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Relevant bibliographies by topics / African American book collectors

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Academic literature on the topic 'African American book collectors'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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Journal articles on the topic "African American book collectors"

1

Gubert, Betty Kaplan. "Research Resources for the Study of African-American and Jewish Relations." Judaica Librarianship 8, no. 1 (1994): 162–64. http://dx.doi.org/10.14263/2330-2976.1262.

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Several libraries in New York City have exceptionally rich resources for the study of relations between African Americans and Jewish Americans. The holdings of and access to these collections are discussed; some sources in other parts of the U.S. are mentioned as well. The most important collection is in the Schomburg Center for Research in Black Culture, The New York Public Library. Besides books, there is a vast Clipping File, the unique Kaiser Index, manuscript collections, and some audio and visual materials. The Jewish Division of The New York Public Library has unparalleled holdings of Jewish newspapers from around the world, from which relevant articles can be derived. The libraries of the Jewish Theological Seminary and the VIVO Institute ,are also both fine sources. Their book holdings are up-to-date, and YIVO's clipping file is also, including such items as publicity releases from Mayors Koch and Dinkins. YIVO's archives have such important historical holdings as the American Jewish Committee Records (1930s to the 1970s), and some NAACP materials from the thirties and forties. Children's books on this top ic and ways of acquiring information are noted. A list of the major libraries, with addresses, telephone numbers, and hours is in an appendix.

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Elam, Harry. "A History of African American Theatre. By Errol G. Hill and James V. Hatch. Cambridge Studies in American Theatre and Drama. Cambridge: Cambridge University Press, 2003; pp. 608. $130 cloth." Theatre Survey 46, no. 1 (2005): 127–29. http://dx.doi.org/10.1017/s0040557405220094.

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Over the more than twenty years since the publication of two profoundly influential collections—Errol Hill's two-volume anthology of critical essays The Theatre of Black Americans (1980) and James V. Hatch's first edition of the play anthology Black Theatre USA (1974)—there has been considerable activity in African American theatre scholarship. Yet even as scholars have produced new collections of historical and critical essays that cover a wide range of African American theatre history, book-length studies that document particular moments in the historical continuum such as the Harlem Renaissance, and Samuel Hay's broader study African American Theatre: An Historical and Critical Analysis (1994), no one until now has written a comprehensive study of African American theatre history. Into this void have stepped two of the aforementioned distinguished scholars of African American theatre, Errol G. Hill and James V. Hatch. To be certain, writing a comprehensive history of African American theatre poses a daunting challenge for anyone hearty enough to undertake it. Where to begin? What to include and exclude? With their study, A History of African American Theatre, Hill and Hatch show themselves indeed worthy of the challenge. They explore the evolution of African American theatre across time and space, documenting the particular efforts of artists, writers, scholars, and practitioners, from inside as well as outside the United States, that have had an impact on our understanding of African American theatre. The authors make clear that the definition of African American theatre from the beginning has been in constant flux and that it has been affected by the changing social times in American as much as it has influenced those times.

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Yakovenko, Iryna. "African American history in Natasha Trethewey’s “Native Guard”." Synopsis: Text Context Media 27, no. 4 (2021): 224–30. http://dx.doi.org/10.28925/2311-259x.2021.4.4.

