What is NORML? Sedimented Meanings in Ambiguous Organizational Identities

Organizational identity scholarship has largely focused on the mutability of meanings ascribed to ambiguous identity labels. In contrast, we analyze a case study of the National Organization for the Reform of Marijuana Laws (NORML) to explore how leaders maintained a meaning ascribed to an ambiguous identity label amid successive identity threats. We found that heightened dissensus surrounding meanings attributed to the organization’s “reform group” label at three key points spurred theoretically similar manifestations of two processes. The first, meaning sedimentation, involved leaders invoking history to advocate for the importance of their preferred meaning while mulling the inclusion of others. The second, reconstructing the past, occurred as leaders and members alike offered narratives that obscured the history of disavowed meanings while sharing new memories of those they prioritized. Our work complements research on identity change by drawing attention to the processes by which meaning(s) underlying ambiguous identity labels might survive.

Identity threats and ideas of superiority as drivers of religious violence? Evidence from a survey experiment in Dar es Salaam, Tanzania

Religion has become increasingly contentious in recent years. Faith-based discrimination, hostility and violence seem to have increased worldwide. But how can faith lead to conflict? In this article, we test the impact of two important dimensions of religion that have been neglected in previous research: the belief in ‘one true religion’ and perceptions of threats by other religious groups. Putting these two potential drivers to the test, we conducted a representative survey experiment with 972 respondents in Dar es Salaam, Tanzania. Results show that one of the tested dimensions, perceptions of threats by others, increases the support to use violence to defend one’s own group. This is particularly the case for religiously intolerant respondents with characteristics such as pre-existing threat perceptions, unfavorable views on intermarriage, or belief in the superiority of their own faith. In contrast, we find relatively weak evidence that the prime of ‘one true religion’ increases the readiness to use violence. Our findings have important implications for policy: We conclude that appeals by leaders to threats by others and intolerance toward other faiths can contribute to more conflict. Political and religious leaders should refrain from capitalizing on such notions and should promote tolerance towards other faiths instead.

Fostering Inclusivity: Exploring the Impact of Identity Safety Cues and Instructor Gender on Students’ Impressions and Belonging

Background: Students with marginalized identities can experience identity threats in higher education. Instructors can help improve student outcomes by using identity safety cues (ISCs), which signal to marginalized groups that their identities are valued. Objective: The purpose of this study was to examine whether including ISCs in course syllabi could improve students’ belonging-related outcomes and whether these outcomes differ based on instructor gender. Method: Using an experimental design, undergraduate students viewed a syllabus that included or excluded ISCs from either a White male or female professor. Participants reported their anticipated belonging and instructor impressions. Results: Participants reported greater expected engagement and field belonging and had more positive impressions of the instructor when the syllabus included ISCs compared to the control syllabus. Instructor gender had a minimal impact on participants’ outcomes and impressions. Conclusion: This work demonstrates including ISCs in course syllabi can positively impact students when course instructors are White men or women. Teaching Implications: ISCs improved participants’ anticipated engagement and field belonging regardless of instructor gender. This work suggests instructors can improve students’ first impressions and intentions by including ISCs in their course syllabi.

Still Just Hegemonic After All These Years?

Men and boys are commonly viewed as perpetrators and/or facilitators of relational violence, but this biological essentializing oversimplifies “masculinity” as “bad.” Connell illustrated the complex roles of bodies, structural order maintenance, and “pupils as agents, school as setting” (Connell 2000: 161) in shaping masculinity processes. Our study examined these factors by examining how peer perceptions of gendered identity threats relate to beliefs negatively affecting power relations. Students (N = 87; n = 36 males, 51 females) from four classes at two high schools in Connecticut provided pre- and post-test data for a Sexual Violence Prevention Program. Results show unhealthy attitudes related to peer perceptions as a basis for violence scenarios. We discuss primary-prevention curricular implications by addressing masculinities as social relationships involved in adolescents facilitating healthy relational practices.

Still Just Hegemonic After All These Years?

Men and boys are commonly viewed as perpetrators and/or facilitators of relational violence, but this biological essentializing oversimplifies “masculinity” as “bad.” Connell illustrated the complex roles of bodies, structural order maintenance, and “pupils as agents, school as setting” (Connell 2000: 161) in shaping masculinity processes. Our study examined these factors by examining how peer perceptions of gendered identity threats relate to beliefs negatively affecting power relations. Students (N = 87; n = 36 males, 51 females) from four classes at two high schools in Connecticut provided pre- and post-test data for a Sexual Violence Prevention Program. Results show unhealthy attitudes related to peer perceptions as a basis for violence scenarios. We discuss primary-prevention curricular implications by addressing masculinities as social relationships involved in adolescents facilitating healthy relational practices.

Learning from Problem-Based Projects in Cross-Disciplinary Student Teams

This paper explores how engineering students and Work and Welfare students reflect upon their own engagement in a one-week cross-disciplinary project. To develop a better understanding of what unfolds during these activities we collected data through anonymous surveys two consecutive years. Data from these 141 respondents were analysed using a learning history approach and are presented as narratives. Results show major disruptions and conflicts driving the student projects, exposing inviting confrontations, social identity threats, managing diversity, and friction of ideas. Whereas this in many cases led to new and better project solutions, these real-world experiences raise awareness of the need for tools and methods for training students. The aim of the paper is to learn from students’ experiences through narrative distance, and fill a gap in the literature between problem-based learning (PBL) and the learning history method. Discussing different experiences of cross-disciplinary teamwork through the explanations of these theories, we also lay out potential questions for future research on the topic.

Early career researchers’ identity threats in the field: The shelter and shadow of collective support

Based on an autoethnographic study of early career researchers’ field research experiences, we show how individuals deal with moments of discrimination that present identity threats. This is accomplished through participating in the construction of a shared holding environment to provide emotional shelter and resources for resultant identity work. We show how they collectively develop anticipatory responses to future identity threats and inadvertently how this allows the effects of discrimination to be both unchallenged and amplified. We draw implications for identity work theory, adding to current understandings of identity threats, tensions, and challenges and the dynamics through which these are addressed, avoided, or worked around, as well as the shadow side of such activities. We also offer practical implications about the business schools’ role in nurturing early career researchers’ identity work.