mgmt discussion
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Chapter4.pptxChapter 4
Blacks/ African Americans
©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Chapter Objectives
Be aware of the historical background and current status of Blacks
Be able to discuss participation rates, employment, and income levels of Blacks
Examine differences in earnings by education level among Blacks and other racial and ethnic groups
Discuss research evidence on employment experiences of native and immigrant Blacks
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Chapter Objectives (cont’d)
Compare similarities and differences between employment experiences of Black men and women and Blacks and Hispanics
Explain individual and organizational measures that can be used to improve organizational experiences of Blacks
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History of blacks in the united states
History of Blacks in the United States
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Timeline
1619
First sale of enslaved Africans
1863
Emancipation Proclamation ends the formal institution of slavery
1865 to 1964
Separate but equal segregation under Jim Crow laws
Separate meant unequal, inferior, and substandard facilities
1964
Passage of the Civil Rights Act, which outlawed employment discrimination
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Blacks in the Military
Relegated to menial service roles and segregated combat units
Overt discrimination included:
Unfounded accusations for theft, insubordination, rape, and harassment
Biased courts martials and punishment
Denial of service in restaurants, theatres, and bars
Lynching by townspeople
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The Civil Rights Movement
Enabled both legal and social changes
Theoretically obtained long-denied rights for Blacks
Blacks used boycotts, picketing, and sit-ins to pressure business and societal change
Included the participation of White activists
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Relevant legislation
Relevant Legislation
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Legislation Relevant to African Americans
Title VII of the Civil Rights Act
Executive orders for affirmative action
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Population
Population
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Population of Blacks in the U.S.
Comprise 13% of the population
80% under age 50 and 30% aged 18
Have slightly higher than average birthrate and shorter life expectancy
More Blacks will enter the workforce in future
Victims of access discrimination, crime, poverty, and concentration in high-injury risk occupations
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Education, employment, and earnings
Education, Employment, and Earnings
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Education
There is marked increase in level of Black education
Blacks with same level of education as Whites are more likely to be unemployed and earn less than Whites
Across educational levels:
Blacks generally earn less than non-Hispanic Whites, Asians, and Hispanics
Black men earn more than Black women
Black women have higher participation rates than all other women and than Black men
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Participation Rates and Unemployment
Higher among White men when compared to Black men
Higher among Black women when compared to White women
Participation rates
Considerably higher among Blacks, across education levels
Shows the influence of race across socio-economic status markers
Blacks remain unemployed for a longer time than Whites
Discouraged workers
Unemployment levels
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Research on the employment experiences of African Americans
Research on the Employment Experiences of African Americans
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Employment Experiences
Access discrimination: Denying employment opportunities or access to jobs based on factors which are not related to productivity
Statistical discrimination: Using observable characteristics as proxies for information about the productivity of workers
Treatment discrimination: Treating some employees differently based on factors unrelated to productivity
Providing fewer job-related rewards, or opportunities than they should receive
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Employment Experiences (cont’d)
Glass ceiling: Invisible barrier that prevents women, people of color, and people with disabilities from progressing beyond a certain level in organizations
Glass walls: Invisible barriers that confine minorities and women to certain positions within organizations
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Sources of Discrimination
Access discrimination
Stereotypes and prejudice
Instructions to discriminate
Name-based discrimination
Statistical discrimination
Treatment discrimination
Performance rater bias based on similarity effect
Higher likelihood of being laid off despite similar qualifications and seniority
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Microaggressions:
Brief, common daily verbal, behavioral, or environmental indignities, that communicate hostile, derogatory, or negative racial slights and insults
“You’re not like other Blacks”
“You’re so articulate” “You speak good English”
“Where are you really from?”
Affect health through hypertension and increased risk of heart attack
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Racial Socialization
Adult transmission of behaviors, communications, and interactions concerning Black cultural heritage to children
Includes appropriate responses to racial discrimination and hostility
Bolsters self-esteem and increases a sense of shared or collective Black identity
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Immigrant and Native-Born Blacks
There are 3 million foreign-born Blacks in U.S.