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The article presents interpretations of the poetry collection “Native Guard” of the American writer Natasha Trethewey — the Pulitzer Prize winner (2007), and Poet Laureate (2012–2014). Through the lens of African American and Critical Race studies, Trethewey’s “Native Guard” is analyzed as the artistic Civil War reconstruction which writes the Louisiana Native Guard regiments into national history. Utilizing the wide range of poetic forms in the collections “Domestic Work” (2000), “Bellocq’s Ophelia” (2002), “Thrall” (2012), — ekphrastic poetry, verse-novellas, epistolary poems, rhymed and free verse sonnets, dramatic monologues, in “Native Guard” (2006) Natasha Trethewey experiments with the classical genres of villanelle (“Scenes from a Documentary History of Mississippi”), ghazal (“Miscegenation”), pantoum (“Incident”), elegy (“Elegy for the Native Guard”), linear palindrome (“Myth”), pastoral (“Pastoral”), sonnet (the ten poems of the crown sonnet sequence “Native Guard”). Following the African American modernist literary canon, Trethewey transforms the traditional forms, infusing blues into sonnets (“Graveyard Blues”), and experimenting with into blank verse sonnets (“What the Body Can Tell”). In the first part of “Native Guard”, the poet pays homage to her African American mother who was married to a white man in the 1960s when interracial marriage was illegal. The book demonstrates the intersections of private memories of Trethewey’s mother, her childhood and personal encounters with the racial oppression in the American South, and the “poeticized” episodes from the Civil War history presented from the perspective of the freed slave and the soldier of the Native Guard, Nathan Daniels. The core poems devoted to the 1st, 2nd and 3rd Louisiana regiments in the Union Army formed in 1862, are the crown sonnet sequence which variably combine the formal features of the European classical sonnet and the African American blues poetics. The ten poems are composed as unrhymed journal entries, dated from 1862 to 1865, and they foreground the reflections of the African American warrior on historical episodes of the Civil War focusing on the Native Guard’s involvement in the military duty. In formal aspects, Trethewey achieves the effect of continuity by “binding” together each sonnet and repeating the final line of the poem at the beginning of the following one in the sequence. Though, the “Native Guard” crown sonnet sequence does not fully comply with the rigid structure of the classical European form, Trethewey’s poetic narrative aims at restoring the role of the African American soldiers in the Civil War and commemorating the Native Guard. The final part of the collection synthesizes the two strains – the personal and the historical, accentuating the racial issues in the American South. Through the experience of a biracial Southerner, and via the polemics with the Fugitives, in her poems Natasha Trethewey displays that the Civil Rights Act has not eliminated racial inequality and racism. Trethewey’s extensive experimentation with literary forms and style opens up the prospects for further investigation of the writer’s artistic methods in her poetry collections, autobiographical prose, and nonfiction.

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Khalidi, Omar. "Ethnic Groups and U.S. Foreign Policy." American Journal of Islam and Society 6, no. 1 (1989): 161. http://dx.doi.org/10.35632/ajis.v6i1.2700.

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Collections of essays or articles do not often get reviewed in scholarlyjournals. One reason why these books are bypassed by reviewers is the absenceof a running theme in the volumes. The book under review fortunately doeshave a connecting theme: the efforts of various ethnic Americans to influenceforeign policy on behalf of countries or commuruties. The examples mostfamiliar to political scientists are those of Jewish Americans for Israel andAfro-Americans for South African Blacks. Three contributors focus on theMiddle East, two on central America, and one each on South Africa, PoJand,and Ireland. The major conclusion of the book seems to be that cohesiveethnic groups canvassing on behalf of single countries (Jews for Israel) arelikely to be most successful, whereas Arab Americans or Blacks trying toinfluence U.S. foreign policy on a whole block of countries in the MiddleEast or Africa are less likely to be successful. The editor, Mohammad Ahrari,has written a very insightful conclusion, and. as with his other books (OPEC,the Failing Giant, and The Dynamics of Oil Diplomacy) has broken new groundin the emerging field of ethnic influences on foreign policies. One hopesthat he will be able to give attention to the cases of lobbies like those ofthe Greeks, Armenians, Sikhs and Asian Indian Muslims settled in America ...

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Fetter, Bruce. "Pease Porridge in a Pot: The Social Basis of Health and Healing in Africa." History in Africa 20 (1993): 43–51. http://dx.doi.org/10.2307/3171963.

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Pease porridge hot, pease porridge coldPease porridge in the pot nine days oldSome like it hot, some like it coldBut none like it in the pot nine days old.The recent flurry of monographs and collections relating to the social aspects of medicine and disease in Africa and elsewhere ensures that collections of essays on this topic will receive much attention and will be concomitantly influential. Under the circumstances it is particularly regretable that the volume under review has been published so many years after most of the essays in it were written, precluding their referring to the many recent advances in the field. Of the 21 articles and introductory essays in Steven Feierman and John Janzen, eds., The Social Basis of Health and Healing in Africa (Berkeley: University of California Press, 1992), six (amounting to 24% of the text) are reprints, seven (35%) are revisions whose originals date from 1979 and 1981, and eight (41%) are originals. Of these latter, two chapters date from 1983, and two of the reprints have been supplanted by book-length monographs. One must therefore ask of the editors, the press, and the Joint Committee on African Studies of the American Council of Learned Societies and the Social Science Research Council whether such unusually delayed publication is justified.

