Relevant bibliographies by topics / Race, class, gender

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Race, class, gender'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Race, class, gender"

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Knapp, Gudrun-Axeli. "Race, Class, Gender." European Journal of Women's Studies 12, no. 3 (August 2005): 249–65. http://dx.doi.org/10.1177/1350506805054267.

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Rommelspacher, Birgit. "Gender, race, class." Sozial Extra 29, no. 7-8 (August 2005): 26–29. http://dx.doi.org/10.1007/s12054-005-0077-z.

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G., A. "Gender, Race, and Class." Science 271, no. 5257 (March 29, 1996): 1903. http://dx.doi.org/10.1126/science.271.5257.1903.

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Janssen, Angela. "»Gender, Class, Race Matter.«." Vierteljahrsschrift für wissenschaftliche Pädagogik 95, no. 3 (August 29, 2019): 384–97. http://dx.doi.org/10.30965/25890581-09501034.

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Abstract »Gender, Class, Race Matter.« How Social Differences/Categories Structure Biographies. A Case Study Biographies are structured by norms, conventions and social categories such as class, gender or race. This article is about the relationship between biographies, social structures and norms. It describes the constitution of differences and subjects and discusses the possibility of resistance against the limitation by norms. Since norms are incorporated and naturalised this is a difficult request. That is illustrated by the novel »The End of Eddy« by Édouard Louis.
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Glenn, Evelyn Nakano. "Gender, Race, and Class." Social Science History 22, no. 1 (1998): 29–38. http://dx.doi.org/10.1017/s0145553200021684.

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For social historians and historical sociologists working in the interdisciplinary fields of ethnic studies and women's studies, the challenges posed by poststructuralism are neither purely intellectual matters nor disciplinary quibbles. Rather, a concern with “rescuing political economy” from being washed away by the tide of poststructuralism is impelled by larger political commitments that transcend the academy.Unlike mainstream disciplines, these fields historically have been connected to social movements dedicated to empowering people marginalized by reason of race, class, and/or gender. Poststructuralism has become a thorny issue in these fields: Many social science- and political economy-oriented scholars have come to feel, whether justifiably or not, that these fields are being “taken over” by literary, film, and cultural studies scholars.
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Green, Michael K. "Race, class, and gender." Nineteenth-Century Contexts 16, no. 2 (January 1992): 200–205. http://dx.doi.org/10.1080/08905499208583353.

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Munk, Erika, Kerstin Ekman, and Joan Tate. "Class, Race, Gender, and Murder." Women's Review of Books 13, no. 10/11 (July 1996): 38. http://dx.doi.org/10.2307/4022496.

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ADAMS, TRACEY L. "COMBINING GENDER, CLASS, AND RACE." Gender & Society 12, no. 5 (October 1998): 578–97. http://dx.doi.org/10.1177/089124398012005005.

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Finkel, Judith, and Gail G. Bollin. "Integrating Race, Class & Gender." Teaching Education 6, no. 2 (December 1994): 113–19. http://dx.doi.org/10.1080/1047621940060214.

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Fong, Yem S. "Race, Class, Gender and Librarianship." Journal of Library Administration 33, no. 3-4 (September 2001): 229–40. http://dx.doi.org/10.1300/j111v33n03_05.

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Dissertations / Theses on the topic "Race, class, gender"

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Baines, Donna. "Everyday practices of race, class and gender." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0014/NQ35103.pdf.

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Volk, Dana Christine. "Passing: Intersections of Race, Gender, Sexuality and Class." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/78449.

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African American Literature in the 20th century engaged many social and racial issues that mainstream white America marginalized during the pre-civil rights era through the use of rhetoric, setting, plot, narrative, and characterization. The use of passing fostered an outlet for many light-skinned men and women for inclusion. This trope also allowed for a closer investigation of the racial division in the United States during the 20th century. These issues included questions of the color line, or more specifically, how light-skinned men and women passed as white to obtain elevated economic and social status. Secondary issues in these earlier passing novels included gender and sexuality, raising questions as to whether these too existed as fixed identities in society. As such, the phenomenon of passing illustrates not just issues associated with the color line, but also social, economic, and gender structure within society. Human beings exist in a matrix, and as such, passing is not plausible if viewed solely as a process occurring within only one of these social constructs, but, rather, insists upon a viewpoint of an intersectional construct of social fluidity itself. This paper will re-theorize passing from a description solely concerning racial movements into a theory that explores passing as an intersectional understanding of gender, sexuality, race, and class. This paper will focus on contemporary cultural products (e.g., novels) of passing that challenge the traditional notion of passing and focus on an intersectional linkage between race, gender, sexuality, and class.
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Anderson, Kristi S. "Post-poststructuralism : gender, race, class and literary theory /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034175898.

