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How Do Socially Distinctive Newcomers Fare? Evidence from a Field Experiment
Author(s) -
Andersen Simon Calmar,
Moynihan Donald P.
Publication year - 2018
Publication title -
public administration review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.721
H-Index - 139
eISSN - 1540-6210
pISSN - 0033-3352
DOI - 10.1111/puar.12957
Subject(s) - optimal distinctiveness theory , categorization , social psychology , diversity (politics) , field (mathematics) , sociology , power (physics) , inclusion (mineral) , psychology , race (biology) , social category , public relations , political science , gender studies , philosophy , physics , mathematics , epistemology , quantum mechanics , anthropology , pure mathematics
New hires offer a mixed blessing. They can spur teams to reflect on their processes in ways that encourage learning. But organizational newcomers may also struggle to achieve inclusion. This article examines how newcomers' experiences in public organizations depend on their social distinctiveness. While diversity is usually framed in terms of biodemographic factors such as race and gender, educational background is another form of social distinction. Educational differences may trigger psychological responses such as negative social categorization and serve as an observable criterion by which professional status and power are allocated. Using a field experiment, schools were provided two types of new hires: those who shared the educational background of existing teams and more socially distinctive newcomers. Both types of newcomers led to heightened team reflection processes relative to a control group. However, old‐timers were less accepting of educationally distinct newcomers, viewing them as less competent and cooperative .