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Neavill, Gordon B. "Dictionary of American Book Collectors. Donald C. Dickinson." Library Quarterly 57, no. 1 (1987): 125–26. http://dx.doi.org/10.1086/601856.

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BYNG, JAMES W. "Review of East African Plant Collectors." Phytotaxa 234, no. 1 (2015): 100. http://dx.doi.org/10.11646/phytotaxa.234.1.10.

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The Flora of Tropical East Africa, covering Uganda, Kenya and Tanzania, was one of the largest regional floras ever compiled, with over 12,000 wild plant species and taking 64 years to complete. The East African Plant Collectors is the perfect supplement to this great flora and is a wonderful compendium of botanists, collectors and authors showing the human element of the flora - the people behind the herbarium specimens, the new species and combinations and the flora treatments. This book includes around 2,700 collectors that have collected herbarium specimens in the region arranged alphabetically. Each individual entry includes biographical data, including nationality, dates of birth and death, travels, publications, eponymy, publications and it lists the herbaria where specimens were deposited. The level of detail varies considerably from collector to collector with some briefly treated, whilst others are very detailed. For example, Bernard Verdcourt’s entry is lengthy and includes location details of his 30 years of fieldwork, publication details of the flora treatments he compiled (a remarkable one-fifth of the flora...) and even an anecdote about meeting a lion on Ndi Hill!

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Woodfield, Denis. "Marks of Ownership of British and American Book Collectors." Papers of the Bibliographical Society of America 91, no. 4 (1997): 579–81. http://dx.doi.org/10.1086/pbsa.91.4.24304796.

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Holmes, Marcelle Christian. "Book Review: African American Psychology." Journal of Black Psychology 32, no. 4 (2006): 501–5. http://dx.doi.org/10.1177/0095798406292474.

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Gillispie, Jesse A. "Book Review: African American Literacies." Discourse & Society 17, no. 4 (2006): 549–50. http://dx.doi.org/10.1177/0957926506063151.

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Dissertations / Theses on the topic "African American book collectors"

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Clark, Regina Ann. ""The Brownies' Book": An Open Window to Early Twentieth-Century African American Childhood." W&M ScholarWorks, 2009. https://scholarworks.wm.edu/etd/1539626582.

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Schäffer, Christina [Verfasser]. "The Brownies’ Book: Inspiring Racial Pride in African-American Children / Christina Schäffer." Frankfurt : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2012. http://d-nb.info/1042467951/34.

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Herrmann, Andrew F. "Stigmatized at the Comic Book Shop? An Ethnography of Collectors, Accumulators, and Other Forms of Geek." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/803.

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Williams, Dennis II. "Portraiture and Text in African-American Illustrated Biographical Dictionaries, 1876 to 1917." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3666.

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Containing portraiture and biography as well as protest text and affirmative text, African- American Illustrated biographical dictionaries made from 1876 to 1917 present Social Gospel ideology and are examples of Afro-Protestantism. They are similar to the first American illustrated biographical dictionaries of the 1810s in that they formed social identity after national conflict while contesting concepts of social inferiority. The production of these books occurred during the early years of Jim Crow, a period of momentous change to the legal and social fabric of the United States, and because of momentous changes in modern American print industries. While portraits within the books simultaneously form, blur, and stabilize identity, biographies convey themes of perseverance, social equity, and social struggle. More specifically, text formed an imagined community in the African-American middle class imaginary. It worked together with image to help create a proto-Civil Rights social movement identity during the beginning of racial apartheid.

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Love, Bettina L. "Don't judge a book by Its cover an ethnography about achievement, rap music, sexuality & race /." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/eps_diss/28/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from title page (Digital Archive@GSU, viewed June 10, 2010) Jennifer Esposito, committee chair; Jonathan Gayles, Richard Lakes, Carlos R. McCray, committee members. Includes bibliographical references (p. 201-228).

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Kumasi, Kafi D. "Seeing white in Black examining racial identity among African American adolescents in a culturally centered book club /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344582.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum Studies, 2008.<br>Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0523. Adviser: Cary Buzzelli.

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Catherwood, Lauren Elizabeth. "Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64365.

