Repairing Leaks in the Pipeline: A Social Closure Perspective on Underrepresented Racial/Ethnic Minority Recruitment and Retention in Business Schools

Minefee, Ishva; Rabelo, Verónica Caridad; Stewart, Oscar Jerome; Young, Nicole C. Jones

doi:10.5465/amle.2015.0215

Cited by 45 publications

(31 citation statements)

References 47 publications

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“…Social capital thus facilitates coalition building in order to engage in civic action (Kim & Schneider, We're in This Together 2005;Larsen et al, 2004). This exchange of information offsets opportunity hoarding (Burt, 2000;Minefee et al, 2018;Roscigno, 2007;Tomaskovic-Devey, 1993) and creates pluralistic communities in which diverse groups flourish (Portes, 1998;Small, 2009b).…”

Section: Bridging Social Capital and The Potential For More Inclusivementioning

confidence: 99%

“We’re in This Together”: Bridging and Bonding Social Capital in Elementary School PTOs

Murray¹,

Domina

Petts³

et al. 2020

American Educational Research Journal

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Scholarship on the links between families and schools encompasses contradictory notions about social capital and its relation to inequality. One view holds that schools can narrow inequality by generating dense relationships among families, while others suggest that advantaged parents can use these networks to hoard opportunities. This multiple case study analyzes qualitative data from diverse North Carolina elementary schools to learn how parents build and deploy social capital. We distinguish between bonding social capital, built in dense, homogeneous networks, and bridging social capital, gained through relationships across a social distance. Our analyses suggest that bonding alone is associated with opportunity hoarding; however, when schools are committed to building both bridging and bonding social capital, they can produce more equitable and inclusive schools.

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Section: Bridging Social Capital and The Potential For More Inclusivementioning

confidence: 99%

“We’re in This Together”: Bridging and Bonding Social Capital in Elementary School PTOs

Murray¹,

Domina

Petts³

et al. 2020

American Educational Research Journal

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“…Aversive racism is the tendency for people to view themselves as progressive, politically correct, or colorblind while manifesting implicit bias and subtle, negative attitudes toward members of marginalized groups (Bonilla-Silva, 2003; Burke, 2017; Dovidio & Gaertner, 2000; Konrad, 2018; Kovel, 1970; Rosette et al, 2017; Minefee, Rabelo, Stewart, & Young, 2018). Aversive racism commonly takes the form of microaggressions , or “brief and commonplace daily verbal, behavioral, or environmental indignities (whether intentional or not) that communicate hostile, derogatory, or negative racial slights and insults toward members of oppressed groups” (Nadal, 2008, p. 23; Sue et al, 2007).…”

Section: Antecedents Of Antiracist Feminist White Allyshipmentioning

confidence: 99%

White Allyship of Afro-Diasporic Women in the Workplace: A Transformative Strategy for Organizational Change

Erskine

Bilimoria

2019

Journal of Leadership & Organizational Studies

107

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Given the underrepresentation of Afro-Diasporic women in senior leadership roles, this conceptual article points to the transformative potential of antiracist, feminist White allyship to serve as a missing piece in organizations that may propel the career development and leadership advancement of Afro-Diasporic women. We define White allyship as a continuous, reflexive practice of proactively interrogating Whiteness from an intersectionality framework, leveraging one’s position of power and privilege and courageously interrupting the status quo by engaging in prosocial behaviors that foster growth-in-connection and have both the intention and impact of creating mutuality, solidarity, and support of Afro-Diasporic women’s career development and leadership advancement. We describe the behaviors, outcomes, motivations, and detractors of White allyship and offer suggestions for future research. White allyship of Afro-Diasporic women holds important opportunities for meaningful relationships to develop in organizations, for which would-be allies need support, coaching, and training to increase their allyship competence and self-efficacy.

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“…A diverse body of student and faculty researchers is essential to creating diverse research teams and perspectives when approaching scientific topics. There are a number of excellent resources to guide these efforts (Castenel, Grantham, & Hawkins, 2018;Han & Onchwari, 2018;Minefee, Rabelo, Stewart, & Young, 2018;Snyder, Frogner, & Skillman, 2018).…”

Section: Implementing the Proposed Guidelinesmentioning

confidence: 99%

Forging Diversity‐Science‐Informed Guidelines for Research on Race and Racism in Psychological Science

Miller

Stern

Neville

2019

Journal of Social Issues

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As race and racism continue to be important subjects of research in psychology, guidelines for scholarship in this domain of inquiry are strongly needed. Drawing from the foundations of previous discussions of diversity science, we propose five principles that can help scholars conduct generative research on race and racism. Specifically, research on race and racism is strengthened when scholars: (1) are mindful of historical patterns of oppression and inequality, (2) adopt a racially diverse team science approach, (3) utilize diverse samples, (4) consider the influence of multiple identity groups on human experience, and (5) promote the translation of knowledge from the laboratory to the field. In outlining our proposed guidelines, we elaborate on why this discussion for research about race and racism is needed at this particular point of the field's history.

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Repairing Leaks in the Pipeline: A Social Closure Perspective on Underrepresented Racial/Ethnic Minority Recruitment and Retention in Business Schools

Cited by 45 publications

References 47 publications

“We’re in This Together”: Bridging and Bonding Social Capital in Elementary School PTOs

“We’re in This Together”: Bridging and Bonding Social Capital in Elementary School PTOs

White Allyship of Afro-Diasporic Women in the Workplace: A Transformative Strategy for Organizational Change

Forging Diversity‐Science‐Informed Guidelines for Research on Race and Racism in Psychological Science

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