Team diversity refers to the differences between team members on any attribute that may lead each single member of the group to perceive any other member of the group as being different from the self of this particular member. These attributes and perceptions refer to all dimensions people can differ on, such as age, gender, ethnicity, religious and functional background, personality, skills, abilities, beliefs, and attitudes.

One common element of Kripke’s and Chalmers’ reactions to physicalist theories of mind is their reliance upon the intuition that concepts about conscious experiences are essentially identified by the “immediate phenomenal quality” of the conscious experience, how the experience feels from the subjective point of view. I examine how Kripke’s and Chalmers’ critiques require that concepts about conscious experiences be identified by their subjective feel and then move on to provide some ways in which this intuition about concepts of conscious experience could be wrong. Specifically, the intuition is not consistent with our intuitions about unusual cases reported by pain researchers and does not take such cases to be genuine cases of pain. These inconsistencies weaken the intuition, making it problematic for any critique of identity theory or physicalism to rely heavily upon it.

 The majority of Americans profess to hold pro-environmental attitudes and intend to engage in environmentally friendly behavior. Yet their actions tell a different story. The goal of this study was to explain the gap between widely held pro-environmental attitudes and the lack of corresponding individual and collective behavior. Using both quantitative and qualitative methods and applying the principles of grid-group cultural theory, cognitive sociology, and identity theory I examined the meanings people ascribe to the environment, how they think about behavior relative to the environment, and justifications for the performance of environmentally significant behavior. I administered an on-line survey to a nationally representative sample of individuals. By applying grounded theory methods to the textual data generated by open-ended survey questions I developed a model of environmentally signficant behavior which describes the underlying factors that influence the performance of pro-environmental behavior. Individuals develop environmental socio-cognitive schemas based on the ways in which they use the six cognitive acts (perceiving, focusing, classifying, signifying, remembering, and timing) in thinking about the environment. They use these environmental socio-cognitive schemas to filter and interpret environmental discourse, construct a body of environmental knowledge, and guide environmentally significant behavior. According to this study, the explanatory link between pro-environmental attitudes and pro-environmental behavior lies in the concept of proximity. Performance of pro-environmental behavior is driven by the distance individuals perceive themselves to be from environmental issues. Attitudes toward the environment remain abstractions whereas behavior is situational. Individuals from different cultural groups hold different ideas about the relationship between humans and nature, the extent and severity of environmental issues, and how those issues should be addressed. The findings from this study provide a foundation for developing effective strategies for influencing environmentally significant behavior. This study is important because environmental issues are real, their potential impact is substantial, and time is of the essence in addressing them.

The present study is designed to extend the finding of Miner-Rubino and Cortina (2007) on bystander experiences of sexual harassment to bystander experiences of racial microaggressions. Racial microaggressions are a form of subtle racism, which are short, quick, everyday encounters that send degrading messages to people of color. The affects of racial microaggression on psychological, physical, and occupational outcomes were examined for both Caucasian and African-American employees. The results of the study indicate that racial microaggression are negatively related to psychological well-being for both races, as well as correlated to multiple negative work outcomes such as job burnout, job withdrawal, and a decrease in job commitment. The overall results demonstrate that subtle racism is pervasive in the workplace and detrimental to employee well-being.

Konkurrensen om kompetent personal ökar och flertalet faktorer används därför för attattrahera och rekrytera kvalificerad arbetskraft. Företag lägger idag stort fokus på corporatesocial recponsibility (CSR) och studier har visat att CSR spelar stor roll för potentiellamedarbetare i sökandet efter arbetsgivare. Syftet med denna uppsats är således att undersöka,beskriva och analysera huruvida studenter på avancerad nivå vid ett svenskt universitet,värderar CSR som en attraktiv faktor hos en framtida arbetsgivare. Den teoretiskareferensramen utgår från tre områden vilka berör CSR, employer branding samt social identitytheory (SIT). Uppsatsen baseras på en kvantitativ metod i form av en enkätundersökningbland 230 studenter på avancerad nivå vid ett av Sveriges största universitet. Resultaten ochslutsatserna visar, till skillnad från tidigare studier, att CSR inte ses som en attraktiv faktorhos en framtida arbetsgivare samt att andra faktorer överlag ses som både mer attraktiva ochviktiga än CSR.

