Purpose Negotiation is important for career success. Therefore, this study draws from social expectancy and self-regulation theories to develop a model proposing that social class background (SCB) influences the ease with which achievement striving translates into propensity to negotiate. Specifically, the authors examine how SCB moderates the relationship between achievement striving and negotiation propensity via a key mediator—status-based identity uncertainty—reflective of one's (un)certainty about their societal standing. Design/methodology/approach The authors collected data across three surveys over a four-week period from 460 participants. The authors assessed negotiation propensity by asking participants to rank-order behavioral reactions, representative of different degrees of negotiation engagement, in response to three scenarios. Findings The positive effects of achievement striving on negotiation propensity are attenuated for individuals with lower SCBs, in part, because achievement-oriented individuals with lower SCBs experience a heightened sense of status-based identity uncertainty. Although achievement striving is an asset for initiating negotiations, it appears to disproportionately benefit those with higher SCBs. Originality/value Individuals higher in achievement striving and with lower SCBs may approach the negotiation process differently than those with higher SCBs. This dynamic serves as another mechanism through which cumulative (dis)advantage processes in career success may occur over time.
The purpose of the current study was to evaluate the effectiveness of the Check-in/Check-out intervention (CICO; Crone, Hawken, & Horner, 2010) when it is applied to children who display relationally aggressive behaviors. Previous research indicates that universal, school-wide, interventions are generally ineffective in decreasing behaviors associated with relational aggression. It may be that a targeted intervention, such as CICO, could be more effective. Three schools were selected for participation in the current project, and the fifth grade of each of these schools was targeted. One school served as the treatment school, while the other schools served as the delayed-treatment control school. Students in each participating classroom who exhibited relationally aggressive behaviors above their class mean as reported by teachers participated in the CICO intervention for four weeks. During intervention, targeted students were assigned an adult mentor to check-in and check-out with each day, and teachers gave students feedback on their behavior throughout the school day. Effects on targeted students and other students in the grade were evaluated through repeated measures analyses of variance. It was hypothesized that reductions in both relationally aggressive behavior and self-reported rates of victimization by relationally aggressive behavior would result. The data did not support these hypotheses. Generally, students in the treatment group reported increased levels of relational aggression following treatment, while students in the delayed-treatment group reported decreasing levels. Teachers reported decreasing levels of relationally aggressive behaviors in their students over time, though these results were not significant. Victimization by relational aggression decreased following intervention, though this result was also not significant. Results, implications, limitations, and future directions are discussed.
This paper draws on social identity theory and status-based identity to propose a model of identity work for upwardly mobile individuals. Specifically, I discuss the experience of upward mobility and how it may result in identity conflict at work as individuals navigate a new social class context, considering discrete emotions (envy and shame) as the determining mechanism for the methods upwardly mobile individuals may engage in to mitigate the conflict experienced between social class identities. Endorsed meritocracy is discussed as a contextual variable in that when individuals more strongly endorse a meritocratic worldview, shame rather than envy is the more likely emotional response, thus resulting in differing types of identity work, called long-term class work (LTCW). Finally, LTCW success is discussed as a feedback loop in that when the individual experiences success, the identity conflict is likely to be reduced. Theoretical contributions, practical implications, and future research directions are discussed.
Citation (2022), "Prelims", Buckley, M.R., Wheeler, A.R., Baur, J.E. and Halbesleben, J.R.B. (Ed.) Research in Personnel and Human Resources Management (Research in Personnel and Human Resources Management, Vol. 40), Emerald Publishing Limited, Bingley, pp. i-xi. https://doi.org/10.1108/S0742-730120220000040008
The Queen Bee (QB) phenomenon posits that senior women in male dominated work contexts (e.g., top management teams) strive for success by distancing themselves from junior female colleagues. This psychological distancing is theorized to be a response to longstanding gender discrimination. However, findings that have tested this phenomenon are mixed. We suggest that this may be due to institutional constraints, rather than female CEO preferences. We posit that female CEOs will have a higher representation of women on their TMT, and thus avoid the QB phenomenon, when not constrained by organizational factors. We find that female CEO presence does negatively relate to TMT female representation (as QB literature suggests), but that this relationship is weakened by CEO power, lack of board vigilance, and CEO confidence.
Although prominent in the sociology and education literatures, the concept of cultural capital (e.g., knowledge, skills, interests, hobbies, etc.) has also recently garnered interest from management scholars. Theory suggests that employees may rely upon cultural tools (e.g., behaviors and worldviews) acquired from experiences in various social class cultures, and that possessing these tools may have work-related benefits. However, to investigate this claim, it is necessary to first develop conceptual clarity around and a valid measure of this cultural “toolkit.” Thus, we introduce the term cultural capital diversification—defined as an individual’s developmental tendency to switch adaptively between social class contexts—and develop and validate a measure consistent with this definition. In particular, we first assess content validity of the measure among a sample of subject matter experts. Then, across two additional samples, we examine the measure’s psychometric properties including factor structure, reliability, convergent and discriminant validity. Further efforts are underway to examine the nomological network of our scale. Together, these studies provide support for the validity of our nine-item cultural capital diversification scale.
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