How Personality Relates to Attitudes Toward Diversity and Workplace Diversity Initiatives

The present research examined how the Big Five traits Openness to Experience and Agreeableness predicted general attitudes toward diversity (Study 1) and receptivity to concrete diversity initiatives in the workplace (Study 2). Study 1 found that Openness to Experience positively predicted universal diverse orientation, but not pro-diversity belief or sensitivity to diversity. Agreeableness positively predicted universal diverse orientation and pro-diversity belief. In Study 2, Openness to Experience positively predicted universal diverse orientation, but not support for workplace diversity initiatives. Agreeableness positively predicted universal diverse orientation and support for both existing and potential workplace diversity initiatives. We also showed that universal diverse orientation mediated the links between personality and support for workplace diversity initiatives. We discuss how these findings can shed more light on the types of individuals who are more likely to endorse diversity and inclusion, which can subsequently inform more effective implementation and communication of diversity initiatives.

Location, Location, Location? School District, Length of Residence and Attitudes Toward Diversity and Neighborhood Schools in the Upper South

Attitudes toward diversity and neighborhood schools matter because they underlie many families’ decisions for residential location, with consequences for both school systems and students. Case studies of desegregation highlight locational dynamics that influence these outcomes, but differences in theory and methods limit rigorous comparisons among residents across such areas. This study focuses on two under-researched correlates of these preferences toward school assignment models: school district location and length of residence in that district. We evaluate whether school district location and length of residence decrease support for diverse schools and increase support for neighborhood schools, net of numerous controls. We use an innovative new dataset that features opinion polling of respondents’ views of public school assignments in Raleigh, NC; Charlotte, NC; Louisville, KY; Rock Hill, SC; and Nashville, TN (5302 cases). We find that compared to having lived in a school district 7 years or less, living in that district over 15 years decreases support for diversity. Furthermore, living all one’s life in a district increases support for neighborhood schools. We also find that Charlotte-Mecklenburg, Rock Hill, and Nashville districts are less supportive of neighborhood schools than Raleigh, but that there are also interactive effects between length of residence and school district location. These results shed light on district differences in social forces leading to school resegregation.

On the Varieties of Diversity: Ideological Variations in Attitudes Toward, and Understandings of Diversity

Three studies explore the possibility that attitudes toward “diversity” are multidimensional rather than unidimensional and that ideological differences in diversity attitudes vary as a function of diversity subtype. Study 1 ( n = 1,001) revealed that the factor structure of attitudes toward 23 diverse community features was bidimensional. Factors involving demographic and viewpoint diversity emerged. Conservatives reported more positive attitudes toward viewpoint diversity, and liberals more positive attitudes toward demographic diversity. Study 2 ( n = 1,012) replicated Study 1 findings, and extended Study 1 results by showing attitudes toward the general concept of diversity predicted attitudes toward demographic diversity but not viewpoint diversity. In Study 3, 386 participants rated how relevant a set of features was to their prototypical understanding of diversity. A confirmatory factor analysis (CFA) revealed people discriminate between viewpoint, demographic, and consumer diversity. Conservatives perceived viewpoint features as more relevant to “diversity,” whereas liberals perceived demographic features as more relevant.

Inter-Environmental Collaboration to Form Students’ Attitudes toward Diversity

An excellent religious attitude can direct students to think and act following the religious values they adhere to in their personal and social lives. This study aimed to analyze the environmental factors in the formation of students' attitudes toward diversity. This study used a qualitative method. The data had been obtained from all informants at SDIT Muhammadiyah, SD Trihasil, and MI Nahdlatul Ulama that met the specified requirements. The data had been collected through interviews, observation, and documentation techniques to be analyzed descriptively. The results showed that the factors forming students' attitudes toward diversity were the family environment, school environment, and community environment. For example, factors that formed the religious attitude of SD Trihasil students were religious education and the family environment. The parents provided religious education through daily habituation and invited their children to daily and monthly recitation. On the other hand, factors that formed students' attitudes toward diversity at SDIT Muhammadiyah were the family through habituation and the Muhammadiyah organization. Furthermore, students’ attitudes toward diversity MI Nahdatul Ulama were influenced by family factors and their community. Thus, internal and external environmental factors influence the students’ attitudes toward diversity.

