Affirmative Action and the Legacy of Racial Injustice

Glasser, Ira

doi:10.1007/978-1-4899-0818-6_18

Cited by 22 publications

(5 citation statements)

References 1 publication

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“…To enhance sensitivity and understanding further, psychologists are encouraged to become knowledgeable about federal legislation including the Civil Rights Act (1964), affirmative action, and equal employment opportunity that were enacted to protect groups marginalized due to ethnicity, race, national origin, religion, age, and gender (Crosby & Cordova, 1996). Con-comitantly, psychologists are encouraged to understand the impact of the dismantling of affirmative action and of antibilingual education legislation on the lives of ethnic and racial minority groups (Fine, Weis, Powell, & Wong, 1997;Glasser, 1988).…”

Section: Guideline 2: Psychologists Are Encouraged To Recognize the I...mentioning

confidence: 99%

Guidelines on multicultural education, training, research, practice, and organizational change for Psychologists.

2003

American Psychologist

951

269

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Section: Guideline 2: Psychologists Are Encouraged To Recognize the I...mentioning

confidence: 99%

Guidelines on multicultural education, training, research, practice, and organizational change for Psychologists.

2003

American Psychologist

951

269

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“…Ferguson 1984;Acker 1990;Edelman 1992), others have found that formalized HR does have a real impact on discriminatory behaviour (e.g. Glasser 1988;Bielby 2000;Reskin 2000;Goodman, Fields and Blum 2003). Still others contend that the relationship is more complicated and that HR managers must make an explicit effort to increase diversity and improve the status of specific disadvantaged groups in order to have any impact at all (Konrad and Linnehan 1995;Dobbin, Schrage and Kalev 2015).…”

Section: Questions About Types Of Employersmentioning

confidence: 99%

Do large employers treat racial minorities more fairly? A new analysis of Canadian field experiment data

Banerjee¹,

Reitz²,

Oreopoulos³

2023

Preprint

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Analysis of amended data from a large-scale Canadian employment audit study (Oreopoulos 2011) shows that large employers with over 500 employees discriminate against applicants with Asian (Chinese, Indian or Pakistani) names in the decision to call for an interview, about half as often as smaller employers. The audit involved submission of nearly 13,000 computer-generated resumes to a sample of 3,225 jobs offered online in Toronto and Montreal in 2008 and 2009 for which university-trained applicants were requested by email submission. An organization-size difference in employer response to Asian names on the resume exists when the Asian-named applicant has all Canadian qualifications (20% disadvantage for large employers, almost 40% disadvantage for small employers) and when they have some or all foreign qualifications (35% disadvantage for large employers, over 60% disadvantage for small employers). Discrimination in smaller organizations is most pronounced in considering applicants for jobs at the highest skill levels. As well, whereas the Asian-name disadvantage is overcome in large organizations when the applicant has an additional Canadian master’s degree, this is not the case in smaller organizations. It is suggested that large organizations discriminate less frequently because they have more resources devoted to recruitment, a more professionalized human resources recruitment process, and greater experience with a diverse staff complement. Experimentation with anonymized resume review may be an inexpensive way that organizations can test their own hiring procedures for discrimination.

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“…For brief reviews of some of the major affirmative action court cases, see Anderson (2003) and Brunner (2006). We primarily draw on Galston (1996); Glasser (1999); Oppenheimer (2004); Swain (1996); and the U.S. Department of Labor (2002) for this breakdown of affirmative action programs.…”

Section: Teaching Sociologymentioning

confidence: 99%

“…Both setasides and quotas are only legal when courtordered, typically after an employer has been found guilty of discrimination. Courtordered quotas are a "last resort" and only put into effect after an employer is repeatedly not willing to comply with milder, more voluntary, remedies (Glasser 1999). Since we often encounter students in our classes who claim to know or have heard of agencies that are using quotas or set-asides indiscriminately, we believe it is important to stress that these practices are in violation of the law.…”

Section: Teaching Sociologymentioning

confidence: 99%

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Teaching Affirmative Action

Bohmer

Oka

2007

Teach Sociol

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Affirmative action, a controversial topic about which students have many misconceptions, lends itself especially well to a sociological analysis. This paper describes an approach to teaching that: 1) informs students of different affirmative action programs; 2) gives them the opportunity to apply and integrate a variety of concepts and research findings covered in our sociology courses; 3) allows us to assess how well students understand affirmative action and to what degree they retain myths about the programs; and 4) covers an emotionally charged topic with enough depth to go beyond surface reactions. We find that this integrated approach dispels some of the most common myths, leads students to become more thoughtful and analytical, and gives them a good foundation from which to examine affirmative action in the future.

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Affirmative Action and the Legacy of Racial Injustice

Cited by 22 publications

References 1 publication

Guidelines on multicultural education, training, research, practice, and organizational change for Psychologists.

Guidelines on multicultural education, training, research, practice, and organizational change for Psychologists.

Do large employers treat racial minorities more fairly? A new analysis of Canadian field experiment data

Teaching Affirmative Action

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