White Women, People of Color: Lower Salaries in Academia

A study just issued by the University of California at Berkeley identifies the fact that the compensation of female faculty lags behind their male counterparts by -4.3 percent within their respective fields or the equivalent of one to four years of career experience (excluding controls for rank). However, if demography alone is considered without respect to years of experience or field, women have a negative salary difference of -15.8 percent. When experience is considered, this difference diminishes to -11.3 percent. When rank and field are factored into the equation, under the assumption that full professors are more likely to be white and male based on hiring practices that prevailed over the last two or three decades, then the gap narrows from -1.8 percent. Similarly, the salaries of minority faculty lag behind white faculty by 1-2 years of career experience or between -1.0 and -1.8 percent.

How does Berkeley account for these differences? Possible causes include external factors including market and retention as well as social factors such as time off the tenure clock for a newly born or adopted child. In Academic Motherhood, Kelly Ward and Lisa Wolf-Wendel share research indicating that it would take thirty-five years for the sex composition of faculty to equalize at senior ranks to attain equal status. This equity could only happen if there were no gender discrimination and faculty abilities were presumed to be roughly similar. Ward and Wolf-Wendel note that women tend to be older than men when they attain their doctorates and enter the faculty workforce later, partly due to dual career constraints.

As a result, the authors emphasize that colleges and universities could do more to make their climates hospitable, equitable and accepting for faculty members with families. In particular, they note the importance of ensuring that family friendly policies such as stopping the tenure clock for maternity leave are not only established, but implemented so that faculty members feel free to use them.

Another variable the UC Berkeley report considers is the fact that decisions about promotion are based upon evidence presented and judgment made about that evidence. Since no mechanical process exists to translate the evidence into outcomes, judgments of merit are vulnerable to positive and negative implicit associations that can be triggered by factors such as race, ethnicity, or gender. Recall the 2013 UCLA report that identified incidents of process-based discrimination in hiring, advancement and retention based on interviews with faculty as well as written statements. Several incidents involving perceived bias when faculty members believed that they were denied advancement usually through an unfavorable letter from the department chair or dean and/or a negative departmental vote.

The discrepancies in compensation for women and minority faculty reflect underlying structural constraints that Houston A. Baker and K. Merinda Simmons refer to in their new co-edited book, The Trouble with Post-blackness, as “the intensely complicated system of economic access” that defies simplistic notions of personal agency and meritocracy”(p. 15). In one of the book’s essays, John L. Jackson Jr. writes about the stories other minority scholars shared with him in the academy:

No amount of publishing productivity exempts you from the vulnerabilities and burdens that come with underrepresentation in the academy.” Jackson adds, “Being ‘twice as good’ as most of their white colleagues (by objective and agreed-upon criteria) still wasn’t enough to spare them from the stigma of race-based stigma” (p. 204).

And mentoring is also important for women and minority faculty in navigating the internal organization, obtaining help with research and publications, understanding promotion and tenure criteria, and advancing in rank. As Rachel Shteir writes in “Taking the Men Out of Mentoring” women can be exhausted from the struggle of trying to get ahead, with little energy for mentoring others. As she explains,

I see women stuck at the associate level, living paycheck to paycheck, renting without savings…. Gender equity in salaries and rank have not been achieved.

A considerable body of research identifies the role of mentoring in opening channels for women and minorities by enhancing social capital, preventing career derailment, nurturing self-confidence, reducing isolation, and improving job satisfaction.

All in all, the Berkeley study underscores the continuing need for viable strategies that will help retain and develop diverse and talented faculty members by creating a more expansive and inclusive value proposition that promotes career progress and enhances retention.

The Perceived Value of Intercultural Competence

A new survey titled “Falling Short? College Learning and Career Success” by the Association of American Colleges and Universities (AACU) reveals significant disparities between the perceptions of students and employers related to readiness for future careers and the importance of diversity and intercultural learning outcomes. The survey sample includes 613 students at private and public two and four year institutions and 400 CEO’s and executives from private or non-profit organizations.

