Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose The purpose of this paper is to investigate the expectations and evaluations of services provided by members of an ethnic minority using the lens of ethnic stereotypes. The authors also examine how ethnic service providers (ESPs) are evaluated by customers from the majority group vs the same ethnic group as the provider. Design/methodology/approach In Study 1, the authors measure the stereotypes about skills, abilities, and typical professions associated with different ethnic groups (i.e. Chinese, South Asians and white). The authors then measure the effect of these stereotypes on the performance expectations from ESPs in different professional services. In Study 2, the authors manipulate the service domain (stereotypical vs counter-stereotypical) and the level of service performance (good: above average performance vs mediocre: below average) of a Chinese ESP, and subsequently measure the evaluation of the ESP by the same ethnic group (Chinese) vs majority group (white) participants. Findings Performance expectations from ESPs closely match the stereotypes associated with the ethnic group. But the performance of an ESP (especially mediocre-level service) is evaluated differently by the same ethnic group vs majority group customers, depending upon the domain of service. A Chinese ESP providing mediocre service in a stereotypical domain (martial arts instructor) is evaluated more critically by same ethnic group (Chinese) participants as compared to white participants. In contrast, a Chinese ESP providing mediocre service in a counter-stereotypical domain (fitness instructor) is evaluated more favourably by same ethnic group (Chinese) participants as compared to white participants. There is no such difference when performance is good. Research limitations/implications It is a common practice to employ ESPs to serve same ethnic group customers. While this strategy can be effective in a counter-stereotypical domain even if the ESP provides mediocre service, the findings suggest that this strategy can backfire when the performance is mediocre in a stereotypical service domain. Practical implications The results demonstrate the need for emphasizing outcome ( vis-à-vis interaction) quality where ESPs are employed to serve same ethnic group customers in a stereotypical service setting. However, when an ESP is offering a counter-stereotypical service, the emphasis needs to be more on the interpersonal processes ( vis-à-vis outcome). Firms can gain by taking this into account in their hiring and training practices. Originality/value Prior research has primarily used cultural distance to examine inter-cultural service encounters. The authors show that ethnic stereotypes pertaining to the skills and abilities of an ESP can affect evaluations beyond the role of cultural distance alone.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.009 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it