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Karumanchery, Nisha. "Race, gender and class, Malayalee women's experiences in Toronto." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27973.pdf.

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Wimes, Angela D. "Race, gender and class differences in academic achievement motivation." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/377.

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Byrne, Bridget. "White lives : gender, class and 'race' in contemporary London." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340831.

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Cox, Rosie. "Race, class, gender and paid domestic work in London." Thesis, Coventry University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342155.

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McIlwaine, Catherine Julia. "Gender, ethnicity and the local labour market in Limon, Costa Rica." Thesis, London School of Economics and Political Science (University of London), 1993. http://etheses.lse.ac.uk/1995/.

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The conceptual and empirical analysis of the interrelationship between gender and ethnicity has been largely neglected in the social sciences in general, and in Latin America in particular. The current research examines this relationship in the context of the local labour market of the Caribbean port of Limon, Costa Rica. The presence of a significant Afro-Caribbean minority along with the predominant white/mestizo population in the city, allows for the analysis of the distribution of ethnic and gender groups in the local economy, and the ways in which gender and ethnicity intersect with one another to produce particular patterns of employment differentiation. The above interrelations are explored with special reference to labour market segmentation and segregation. The approach adopted comprises the synthesis of three perspectives, the first of which is concerned with tracing the historical development of the region and city as an enclave economy. The second perspective deals with the labour market itself where current patterns of labour demand also influence segmentation and segregation. The third examines the contemporary household level, where factors such as household structure and gender ideologies (both of which may be mediated by ethnicity) operate to shape the supply of labour. Combination of the above three elements in the context of an holistic approach indicates that the configuration of employment differentiation in the enclave economy of Limon departs from more generally found patterns of vertical segmentation in gender and ethnic terms. Instead, horizontal distribution prevails in which Afro-Caribbean women do not occupy the most subordinate position in the labour market. Explanations for this lie in the historical evolution of the labour market and the dynamics of interaction between contemporary factors operating within the spheres of both household and workplace. A survey of 250 randomly-sampled households was conducted in three low-income settlements in Limon using structured and semi-structured questionnaires and targeting both male and female respondents. An employer survey was also conducted of 17 firms in the city, including large and small-scale enterprises. The principal conclusion is that a reconsideration of conventional conceptual approaches to labour markets is necessary in order to fully recognise the importance of the interaction between gender and ethnicity in employment differentiation.
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Strolovitch, Dara Z. "Affirmative advocacy : race, class, and gender in interest group politics /." Chicago : University of Chicago press, 2007. http://catalogue.bnf.fr/ark:/12148/cb41270045c.

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Esparza, Schaylee Marie. "Mediating Academic Success: Race, Class, Gender and Community College Persistence." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2019.

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Over the last forty years, the U.S. community college system has expanded, allowing disadvantaged groups greater access to higher education. With that expansion, a body of research has emerged examining community college students' educational outcomes. However, the research is limited in understanding the academic persistence of low-income students and community college student in particular. The purpose of this comparative, qualitative study is to explore some of the unanswered questions about how low income white and Latino students' experience academic persistence similarly and differently and understand how gender influences the challenges students may face during college. This study draws from interviews of 22 (11 White/11 Latino/a) low-income community college students at a rural, Hispanic-Serving Institution (HSI) in the West. All students share similar challenges because of their class constraints, but Latino/a students in particular face challenges of racism and discrimination that carried over into their college careers. Faculty and family are the key sources of support for all students, which mediate some of the challenges. Variation is seen between the experiences of males and females, as traditional gender roles are reinforced and maintained in the family. This study offers insights into how structural inequality creates barriers for students from their perspective and gives recommendations for practitioners on how to mediate some of these challenges and increase student persistence.
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Books on the topic "Race, class, gender"

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Lind, Rebecca Ann, ed. Race/Gender/Class/Media. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351630276.

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Allen, Sheila. Gender, race and class. Roma: Borla, 1991.

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Ken, Ivy. Digesting Race, Class, and Gender. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230115385.

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Chancer, Lynn S. Gender, race and class: An overview. Malden, MA: Blackwell, 2006.

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Collins, Patricia Hill. Race, class, and gender: An anthology. 8th ed. Belmont, CA: Wadsworth Cengage Learning, 2013.

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Jesse, Vorst, and Society for Socialist Studies, eds. Race, class, gender: Bonds and barriers. Toronto, Ont: Garamond Press, 1991.

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Collins, Patricia Hill. Race, class, and gender: An anthology. 8th ed. Belmont, CA: Wadsworth Cengage Learning, 2010.

