Stephanie Creary

Stephanie Creary
  • Assistant Professor of Management
  • Faculty Director, Relationships Across Differences (RADs) Roundtable

Contact Information

Research Interests: Relationships across differences in the workplace: identity, emotions, felt experience, inclusion

Links: CV

Overview

Professor Stephanie J. Creary is an organizational behavior scholar and Assistant Professor of Management at The Wharton School. She is also the Faculty Director of the Relationships Across Differences (RADs) Roundtable, co-sponsored by Wharton, Harvard Business School, INSEAD, and NYU Stern School of Business.

Using conceptual, qualitative, survey, experimental, and archival methods, Professor Creary’s research program develops a theory of inclusion in organizations that locates inclusion in everyday interactions between people and the organizational environments in which they work. She is particularly interested in the identity, emotion, and felt experiences that shape how people engage across differences in these contexts, including their mentoring, voice, and allyship behavior. She has published her research in leading academic journals, including Academy of Management Review, Organization Science, American Psychologist, Journal of Management Studies, and Equality, Diversity, and Inclusion. Her scholarship has received multiple honors from the Academy of Management, including the Best Student Paper Award, the Dorothy Harlow/McGraw Hill Best Paper Award, and the Phillips and Nadkarni Outstanding Paper Award.

Professor Creary’s research has also been featured in major public and practitioner outlets, including Harvard Business Review, MIT Sloan Management Review, strategy+business, The New York Times, Bloomberg, NPR, Marketplace, and Time Magazine. For five years, Professor Creary hosted the Knowledge at Wharton Leading Diversity at Work podcast series, where she engaged scholars and practitioners in conversations about leadership, difference, and organizational change.

For two years, she served as a Visiting Faculty Fellow at the Harvard Business School Institute for Business in Global Society. In recognition of her contributions to management research and thought leadership, Professor Creary was named to the Thinkers50 Radar Class, which highlights scholars whose ideas are shaping the future of management thinking, and received the NACD Directorship 100 Award, recognizing influential leaders in corporate governance.

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Research

  • Stephanie Creary (2025), Transforming How Ambivalence About DEI Work is Managed in Organizations, . Abstract

    Although debates around diversity, equity and inclusion (DEI) work might suggest a polarized population, many people feel ambivalent or hold mixed positive and negative feelings about such work. While ambivalence can be beneficial or harmful, scholars have overlooked the idea that bringing ambivalence about DEI work into conscious awareness may help to transform it from a potentially harmful emotion into a constructive one. In this paper, I conceptualize a ‘vicious system’ in which ambivalence about DEI work is unconsciously suppressed and contrast it with a ‘virtuous system’ where ambivalence about DEI work is consciously acknowledged and embraced. The model highlights three key forms of emotional work necessary for shifting from a vicious to virtuous system: discursive work, relational work and organizational body work. Ultimately, this paper advances theory in DEI, social-symbolic work and organizational ambivalence by demonstrating how engaging with ambivalence about DEI work can lead to more constructive outcomes.

  • Stephanie Creary (2024), Taking a “LEAP”: How workplace allyship initiatives shape leader anxiety, allyship, and power dynamics that contribute to workplace inequality, . Abstract

    A rise in racism, racial violence, and hate crimes has catalyzed the implementation of workplace allyship initiatives as a mechanism for creating equity and inclusion in organizations. Yet, these allyship initiatives can evoke leader anxiety because they make power dynamics salient. Extant allyship literature has not considered the implications of leader anxiety for allyship and power dynamics that contribute to inequality in the workplace. Thus, in this paper, I reveal how allyship initiatives may trigger different types of leader anxiety (i.e., preventive, promotive, and mixed preventive–promotive) and motivate different leader allyship actions, which I refer to as “LEAP” behavior. As a conceptual framework, LEAP categorizes four broad allyship actions theorized in prior research: Locating oneself, Engaging in discussions, Asking probing questions, and Providing support. LEAP also acknowledges nuances in leader anxiety that can lead to different types of LEAP behavior (i.e., restricted, responsive, or radical). Lastly, I posit that leaders’ LEAP behavior can reinforce power imbalances, challenge power imbalances, or change power structures in the workplace. Ultimately, this paper contributes a more nuanced conceptualization of leader allyship behavior to the allyship literature, and provides a foundation for identifying strategies for increasing equity and inclusion in the workplace.

