How Organizational Diversity Cues Affect Career-Related Outcomes: The Mediating Role of Belonging
Bibliographic record
Abstract
Advancing existing literature, this dissertation bridges social psychological and organizational research by investigating how belonging mediates the relationship between organizational diversity cues and career-related outcomes, with a specific focus on the underrepresentation of racialized groups in senior organizational roles. Specifically, I address fundamental research questions surrounding the mediating role of belonging through the impact of two organizational diversity cues, perceived workplace racial discrimination and racial/ethnic representation, on individuals' sense of belonging at work and the subsequent implications of belonging on individuals’ career aspirations, turnover intentions, and job application intentions. In the first study, a field investigation explores the effects of perceived workplace racial discrimination on belonging for lawyers in medium to large-sized law firms in Canada. The findings reveal a compelling negative association between perceived workplace discrimination and belonging, with organizational justice emerging as a critical explanatory factor. Moreover, belonging is identified as a predictor for both career aspirations and turnover intentions. Sequential mediation analyses emphasize the robustness of these relationships. Results of the second study, an experimental exploration, affirm a positive connection between racial/ethnic representation and belonging, highlighting the mediating role of belonging in the relationship between representation and job application intentions, as well as career aspirations. Interestingly, the studies unveil moderating effects based on race/ethnicity, particularly pronounced for racialized individuals. Synthesizing the findings from both studies, belonging emerges as a pivotal psychological process mediating the influence of perceived workplace racial discrimination and racial/ethnic representation on career aspirations and turnover intentions. Furthermore, the inclusion of a diverse sample comprising both White and racialized individuals allows for a nuanced examination of the moderating effects of race/ethnicity. The theoretical and practical implications of this research extend to the realm of workplace equity, diversity, and inclusion. By understanding organizational antecedents of belonging and its subsequent effect on the career aspirations and intentions of individuals, we gain additional insights into addressing underrepresentation and fostering inclusive environments.
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How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.028 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".