Fear or Competition? Antecedents to U.S. Business Student Immigration Attitudes

2021 ◽  
pp. 105256292110656
Author(s):  
Michael J. Maloni ◽  
David M. Gligor ◽  
Tim Blumentritt ◽  
Nichole Gligor
Keyword(s):  
Undergraduate Students ◽  
Social Identity Theory ◽  
Student Attitudes ◽  
Management Education ◽  
Conflict Theory ◽  
Socioeconomic Impacts ◽  
Business Courses ◽  
Business Partners ◽  
Realistic Conflict Theory ◽  
Immigration Attitudes

Immigration is an important and contemporary topic in management education given its impact on labor, wages, innovation, and diversity. However, extant research offers few insights into the antecedents to student immigration attitudes. Survey data from undergraduate students taking business courses at two large public universities in the southeast U.S. reveal that while student attitudes toward immigration are more moderate than the general U.S. population, these attitudes differ by gender, political affiliation, and immigration background. Following realistic conflict theory and social identity theory, these student immigration attitudes are a function of both fear and competition. First, their attitudes are confounded by conflicting antecedents in perceived personal competition for resources with immigrants (e.g., jobs, wages) versus immigration benefits (e.g., costs, labor base, innovation). Second, xenophobia (fear of immigrants) is a remarkably powerful influencer of one’s immigration attitude and its antecedents. With these points, management educators must engage students in critical thinking about immigration to prepare them to effectively work with diverse colleagues and business partners while leading global organizations. We, therefore, present four cross-disciplinary areas of intersection between immigration and management education, including diversity and cultural intelligence, human resource management and ethics, entrepreneurship and innovation, and finally, economic and socioeconomic impacts.

Diversity and consumer dispositions towards foreign countries in an emerging market

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aybegüm Güngördü Belbağ
Keyword(s):  
Social Identity Theory ◽  
Structural Equation ◽  
Emerging Market ◽  
Conflict Theory ◽  
Content Type ◽  
Consumer Ethnocentrism ◽  
Foreign Companies ◽  
Foreign Products ◽  
Realistic Conflict Theory ◽  
Antecedents And Consequences

PurposeThe current study builds on social identity theory and realistic conflict theory aims to identify the relationships amongst consumers' ethnocentrism, animosity, discomfort with differences – a factor of universal-diverse orientation (UDO) – and reluctance to purchase German (RELG) and French automobiles (RELF) in the Turkish automobile market which is dominated by foreign brands.Design/methodology/approachEmpirical data were collected via face-to-face surveys from 400 respondents in the emerging market Turkey. Structural equation modelling was employed to examine the direct and indirect effects between the variables.FindingsThe main predictors of the RELG are consumer ethnocentrism, discomfort with differences and economic animosity towards Germany, respectively. Furthermore, RELF in the Turkish market is positively affected by consumer ethnocentrism, war animosity towards France and discomfort with differences, respectively. Discomfort with differences mediates the relationship between consumer ethnocentrism and RELG and RELF.Practical implicationsInternational collaborations with local manufacturers have huge strategic impacts when establishing reliable relationships with Turkish consumers. Foreign companies can initiate socially responsible projects that will relay the message of similarities between cultures to decrease perceived cultural differences. Highlighting the similarities of Turkish consumers with a foreign company in promotional campaigns will be much beneficial.Originality/valueDespite there are many studies regarding antecedents and consequences of consumer ethnocentrism, extant research overlooks the effect of animosity on this concept. Additionally, studies examining UDO in the marketing literature are scarce. This paper integrates UDO, consumer ethnocentrism, animosity and reluctance to purchase foreign products in one study.

Moving From Vertical to Horizontal

2020 ◽  
pp. 35-45
Author(s):  
Denise Lynn Schilling ◽  
Kelley Sharp ◽  
Reid Waldman
Keyword(s):  
Social Identity ◽  
Social Identity Theory ◽  
Interprofessional Education ◽  
Identity Theory ◽  
Conflict Theory ◽  
Contact Theory ◽  
Healthcare Team ◽  
Unconscious Bias ◽  
Realistic Conflict Theory

Unconscious bias impacts the ability to engage with interprofessional education activities. This bias comes in many forms and occurs for a variety of reasons. This chapter reviews the types of bias that frequently plague IPE and reviews common theories explaining this bias. Theories discussed in this chapter include social identity theory, realistic conflict theory, and Allport's contact theory. The purpose of this chapter is to assist readers with improving IPE engagement and help promote healthier communication among members of the healthcare team.

scholarly journals “We’re Just Geeks”: Disciplinary Identifications Among Business Students and Their Implications for Personal Responsibility

2021 ◽  
Author(s):  
Maribel Blasco
Keyword(s):  
Undergraduate Students ◽  
Social Identity Theory ◽  
Business School ◽  
Moral Disengagement ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Management Education ◽  
Business Students ◽  
Personal Responsibility ◽  
Secondary Data