  • Stephanie Creary and Karen Locke (2021), Breaking the cycle of overwork and recuperation: Altering somatic engagement across boundaries, . Abstract

    Past research often relegates the management of the ideal worker’s overworking body to the nonwork environment. Reflecting a segmentation approach to managing the boundary between work and nonwork, the nonwork setting is treated as a context for recuperation. Yet, segmentation may, ironically, support the ideal worker image and reinforce the persistence of overwork. Drawing on two-year-long ethnographic studies of yoga teacher training, this paper considers how individuals shift how they manage the boundaries around their bodies. In doing so, we challenge the notion that segmentation of nonwork from work is an ideal boundary management strategy for addressing the negative impacts of overwork. Rather, we suggest that an integration strategy developed in a nonwork community may be productive for breaking the cycle of overwork and recuperation promoted by the ideal worker image and creating a virtuous cycle of activation and release. We bring forward the bodily basis to overwork and conceptualize somatic engagement as a form of engagement through which actors come to connect reflexively with their bodily experience across domains. Relatedly, in revealing how individuals come to connect reflexively with their bodily experience, we elaborate our understanding of the relational phenomena that enhance individuals’ somatic experiences across boundaries.

  • Sandra Cha, Stephanie Creary, Laura Morgan Roberts (2021), Fumbling in relationships across difference: The potential spiraling effects of a single racial identity reference at work, . Abstract

    Black people, as members of a historically underrepresented and marginalized racial identity group in the workplace, are often confronted with identity references – face-to-face encounters in which their race is referenced by a White colleague in a comment, question or joke. Identity references can be interpreted by a Black colleague in a variety of ways (e.g. as hostile and insulting or well-intentioned, even flattering). Identity references can derail the building of relationships across difference, but under certain conditions may open the door for deeper understanding and connection. The conceptual framework in this article delineates conditions under which an identity reference may elicit an initial negative reaction, yet, when engaged directly, may lead to generative experiences and promote higher connection and learning in relationships across difference.

  • Stephanie Creary, Nancy Rothbard, 27 co-authors (2021), COVID-19 and the workplace: Implications, Issues, and Insights for Future Research and Action, .
  • Stephanie Creary, Mary-Hunter McDonnell, Sakshi Ghai, Jared Scruggs, When and why diversity improves your board’s performance in ,.
  • Brianna B. Caza, Lakshmi Ramarajan, Erin Reid, Stephanie Creary, How to make room in your work life for the rest of your self in ,.
  • Stephanie Creary and Laura M. Roberts, “G.I.V.E.-based mentoring in diverse organizations: Cultivating positive identities in diverse leaders”. In Mentoring diverse leaders: Creating change for people, processes, and paradigms, Taylor & Francis. edited by S. Blake-Beard and A. Murrell, (:, 2017)
  • Brianna B. Caza and Stephanie Creary, “The construction of professional identity”. In Perspectives on contemporary professional work, Elgar, edited by A. Wilkinson, D. Hislop and C. Coupland, (:, 2016)
  • Stephanie Creary, “Resourcefulness in action: The case for global diversity management”. In Positive organizing in a global society: Understanding and engaging differences for capacity-building and inclusion, Routledge, edited by L.M. Roberts, L. Wooten, & M. Davidson, (:, 2015)
  • All Research from Stephanie Creary »

Teaching

Past Courses

  • ASLD5999 - Ind study for Special Purposes

    This independent study is designed for students pursuing a practical inquiry into ASL/Deaf Studies. Prior consultation with and permission from the department is required.

