We develop the concept of factional groups, or those in which members are representatives from a small number of (often just two) social entities. Such groups include many merger integration teams, bilateral task forces, and joint venture teams. We extend theory about group demography by arguing that factional groups possess preexisting faultlines that require a new conception of demographic dissimilarity. We propose that large demographic faultlines between factions engender task conflict, emotional conflict, and behavioral disintegration-which in turn lead to poor performance. We tested our model using data from 71 joint venture management groups. Data gathered in two waves strongly supported our propositions.

The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering, and mathematics PhDs. The current article provides an overview of the program and the institution‐wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are 5× more likely than comparison students to pursue a science, technology, engineering, and mathematics PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development, and emphasizing the importance of academic skills. Among Meyerhoff students, several precollege and college factors have emerged as predictors of successful entrance into a PhD program in the science, technology, engineering, and mathematics fields, including precollege research excitement, precollege intrinsic math/science motivation, number of summer research experiences during college, and college grade point average. Limitations of the research to date are noted, and directions for future research are proposed.

Performed on October 11, 2014 on the campus of Harvard College as part of the I, Too, Am Harvard Blacktivism Conference

This play is based on interviews with black undergraduate students at Harvard College conducted by Kimiko Matsuda-Lawrence in the fall of 2013 and spring of 2014. All words performed by the actors are the words of real students taken from those interviews.

Test scores of divergent thinking obtained between 1959 and 1972 were correlated with a variety of personality measures administered since 1980. In this sample of 268 men, divergent thinking was consistently associated with self-reports and ratings of openness to experience, but not with neuroticism, extraversion, agreeableness, or conscientiousness. Both divergent thinking and openness were also modestly correlated with Gough's (1979) empirically derived Creative Personality Scale. Several other personality variables mentioned in the literature were also examined; those that were associated with divergent thinking were also generally correlated with openness. These data suggest that creativity is particularly related to the personality domain of openness to experience.

This chapter argues that mainstream institutions of higher education in the United States have a distinctive moral responsibility to promote corrective racial justice for Black Americans. It traces this moral responsibility to the fact that these institutions have historically been complacent actors in the perpetuation of racial injustice. According to the author, current corrective policies like affirmative action fail to allow institutions to satisfy their responsibility towards Black Americans. These policies fail, first, because their basis in the value of diversity is morally inadequate, and second, because they do not do enough to remedy Black socioeconomic disadvantage insofar as they fail to increase the number of qualified Black students seeking entry to these institutions. The author calls for additional measures to secure corrective justice. He proposes one such measure: Mainstream institutions of higher education sponsoring “academy schools” directed at serving underprivileged Black students at the primary and secondary levels.

Many institutions understand the benefits of diversity and would like to enhance diversity among its students, faculty and staff, including postdocs. This has been easier to accomplish in certain fields, yet the science, technology, engineering, and math (STEM) fields lag behind. There have been some positive changes at the level of diversifying the students in the STEM fields, but this is not translating into diversification at the faculty level. The long-term goal is to increase the diversity of STEM faculty. In order to do that, steps need to be taken to ensure that a pipeline of individuals can progress through undergraduate programs into graduate programs through a postdoctoral position and into a tenured faculty position. In order to move qualified individuals through the pipeline these primary components are essential 1) recruitment 2) retention and 3)preparation for the next phase. Below are some suggestions of ways institutions can increase the number of underrepresented minority (URM) participation in STEM fields.

Argues that the notion of swift trust is a useful concept for understanding the functioning of temporary systems, drawing on the work of Lawrence Peter Goodman & Richard Alan Goodman (1976 [see abstract 77I5236]) & other secondary literature. Temporary systems are described as contexts in which a premium is placed on making do with whatever information is available & in which swift judgments of trust are mandatory. Aspects of trust, eg, vulnerability, uncertainty, & risk, are discussed in the context of the temporary system, & a number of propositions regarding trust in these situations are proposed: (1) Smaller labor pool & more vulnerability among workers equal more rapidly developed trust. (2) Role-based interaction will lead to more rapid development of trust than person-based interaction. (3) Inconsistent behavior or blurring of roles will lead to less trust. (4) Category rather than evidence-driven information is more important in temporary systems, leading to a faster reduction of uncertainty. (5) Swift trust is more likely at moderate vs low or high levels of interdependence. The role of the contractor in temporary systems is briefly considered. It is concluded that swift trust is a pragmatic strategy for dealing with uncertainties generated by a complex system.

Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student—who was randomly assigned either a male or female name—for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants’ preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.

 This article investigates attitudes that underlie international strategy processes. We propose survey scales of these attitudes and describe tests that support their reliability and validity as measures of constructs--including integration, responsiveness, and coordination--that

researchers have used for many years in case analyses of international strategy and organization.

We also propose and validate scales to capture the perceived alignment with firms' international objectives of key business policies that affect individuals, including accountability for global results, career opportunity and a globally shared meaning system that informs communication and discussion about change. Our discussion of these tests offers an assessment of how changing patterns of association among the measures over time conform to expectations generated by the case-based empirical literature. We argue that these patterns document a process of organizational learning that can link managers' mind-sets with senior managers' intentions in the course of proactive international strategic change. The analysis relies on survey responses taken in 1992 and 1995 from 370 managers in 13 country affiliates and the head office of a U.S.-based diversified multinational corporation (DMNC).

NPA ADVANCE: From Postdoc to Faculty: Transition Issues for Women Scientists is a project to foster the transition of women postdocs into the professoriate. Supported by a three-year grant from the National Science Foundation’s ADVANCE program, the project will adapt and disseminate promising institutional practices for assisting women scientists and engineers in making this transition. The NPA will draw on successful models from both past ADVANCE programs as well as from the postdoctoral community, then adapt and promote them through various avenues.

Arts may be scarce in many public schools, especially in disadvantaged communities. But outside school, one sees a "strikingly different landscape," according to this report. Why? Digital technologies are offering young people new ways to engage in the arts on their own time and according to their own interests. The report describes the new technologies, young people's media use and a framework for thinking about "interest-driven" arts learning. Three appendices include: (1) Communities that support interest-driven digital arts learning; (2) Apps that support interest-driven digital arts learning; and (3) Online platforms that support interest-driven digital arts learning.

The Report of the Trustee Ad Hoc Committee on Diversity identifies ways to make Princeton University a more diverse and inclusive community, with a focus on graduate students, postdoctoral fellows, faculty and senior administrators. The report builds on Princeton's ongoing efforts to embed diversity in the practices of the entire institution, and offers recommendations for diversifying specific campus populations where progress has been more limited.