European higher education is being faced with more and more challenges arising fromdiversity. Diversity arises as Universities seek to achieve higher levels ofinternationalisation by accepting students from as many countries as possible. Everyoneseems to be of the opinion that diversity is essentially a good thing. However, studies haveshown that diversity does not always lead to productivity. In Sweden for example, researchhas found that groups with gender diversity have more productive outcomes, while groupswith ethnic diversity display less positive outcomes. In general, research on highereducation has often showed that ethnic minority students achieve lower levels ofperformance than other students.This thesis studies the factors that affect the attitudes of ethnic minorities, first from a socialidentity point of view, and then by looking at other factors such as expectations ofemployment and the effects of studying in a new educational system. The social identityprocesses that are important in a student context are examined so as to determine those thathave a stronger effect on minority students.For this study, interviews were carried out with three students, and questionnaires were alsoadministered. From the analysis, it is observed that ethnic minority students suffer negativeeffects from being in a cultural minority and often feel dominated by the surroundingculture. Also, they develop less positive attitudes towards their studies because of loweremployment expectations, difficulties of adapting to a new setting and less preparation intheir earlier education.It is suggested that in order to create a more favourable environment for ethnic minoritystudents, steps must be taken to create a better psychological atmosphere for minoritystudents. Also, steps should be taken to improve social contact between students and toenhance the process of group work.The main limitations of the study are time, scope and cost. To be able to carry out a morein-depth study of school performance, it is important to perform more interviews andsurveys, covering a longer time frame.

Using Social Cognitive Theory, Social Identity Theory, and Source Credibility, this study examined the role of instructor source credibility as related to exercise adherence. A one-time survey was given to participants of an eight-week exercise program. Hierarchical multiple linear regression was used to test hypotheses. Results indicate that perceived expertise was a significant predictor of intentions to adhere to class. Additionally, this study shows how Social Identity Theory can predict lower levels of identification in an exercise context. The scales used to text source credibility were shown to be accurate measures of perceived instructor expertise, likeability, and enthusiasm. Thus, these scales can be used to examine this subject in later studies.

The purpose of this dissertation is to answer &lsquo / if we can live together?&rsquo / , through establishing a historical approach towards the concepts of Europeanization, European identity and the rights of minorities. The main argument reads that within the historical understanding of Europeanization, it is theoretically impossible to speak of a common European identity that European peoples and societies could agree upon. The problem is that such impossibility cannot be explained by the mainstream political identity and Europeanization literature. In this thesis, in order to account for the late-modern European self-definition which is distinguished with its banal character that carries elements from post-modernity yet at the same time is situated on the modern necessities and inventions, &lsquo / social identity&rsquo / and &lsquo / social categorization&rsquo / conceptualizations of Henri Tajfel are addressed. The aim is to communicate between the studies of Europeanization and European identity and the Social Identity Theory that proposes an instant gathering of people through social ingrouping without developing a certain sense of common culture, identity or belongingness. Having set the theoretical ground, the practical consequences of European ingrouping are examined by employing a historical perception of the development of the idea of minorities in Europe. Minorities are the traditional others of European nation-states and they are the outgroups of any social ingrouping for that matter. There are observed two fundamental results of the current European ingrouping-outgrouping on the development of minority right regimes in Europe. On the one hand, there is still the traditional security-oriented perception of national minorities in Europe that is simultaneously exposed to Europeanization and some level of improvement / yet, on the other hand, the European ingrouping itself is causing the minoritization of certain groups, excluding them from the very agenda of Europeanization.

The loss of human capital that is the result of repatriate turnover has plagued multi-national companies' expatriate programs for decades. In striving to avoid this outcome, many are today sending their employees on so-called short-term expatriate assignments for which the long term effects are unknown. This study attempts to remedy this using quantitative methods and the latest developments in Identity Theory, but falls short due to difficulties in gaining access to respondents.

The current project investigates exclusion in terms of racial/ethnic identity and group behavioral norms. Research concerning the "black sheep effect" evidences the tendency for group members to derogate a fellow in-group member who has violated an important social norm (Marques, Yzerbyt, & Leyens, 1988). Similarly, Oyserman's (2007) model of identity-based motivation argues that any group identity can shape behavior through a process of identity infusion such that group members are motivated to behave in ways that are in-group identity-infused and equally avoid behaviors that are out-group identity-infused. Finally, identity misclassification research provides evidence that individuals feel threatened by the notion that they may have behaved in ways that are congruent with an out-group (e.g., Bosson, Prewitt-Freillino, & Taylor, 2005). Therefore, when a behavior is infused with the identity of an out-group, avoiding such behaviors is seen as an expression of belonging to one's in-group. The current project assesses the consequences of group identity-infusion specifically in the area of academics and racial/ethnic identity. In Study 1, identity-threatened participants who were excluded by an in-group member attributed their exclusion to their out-group identity-infused behavior, but they did not expect exclusion, nor experience heightened negative emotions or anxiety as a result of exclusion. In Study 2, though strongly identified participants were more likely to choose an identity-affirmed partner regardless of task condition, no differences were found for ratings of potential partners. Future research should address ecological validity issues and attempt to make more naturalistic observations of these behavioral patterns. Additionally, a younger sample should be used in order to assess exclusion for "acting White" among students who are legally required to be in school, rather than those who have chosen to pursue higher education.