AbstractThis research shows how business students’ disciplinary specializations can affect their sense of personal responsibility by providing rationalizations for moral disengagement. It thereby conceptualizes business students’ disciplinary specializations as a key dimension of the business school responsibility learning environment. Students use four main rationalizations to displace responsibility variously away from their own disciplinary specializations, to claim responsibility as the prerogative of their specialization, and to shift irresponsibility onto disciplinary out-groups. Yet despite their disciplinary identifications, students largely rationalized that their sense of responsibility was an individual matter that was unlikely to be affected by contextual influences, and they attributed irresponsible behavior to incorrigible ‘bad apples.’ A theoretical model is offered which illustrates these dynamics by combining Bandura’s social cognitive theory with social identity theory. The research is based on secondary data, specifically focus-group interviews conducted with undergraduate students at a major Scandinavian business school in connection with the implementation of the UN Principles for Responsible Management Education (PRME) initiative. The implications for management education include the need to strengthen students’ ‘disciplinary reflexivity,’ and to explicitly address the tension between students’ disciplinary solidarities and their faith in their own individual moral infallibility.

Reframing Xenophobia in South Africa as Colour-Blind: The Limits of the Afro Phobia Thesis

2020 ◽  
Vol 17 (3) ◽  
pp. 433-444
Author(s):  
Amanuel Isak Tewolde
Keyword(s):  
South Africa ◽  
South African ◽  
Analytical Framework ◽  
Conflict Theory ◽  
Black African ◽  
South Africans ◽  
Theoretical Perspectives ◽  
Online Newspaper ◽  
Close Proximity ◽  
Realistic Conflict Theory

Many scholars and South African politicians characterize the widespread anti-foreigner sentiment and violence in South Africa as dislike against migrants and refugees of African origin which they named ‘Afro-phobia’. Drawing on online newspaper reports and academic sources, this paper rejects the Afro-phobia thesis and argues that other non-African migrants such as Asians (Pakistanis, Indians, Bangladeshis and Chinese) are also on the receiving end of xenophobia in post-apartheid South Africa. I contend that any ‘outsider’ (White, Asian or Black African) who lives and trades in South African townships and informal settlements is scapegoated and attacked. I term this phenomenon ‘colour-blind xenophobia’. By proposing this analytical framework and integrating two theoretical perspectives — proximity-based ‘Realistic Conflict Theory (RCT)’ and Neocosmos’ exclusivist citizenship model — I contend that xenophobia in South Africa targets those who are in close proximity to disadvantaged Black South Africans and who are deemed outsiders (e.g., Asian, African even White residents and traders) and reject arguments that describe xenophobia in South Africa as targeting Black African refugees and migrants.

A Meta-Analysis of Gender Differences in Applied Statistics Achievement

1996 ◽  
Vol 21 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Christine M. Schram
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
Outcome Measure ◽  
Meta Analysis ◽  
Applied Statistics ◽  
Average Effect ◽  
Course Performance ◽  
Psychology Education ◽  
Business Courses ◽  
Business Departments

This meta-analysis of gender differences examines statistics achievement in postsecondary-level psychology, education, and business courses. Thirteen articles examining 18 samples were obtained and coded for the analysis. The average effect size was –0.08 standard deviation units favoring females; however, the results were heterogeneous. Although no model accounted for all between-studies variation, gender differences could best be predicted from the percentage of undergraduate students in the sample, the department offering the course, and the use of course grade or points for the outcome measure. Undergraduate males showed an advantage over undergraduate females. Univariate tests showed that males also significantly outscored females when the outcome was a series of exams. Conversely, females significantly surpassed males when the outcome was total course performance. Lastly, females outscored males in courses offered by business departments.

scholarly journals Measuring University Students’ Perceptions and Attitudes toward Sudden Transition to Online Learning and Academic Self- Efficacy

2021 ◽  
Vol 9 (4) ◽  
pp. 153
Author(s):  
Mona Saad Alamri
Keyword(s):  
Online Learning ◽  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Student Attitudes ◽  
Learning Experiences ◽  
Statistical Correlation ◽  
Social Distancing ◽  
Sudden Transition ◽  
Academic Self Efficacy

