Employment Discrimination as Unethical Behavior

Author(s):  
Joerg Dietz ◽  
Emmanuelle P. Kleinlogel

We argue that research on employment discrimination can be enriched by studying it as unethical behavior. Using five moral principles, namely utilitarianism, distributive justice, righteousness of actions, virtuousness, and ethics of care, we illustrate the treatment of employment discrimination as a moral issue. An overarching theme in this discussion is that nondiscrimination is a fundamental human right. Next, the chapter illustrates how individual-difference variables that predict unethical behavior, such as moral disengagement and cognitive moral development, can contribute to advancing knowledge about employment discrimination. A similar argument is then presented for situational predictors of unethical behavior, such as obedience with requests from organizational authorities. Lastly, we discuss the role of classic interventions against unethical behavior, such as codes of conduct and the emphasis on fairness as a moral imperative, for combating employment discrimination.

2019 ◽  
Vol 73 (1) ◽  
pp. 73-93 ◽  
Author(s):  
Ryan Fehr ◽  
Ashley Fulmer ◽  
Fong T. Keng‐Highberger

2019 ◽  
Vol 4 (7) ◽  
pp. 63-102
Author(s):  
Ali akbar Arjmandniya ◽  
Rezvan Hejazi ◽  
Albert Boghosian ◽  
sara Etemadi Eidgahi ◽  
◽  
...  

2020 ◽  
Vol 29 (5) ◽  
pp. 969-991
Author(s):  
Hillie Aaldering ◽  
Alfred Zerres ◽  
Wolfgang Steinel

Abstract While organizations strive for ethical conduct, the activity of negotiating offers strong temptations to employ unethical tactics and secure benefits for one’s own party. In four experiments, we examined the role of constituency communication in terms of their attitudes towards (un)ethical and competitive conduct on negotiators’ willingness and actual use of unethical tactics. We find that the mere presence of a constituency already increased representatives’ willingness to engage in unethical behavior (Experiment 1). More specifically, a constituency communicating liberal (vs. strict) attitudes toward unethical conduct helps negotiators to justify transgressions and morally disengage from their behavior, resulting in an increased use of unethical negotiation tactics (Experiment 2–3). Moreover, constituents’ endorsement of competitive strategies sufficed to increase moral disengagement and unethical behavior of representative negotiators in a similar fashion (Experiment 4ab). Our results caution organizational practice against advocating explicit unethical and even competitive tactics by constituents: it eases negotiators’ moral dilemma towards unethical conduct.


2021 ◽  
Vol 2021 (1) ◽  
pp. 13093
Author(s):  
Julie N.Y. Zhu ◽  
Long Wai Lam ◽  
Yolanda N. Li ◽  
Qi Shao

2011 ◽  
Author(s):  
Jacob Y. Chan ◽  
Annis Lai Chu Fung ◽  
Manisha Rustagi ◽  
Courtney M. Ryan ◽  
Scott E. Bischoff
Keyword(s):  

1970 ◽  
Vol 13 (1) ◽  
pp. 110-115
Author(s):  
Sunhaji Sunhaji

The process of education must apply with “Learning Process Skill”, not “Learning Concept”. Process approach marked with student centered curricula, not teacher centered. Role of teacher is as facilitator, mediator, dynamizing, organizing, and catalyst to apply “dialog” as spirit of education process. Critical education model is an education that independent from internal-institutional fetter, social hegemony, or structured to maintain political and economical stability. These happen in the length of our national history, then produce tame-weak human accorded to system condition. Whereas, education is human right, even people right to enhance its maturity, self-identity, and independence to serve his function to his God. .


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