One of the most surprising metrics is that less than two in five employers rated the following learning outcomes as very important:
Awareness of and experience with diverse cultures and communities within the U.S. 37%
Staying current on global developments and trends 25%
Awareness of and experience with cultures and societies outside of the United States 23%
Proficiency in a language other than English 23%

Despite the lack of emphasis by employers on these diversity and democratic learning outcomes, employers rated students as less prepared in these areas than the students did themselves:
Competency
Employer Rating//Student Rating

Awareness of and experience with diverse cultures and communities within the U.S. 25% //48%
Staying current on global developments and trends 16% //34%
Awareness of and experience with cultures and societies outside of the United States 15% //42%
Proficiency in a language other than English 16% //34%

Only 21 percent of employers strongly agreed that all college students should gain intercultural skills and an understanding of societies outside the U.S., while 57 percent agreed somewhat. By contrast, 87 percent of students felt that such skills were important. A similar gap was found between employer and student perceptions of the knowledge students should have of democratic institutions and preparation for citizenship in a democratic society.

The lack of emphasis on intercultural understanding by employers is striking, given the fact that in the U.S. alone there are more than 20,000 multinational companies, that exceed the number of companies in the Fortune 1,000 or the Fortune 5,000. And the average U.S. based multinational company generates roughly 45 percent of their revenue from countries outside the U.S. The boundary between local and global has become blurred, as most companies compete in a global marketplace.

The survey also reveals that students agree with employers on the value of cross-cutting skills of teamwork, communication, critical thinking, ethical decision-making and applying knowledge in real-world settings as learning outcomes. Ironically, however, in a global society and even within the United States all of these components demand a high level of cultural competency, a recognition of cultural pluralism, and the ability to communicate effectively with individuals from diverse backgrounds and cultures. Perhaps the employers’ perspectives could be viewed as what Derald Wing Sue calls “ethnocentric monoculturalism,” a Eurocentric focus that fails to recognize the importance of connections and communication in a multicultural society and global economic environment. Instead, as Rosabeth Moss Kanter indicates, the reality is that companies need to thrive locally in a global economy by creating new world-class mindsets that embody globally relevant skills.

While employers in the AACU survey endorsed an applied learning emphasis in higher education, they also appeared not to acknowledge the importance of intercultural skills and competence as part of what is needed in an applied learning focus. If we are indeed living in what Fareed Zakaria calls “the rise of the rest” in a post-American world defined and directed by people from many locations our educational systems, in turn, must be finely tuned to the development of the applied cultural competency needed for college graduates to thrive in this new, global millennium. As he writes:

Generations from now, when historians write about these times, they might note that by the turn of the 21st century, the United States had succeeded in its great, historical mission—globalizing the world. We don’t want them to write that along the way, we forgot to globalize ourselves.

Redefining the Vocabulary of Microaggressions

A new report by Harvard University’s Voices of Diversity Project (VoD) draws on interviews with at least 50 African-American, Latina/o, Asian-American and Native American students at each of four universities regarding their on-campus undergraduate experiences related to their racial/ethnic background, sex, or both. The co-authors, Paula Caplan and Jordan Ford, report on the students’ experiences of racist and sexist mistreatment that took shape in “microaggressions” or subtle, cumulative, and repetitive acts of marginalization and stereotyping.

The concept of “micro-inequities” has received considerable research attention and refers to small incidents of everyday discrimination that have replaced the more overt acts of discrimination characteristic of the pre-Civil Rights era. Micro-inequities can be unspoken, repeated messages that may be invisible to others but send devaluing messages to the targets that hinder these individuals’ performance and impact self-esteem. The vocabulary of micro-inequities dates back to the 1970’s when Mary Rowe, Ombudsperson at MIT, noted the ephemeral, difficult-to-prove events that she saw as the “principal scaffolding for discrimination in the United States.” A more extensive taxonomy of these day-to-day behavioral indignities was developed by Gerald Wing Sue and others that includes microassaults, microinsults, and microinvalidations.