  • MGMT2240 - Leading Across Cul & Rel Diff

    Leading Across Cultural and Relational Differences is an undergraduate elective course available to Wharton students that integrates organizational behavior and management theories, focusing on how leaders can build better workplace cultures and organizations. This course builds on the foundational teamwork and leadership skills developed in MGMT 1010: Intro to Management and complements MGMT 2280: Navigating Difficult Conversations which focuses on handling high-stakes conversations, MGMT 2380: Organizational Behavior which focuses on individual, interpersonal, and group effectiveness at work, MGMT 2390: Leading and Managing Teams which focuses on leading, managing, and functioning in task-performing teams, MGMT 2480: How to Be the Boss, which focuses on the role of the supervisor and the tasks associated with that role, and MGMT 2720: Power and Politics in Organizations, which focuses on understanding and developing political skills within organizations. By taking Leading Across Cultural and Relational Differences, students will gain the skills, knowledge, and strategies needed to lead with empathy, authenticity, and inclusivity. The course prepares aspiring leaders to leverage the power of different perspectives and positions them as change agents capable of leading in dynamic and diverse environments. Classes will be experiential and discussion-based, providing a hands-on learning experience. Readings, self-reflection, guest lectures, case studies, and a final individual or team project will also be emphasized. Thus, by the end of this course, you should be able to: 1. Evaluate the aspects of your identity and personal experiences that shape how you interact and engage with others and lead in organizations 2. Propose ways to enhance your effectiveness as a leader in diverse environments 3. Propose ways to enhance learning and effectiveness and in an organization that is wrestling with leading across cultural and relational differences

  • MGMT6240 - Leading Across Cul & Rel Diff

    Leading Across Cultural and Relational Differences is an MBA elective course available to Wharton students that integrates organizational behavior and management theories, focusing on how leaders can build better workplace cultures and organizations. This course builds on the foundational teamwork and leadership skills developed in MGMT 6100: Foundations of Teamwork and Leadership and complements MGMT 6710: Executive Leadership, which emphasizes leading teams effectively, and MGMT 7720: Power and Politics in Organizations, which focuses on understanding and developing political skills within organizations. By taking Leading Across Cultural and Relational Differences, students will gain the skills, knowledge, and strategies needed to lead with empathy, authenticity, and inclusivity. The course prepares aspiring leaders to leverage the power of different perspectives and positions them as change agents capable of leading in dynamic and diverse environments. Classes will be experiential and discussion-based, providing a hands-on learning experience. Readings, self-reflection, guest lectures, case studies, and a final individual or team project will also be emphasized. Thus, by the end of this course, you should be able to: 1. Evaluate the aspects of your identity and personal experiences that shape how you interact and engage with others and lead in organizations 2. Propose ways to enhance your effectiveness as a leader in diverse environments 3. Propose ways to enhance learning and effectiveness and in an organization that is wrestling with leading across cultural and relational differences

  • MGMT8920 - Adv Study-Organ Effect

    Business success is increasingly driven by a firm's ability to create and capture value through innovation. Thus, the processes used by firms to develop innovations, the choices they make regarding how to commercialize their innovations, the changes they make to their business models to adapt to the dynamic environment, and the strategies they use to position and build a dominate competitive position are important issues facing firms. In MGMT. 892, you will learn to address these issues through an action learning approach. MGMT. 892 is a 1.0-credit course conducted in the spirit of an independent study. By working on consulting projects for leading global companies, you will develop and then apply your knowledge about innovation management and help these firms better understand the challenges and opportunities posed by emerging technologies and markets.

