Department of Political Science

How Do Socially Distinctive Newcomers Fare? Evidence from a Field Experiment

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How Do Socially Distinctive Newcomers Fare? Evidence from a Field Experiment. / Andersen, Simon Calmar; Moynihan, Donald P.

In: Public Administration Review, Vol. 78, No. 6, 2018, p. 874-882.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Harvard

Andersen, SC & Moynihan, DP 2018, 'How Do Socially Distinctive Newcomers Fare? Evidence from a Field Experiment', Public Administration Review, vol. 78, no. 6, pp. 874-882. https://doi.org/10.1111/puar.12957

APA

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MLA

Vancouver

Author

Andersen, Simon Calmar ; Moynihan, Donald P. / How Do Socially Distinctive Newcomers Fare? Evidence from a Field Experiment. In: Public Administration Review. 2018 ; Vol. 78, No. 6. pp. 874-882.

Bibtex

@article{c421945d057d47218855533b3eadfcd7,
title = "How Do Socially Distinctive Newcomers Fare? Evidence from a Field Experiment",
abstract = "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. ",
author = "Andersen, {Simon Calmar} and Moynihan, {Donald P.}",
year = "2018",
doi = "10.1111/puar.12957",
language = "English",
volume = "78",
pages = "874--882",
journal = "Public Administration Review",
issn = "0033-3352",
publisher = "Wiley-Blackwell Publishing, Inc.",
number = "6",

}

RIS

TY - JOUR

T1 - How Do Socially Distinctive Newcomers Fare? Evidence from a Field Experiment

AU - Andersen, Simon Calmar

AU - Moynihan, Donald P.

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

U2 - 10.1111/puar.12957

DO - 10.1111/puar.12957

M3 - Journal article

VL - 78

SP - 874

EP - 882

JO - Public Administration Review

JF - Public Administration Review

SN - 0033-3352

IS - 6

ER -