Yet at what point do “micro-aggressions” become “macro-aggressions”? Take the experiences of mistreatment cited by a Latina senior quoted in the VoD study: “I go nuts. I do….it hurts so much, so much, it’s indescribable the way it makes you feel” (p. 40). The Latina senior goes on to say, “My whole body becomes hot, and your eyes automatically become glassy, because you just feel so inferior….” Or the commentary of an African-American male student, “What can I do? I feel useless. I’m being hurt by this person. It’s messing with me emotionally.” The profound psychological damage caused by racism is not adequately captured in the term “micro-inequity” or “micro-aggression.” As Joe Feagin points out in Systemic Racism (2006), the pain of racism is part of lived experience and to begin to even calculate its costs “one would need to add…the other personal, family, and community costs over the centuries—the intense pain and suffering, the physical and psychological damage, the rage over injustice, and the huge loss of energy” that could have been used for other purposes (p. 20). Perhaps we need a new vocabulary to identify these high costs.

Similarly, consider the example that Alvin Evans and I cite in our new book, The Department Chair as Transformative Diversity Leader (2015) of an African American faculty member who became the first African American department chair at his religiously-affiliated university. When he was first hired as one of the few African American faculty at that institution, a religious studies professor whose office was next to his refused to speak with him for 10 years:

He didn’t talk to me for 10 years, not a word. . . . He didn’t believe I was qualified, he didn’t believe that I was a real intellectual, I was only hired so that the university could say that we had Black professors.

In fact, the religious studies professor would talk about the African American faculty member with his door wide open so he could hear. Later, when the African American faculty member became chair, the religious studies professor had to speak with him. The chair would regularly ask him a question about diversity. The religious studies professor would inevitably answer, “I think we’re already diverse.” Needless to say, the chair was not invited to the religious studies professor’s retirement dinner.

Or in another interview study in 2012, we similarly found examples of the pain caused by exclusionary practices and behaviors in the workplace. For example, Claudia, an African-American administrator, was singled out in a staff meeting by her white male supervisor who was speaking of African-Americans in general: “Oh, I don’t mean you. You’re different, you’re an Oreo.’ Claudia responded, “You know, I’m sorry I think that most people would recognize that as being a racial slur.” The supervisor replied, “Oh I don’t mean that. You are one of them that has common sense.” The repeated actions of the supervisor caused Claudia extreme physical and psychological anguish:

When I had that very discriminatory supervisor, I had extremely high blood pressure. I was on three medications. They were at the maximum dosage and my blood pressure was still uncontrollable. My doctor kept telling me I needed to quit my job because he was said I was going to die. He said I was going to just have a stroke or heart attack because my blood pressure was so high.

These examples across the spectrum of students, faculty, and administrators illustrate the long-term psychological and physical damage resulting from what are more than microaggressions (actually, macroaggressions).

To counteract such practices, the Harvard VoD Project identifies the proactive work undertaken by Missouri State University, one of the institutional participants, to address the “silent suffering” of targets of racism and sexism and ensure that the experiences of minoritized students, faculty of color, and women are heard.

As Mark Warren indicates in Fire in the Heart (2010), building community is a process that must move us from passivity to positive action by “breaking down that separateness and achieving something that is more than the sum of the parts” (p. 229). To do so, we must first face the difficult realities that the VoD identifies and then move toward a deepened collective understanding and common vocabulary that help us activate and operationalize practices that enhance inclusion on our campuses.

Supreme Court Moves Away from Civil Rights

In her recent dissent from the majority decision of the Supreme Court regarding a Michigan constitutional amendment banning affirmative action, Justice Sonia Sotomayor, the first Hispanic judge to serve on the Court, described the perspective of her conservative colleagues as “out of touch with reality.”

525px-Supreme_Court_US_2010

 

(Image source)

Recall Chief Justice John Roberts’ pronouncement in 2007 that “the way to stop discrimination on the basis of race is to stop discriminating on the basis of race” in the 2007 Parents Involved vs. Seattle School District case that outlawed major avenues for voluntary school desegregation. In direct contrast to this judicial view, Justice Sotomayer wrote in Schuette v. Coalition to Defend Affirmative Action (2014)

Race also matters because of persistent racial inequality in society—inequality that cannot be ignored and that has produced stark socioeconomic disparities.” And she added, “the way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race, and to apply the Constitution with eyes open to the unfortunate effects of centuries of racial discrimination.

