01644nam a2200169   4500999001900000008004100019100003300060245008200093260000900175300001500184520106200199700003001261773003301291906002601324942001201350952011201362  c509536d509536190513b           ||||| |||| 00| 0 eng d  aAndersen, Simon Calmar95496  aHow do socially distinctive newcomers fare?: evidence from a field experiment  c2018  ap.874-882.  aNew hires offer a mixed blessing. They can spur teams to reflect on their processes in ways that encourage learning. But organizational newcomers may also struggle to achieve inclusion. This article examines how newcomers' experiences in public organizations depend on their social distinctiveness. While diversity is usually framed in terms of biodemographic factors such as race and gender, educational background is another form of social distinction. Educational differences may trigger psychological responses such as negative social categorization and serve as an observable criterion by which professional status and power are allocated. Using a field experiment, schools were provided two types of new hires: those who shared the educational background of existing teams and more socially distinctive newcomers. Both types of newcomers led to heightened team reflection processes relative to a control group. However, old‐timers were less accepting of educationally distinct newcomers, viewing them as less competent and cooperative. - Reproduced.  aMoynihan, Donald P.95497  aPublic Administration Review  aPublic administration  2ddccAR  00102ddc40709383476aIIPAbIIPAd2019-05-13h78(6), Nov/Dec, 2018: p.874-882.pAR119696r2019-05-13yAR