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Changing the existing framework for how schools operate and the "deficit frame of reference" for students of color begins with teacher awareness of differing social and cultural norms and values that privilege some and oppress others (Villegas and Lucas, 2002). These normalized cultural values are exacerbated by the fact that they are generally "invisible" to the white teacher majority. Quaye (2012) and Zuniga et al. (2002) use the term "consciousness-raising" to describe the process of developing an awareness of these norms and values. Using a Critical Race Theory lens, this study aimed to capture the process of "consciousness-raising" in a white teacher book club examining ten different African American children's picture books. The study design was supported by an Intergroup Dialogue model, developed by Zuniga et al. (2002) and adapted for white facilitators by Quaye (2012). Data Analysis was guided by a continuum of white racial identity developed by Helms (1990) and modified by Lawrence and Tatum (1998). Transcripts of participant narratives were analyzed for signs of status change along the continuum and each teacher demonstrated varying degrees of socio-cultural awareness. The researcher journal was analyzed to capture reflections on the Intergroup Dialogue Model for facilitation. Principal findings of the study include the replication of themes found in the existing whiteness literature as well as the value and limitations of the continuum of white racial identity as a tool for analysis.<br>Ph. D.

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Lovelace, Sherri. "THE ROLE OF BOOK TYPE IN THE RETENTION OF NOVEL VOCABULARY AMONG CHILDREN AFRICAN AMERICAN CHILDREN WITH VOCABULARY DEFICITS." Lexington, Ky. : [University of Kentucky Libraries], 2006. http://lib.uky.edu/ETD/ukyresc2006d00422/Dissertation.pdf.

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Thesis (Ph. D.)--University of Kentucky, 2006.<br>Title from document title page (viewed on May 30, 2006). Document formatted into pages; contains viii, 133 p. : ill. Includes abstract and vita. Includes bibliographical references (p. 121-132).

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Mayo-Bobee, Dinah. "Book Review of Robert Morris’s Folly: The Architectural and Financial Failures of an American Founder by Ryan K. Smith." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/834.

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Spearman, Richard E. "African American acculturation as a consideration for the revision of the hymnal in the United States Armed Forces Book of worship." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Books on the topic "African American book collectors"

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Damn rare: The memoirs of an African-American bibliophile. Quantum Leap Publisher, 1998.

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The book collecting practices of Black magazine editors. Litwin Books, 2014.

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Verney, Sinnette Elinor Des, Coates W. Paul 1946-, Battle Thomas C, and Black Bibliophiles and Collectors Symposium (1983 : Howard University), eds. Black bibliophiles and collectors: Preservers of Black history. Howard University Press, 1990.

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Sturgis, Ingrid. The Nubian wedding book: Words and rituals to celebrate and plan an African-American wedding. Crown Publishers, 1997.

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Espinosa, Miguel Ángel Virella. Arturo Alfonso Schomburg: Su trabajo cultural en el Caribe, 1892-1938. Publicaciones Gaviota, 2018.

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Arthur Alfonso Schomburg, black bibliophile & collector: A biography. New York Public Library, 1989.

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1883, Truth Sojourner d., and Painter Nell Irvin, eds. Narrative of Sojourner Truth: A bondswoman of olden time, with a history of her labors and correspondence drawn from her Book of life ; also , A memorial chapter. Penguin Books, 1998.

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Joseph, Rosenblum, ed. American book-collectors and bibliographers. Gale Research, 1994.

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Dictionary of American book collectors. Greenwood Press, 1986.

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Joseph, Rosenblum, ed. American book collectors and bibliographers. Gale Research, 1997.

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Book chapters on the topic "African American book collectors"

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Ferdinand, Renata Harden. "Book Learnings." In An Autoethnography of African American Motherhood. Routledge, 2021. http://dx.doi.org/10.4324/9780367822897-3.

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Cossu-Beaumont, Laurence. "Popular Book Clubs and the Marketing of African American Best-Sellers." In Race, Ethnicity and Publishing in America. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137390523_9.

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Parfait, Claire. "Early African American Historians: A Book History and Historiography Approach — The Case of William Cooper Nell (1816–1874)." In Race, Ethnicity and Publishing in America. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137390523_2.

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Noll, Mark A. "The African American Bible." In America's Book. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197623466.003.0010.

