What Is Power? Clarifying Concepts and Controversies

SSRN Electronic Journal · 2026-01-01

Jack Dorsey: Power, Politics, and the Path Ahead

SSRN Electronic Journal · 2025-01-01

Darden Stories: Building Belonging and Connection in Business School

SSRN Electronic Journal · 2025-01-01

The Summit AI Fund: Apex

SSRN Electronic Journal · 2025-01-01

Timeline of Social Mobility: The Barriers to Social Class Mobility in Education and Employment

Academy of Management Proceedings · 2025-07-01

The widening inequity between the upper and lower social classes threaten societal health and the very foundational principles of equal opportunity in the United States. Even more concerning is the trend of declining social mobility in the United States. In this symposium, we discuss the numerous barriers to social mobility that individuals from lower class backgrounds face in their lifelong pursuit of upwards mobility. We examine these challenges at key life events at which individuals should be able to better their chances for upwards social mobility (e.g., college admissions, first employment out of college), and also examine the experiences of those who successfully achieve upwards mobility. The findings from this symposium highlight why social mobility is so elusive, even with the support of the most well-intentioned and strategized policies. How Interpretations of Socioeconomic Advantage and Disadvantage Influence College Admissions Author: David M. Munguia Gomez; Yale School of Management Author: Emma Levine; Author: L Taylor Phillips; How Social Class Affects Network Positions in College and Subsequent Employment Outcomes Author: Andrew L. Choi; Author: David Obstfeld; Employers’ Targeting of First-Generation College Students for Free Labor: The Case of Unpaid Interns Author: Shuang Wu; University of California San Diego Author: Peter Belmi; University of Virginia The Stickiness of Social Class: Identity & Wellbeing Over Time for The Upwardly Mobile Author: Elizabeth R. Johnson; Harvard Business School Author: L Taylor Phillips;

Stratification and Synergy: Navigating Social Class Dynamics in Contemporary Management

Academy of Management Proceedings · 2024-07-09

The symposium makes substantial contributions toward elucidating the influence of social class in the workplace. From exploring the social costs of upper-class networks to the trust dividends of upward mobility, the impact of class on creativity, and the intersection of founder and investor class origins, each study offers fresh insights into longstanding debates. Together, they challenge and refine our understanding of social class as a critical dimension of management, providing empirical evidence and theoretical advancements that pave the way for more nuanced approaches to leadership and organizational strategy in an era of increasing socioeconomic awareness. The Social Costs of Upper-Class Networks: Network Social Class Reduces Prosocial Behavior Author: Jiyin Cao; Chinese U. of Hong Kong Author: Siyu Yu; U. of Michigan Upward Mobility Increases Trust Author: Nadav Klein; INSEAD Author: Stephane Côté; U. of Toronto Novelty vs. Usefulness? Examining Social Class Differences in Creativity Author: Jiyoun Kim; Northwestern Kellogg School of Management Author: Peter Belmi; U. of Virginia Privilege or Humble Beginnings? Founder and Investor Social Class Origins Affect Investor Interests Author: Jean Joohyun Oh; Carnegie Mellon U. - Tepper School of Business

DEI Practices in Organizations: Effectiveness, Impact, and Unintended Consequences

