Social identity and intergroup evaluative bias: Realistic categories and domain specific self-esteem in a conflict setting

Social identity theory predicts a link between self-esteem and intergroup discrimination. Previous research has failed to find consistent support for this prediction. Much of this research has, however, been beset by a number of methodological shortcomings. These shortcomings may have hindered attempts to discern a consistent relationship between self-esteem and intergroup discrimination. The current investigation sought to overcome these difficulties by utilizing, realistic groups, multidimensional measures of self-esteem and testing self-esteem before and after the manifestation of intergroup evaluative bias. The results demonstrate that when the members of realistic groups engage in evaluative intergroup bias, the esteem in which they hold specific self-images is enhanced. Of the 13 facets of self-esteem delineated by the instrument used in the present study significant increases were found in six particular domains: honesty, academic ability, verbal ability, physical appearance, religion and parental relations. Global self-esteem was unaffected by the display of bias. These findings emphasize the importance of using realistic groups and domain specific self-esteem when attempting to assess the role of self-esteem in intergroup discrimination.     

THE ROLE OF COGNITIVE ABILITY IN THE SUBGROUP DIFFERENCES AND INCREMENTAL VALIDITY OF ASSESSMENT CENTER EXERCISES

This study investigates the degree to which subgroup (Black-White) mean differences on various assessment center exercises (e.g., in-basket, role play) may be a function of the type of exercise employed; and furthermore, begins to explore why these different types of exercises result in subgroup differences. The sample consisted of 633 participants who completed a managerial assessment center that evaluated them on 14 ability dimensions across 7 different types of assessment exercises. In addition, each participant completed a cognitive ability measure. The results suggest that subgroup differences varied by type of assessment exercise; and furthermore that the subgroup difference appeared to be a function of the cognitive component of the exercise. Lastly, preliminary support is found that the validity of some of the assessment center exercises in predicting supervisor ratings of job performance is based, in part, on their cognitive component; however, evidence of incremental validity does exist.     

A STUDY OF THE GRAPEVINE IN A GOVERNMENTAL ORGANIZATION

The purposes of this investigation were to replicate a classic study of the grapevine reported by Davis in 1953, and to extend the results by obtaining personality data (Bass Orientation Inventory scores) on the subjects. The present study was carried out in a state government unit with 79 employees. Davis’“ecco analysis” method was used to study the flow of information through the grapevine. Nine grapevine items were investigated with respect to where, when, and how the subjects had learned of the information. Two of Davis’ findings–the relatively small percentage of in-dividuals functioning in a liaison capacity in disseminating any particular item of information, and the positive relationship between grapevine knowledge and an individual's level in the organizational hierarchy–were confirmed. Two other findings of Davis–relating to the degree of within-unit vs. between-unit spread of information, and the degree of individual consistency in functioning as liaisons–were not confirmed. Again, it should be stressed that, while Davis’ study was concerned with communication within the managerial force of a manufacturing concern, the present study was carried out in a governmental organization and involved personnel from both the managerial and the rank-and-file levels. Thus, because of the particular nature of the samples in each of the two investigations, any generalizations about the operation of grapevines in organizations need to be stated with extreme caution.