Recognizing the Needs of Others: Municipal Candidates’ Intrinsic and Extrinsic Motivations to Support Immigrants and Religious Minorities

This research examines the influence of political candidates’ personality dispositions and constituency characteristics on their assessments of the needs of immigrants and religious minorities. Previous research, drawing on data from citizens, links personality differences to attitudes toward diversity and support for minority communities. Extending this research to candidates during an ongoing election campaign, this study examines the interaction between constituency diversity and politicians’ intrinsic motivations to recognize the interests of immigrants and religious minorities. Using data from a unique candidate survey during the 2018 municipal elections in two large Canadian provinces (N = 1,073), results show that personality traits provide an intrinsic motivation, independent of candidates’ descriptive characteristics or the level of diversity in their constituency, to recognize a higher level of support needed by members of these diverse communities. More agreeable candidates are consistently more likely to acknowledge that more should be done for immigrants and religious minorities whereas the negative influence of conscientiousness on minority recognition is suppressed in highly diverse constituencies. The results extend previous research on personality and intergroup dynamics and situate candidates’ recognition of the needs of others as an important antecedent to political representation.

Tipping Point: Perceptions of Diversity in Black and White

By 2044, the USA is projected to be a majority-minority nation. Research suggests that when people of color reach 40–60% of the population, a tipping point occurs in which white individuals experience a collective existential threat and threat to their status and resources, resulting in more negative attitudes toward diversity. Institutions of higher education are microcosms of society. We were interested in how perceptions of diversity might differ across two universities—one that had reached the tipping point of only 50% white Americans; 543 black and white undergraduates completed items from the Diverse Learning Environment Core Survey measuring perceptions of belonging, diversity, and discrimination. We found that white students in the more diverse context were less satisfied with diversity on campus than their white counterparts (at the less diverse university); moreover, these students reported the highest level of discrimination in the study—even higher than that of black students in the less diverse context. These findings highlight the ways in which increasing representation and enfranchisement of racially and culturally different others may result in feelings of disenfranchisement for white Americans. With implications for the larger society, we argue that centering and deconstructing whiteness and white racial socialization is essential for the next era of equity and diversity aimed at redressing structural inequality.

Racializing Captain America: How Racial Attitudes Affect Perceptions of Affirmative Action and Diversity Initiatives in Media

Is announcing a commitment to diversity enough to activate attitudes toward diversity initiatives? And what are the spillover effects of these programs? To address these questions, we conduct an experiment imbedded in a nationally representative survey of non-Hispanic White Americans ( n = 1,519). We inform respondents that the White actor who plays Captain America will be replaced, while varying whether there is a reference to a diversity initiative and whether the replacement is White or Black. We find that reference to diversity initiatives on its own has no effect but the action of displaying diversity affects marketplace preferences and attitudes toward diversity initiatives.

Individual bicultural identity and cultural intelligence

Purpose This paper aims to examine the relationship between individual bicultural identity and attitudes toward diversity. The authors also theorize and test the mechanism through which individual bicultural identity will be more likely to result in positive attitudes toward diversity. Design/methodology/approach The authors collected survey data drawing from two different samples and two different measures of attitudes toward diversity. To test the hypotheses, the authors conducted structural equation modeling analyses. Findings The authors found that individual bicultural identity increases positive attitudes toward diversity and cultural intelligence partially mediates this relationship. Individual bicultural identity increases positive attitudes to others not necessarily known to us. Originality/value The authors integrate the cultural intelligence framework and the common in-group identity model in assessing the role of cultural intelligence in both individual bicultural identity and attitudes toward diversity.