Academy of Management Proceedings · 2024-07-09

This symposium examines the complex and often contradictory nature of addressing workplace inequities through diversity initiatives. Organizations are increasingly investing in diversity and inclusion (D&I) efforts, as evidenced by the prevalence of Chief Diversity Officers and comprehensive diversity training programs among Fortune 1000 companies. These efforts represent a deliberate strategy to cultivate equitable and inclusive workplaces. However, the symposium emphasizes the necessity of evaluating the impact of these practices to ensure they contribute to real and sustainable change, rather than being mere symbolic gestures. The studies featured explore the complex dynamics of workplace inequities and the often paradoxical outcomes of well-intentioned D&I efforts. These studies employ various methods such as surveys, audit studies, and experiments to assess organizational policies across different contexts. Key findings include: 1) Gender differences in EEOC judgments of merit, with claims filed by women in masculine industries more likely to be granted merit. 2) The impact of free speech appeals on reducing accountability for workplace bias, highlighting a failure in achieving D&I goals. 3) The concept of strategic ignorance in sexual harassment claims, indicating that claims of ignorance may not always be made in good faith. 4) The effectiveness of positive versus negative feedback in motivating equitable behaviors among city councilors. 5) The exploitation of first-generation college students in organizations due to positive stereotypes. These studies collectively reveal the intricate nature of addressing workplace inequities, underscoring the need for more nuanced and effective strategies in fostering true equity and fairness in the workplace. He Said She Said: How Gender Relates to Judgments about the Merit of Workplace Accusations Author: Grusha Agarwal; U. of Toronto, Rotman School of Management Author: Chloe Kovacheff; U. of Toronto Author: Rachel Lise Ruttan; U. of Toronto Author: Gabrielle Adams; U. of Virginia Darden School of Business Author: Katherine Ann DeCelles; U. of Toronto What About My Free Speech? Appeals to Free Speech Reduce Accountability for Workplace Bias Author: Ivuoma Ngozi Onyeador; - Author: Felix Danbold; UCL School of Management Playing Dumb: Strategic Ignorance about what Constitutes Sexual Harassment Author: Natalya Alonso; Beedie School of Business Simon Fraser U. Author: Zhanna Lyubykh; Beedie School of Business Simon Fraser U. Author: Sandy Hershcovis; U. of Calgary What motivates equitable behavior? The effects of positive & negative feedback in the domain of bias Author: Erika Kirgios; U. of Chicago Booth School of business Author: Edward Chang; Harvard Business School The Heroization and Exploitation of First-Generation College Students Author: Shuang Wu; Rady School of Management, U. of California San Diego Author: Peter Belmi; U. of Virginia

Managers Can Support Employees in Working-Class Contexts by Promoting Growth Mindsets

Personality and Social Psychology Bulletin · 2024-04-29 · 4 citations

White-collar workplaces are critical “gateway” contexts. They play a crucial role in providing valuable opportunities and upward social mobility. Some groups are less likely, however, to feel they belong in these settings. For example, those with a college degree may feel relatively at ease. However, those without may be uncertain about whether they will be fully included. We examine one possibility for addressing these class-based belonging gaps. A growing education literature demonstrates the power of growth mindsets. We extend this research to the workplace and test its benefits. In two preregistered experiments ( N = 1,777), we find that endorsing growth mindsets can support working-class (WK) individuals. When managers have a growth mindset, WK individuals report high sense of belonging. The effect occurred because managers with growth mindsets reduced identity threat. A preregistered survey of employees in the real world ( N = 300) triangulated these findings. Sense of belonging was higher among those who believed their manager had a growth mindset. Furthermore, they reported greater job satisfaction and commitment. These findings have important implications for the growing conversation on addressing class divides.

David Smith: Garden Birch Children's Hospital Center

SSRN Electronic Journal · 2023-01-01

The Consequences of Revealing First-Generational Status

Organization Science · 2023 · 13 citations

• Sociology
• Political Science
• Psychology

College is regarded as the great equalizer. People with four-year degrees expect to reap the rewards of their education. This paper examines the pivotal transition from college to the labor market. How do candidates fare when they reveal to prospective employers that they are “first-gen”? Based on the literature, one may advance two competing predictions. One perspective predicts the possibility of a first-gen advantage. This view predicts that revealing one’s first-gen status can help applicants, by making them seem motivated, committed, responsible, and hardworking. It also makes for a compelling narrative; many Americans love stories of “bootstrapped” success. In contrast, a competing perspective predicts the possibility of a first-generation disadvantage. According to this view, there are forces that block decision makers from recognizing the strengths of first-gen students. We tested these two perspectives with an audit study (n = 1,783) and four follow-up studies (n = 4,920). The results supported the first-gen disadvantage hypothesis. Even in the mainstream labor market, first-gen students were evaluated less favorably. We traced this bias to the impact of one possible mechanism: deficit thinking. Despite overcoming hardships, first-gen students were often viewed through the lens of deficits. As a consequence, they were often denied opportunities to gain entry into organizations. Importantly, we found that a mindset shift can help ameliorate the problem. When we nudged decision makers to adopt a strengths-based lens, they became more receptive to hiring first-gen applicants. This work extends knowledge on the mechanisms that drive social class gaps in hiring. It also invites a reassessment of how to study social class in organizations. Deficit models dominate the study of social class. However, as we demonstrated, focusing on deficits can exacerbate inequality. It is important to consider people’s experiences and humanity holistically. Supplemental Material: The e-companion is available at https://doi.org/10.1287/orsc.2023.1682 .