New research from York University’s Schulich School of Business introduces an innovative approach to advancing diversity, equity and inclusion (DEI) in the workplace by framing social identity threat as a driver for learning and allyship. Traditionally viewed as a source of resistance or backlash, the study repositions social identity threat as a powerful opportunity for dominant-group employees to learn and deepen their understanding about how they can be supportive in addressing inequalities faced by marginalized colleagues.
The research findings are contained in the paper “Beyond Backlash: Advancing Dominant-Group Employees’ Learning, Allyship, And Growth Through Social Identity Threat,” published in the Academy of Management Review. The study is co-authored by Brent Lyons, an associate professor of organization studies at Schulich; and former Schulich PhD student Camellia Bryan, an assistant professor in the Organizational Behaviour & Human Resources Division at the University of British Columbia's Sauder School of Business.
The research model put forward by the co-authors suggests that under the right conditions, dominant-group employees facing social identity threat may undergo a transformative learning process. This learning encourages these employees to reflect and reassess their views on social identity groups and how these groups interact within the organization. The study emphasizes that interactions and open dialogues with colleagues are vital to this learning, fostering a more supportive and inclusive workplace culture.
The research highlights several practical ways organizations can foster this type of growth. One of the most effective is creating spaces for “dialogue across perspectives,” where employees can openly share and reconsider their interpretations without fear of judgment. According to the researchers, activities such as facilitated town halls, small-group discussions, and regular team dialogues can support dominant-group employees in reflecting on their beliefs and biases. Such structured dialogue encourages learning that supports DEI objectives more effectively than traditional diversity training alone.
Additionally, the study underscores the need for organizations to nurture a psychologically safe environment where employees feel comfortable discussing sensitive DEI topics. The authors suggest that organizations that cultivate psychological safety reduce the likelihood of defensive responses, creating a more productive DEI climate.
“As organizations increasingly prioritize DEI, this research highlights a powerful yet underutilized tool: transforming social identity threats into opportunities for learning and allyship,” says Lyons. “By embracing this approach, organizations can foster a culture where dominant-group employees elevate their involvement in addressing inequalities.”