admission requirements, please contact your exchange coordinator.
Students are not automatically enrolled for an examination. They can register via uSis from 100 to 10 calendar days before the date; students who are not registered will not be permitted to take the examination.
Registering for exams
Mode of instruction
8 2-hour lectures
Students will be examined on their knowledge and understanding of the material and their ability to apply the knowledge they have acquired in a final exam comprising multiple choice and open questions. The students will be examined on the information presented in the lectures.
The Faculty of Social and Behavioural Sciences has instituted that instructors use a software programme for the systematic detection of plagiarism in students’ written work. In case of fraud disciplinary actions will be taken. Please see the information concerning fraud.
The reading consists of articles and chapters that will be made available via Blackboard. Typical examples are provided below — additional readings will be announced on Blackboard:
Berry, J. W. (1997). Individual and group relations in plural societies. In C. S. Granrose & S. Oskamp (Eds.), Cross-cultural work groups: Claremont symposium on applied social psychology (pp. 17-33). Thousand Oaks, CA: Sage.
Brewer, M. B. (1995). Managing diversity: The role of social identities. In S.E. Jackson & M. N. Ruderman (Eds.), Diversity in work teams: Research paradigms for a changing workplace (pp. 47-68). Washington, DC: American Psychological Association.
Dovidio, J. F., Gaertner, S. L., & Bachman, B. A. (2001). Racial bias in organizations: The role of group processes in its causes and cures. In M. E. Turner (Ed.), Groups at work: Theory and research (pp. 415-439). Mahwah, NJ: Erlbaum.
Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109, 573-598.
Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78-89.
Ellemers, N. (2014). Women at work: How organizational features impact career development. Policy Insights from Behavioral and Brain Sciences, 1, 46-54.
Ely, R. J., & Thomas, D. A. (2007). Cultural diversity at work: The effects of diversity perspectives on work group processes and outcomes. In A. S. Wharton (Ed.), The sociology of organizations: An anthology of contemporary theory and research (pp. 290-315). Oxford, UK: Oxford University Press.
Galinsky, A. D., Todd, A. R., Homan, A. C., Phillips, K. W., Apfelbaum, E. P., Sasaki, S. J., Richeson, J. A., Olayon, J. B., & Maddux, W. W. (2015). Maximizing the gains and minimizing the pains of diversity: A policy perspective. Perspectives on Psychological Science, 10, 742-748.
Glick, P., & Fiske, S. T. (2007). Sex discrimination: The psychological approach. In F. J. Crosby, M. S. Stockdale & S. A. Ropp (Eds.), Sex discrimination in the workplace: Multidisciplinary perspectives (pp. 155-187). Malden, MA: Blackwell.
Kanter, R. M. (1976). The impact of hierarchical structures on the work behavior of women and men. Social Problems, 23, 415-427.
Kulik, C. T., & Roberson, L. (2008). Diversity initiative effectiveness: What organizations can (and cannot) expect from diversity recruitment, diversity training, and formal mentoring programs. In A. P. Brief (Ed.), Diversity at work (pp. 265-317): Cambridge University Press.
Moss-Racusin, C. A., Van der Toorn, J., Dovidio, J. F., Brescoll, V. F., Graham, M. J., & Handelsman, J. (2014). Scientific diversity interventions. Science, 343, 615-616.
O’Brien, L. T., Major, B. N., & Gilbert, P. N. (2012). Gender differences in entitlement: The role of system-justifying beliefs. Basic and Applied Social Psychology, 34, 136-145.
Ryan, M. K., & Haslam, S. A. (2007). The glass cliff: Exploring the dynamics surrounding the appointment of women to precarious leadership positions. Academy of Management Review, 32, 549-572.
Schofield, J. W. (2007). The colorblind perspective in school: Causes and consequences. In J. A. Banks & C. A. McGee-Banks (Eds.), Multicultural education (6th ed.) (pp. 271-295), New York: John Wiley.
Schmitt, M. T., Ellemers, N., & Branscombe, N. R. (2003). Perceiving and responding to gender discrimination in organizations. In S. A. Haslam & D. Van Knippenberg & M. J. Platow & N. Ellemers (Eds.), Social identity at work: Developing theory for organizational practice (pp. 277-292). New York: Psychology Press.
Seegars, L. (2007, February 23). Being the token: One person cannot represent an entire race. Harvard Crimson, http://www.thecrimson.com/article.aspx?ref=517242.
Stephan, W. G., & Stephan, C. W. (2001). Diversity initiatives in the workplace. In W. G. Stephan & C. W. Stephan (Eds.), Improving intergroup relations (pp. 75-101). Thousand Oaks, CA: Sage.
Van den Brink, M. (2011). Scouting for talent: Appointment practices of women professors in academic medicine. Social Science & Medicine, 72, 2033-2040.
Wasserman, I. C., Gallegos, P. V., & Ferdman, B. M. (2008). Dancing with resistance: Leadership challenges in fostering a culture of inclusion. In K. M. Thomas (Ed.), Diversity resistance in organizations (pp. 175-200). New York: Taylor & Francis /Lawrence Erlbaum
White, J. B. (2008). Fail or flourish? Cognitive appraisal moderates the effect of solo status on performance. Personality and Social Psychology Bulletin, 34, 1171-1184.
Wright, S.C. (2001). Restricted intergroup boundaries: Tokenism, ambiguity, and the tolerance of injustice. In J. T. Jost & B. Major (Eds.), The psychology of legitimacy: Emerging perspectives on ideology, justice, and intergroup relations (pp. 223-250). New York, NY: Cambridge University Press.
Dr. Niels van Doesum