Race/Ethnicity and Education Effects on Employment in High Technology Industries and Occupations in the US, 1992–2002

Gatchair, Sonia

doi:10.1007/s12114-013-9157-7

Cited by 5 publications

(8 citation statements)

References 27 publications

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“…ISSN 2345-0282 (online) http://jssidoi.org/jesi/ 2020 Volume 7 Number 4 (June) http://doi.org/10.9770/jesi.2020.7.4(35) because of their socio-economic status (Adhikari et al 2014;DiTomaso and Farris 1992;Liu 2016;Conrad 2006;Gatchair 2013;Marcus). It indicates that the model is successful in depicting the true characteristics of market participants.…”

Section: Entrepreneurship and Sustainability Issuesmentioning

confidence: 99%

“…To the best of our knowledge, this work is unique with its introduction of factors that constitute the African-American high-tech industry business environment. This approach fills literature gap on the lack of causalrelationship investigation in African-American entrepreneurship study (Gatchair 2013). The proposed framework constructs a dual virtual environment including socio-economic factors and involving entity networks.…”

Section: Entrepreneurship and Sustainability Issuesmentioning

confidence: 99%

“…African-American-owned enterprises and innovations are underrepresented in the high-tech industry as compared to their counterparts (Adhikari et al 2014;DiTomaso and Farris 1992;Liu 2016;Conrad 2006;Gatchair 2013;Marcus). High-tech enterprises fuel the economy and enable economic growth (Fallah, Partridge, and Rickman 2013;Linden, Dedrick, and Kraemer 2011;Mohr, Sengupta, and Slater 2009).…”

Section: Introductionmentioning

confidence: 99%

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Innovation in African-American high-tech enterprises: a multi-agent approach

London¹,

Sheikh²

2020

JESI

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African-American-owned high-tech enterprises and innovations are underrepresented in industry in comparison to non-African-American-owned ones. Various complex and intertwined socio-economic factors hinder the innovation capability of African-Americanowned high-tech enterprises leading to underrepresentation of these businesses. Understanding the causal relationship between firm's interactions with internal and external entities and its ability to innovate can foster the efforts of a high-tech enterprise in increasing and sustaining innovation capabilities. Agent-based modeling (ABM) emerges as one of the popular approaches to the study of complex sociotechnological systems. Characterizing the organizational behavior of African-American-owned high-tech enterprises through the ABM perspective may provide a better understanding of the drivers, processes, and outcomes of this industry segment. By analyzing interview data among African-American entrepreneurs, this study proposes an ABM framework to represent and analyze the innovation capabilities of African-American-owned technology enterprises in comparison to other types of ownership. The ABM model illustrates the key involved agents, their attributes, actions, and the complex interactions amongst them. Simulation results indicate that African American population is underrepresented in the high-tech industry due to two significant factors of social and economic standings implying that the simulation trajectory is in the right direction. Model calibration, verification using real data and implementation plans related to policy development discussions and factors impacting African-American enterprises are also discussed in the study.

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Section: Entrepreneurship and Sustainability Issuesmentioning

confidence: 99%

Section: Entrepreneurship and Sustainability Issuesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Innovation in African-American high-tech enterprises: a multi-agent approach

London¹,

Sheikh²

2020

JESI

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“…The applicants received responses from employers 34% (Whites without a record), 17% (Whites with a record), 14% (Blacks without a record), and 5% (Blacks with a record) of the time. Even in high technology industries—the STEM fields that are often proposed as critically important and ways of ensuring future employment—Gatchair () found Blacks (and Hispanics) with graduate degrees had lower odds of employment than Whites (and Asians). In other research, elite educational credentials increased opportunities for both Black and White applicants, but Blacks from elite universities had similar results as Whites from less selective universities.…”

Section: Persistent Discrimination and Precarious Work For African Ammentioning

confidence: 99%

Diversity, Discrimination, and Persistent Inequality: Hope for the Future through the Solidarity Economy Movement

Bell

Leopold

Berry

et al. 2018

Journal of Social Issues

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Despite considerable attention to "valuing diversity" among scholars and practitioners, discrimination, exclusion, and inequality persist in American organizations. In particular, similarly educated African Americans typically have higher unemployment and lower earnings than other groups, and continue to face discrimination in access to jobs and in treatment at work. Black-White wage gaps are higher than they were decades ago, and without significant change, the wealth gap will take centuries to bridge. The solidarity economy, an economic framework that encourages governance that creates equity, shared prosperity, power, and ownership may help provide jobs, help build wealth, and yield other positive outcomes in African American communities. Cooperation Jackson, operating under solidarity economy principles, aims to create sustainable community development, economic democracy, and community ownership in Jackson, Mississippi, a predominantly black city plagued by poverty and unemployment. We discuss ways in which the

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“…Science opens doors to high paying occupations, gives a knowledge base for informed discourse; yet studies show that urban students lose interest and develop negative perceptions of science by middle school, due to the lack of culturally relevant pedagogy (Barton, 2002;Charleston, Charleston, & Jackson, 2014;Gatchair, 2013). If we seek to change the historical hegemonic experiences for students of color, then we need to address issues of race relations as it relates to science, society, and the classroom.…”

Section: Race In Science Schools and Societymentioning

confidence: 99%

Negotiating White science in a racially and ethnically diverse United States

Dunac

Demir

2016

Educational Review

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Scholars have empirically examined, rigorously developed, and analyzed various strategies to increase teachers' capacity to reach students of color. These instructional strategies and philosophies include the study of multicultural education, teaching for social justice, and theorizing the connection between school and home life. While these instructional strategies highlight the need for a more inclusive approach, they do not center race enough. Culturally Relevant Pedagogy (CRP) is the pedagogical, content, and cultural knowledge a teacher exhibits (Ladson-Billings, 1995). CRP does not explicitly problematize race; yet the theory and praxis of CRP should include a critical analysis of race and racism. As an alternative framework that centers on race, researchers have begun to use Critical Race Theory (CRT) to explore aspects of race and racism in the teaching and learning realm. This qualitative case study examined how teachers make sense of their own racial selves in relation to teaching students from different racial backgrounds? (Yin, 2008). Data collection included semi-structured interviews as the primary source of data. Classroom observations and researcher memos served as secondary sources of data (Seidman, 2005;Hatch, 2002; Prior, 2003). According to critical race theorists, narratives are essential when gathering vital sources of information, in that they make the social realities of people of color, as influenced by racism, observable to the world ). As such, CRT was used to identify whether there were any influences of the students' racial identities on the teachers' development and implementation of culturally responsive practices. The analysis revealed that: (1) teachers' explicit confrontation with/of "otherness" as White female teachers and their critical awareness of societal influences on students of color presented more opportunities to be race-conscious and directly address institutional racism; and (2) teachers' critical awareness of explicit and implicit power structures and how these relationships are embedded in a "hidden curriculum" influenced their beliefs and instructional practices. These findings communicate the significance of White female teachers understanding of issues specific to urban schools, and their efforts to find ways to remedy those issues to make learning meaningful, purposeful, and authentic for students of color.

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Race/Ethnicity and Education Effects on Employment in High Technology Industries and Occupations in the US, 1992–2002

Cited by 5 publications

References 27 publications

Innovation in African-American high-tech enterprises: a multi-agent approach

Innovation in African-American high-tech enterprises: a multi-agent approach

Diversity, Discrimination, and Persistent Inequality: Hope for the Future through the Solidarity Economy Movement

Negotiating White science in a racially and ethnically diverse United States

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