Suchergebnisse

According to the Department of Justice, an average of 20 workers are murdered and 18,000 assaulted in U.S. workplaces each week. Government employees fell victim to 37 percent of workplace violence incidents despite the fact that they made up only 16 percent of the U.S. workforce between 1992 and 1996. Using insights gained from a survey of 868 full-time employees of a Midwestern municipal government, we explore the intersection of a multitude of violent behaviors including verbal threats, yelling, physical intimidation, hitting/pushing/shoving, and sexual harassment and assault. Our analysis illuminates two important trends: (1) larger organizational norms may play a critical role in the acceptance of workplace aggression and violence, and (2) customers are more likely to be perpetrators of violence and aggressive acts than are co-workers and supervisors.

A diversity education dilemma occurs when exposure to information concerning status hierarchies, related to demographic and other socially salient identity groups, reinforces those hierarchies in the classroom. Discussions of diversity-related issues in a variety of management courses (e.g., immigrant issues in labor relations, the composition of executive leadership teams in strategy, workplace compliance issues in human resource management) may highlight or draw attention to status differences as individuals identify with—and are identified by others as belonging to—higher or lower status groups (e.g., based on race/ethnicity, gender, or physical disability). As a consequence, the "real world" status hierarchy is strengthened within the classroom with negative consequences for student learning. This study uses status characteristics theory to provide a framework for understanding ways in which one's best-intended practices may be undermining student learning. The authors also propose a series of practical ways that instructors can mitigate the status hierarchy to create a more equitable learning environment while simultaneously tackling issues related to diversity.

Our paper studies how gender and organizational status affect a university president's compensation. Similar to previous findings, we hypothesize that women will receive less pay than men. However, we go beyond a dyadic view of individual differences to examine gender's impact on compensation, and we explicate the importance of institutional forces in understanding the gender pay gap. In doing so, we rely on organizational status and hypothesize that the gender pay gap will be less pronounced as a university's status rises. Although we find that the gender pay gap persists within the university president context, we also find that as a university's status rises, the pay gap declines. Moreover, our findings show that the gender pay gap disappears at higher-status universities. Hence, accounting for where the glass ceiling is broken is an important consideration in understanding the gender pay gap. In sum, by integrating a broader institutional perspective to explain gender differences in pay levels, our paper demonstrates the importance of contextualizing gender to better understand its effects on compensation. The online appendix is available at https://doi.org/10.1287/orsc.2018.1266 .