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A great proportion of the literature produced by African Americans in this era, 1790–1860, dealt with religious themes; the great majority of those themes resonated with the Scriptures. Black Americans appropriated Scripture in somewhat different ways, from the first authors in the 1760s, through the expansion of literacy that followed, and with the publication of many memoirs and antislavery advocacy in the era of Frederick Douglass. Most Black deployment of Scripture had a Methodist character in foregrounding the need for individual repentance and exalting the possibility of divine redemption. It differed, however, by maintaining a steady liberationist emphasis—biblical religion not only saved for eternity but rescued in this life. The hermeneutics of Black biblical usage differed considerably from white usage, primarily because the Bible was active among Black Americans by oral transmission, a focus on narratives, and emphasis on exemplars taken from Scripture.

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"About the Book." In Roots of African American Violence. Lynne Rienner Publishers, 2017. http://dx.doi.org/10.1515/9781626376434-015.

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"Book for the People! (1880)." In African American Studies Center. Oxford University Press, 2009. http://dx.doi.org/10.1093/acref/9780195301731.013.33841.

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"Preface to The Book of American Negro Poetry (1922)." In African American Studies Center. Oxford University Press, 2010. http://dx.doi.org/10.1093/acref/9780195301731.013.78659.

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Brown, Jeannette. "The Reason for This Book and Why These Women Were Chosen." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0004.

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Many people have studied the history of African American women chemists, but the information is scattered in many references, articles, and trade books. Until now, there was no one place where one could access extensive information about these women. This book is a compilation of all the references to date about the lives of these women; the chapters include a brief biography of each woman, with citations to the published information. The back matter provides a list of references. Not all of the women that I have written about are primarily researchers; some of them chose to be educators or businesspeople. My selection includes women pioneers—women who were the first to enter the field and receive a degree in chemistry, biochemistry, or chemical engineering. Some of these women were able to work as chemists before obtaining an advanced degree in chemistry. They later chose to pursue the PhD degree when major colleges and university allowed all students, regardless of race, to study. Some of the women chose not to pursue PhD degrees, ending their education with an MS degree. I extended my research to try to find the earliest women to pursue chemistry after the Civil War. It was difficult to find such early documents; however, I have not stopped searching. The first woman in this book, Josephine Silone Yates, was born into a family of free blacks in the north in 1852, before the Civil War. The next woman, Bebee Steven Lynk, was born in Mason, Tennessee in 1872 but not much is known about her early life. Alice Ball was born in 1896 into a family of free blacks in Seattle. These women, who were born in the nineteenth century, studied chemistry. Only one obtained an advanced degree: a PhC, which may have been a two-year degree. Josephine Silone Yates is reputed to have obtained a master’s degree. Most of the women in this book were, as the expression is used today, “nerds.” They were outstanding students in school.

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"Two Examples of Sahelian Book Collectors Over Two Centuries." In Landscapes, Sources and Intellectual Projects of the West African Past. BRILL, 2018. http://dx.doi.org/10.1163/9789004380189_014.

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"“Industrial Education for the Negro”, chapter from his book The Negro Problem (1903)." In African American Studies Center. Oxford University Press, 2009. http://dx.doi.org/10.1093/acref/9780195301731.013.33533.

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Conference papers on the topic "African American book collectors"

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Carriere, Michael, and David Schalliol. "Engagement as Theory: Architecture, Planning, and Placemaking in the Twenty-First Century City." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335068.

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Our recent book, "The City Creative: The Rise of Urban Placemaking in Contemporary America" (University of Chicago Press, 2021), details how participatory design and community engagement can lead to democratically planned, inclusive urban communities. After visiting more than two hundred projects in more than forty cities, we have come to understand that planning, policy, and architectural design should be oriented by local communities and deep engagement with intervention sites. Of course, we are not the first to reach such a conclusion. In many ways, our work builds off contributions made by individuals, including Jane Jacobs, Kevin Lynch, and Christopher Alexander, and such movements as Team 10 and the advocacy architecture movement of the 1960s. Nevertheless, we need to broaden this significant conversation. Importantly, our classroom work has allowed us to better understand how histories often left out of such discussions can inform this new approach. To that end, we have developed community-student partnerships in underserved neighborhoods in cities like Milwaukee and Detroit. Through these connections and their related design-build projects, we have seen how the civil rights movement, immigration narratives, hip-hop culture, and alternative redevelopment histories, such as in urban agriculture, can inform the theory and practice of design. We want to bring these perspectives into dialogue with the mainstream approach to development and design. How does this look and work? Using a case study from the Milwaukee School of Engineering (MSOE) University Scholars Honors Program curriculum, we highlight the redevelopment of Milwaukee’s Fondy Park, an effort to create community-centered spaces and programming in an underserved African American community. Lessons include those essential for pedagogy and education, as well as for how these issues are theorized and professionally practiced, with implications for institutions, programs, and individuals.

