MANAGEMENT & ORGANIZATIONS
Visiting Assistant Professor of Management & Organizations
Postdoctoral Research Fellow Kellogg Teams and Groups
His research examines how individuals approach issues of diversity and intergroup interaction and the extent to which their efforts affect perception, communication, cognition, and behavior. He investigates strategies that individuals and institutions utilize to address intergroup conflict and inequity, including why, and under what conditions, efforts to facilitate positive outcomes become ironically counterproductive. He also explores when such strategies emerge developmentally and what situational factors are most likely to shape their practice. Integrating domains of social, cognitive, developmental, and organizational psychology, his work is unified by the pursuit of theoretically innovative science that carries practically important implications for real-world outcomes.
Dr. Apfelbaum’s research has been featured in journals including Journal of Personality and Social Psychology, Psychological Science, and Developmental Psychology and has been covered by a range of media outlets such as The New York Times, BBC, and National Public Radio. He has been recognized by the Gordon Allport Intergroup Relations Prize and is the recipient of an Early Researcher Award from the American Psychological Association and a Clara Mayo Grant from the Society for the Psychological Study of Social Issues, among other research and teaching awards.
Intergroup Behavior
Leadership
Psychology
Strategic Choice
Teams
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Representative Work
"Liberating effects of losing executive control: When regulatory strategies turn maladaptive"
"Seeing race and seeming racist? Evaluating strategic colorblindness in social interaction"
"Learning (not) to talk about race: When older children underperform in social categorization"
"Race and media coverage of Hurricane Katrina: Analysis, implications, and future research questions"
"Colorblindness and interracial interaction: Playing the political correctness game"
- Recent Media Coverage
WMBR-FM: The Boston City Council Election: Diversity and Communication - 11/15/2009
See all Kellogg in the Media
Across numerous domains, research has consistently linked decreased capacity for executive control to negative outcomes. Under some conditions, however, this deficit may translate into gains: When individuals' regulatory strategies are maladaptive, depletion of the resource fueling such strategies may facilitate positive outcomes, both intra- and interpersonally. We tested this prediction in the context of contentious intergroup interaction, a domain characterized by regulatory practices of questionable utility. White participants discussed approaches to campus diversity with a White or Black partner immediately after performing a depleting or control computer task. In intergroup encounters, depleted participants enjoyed the interaction more, exhibited less inhibited behavior, and seemed less prejudiced to Black observers than did control participants-converging evidence of beneficial effects. Although executive capacity typically sustains optimal functioning, these results indicate that, in some cases, it also can obstruct positive outcomes, not to mention the potential for open dialogue regarding divisive social issues.
One strategy practiced by many Whites to regulate the appearance of prejudice during social interaction is to avoid talking about race, or even acknowledging racial difference. Four experiments involving a dyadic task investigated antecedents and consequences of this tendency. Observed colorblindness was strategic in nature: Whites' acknowledgment of race was highly susceptible to normative pressure and most evident among individuals concerned with self-presentational aspects of appearing biased (Study 1). However, this tendency was often counterproductive, as avoiding race during interracial interaction predicted negative nonverbal behavior (Study 1), a relationship mediated by decreased capacity to exert inhibitory control (Study 2). Two studies examining White and Black observers' impressions of colorblind behavior revealed divergent assessments of actors' prejudice in situations where race was clearly relevant (Study 3) but convergent assessments when race was less relevant (Study 4). Practical and theoretical implications for interracial interaction are considered.
The present research identifies an anomaly in sociocognitive development, whereby younger children (8 and 9 years) outperform their older counterparts (10 and 11 years) in a basic categorization task in which the acknowledgment of racial difference facilitates performance. Though older children exhibit superior performance on a race-neutral version of the task, their tendency to avoid acknowledging race hinders objective success when race is a relevant category. That these findings emerge in late childhood, in a pattern counter to the normal developmental trajectory of increased cognitive expertise in categorization, suggests that this anomaly indicates the onset of a critical transition in human social development.
We analyze three aspects of media depictions of Hurricane Katrina, focusing on the relationship between race and coverage of the crisis. Examination of media language use explores the debate surrounding the terms "refugees" and "evacuees"--as well as descriptions of "looting" versus "finding food"--in light of the predominantly Black demographic of the survivors in New Orleans. Assessment of the story angle indicates a disproportionate media tendency to associate Blacks with crime and violence, a propensity consistent with exaggerated and inaccurate reports regarding criminal activity in Katrina's aftermath. A review of new media sources such as mass e-mails identifies stereotypical depictions of storm survivors that both converge and diverge from coverage found in more traditional media outlets. Psychological explanations, implications for public attitudes and behavior, and future research questions are explored.
Two experiments explored the ramifications of endorsing color blindness as a strategy for appearing unprejudiced. In Study 1, Whites proved adept at categorizing faces on the basis of race, but understated their ability to do so. In Study 2, Whites playing the Political Correctness Game--a matching task that requires describing other individuals--were less likely to use race as a descriptor when paired with a Black partner than when paired with a White partner, a strategy that impaired communication and performance. In addition, avoidance of race was associated with Whites making less eye contact with and appearing less friendly toward Black partners.
This course counts toward the following majors: Human Resource Management, Management & Organizations.
This is a course about teams: How to lead a team, encourage creativity, ensure coordination, deal with difficult team members, improve teams' decision making and performance, get the most out of a team, and manage the boundaries between the team and other parts of the organization from which the team draws resources and authority. Students are assigned to a team at the beginning of the quarter. Teams analyze cases of outstanding and poor teamwork, then complete a group project and analyze their own teamwork and outcomes.
Prerequisite: MORS-430.
PHONE: 847-467-3344
FAX: 847-467-5700
Jacobs Center Room 376