We know that the promising resolution of the Brown v. Board Case in 1954 that found “separate but equal” schools for blacks and whites to be unconstitutional has been eroded and successively reversed through a series of Court decisions based on what Harvard law professor Randall Kennedy refers to as principles of “constitutional colorblindness.” From a colorblind, post-racial perspective, America is viewed as having attained a state in which race, ethnicity, gender, and other ascriptive characteristics no longer play a significant role in shaping life opportunities. Consider the statement, for example, of Chief Justice John Roberts, expressing the Court’s opinion in striking down Section 4 of the Voting Rights Act that determines which states and counties must follow strict guidelines that govern changes to their voting laws: “Nearly 50 years later, things have changed dramatically.” A well-documented body of empirical sociological research, however, demonstrates that contemporary racial inequality is reinforced through second-generation forms of discrimination and facially nonracial, subtle practices and behaviors that are threaded through the day-to-day experiences of non-dominant groups within American society.

How did this historical shift occur in the Supreme Court’s view of Civil Rights? Legal scholar Gary Orfield points out that that the decisions of the Earl Warren Court in the 1950s and the 1960s played an important role in stimulating the Civil Rights movement, whereas decisions of a conservative-dominated Court in the later 1980s pushed the country in the opposite direction and even reached conclusions that policies designed to address inequality are unnecessary and unfair. These later decisions, he indicates, have been seen by some scholars as replicating the efforts to undermine Reconstruction civil rights laws that resulted in the 1896 Plessy v. Ferguson decision legitimizing the concept of “separate but equal.” In Dismantling Desegregation: The Quiet Reversal of Brown v. Board of Education (1996), Orfield and Susan Eaton call attention to three little-noticed decisions in the 1990’s in which the Supreme Court articulated procedures for dismantling school desegregation plans that allowed students to return to neighborhood schools, even when segregated and inferior. These decisions reinterpreted the notion of integration as a goal, reducing it to a formalistic requirement that could be lifted after a few years. Decades afterward, as reported by Orfield, Kucsera, and Siegel-Hawley in a 2012 report sponsored by the UCLA Civil Rights Project, 80 percent of Latino students and 74 percent of blacks attended highly segregated schools, with the percent of white students only ranging from 0 to 10 percent. In fact, eight of the 20 states with the highest levels of school segregation are in border or southern states, a significant reversal for civil rights progress.

In the area of public university admissions, the Supreme Court’s decisions related to voluntary forms of affirmative action have abandoned the original remedial purpose of race-sensitive admissions and reinterpreted the Equal Protection Clause of the Fourteenth Amendment in terms of protecting the rights of the majority and preventing what has been termed “reverse discrimination.” As Harvard law scholar Michael Klarman notes, the Equal Protection Clause says nothing about government colorblindness and does not even mention race. Instead, diversity has replaced affirmative action as a compelling state interest, ironically requiring universities to prove that white students and other students benefit from policies that were designed to address a long history of racial inequality.

And consider the recent events in Ferguson, Missouri that are linked to racial segregation, economic inequality, and differential policing practices. As Erwin Chemerinsky writes in an August 24 New York Times Op Ed, recent Supreme Court decisions such as Plumhoff v. Rickard decided on May 27 have made it difficult, if not impossible, to hold police officers accountable for civil rights violation, undermining the ability to deter illegal police behavior.

To what extent does the Court’s conservative drift in the area of civil rights reflect the mood and temper of public opinion? Santa Clara law professor Brad Joondeph reminds us that the Court has never actually played the role of “counter-majoritarian hero,” but rather has been responsive to shifting political tides. The creation of the landmark Civil Rights Act of 1964 was in response to public protests, marches, and collective action undertaken by minorities in support of greater social equality. According to legal scholar Derrick Bell, social movements such as the radical protests of the 1960s are more likely to bring about change when they converge with other interests that may be differently motivated.