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1952-, Comack Elizabeth, ed. Locating law: Race/class/gender connections. Halifax, N.S: Fernwood Pub., 1999.

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L, Andersen Margaret, and Hill Collins Patricia, eds. Race, class, and gender: An anthology. 5th ed. Belmont, CA: Wadsworth/Thomson Learning, 2004.

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Taylor, Dorceta E. Race, class, gender, and American environmentalism. Portland, OR: U.S. Dept. of Agriculture, Forest Service, Pacific Northwest Research Station, 2002.

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Book chapters on the topic "Race, class, gender"

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Bryson, Valerie. "Gender, race and class." In Feminist Debates, 45–71. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27505-2_3.

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Daneshpour, Manijeh. "Gender, Race, and Class." In Gender, Power, and Global Social Justice, 106–23. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003088189-8.

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Hentges, Gudrun. "‚Race‘ – Class – Gender – Queer." In Revisited - Perspektiven der Gender und Queer Studies, 141–56. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30561-1_9.

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Hentges, Gudrun. "‚Race‘ – Class – Gender – Queer." In Revisited – Relektüren aus den Gender und Queer Studies, 141–56. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-32196-3_9.

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Franklin, M. I. "Race-Gender-Class Horizons." In Change the Record - Punk Women Music Politics, 104–10. Bielefeld, Germany: transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839441718-025.

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Lind, Rebecca Ann. "Laying a Foundation for Studying Race, Gender, Class, and the Media." In Race/Gender/Class/Media, 1–9. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351630276-1.

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Sobande, Francesca. "Audience Studies." In Race/Gender/Class/Media, 47–50. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351630276-10.

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Uddin, Sabah Firoz. "Fashioning the Ummah: a Thoroughly Modern Muslim Movement." In Race/Gender/Class/Media, 51–55. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351630276-11.

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Cunningham, Scarlett. "Challenging the Invisibility of Women’s Postpartum Scars." In Race/Gender/Class/Media, 56–59. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351630276-12.

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Paskin, Danny. "I Comment, Usted Comenta: Reader Comments on Diversity in English- and Spanish-Language Newspapers." In Race/Gender/Class/Media, 60–64. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351630276-13.

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Conference papers on the topic "Race, class, gender"

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Lee, Kenya. "Alternative Education Placements: Differential Distribution of Odds Along Race, Class, and Gender." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680643.

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Hailu, Meseret. "STEM Faculty's Perceptions of Climate for Persistence: Differences by Gender, Race/Ethnicity, and Class." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442314.

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Kuykendall, TK. "Intersectional Program Evaluation: Considering Race, Class, Gender, and Language Status in Gifted Program Effectiveness." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2009650.

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Banwo, Bodunrin. "Gay Is the New Black? How Seeking Queer Inclusion Reproduces Race, Class, and Gender Inequality." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580479.

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Vue, Rican. "Communal Praxis: Making Visible First-Generation Faculty and Administrators' Narratives of Race, Class, and Gender." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887811.

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Horwitz-Willis, Rebecca. "Surfacing the Undiscussable: Foregrounding Race, Gender, and Class in the Application of Improvement Methods to Educational Systems." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583641.

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Sambamurthy, Nikitha, Joyce B. Main, Matilde Sanchez-Pena, Monica F. Cox, and Ebony McGee. "Asian-American women engineering faculty: A literature review using an intersectional framework of race, class, and gender." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757518.

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Sanchez-Pena, Matilde, Joyce Main, Nikitha Sambamurthy, Monica Cox, and Ebony McGee. "The factors affecting the persistence of Latina faculty: A literature review using the intersectionality of race, gender, and class." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757519.

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Marcucci, Olivia. "A Case Study in Private Education: Interrogating How a Private School Enables or Disrupts Race, Gender, and Class-Based Discrimination." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1882436.

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Kaplan, Howard, Rachel Kaplan, and Diane Kaplan. "Subcultural Influences on Self-attitudes: The Expression of Low Self-esteem in Race/ethnicity-, Age-, Gender-, Social class-, and Generation-differentiated Subgroups." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/nbch9934.

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Self-esteem is conceptualized in terms of self-feelings that are evoked by self-evaluation of self-concept and that motivate self-enhancing or self-protective responses. Since (sub)cultural conventions and the self-esteem motive frequently invalidate self-report measures, it is argued that self-esteem should be measured as the confluence of self-evaluative statements and measures of subjective distress. In support of this, findings are presented from a longitudinal multigeneration study that demonstrate variation in the association between self-evaluative statements and reports of emotional distress between groups differentiated according to race/ethnicity, age, gender, social class, and generation. The results clearly indicate that prevalent self-report measures, whether considering total scores or component items, have differential emotional significance depending on groupings.
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Reports on the topic "Race, class, gender"

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Taylor, Dorceta E. Race, class, gender, and American environmentalism. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2002. http://dx.doi.org/10.2737/pnw-gtr-534.

