Learning from Diversity

A Theoretical Exploration

Bibliographic Data

ID6360384
AuthorsErica Gabrielle Foldy (0000-0002-0623-3361, New York University, corresponding author)
Year2004
Volume64
Issue5
Pages529-538
Publication date2004-08-27
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePublic Administration Review (JOURNAL)
Journal identifiersISSN: 0033-3352 • E-ISSN: 1540-6210
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1540-6210.2004.00401.x
OpenAlexW2075492950
LanguageEN
Citations received24
References cited49

Public‐sector organizations tend to be more racially and ethnically diverse than private‐sector organizations, leading to the challenge of enhancing heterogeneous work group effectiveness. Recent work suggests that a group's “diversity perspective,” or set of beliefs about the role of cultural diversity, moderates diverse group performance. One perspective, the integration and learning perspective, argues that heterogeneous groups function better when they believe that cultural identities can be tapped as sources of new ideas and experiences about work. However, simply holding the integration and learning perspective may not be sufficient. Research on general group learning has shown that it requires particular behaviors and cognitive frames. This article integrates recent work on diversity perspectives with long‐standing research on team learning to propose a conceptual model of learning in culturally diverse groups. It suggests that both the integration and learning perspective and more generic learning frames and skills must be present

Cognition · Cultural diversity · Diversity (politics · Function (biology · Knowledge management · Perspective (graphical · Set (abstract data type · Sociology · Artificial Intelligence · Computer Science · Gender Diversity and Inequality · Knowledge Management and Sharing · Psychology · Social Psychology · Team Dynamics and Performance

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