Online learning has unquestionably shaped contemporary education. The emergence and spread in recent months of the COVID-19 virus, with the attendant preventative implementation of social distancing, has significantly enhanced online learning’s influence. In the Kingdom of Saudi Arabia, where strict social distancing precautions were implemented early in the pandemic, thousands of college students were rapidly shifted from conventional to online instructional environments. Now that these students have a semester of experience with online learning, the time is propitious to explore these students’ online learning experiences. One concept in connection with which students’ online learning experiences have not been extensively studied is that of academic self-efficacy. The present study seeks to investigate Jeddah University students’ experiences with online learning in light of their assessments of their academic self-efficacy. Employing a combined descriptive/correlational research design organized around a pair of survey instruments—one designed to query students’ online learning experiences and a second designed to measure their senses of their academic self-efficacy—the present study investigates attitudes of a population of 1,167 Jeddah University undergraduate students randomly selected from the available pool of 16,893 individuals. The study finds that student attitudes with respect to both online learning and self-efficacy are high. It shows, furthermore, significant statistical correlation between students’ highly positive experiences with online instruction and their high senses of their academic self-efficacy. By developing the understanding regarding student attitudes and self-efficacy, this research opens avenues for further research into the connections between online learning and students’ self-perceptions. Moreover, the study’s findings hold significant implications for bettering Saudi Arabian e-learning, an outcome fully in keeping with the policy goals outlined in the 2030 vision.

scholarly journals MOBILE-APPS questionnaire: Developing and validating a scale to measure the attitudes and perceptions of undergraduate students on mobile information literacy

2020 ◽  
Vol 52 (4) ◽  
pp. 1063-1072
Author(s):  
Maria Pinto ◽  
David Caballero ◽  
Dora Sales ◽  
Rosaura Fernández-Pascual
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Student Attitudes ◽  
Scale Validation ◽  
Mobile Apps ◽  
Internal Validity ◽  
Mobile Technologies ◽  
Attitudes And Perceptions ◽  
Mobile Information ◽  
Teaching Learning

This paper aims at reflecting on the process of developing and validating a scale for measuring the students’ attitudes and perceptions regarding the use of mobile technologies in the teaching-learning of information competencies (MOBILE-APPS). Validation was carried out by administering the questionnaire to a pilot group of students, selected from Education degree, with a rubric to analyse the quality/coherence, clarity and usefulness of the content. The questionnaire was then piloted with a larger sample of students. To analyse the tool’s reliability and internal validity, scale validation techniques and exploratory factorial analysis were used. The resulting questionnaire, MOBILE-APPS, is a simple yet effective scale for collecting information. It can be applied in a number of university settings and degrees to ascertain student attitudes and perceptions of mobile information literacy.

Tabloid news, anti-immigration attitudes, and support for right-wing populist parties

2019 ◽  
pp. 205704731988412 ◽  
Author(s):  
Trevor Diehl ◽  
Ramona Vonbun-Feldbauer ◽  
Matthew Barnidge
Keyword(s):  
Political Communication ◽  
Social Identity Theory ◽  
News Media ◽  
Structural Equation ◽  
Process Model ◽  
Economic Status ◽  
Equation Modeling ◽  
Right Wing ◽  
Modeling Framework ◽  
Immigration Attitudes

This study examines the role of individuals’ media diets in contributing to the growing support for right-wing populist parties. Drawing on social identity theory and the notion of populism as political communication, this study argues that socio-economic status and tabloid news use explain support for right-wing candidates through heightened out-group hostility. Using survey data from the Austrian National Election Study ( N = 1161), we present a process model in the structural equation modeling framework, and we compare the direct and indirect effects of attention to tabloid versus broadsheet news on the probability to vote for the Freiheitliche Partei Österreichs. Results show that the link between social status and support for right-wing populism is mediated by attention to tabloid news and anti-immigration attitudes. Implications for democratic norms are discussed in light of the overlap between news media and politicians in their use of populist narratives.

An Integrated Review of Recent Research on the Relationships Between Religious Belief, Political Ideology, Authoritarianism, and Prejudice

2020 ◽  
pp. 003329412092539
Author(s):  
Joshua A. Cuevas ◽  
Bryan L. Dawson
Keyword(s):  
Social Identity Theory ◽  
Political Ideology ◽  
The United States ◽  
Conflict Theory ◽  
Right Wing ◽  
Individual Level ◽  
Political Beliefs ◽  
Realistic Group Conflict Theory ◽  
Group Conflict Theory ◽  
Underlying Mechanisms

Religious ideology and extremism have had an increasing influence on political agendas in the United States and much of the developed world in the past 60 years, with right-wing ideology becoming more prevalent this decade. This article serves as a review of studies investigating the correlations between political ideology, religiosity, right-wing authoritarianism, ingroups/outgroups, and prejudice in an attempt to describe and understand the well-established links between these dimensions. We discuss several group-level theories including Terror Management Theory, Social Identity Theory, Realistic Group Conflict Theory among others to frame the intercorrelations of these constructs in an effort to better understand the underlying mechanisms that drive individuals to embody religious and political beliefs. We then discuss individual-level cognitive and psychological differences such as intelligence, cognitive flexibility, and specific biological and neurological limitations of brain function that may influence people to adopt certain religious and political beliefs. Through a more comprehensive understanding of the underlying mechanisms of religious and political extremism, we may be better equipped to assuage the fear and denigration that is associated with many of these beliefs.

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