Awards And Honors

  • Outstanding Reviewer, Organization Science, 2025
  • Best Reviewer, Academy of Management Journal, 2024
  • Winner, Dorothy Harlow/McGraw Hill Best Paper Award, Academy of Management, 2023
  • Academy of Management Review Outstanding Reviewer Award, 2023
  • Thinkers50 Radar Class of 2023, 2023
  • Wharton Teaching Excellence Award, MBA Program, 2022
  • Faculty Fellowship, Harvard Business School Institute for Business in Global Society, 2022
  • Winner, Phillips and Nadkarni Award for Best Paper on Diversity and Cognition, Academy of Management, 2022
  • Finalist x 2, Phillips and Nadkarni Award for Best Paper on Diversity and Cognition, Academy of Management, 2022
  • Fellowship from the Center for Advanced Study in the Behavioral Sciences (CASBS) at Stanford University Institute on Diversity, 2022
  • Visiting Faculty Fellowship, Harvard Business School Institute for Business in Global Society (BiGS), 2022
  • OBHDP Best Reviewer Award, 2021
  • Academy of Management Journal Best Reviewer Award, 2021
  • Wharton Teaching Excellence Award, Undergraduate and MBA Programs, 2021
  • Wharton Teaching Excellence Award, 2020
  • #thinklist30, 2020 Description

    The #thinklist30 is a list of influential female scholars on social media around issues of responsible business.

  • Wharton Center for Leadership and Change Management Research Grant, 2019
  • Elected Representative-at-Large, Managerial and Organizational Cognition (MOC) Division, Academy of Management, 2017
  • Faculty Fellow Research Grant, Engaged Cornell, 2017
  • Faculty Fellow Research Grant, Engaged Cornell, 2016
  • Academy of Management Organizational Behavior (OB) Division Showcase Symposium, Symposium Chair, 2016
  • Cornell University Family Fellows Program Honored Guest, 2016
  • Cornell University Center for Engaged Learning and Teaching Research Grant, 2016
  • Cornell University Center for Teaching Excellence Research Grants, 2016
  • Cornell University Center for Teaching Excellence Research Grants, 2015
  • Cornell University Small Group Mentoring Program Grant, 2015
  • Academy of Management Managerial and Organizational Cognition (MOC) Division Showcase Symposium, Symposium Organizer, 2015
  • Academy of Management Managerial and Organizational Cognition (MOC) Division Outstanding Reviewer Award, 2015., 2015
  • Academy of Management Gender and Diversity in Organizations (GDO) Division Best Reviewer Award, 2014
  • Academy of Management Gender and Diversity in Organizations (GDO) Division Best Reviewer Award, 2013
  • Academy of Management Gender and Diversity in Organizations (GDO) Division Best Student Paper Award, 2013
  • Boston College Donald J. White Award for Teaching Excellence, 2012
  • AHANA Leadership Council and GLBTQ Leadership Council Faculty Recognition Award, Boston College, 2012
  • Academy of Management Emerald Award for Best International Symposium, Nominee, 2010
  • Simmons College Susan Bulkeley Butler Academic Prize, 2007
  • Simmons College Presidential Inauguration Ceremony Graduate Student Speaker, 2007
  • Simmons College Graduate Student Award for Civic Engagement, 2007
  • Boston University Outstanding Graduating Dance Student, 1998
  • Boston University Student Advisor of the Year, 1998
  • Boston University Scarlet Key Student Leadership Award, 1998
  • Boston University Sargent College of Health and Rehabilitation Sciences Community Service Award, 1997
  • Finalist, Thinkers50 2023 Radar Award, 1970

In the News

Knowledge @ Wharton

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Latest Research

Stephanie Creary (2025), Transforming How Ambivalence About DEI Work is Managed in Organizations, .
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In the News

Why Education Still Matters for Student Athletes

Wharton's Kenneth L. Shropshire and educator Collin D. Williams, Jr. reflect on the seismic transformation of college sports since the publication of their award-winning book, 'The Miseducation of the Student-Athlete.'…Read More

Knowledge @ Wharton - 2026/01/28
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Awards and Honors

Outstanding Reviewer, Organization Science 2025
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