Perceived and treated as native-born Blacks
Subject to racial profiling along with native-born Blacks
Native-born Hispanics and Asians are perceived and treated as immigrants
Racial profiling is based on skin color, not country of origin
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African American Women at Work
Have the highest rates of workforce participation among women
Expected to miss work because of their children
Fertility rates indicate that White and Black women have approximately the same number of children
Are more likely to experience race and sex discrimination and harassment
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Consumer Racial Profiling
Based on beliefs that :
Blacks are more likely to be shoplifters
Race is not a predictor of shoplifting
Blacks are less likely to have money to spend
Blacks have more than a trillion dollars in buying power.
Areas of discrimination include:
New car pricing
Loan rates and mortgage terms
Lost business of Black customers and allies can be costly to organizations
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Recommendations
Recommendations
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Recommendations for African Americans
Obtain a college degree when possible
Seek employment in affirmative action firms and avoid segregated work
Do not internalize rejections
Women
Be aware of the fact that race and sex discrimination are illegal and there are resources to help when they occur
Pursue entrepreneurship
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Recommendations
Be aware of personal stereotypes and biases and make a conscious effort to challenge and address them
Ignore race-biased stereotypes while hiring and evaluating performance
Implement organization-wide use of structured interviews
Challenge unfair behavior exhibited by others
Implement policies, training, and monitoring
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Customer Service Recommendations
Make concerted efforts to ensure that all customers are treated fairly
Train salespeople to treat all customers fairly
Pay attention to survey data gathered from diverse customers
Conduct internal audits to spot disparate treatment of customers
Use mystery shoppers from diverse backgrounds
Investigate and address customer complaints
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Key Terms
Access discrimination
Consumer racial profiling
Discouraged workers
Glass ceiling
Glass walls
New racism
Racial profiling
Racial socialization
Statistical discrimination
Treatment discrimination
Underemployed, underemployment
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©2017 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
Questions to Consider
What factor(s) caused the experiences of European and African newcomers to the United States in the period from the 1600s through the 1800s to be so different?
What does the empirical research say about access and treatment discrimination against Blacks?
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Questions to Consider (cont’d)
In Brief’s empirical study of “new racism”, unqualified Whites were preferred over qualified Blacks. What role might pervasive stereotypes about Blacks play in in decision-makers’ failure to promote clearly qualified Blacks, even those who have been working for organizations for a while and have demonstrated their competencies? What can be done about this?
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Questions to Consider (cont’d 1)
4a. In the Bertrand and Mullainathan study of name-based discrimination, job applicants with “Black-sounding” names were granted interviews significantly fewer times than those with “White-sounding” names. Speculate on what might happen to a Black applicant who had a “White-sounding” name and was called for an interview.
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Questions to Consider (cont’d 2)
At what point(s) might prejudice eliminate the applicant from the selection process?
What benefit(s) might accrue to such an applicant from being called for the interview?
What are some specific things that organizations might do to reduce the likelihood of name-based discrimination in the selection process?
How would they know if these steps were working?
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Questions to Consider (cont’d 3)
4b. Do you know any Blacks with any of the “White-sounding” names used in the study or others more commonly associated with Whites?
Do you know of any Whites with any of the “Black-sounding” names used in the study or others more commonly associated with Blacks?
Discuss their interview and employment experiences with them.
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Questions to Consider (cont’d 4)
5a. How do you think most African American customers respond when treated unfairly in a store (e.g., being passed over for service)?
If an African American customer were to complain to store management about disparate treatment by an employee, what would you suggest the manager do to retain the customer?
How should the manager respond to the employee?
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Questions to Consider (cont’d 5)
5b. How do you think most White customers would respond if they were served before Black customers who had arrived first in a store or restaurant?
Would the White costumers notice that the Black customers had been skipped? What would they do?
How would they react if the Black customer complained? Have you observed (or experienced) such an event?
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Questions to Consider (cont’d 6)
What is the racial and ethnic composition of the U.S. Army, Air Force, Navy, and Marines? How many Blacks as a proportion of the Army are in officer positions? Choose one other military organization and answer the same question.
How can underemployment affect the quality of a person’s future employment? Explain.
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