Gains in the recruitment of diverse candidates have been slow, yet business demands for a diverse workforce, who possess the higher-order skill sets that are achieved in the attainment of a bachelor's degree, have increased due to accelerated and disruptive changes in technological advancements and socio-economic and geopolitical conditions (Dobbin & Kalev, 2016; Lumina Foundation 2017; 2018a; 2018b; PricewaterhouseCoopers, 2017; Schwartz, Collins, Stockton, Wagner, & Walsh, 2017; Spar, Pletenyuk, Reilly, & Ignatova, 2018; World Bank Group, 2019; World Economic Forum, 2016). Because the selection process has been troubled by concerns of unconscious bias, research in diversity management calls for a deeper understanding of interpersonal relations and interactions within diverse contexts (Bendick & Nunes, 2012; Jonsen, Maznevski & Schnider, 2011). At the same time, research employing a conversation analytic approach to the job interview continues to observe how outcomes vary due to communicative differences and dissimilar identities. Much of this research since the turn of the 21st century has been conducted outside of the United States, while those conducted in the U.S. have often focused on the interactional practices of native versus nonnative English speakers or English-speaking candidates from diverse backgrounds, including gender, race, class, and work experience, in the context of skills centers preparing for low-wage positions (Demo, 2006; Glenn & LeBaron, 2011; Hudson, 2009; Kerekes, 2001; Sniad, 2007). Given the increased demand for diverse candidates holding postsecondary credentials, how do underrepresented students, particularly those who identify as Latinx - the fastest growing population in the U.S. (Flores, 2017b), co-participate in the negotiation of internship interview outcomes with recruiters from diversity management programs?Using the method of conversation analysis, this study observed how three university students who identify as Latinx and two recruiters from diversity internship programs co-participate in mock internship interviews. Mock interviews were audio recorded and transcribed for conversation analysis. Self-reported data were collected about: a) participants' cultural, linguistic, and socio-economic background, b) recruiters' perceptions of the diversity perspectives of their organizations, c) participants' professional and personal characteristics valued, d) the interview strategies that participants planned to use to convey these values, and e) their perceived performance in the interview and the characteristics that were conveyed. This data was presented and a comparative analysis was conducted to provide context and triangulate conversation analytic findings.The results of this study revealed interactional strategies employed by candidates and recruiters to negotiate interview outcomes. Successful practices of candidates included: a) presenting narrative and general responses of personal agency in a deductive rhetorical style that weaved positive affective statements within institutional, personal, and occupational discourses, b) connecting past experiences to an intentional and purposeful pursuit of professional goals, c) offering short and notable statements at turn-entry to elicit engagement from the interviewer, and d) incorporating supporting evidence offered by recruiters in their responses. Recruiters supported the interactional practices of candidates by: a) eliciting responses in the initial interview stage using closed questioning to model what was expected of the interview process, b) offering positive assessments when candidates' performance met the interview expectations, c) stating their evaluations at the close of the turn for candidates to confirm, negotiate, or expand upon; and d) providing additional evidence that was relevant to candidates' claims when an alignment with shared experiences was established.Overall, the diversity recruiters in this study sought candidates who fit the job and organizational culture, and they facilitated this through their interactional practices; particularly when candidates performed to the expectations of the interview talk-in-interaction. However, the interview required shared interactional practices and institutional values that presented barriers for candidates who were not familiar with those practices and values. Further research in the talk-in-interaction among diverse participants in the internship interview can provide areas of emphasis for teaching university candidates from underrepresented backgrounds how to navigate interview expectations, and for aiding recruiters in identifying and minimizing performance barriers caused by differences in verbal interactional competence.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.