In addition to education and training, changing clinical environments can also be key to purposeful change in behavior. This review is intended to focus on the effectiveness of interventions and the provider and system level, but not at the level of policy which, while important, is beyond the scope of this review. In conclusion, research on stereotype threat is highly relevant to I/O psychology and ripe for future discoveries.

• I want to understand why they behave how they do and what I can learn from them.
• Diversity training can potentially foster inclusive work culture, encourage teamwork and leadership, create new opportunities, and thereby create a positive work culture.
• Research shows that dealmaking across cultures tends to lead to worse outcomes as compared with negotiations conducted within the same culture.
• These can then be put into a clearer perspective, analyzed and avoided — or recognized and worked through.
• If so, you need to learn about the groups that you are prejudiced against.

Good intentions, the use of what one considers to be a friendly approach, and even the possibility of mutual benefits might not be sufficient for successful intercultural communication. Ian Thacker is an Assistant Professor in the Department of Educational Psychology at the University of Texas at San Antonio. He studies math and science teaching and learning with emphasis on examining race- and gender-based achievement gaps in STEM.

Likewise, each of the outcome categories listed here may be exploded for finer detail. For example, we will distinguish between medical and mental health services, for patient intermediate outcomes. Provider types, if information is available in the literature, may be another useful way to contrast information, particularly for ethnicity- or gender-based care providers. We will also differentiate between models for undergraduate and graduate medical and health care education as compared to “re-training” existing providers. As shown in Figure 1, consequences of the MMS at the level of funding/policies compounds to how the MMS may constrain knowledge of Asian American health at the level of research and healthcare provision. Narrowed research domains, a disproportionately small Asian American population represented by funded proposals, and few Asian American health-focused scientists may result in little available evidence to justify nuanced research in Asian subpopulations. The MMS may also constrain Asian American health science by influencing what type of research is conducted by the larger scientific community.

Confirmation bias

In addition, implementation intention planning with specificity of when and how the MMS will be countered cognitively or behaviorally may reduce effects of the MMS (Mendoza et al., 2010). Asian Americans are at greater risk for exposure to environmental health hazards than NHWs (e.g., Houston et al., 2014; Payne-Sturges & Gee, 2006). In California, Korean and Japanese women have greater exposure to mammary gland carcinogens than NHW women (Quach et al., 2014). Hence, accommodating cultural commonalities and differences is extremely important to overcoming cultural barriers.

Role of the Funder

Often a color-blind approach results in valuing a majority perspective by ignoring important group differences and overemphasizing similarities (Ryan et al., 2007), which can in turn trigger stereotype threat (Plaut et al., 2009). In contrast, a multicultural philosophy values differences and recognizes that diversity has positive effects in organizations . Minority groups report feeling more welcome when organizations have multicultural policies (Bonilla-Silva, 2006); however, majority groups have reported feeling excluded . More recent research suggests an all-inclusive multicultural approach is most effective. This approach recognizes and values contributions from all groups, majority and minority, and all employees report feeling included with this philosophy (Plaut et al., 2011). This is especially dangerous in healthcare, where decisions can mean life or death.

The content and organization of our review on the antecedents and consequences of stereotype threat in the workplace is similar to previous work (see Kray and Shirako, 2012; Kalokerinos et al., 2014). We complete the review by describing several institutional and individual level interventions that are brief, easily implementable, have been field tested, and are low-cost . We provide recommendations for practitioners to consider how to implement the interventions in the workplace. In conclusion, cultural differences are present in the workplace in spite of the impacts of globalization. Stereotypes are one of the primary consequences of cultural disparities in the workplace. Stereotyping causes miscommunication and is a threat to employees’ performance. It is, therefore, vital to acknowledge diversity, appreciate people’s cultures, and work towards enhancing intercultural relations.

As previously stated, an all-inclusive multicultural approach is most effective for employees from all backgrounds (Plaut et al., 2011). To address this cultural mismatch in higher education, Stephens et al. implemented a brief intervention to reframe universities’ values as fostering interdependence and tested the effects on first generation college students’ performance. During orientation, new students were randomly assigned a welcome letter from the University president that described the university’s promotion of independent or interdependent learning norms. First generation college students who received the interdependent letter had higher performance on an academic task.

Have you ever experienced or witnessed what you thought was discrimination? Discussions about stereotypes, prejudice, racism, and discrimination Jollyromance are unsettling to some.