Suchergebnisse

Purpose
The purpose of this paper is to introduce the concept of constructive intercultural contact. This concept refers to intercultural contact in which majority as well as minority participants are intercultural effective, i.e. can perceive themselves as comfortable and successful.


Design/methodology/approach
This study is based on exploration and review of intergroup, contact, acculturation and organization literature.


Findings
Five input elements of constructive intercultural contact are distinguished: responsibility, deliberate choice to postpone judgment, acknowledging the relative relevance of cultural differences, perspective taking and respect. What participants have to do to make constructive intercultural contact in organizations not only possible between colleagues, but also in hierarchical relationships is elaborated by reflection on the interrelation between majority/minority and manager/employee positions in constructive intercultural contact.


Originality/value
This paper contributes to diversity management literature by introducing a new concept which, focusing on the interaction level, explains how participants can make intercultural contact into a comfortable and successful experience for both. Other contributions are the differentiation between majority and minority actors and the elaboration of the complexity of intercultural employee/manager contacts.

AbstractThe notion of diversity management (DM) has in recent years spread out from its Anglo‐American origins. However, few studies have theorized how alternate discourses established in particular societal contexts can challenge penetration of the organizational agenda by DM discourse. Based on a study of corporate websites, we offer a description of DM discourse in Finnish companies. We show how gender equality as an institutionalized societal discourse shapes the meanings attached to DM, and discuss the power effects of this intertwining. For the burgeoning research on diversity management, the Finnish case illuminates how a gender egalitarian context affects the inclusion of certain manifestations of diversity (and its management), while excluding others. Copyright © 2009 ASAC. Published by John Wiley & Sons, Ltd.

The aim of this article is to unravel the gendered practices in ambition and challenge the hegemonic masculinity within it. Our findings are based on a qualitative study using focus groups in which Dutch men and women, full-timers and part-timers, constructed different meanings of ambition. The men and women in our study used three manifest discourses of ambition in the workplace, regarding individual development, mastery of the task, and upward career mobility. A critical analysis of these three discourses indicates how cultural and organizational norms on gender and working hours affect these constructions of ambition. We argue that a fourth discourse, 'ambition as a resource', is a major driving force of inequality. 'Ambition as a resource' is the dominant hegemonic discourse in organizations, and its power effects mitigate the impact of other discourses on ambition, revealing the potential for change when different discourses of ambition are valued.

Gender is an essential determinant of health and illness. Gender awareness in doctors contributes to equity and equality in health and aims towards better health for men and women. Nevertheless, gender has largely been ignored in medicine. First, it is stated that medicine was 'gender blind' by not considering gender whenever relevant. Secondly, medicine is said to be 'male biased' because the largest body of knowledge on health and illness is about men and their health. Thirdly, gender role ideology negatively influences treatment and health outcomes. Finally, gender inequality has been overlooked as a determinant of health and illness. The uptake of gender issues in medical education brings about specific challenges for several reasons. For instance, the political-ideological connotations of gender issues create resistance especially in traditionalists in medical schools. Secondly, it is necessary to clarify which gender issues must be integrated in which domains. Also, some are interdisciplinary issues and as such more difficult to integrate. Finally, schools need assistance with implementation. The integration of psychosocial issues along with biomedical ones in clinical cases, the dissemination of literature and education material, staff education, and efforts towards structural embedding of gender in curricula are determining factors for successful implementation. Gender equity is not a spontaneous process. Medical education provides specific opportunities that may contribute to transformation for medical schools educate future doctors for future patients in future settings. Consequently, future benefits legitimize the integration of gender as a qualitative investment in medical education.