Inez Beverly Prosser and the education of African Americans

Inez Beverly Prosser (ca. 1895-1934) was arguably the first African American woman to earn a doctorate in psychology. Her dissertation, completed in 1933, examined personality differences in black children attending either voluntarily segregated or integrated schools and concluded that black children were better served in segregated schools. This research was one of several studies in the 1920s and 1930s that was part of the debate on segregated schools as maintained in the United States under the "separate but equal" doctrine of Plessy v. Ferguson (1896). This article examines the life and career of Prosser in the context of educational barriers and opportunities for African Americans in the early part of the twentieth century and explores the arguments that pitted African Americans against one another in determining how best to educate black children, arguments that eventually led to the desegregation decision of Brown v. Board of Education (1954).     

Colorblind or colorful? How diversity approaches affect cultural majority and minority employees

We examined how perceived organizational diversity approaches (colorblindness and multiculturalism) relate to affective and productive work outcomes for cultural majority and minority employees. Using structural equation modeling on data collected in a panel study among 152 native Dutch majority and 77 non‐Western minority employees, we found that perceptions of a colorblind approach were most strongly related to work satisfaction and perceived innovation for majority members, while perceptions of a multicultural approach “worked best” for minority members. Moreover, these effects were fully mediated by the extent to which employees felt socially included in the organization. Thus, while inclusion is an important factor for both groups to enhance work outcomes, it is facilitated by different diversity approaches for majority and minority members.