Binghamton Research Days Student Presentations
Measuring the Effectiveness of Diversity Training in the School of Management
Measuring the Effectiveness of Diversity Training in the School of Management
Alicia Mayo (Sophomore, Business Administration); Maryta Flores (Freshman, Psychology); Caitlin Smith (Freshman, Psychology); Katherine Simon (First-year, Human Development); Yumi Otsu (Graduate, MPA, Dickinson Research Team); Casey Glaab (Staff, Dickinson Research Team)
Alicia Mayo (Sophomore, Business Administration); Maryta Flores (Freshman, Psychology); Caitlin Smith (Freshman, Psychology); Katherine Simon (First-year, Human Development); Yumi Otsu (Graduate, MPA, Dickinson Research Team); Casey Glaab (Staff, Dickinson Research Team)
Mentor: Kimberly Jaussi, School of Management, Center for Leadership Studies, & Dickinson Research Team; Sara Reiter, School of Management; Dina Layish, School of Management; Thomas Kelly, School of Management
Mentor: Kimberly Jaussi, School of Management, Center for Leadership Studies, & Dickinson Research Team; Sara Reiter, School of Management; Dina Layish, School of Management; Thomas Kelly, School of Management
Abstract
Research illustrates a favorable view of diversity training in contributing benefits in one’s environment. One study shows the less integrated a group, the lower their performance and well-being (Brodbeck, et al, 2011). There is also research that concludes that a sense of belonging is perceived differently by ethnic minorities and majority groups (Meeuwisse, Severiens, & Born, 2010). From that study, ethnic minorities felt a sense of belonging in formal relationships with peers and faculty, whereas the majority felt a sense of belonging in informal relationships. Furthermore, diversity training has been found to reduce discrimination and have a positive effect on individuals (King, Dawson, Kravitz, & Gulick, 2012). This study hypothesizes that sense of belonging and diversity experiences in group projects each positively correlate with diversity training, with ethnic minorities as a moderator variable. This study evaluates the correlation between diversity training and the two dependent variables. Additionally, a moderation analysis was used to determine if ethnic identity had a statistically significant effect on the relationship between the independent and dependent variables. After analyzing the data, there was a strong positive correlation between diversity training and acceptance (r = 0.57) as well as diversity training and peer experiences (r = 0.61). The presence of privileged and marginalized groups did not significantly influence the relationship between training and peer experiences nor diversity training and sense of belonging[1] (p >0.05).
Abstract
Research illustrates a favorable view of diversity training in contributing benefits in one’s environment. One study shows the less integrated a group, the lower their performance and well-being (Brodbeck, et al, 2011). There is also research that concludes that a sense of belonging is perceived differently by ethnic minorities and majority groups (Meeuwisse, Severiens, & Born, 2010). From that study, ethnic minorities felt a sense of belonging in formal relationships with peers and faculty, whereas the majority felt a sense of belonging in informal relationships. Furthermore, diversity training has been found to reduce discrimination and have a positive effect on individuals (King, Dawson, Kravitz, & Gulick, 2012). This study hypothesizes that sense of belonging and diversity experiences in group projects each positively correlate with diversity training, with ethnic minorities as a moderator variable. This study evaluates the correlation between diversity training and the two dependent variables. Additionally, a moderation analysis was used to determine if ethnic identity had a statistically significant effect on the relationship between the independent and dependent variables. After analyzing the data, there was a strong positive correlation between diversity training and acceptance (r = 0.57) as well as diversity training and peer experiences (r = 0.61). The presence of privileged and marginalized groups did not significantly influence the relationship between training and peer experiences nor diversity training and sense of belonging[1] (p >0.05).