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Esparza, Schaylee. Mediating Academic Success: Race, Class, Gender and Community College Persistence. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2018.

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Birchall, Jenny. Intersectionality and Responses to Covid-19. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/cc.2021.003.

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There is a small but growing body of literature that discusses the benefits, challenges and opportunities of intersectional responses to the socioeconomic impacts of the Covid-19 pandemic. There is a strong body of evidence pointing to the disproportionate impact of Covid-19 borne by women, who have suffered record job losses, been expected to take on even greater unpaid care burdens and home schooling responsibilities, and faced a “shadow pandemic” of violence against women and girls. However, gender inequalities cannot be discussed in isolation from other inequalities. Emerging literature stresses the importance of a Covid-19 recovery plan that addresses how gender intersects with class, race, disability, age, sexual orientation, geography, immigration status and religion or belief, and other factors such as employment, housing (and homelessness) and environmental and political stressors.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Newell, Peter, and Mohamed Adow. Cutting the Supply of Climate Injustice. Institute of Development Studies (IDS), October 2021. http://dx.doi.org/10.19088/1968-2021.129.

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This article considers the role of activism and politics to restrict the supply of fossil fuels as a key means to prevent further climate injustices. We firstly explore the historical production of climate injustice through extractive economies of colonial control, the accumulation of climate debts, and ongoing patterns of uneven exchange. We develop an account which highlights the relationship between the production, exchange, and consumption of fossil fuels and historical and contemporary inequalities around race, class, and gender which need to be addressed if a meaningful account of climate justice is to take root. We then explore the role of resistance to the expansion of fossil-fuel frontiers and campaigns to leave fossil fuels in the ground with which we are involved. We reflect on their potential role in enabling the power shifts necessary to rebalance energy economies and disrupt incumbent actors as a prerequisite to the achievement of climate justice
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Haider, Huma. Political Empowerment of Women, Girls and LGBTQ+ People: Post-conflict Opportunities. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/k4d.2022.108.

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The instability and upheaval of violent conflict can break down patriarchal structures, challenge traditional gender norms and open up new roles and spaces for collective agency of women, sexual and gender minorities (SGM), and other marginalised groups (Yadav, 2021; Myrittinen & Daigle, 2017). A recent study on the gendered implications of civil war finds that countries recovering from ‘major civil war’ experience substantial improvements in women’s civil liberties and political participation—complementary aspects of political empowerment (Bakken & Bahaug, 2020). This rapid literature review explores the openings that conflict and post-conflict settings can create for the development of political empowerment of women and LGBTQ+ communities—as well as challenges. Drawing primarily on a range of academic, non-governmental organisation (NGO), and practitioner literature, it explores conflict-affected settings from around the world. There was limited literature available on experience from Ukraine (which was of interest for this report); and on specific opportunities at the level of local administrations. In addition, the available literature on empowerment of LGBTQ+ communities was much less than that available for women’s empowerment. The literature also focused on women, with an absence of information on girls. It is important to note that while much of the literature speaks to women in society as a whole, there are various intersectionalities (e.g. class, race, ethnicity, religion, age, disability, rural/urban etc.) that can produce varying treatment and degrees of empowerment of women. Several examples are noted within the report.
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Maluwa, Miriam, Peter Aggleton, and Richard Parker. Stigma, Discrimination, and HIV/AIDS in Latin America and the Caribbean. Inter-American Development Bank, February 2003. http://dx.doi.org/10.18235/0008925.

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This paper focuses on a rather unexplored dimension to date of the HIV/AIDS epidemic: the resulting stigma and discrimination and its impact on the effectiveness of HIV/AIDS programs. It presents a conceptual framework that explains the interplay between stigma, discrimination and human rights. The study also provides guidelines for developing programmatic activities that situate HIV/AIDS-related stigma and discrimination within the broader social context where a variety of stigmas related to class, race, gender and ethnicity exist. Thus, the framework and the paper can be useful both to those fighting the spread of HIV/AIDS as well as to those fighting exclusion in other social contexts. This paper was prepared as a background document for a seminar entitled HIV/AIDS and Development: Challenges and Responses in Latin America and the Caribbean held at the Annual Meeting of the Boards of Governors of the Inter-American Development Bank and Inter-American Investment Corporation in March 2002.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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9

Lazonick, William, Philip Moss, and Joshua Weitz. Equality Denied: Tech and African Americans. Institute for New Economic Thinking, February 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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