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Reports on the topic "African American book collectors"

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Lazonick, William, Philip Moss, and Joshua Weitz. Equality Denied: Tech and African Americans. Institute for New Economic Thinking, 2022. http://dx.doi.org/10.36687/inetwp177.

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Thus far in reporting the findings of our project “Fifty Years After: Black Employment in the United States Under the Equal Employment Opportunity Commission,” our analysis of what has happened to African American employment over the past half century has documented the importance of manufacturing employment to the upward socioeconomic mobility of Blacks in the 1960s and 1970s and the devastating impact of rationalization—the permanent elimination of blue-collar employment—on their socioeconomic mobility in the 1980s and beyond. The upward mobility of Blacks in the earlier decades was based on the Old Economy business model (OEBM) with its characteristic “career-with-one-company” (CWOC) employment relations. At its launching in 1965, the policy approach of the Equal Employment Opportunity Commission assumed the existence of CWOC, providing corporate employees, Blacks included, with a potential path for upward socioeconomic mobility over the course of their working lives by gaining access to productive opportunities and higher pay through stable employment within companies. It was through these internal employment structures that Blacks could potentially overcome barriers to the long legacy of job and pay discrimination. In the 1960s and 1970s, the generally growing availability of unionized semiskilled jobs gave working people, including Blacks, the large measure of employment stability as well as rising wages and benefits characteristic of the lower levels of the middle class. The next stage in this process of upward socioeconomic mobility should have been—and in a nation as prosperous as the United States could have been—the entry of the offspring of the new Black blue-collar middle class into white-collar occupations requiring higher educations. Despite progress in the attainment of college degrees, however, Blacks have had very limited access to the best employment opportunities as professional, technical, and administrative personnel at U.S. technology companies. Since the 1980s, the barriers to African American upward socioeconomic mobility have occurred within the context of the marketization (the end of CWOC) and globalization (accessibility to transnational labor supplies) of high-tech employment relations in the United States. These new employment relations, which stress interfirm labor mobility instead of intrafirm employment structures in the building of careers, are characteristic of the rise of the New Economy business model (NEBM), as scrutinized in William Lazonick’s 2009 book, Sustainable Prosperity in the New Economy? Business Organization and High-Tech Employment in the United States (Upjohn Institute). In this paper, we analyze the exclusion of Blacks from STEM (science, technology, engineering, math) occupations, using EEO-1 employment data made public, voluntarily and exceptionally, for various years between 2014 and 2020 by major tech companies, including Alphabet (Google), Amazon, Apple, Cisco, Facebook (now Meta), Hewlett Packard Enterprise, HP Inc., Intel, Microsoft, PayPal, Salesforce, and Uber. These data document the vast over-representation of Asian Americans and vast under-representation of African Americans at these tech companies in recent years. The data also shine a light on the racial, ethnic, and gender composition of large masses of lower-paid labor in the United States at leading U.S. tech companies, including tens of thousands of sales workers at Apple and hundreds of thousands of laborers & helpers at Amazon. In the cases of Hewlett-Packard, IBM, and Intel, we have access to EEO-1 data from earlier decades that permit in-depth accounts of the employment transitions that characterized the demise of OEBM and the rise of NEBM. Given our findings from the EEO-1 data analysis, our paper then seeks to explain the enormous presence of Asian Americans and the glaring absence of African Americans in well-paid employment under NEBM. A cogent answer to this question requires an understanding of the institutional conditions that have determined the availability of qualified Asians and Blacks to fill these employment opportunities as well as the access of qualified people by race, ethnicity, and gender to the employment opportunities that are available. Our analysis of the racial/ethnic determinants of STEM employment focuses on a) stark differences among racial and ethnic groups in educational attainment and performance relevant to accessing STEM occupations, b) the decline in the implementation of affirmative-action legislation from the early 1980s, c) changes in U.S. immigration policy that favored the entry of well-educated Asians, especially with the passage of the Immigration Act of 1990, and d) consequent social barriers that qualified Blacks have faced relative to Asians and whites in accessing tech employment as a result of a combination of statistical discrimination against African Americans and their exclusion from effective social networks.

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