In The White Racial Frame: Centuries of Racial Framing and Counter-framing (2013), social theorist Joe Feagin identifies the strategies of both individual resistance and collective action undertaken by Americans of color that have created significant public pressure to address inequality. Feagin indicates that essential to many civil rights protests was a strong anti-racist counter-frame articulated by numerous black leaders and scholars. As he notes, Martin Luther King emphasized the need for collective action to overcome oppression:

The story of Montgomery (Alabama) is the story of fifty thousand such Negroes who were willing to …walk the streets of Montgomery until the walls of segregation were finally battered by the forces of justice (p. 177).

If indeed the Supreme Court mirrors strong tides of opinion within the United States, the admonition of Sonia Sotomayor not to “sit back and wish away, rather than confront, the racial inequality that exists in our society” represents a call to action. In describing the Court’s “long slow drift from racial justice” Columbia University President Lee Bollinger identifies the importance of a renewed conversation about racial justice in order to address issues that will reach the high court. And the composition of the Court clearly matters in matters of racial jurisprudence. According to Klarman, since the Court is not always a defender of the interests of racial minorities, even the appointment of one more liberal judge could have meant that many key decisions could have been decided differently.

Recently, we have seen a few promising signals, such as the ruling of the three-judge panel of the Fifth Circuit of the United States Court of Appeals upholding consideration of race as one factor among many in response to the case filed by Abigail Fisher at the University of Texas. Yet reinfusing our judicial processes with the ideals represented in landmark Civil Rights decisions will require an invigorated national dialogue and sustained attention to how the ideals of justice and equality take shape in the prism of public consciousness and are reflected in judicial perspectives.

 

~ This post originally appeared in the December 2014 issue of Insight into Diversity magazine, and is reposted here with permission. 

Law Partner Tracks & Asian Americans: Struggles to Affirm Positive Self-Identity

Helen Wan’s The Partner Track is a newly published novel that paints a vivid picture of life inside a corporate law firm and the internal struggles and challenges of a female, Asian-American lawyer seeking to become partner. The book illuminates the ways in which minorities and women are still viewed within hierarchical, white male-dominated organizational structures and highlights the particular embarrassment that can result from being singled out to personify the firm’s diversity initiatives. In situations of high competition, minority and female status can even be seen as a threat, since some may mistakenly presume that such status confers advantage.

Ingrid Yung, the protagonist in the novel, is a descendant of immigrant parents from Taiwan, who knows how to speak Mandarin, but prefers to separate herself from identification with her ethnic roots in the presence of a competing, yet socially awkward attorney from mainland China. The nuances of her relationship with her parents are delicately portrayed. Ingrid’s mother addresses her on the phone as “Ingrid-ah”—perhaps reflecting the difficulty in enunciating the syllables in American names. Ingrid’s parents sacrificed much for her success, and are justifiably proud of her groundbreaking accomplishments. As her mother declares, “Nobody bosses my Ingrid around.” It is this unmistakable sense of pride and independence that accompanies Ingrid as she confronts repeated incidents that question her identity, her right to be at the firm, and her competence.

Without revealing the twists and turns of the plot, the most telling revelation comes when Ingrid realizes that it was not hard work that would land her a partnership and that her mistakes would count more heavily than for others. As Ingrid reflects (p. 238):

I had completely bought into the myth of a meritocracy. Somehow I’d actually been foolish enough to believe that if I simply kept my head down and worked hard, and did everything, everything that was asked of me, I would be rewarded. What an idiot.

The novel also chronicles with subtle humor Ingrid’s interactions with the firm’s diversity consultant who has been hired after a tasteless, racialized skit at the firm’s corporate outing. Later when Ingrid is singled out at the firm’s diversity event designed to repair the damage from the skit at the outing, she is unwittingly made the poster child for the diversity initiative and later suffers consequences for her required participation.

Ingrid describes her valiant efforts to stay at the corporate law firm for eight years, hoping that “all of these little humiliations and exclusions amount to something.” As she reflects,

More than anything, I wanted, once and for all, to shake that haunting suspicious that, while my record impressed and my work made the grade, I was ultimately not valued (p, 164).

The themes of the book underscore the research perspectives shared by Leslie Picca and Joe Feagin in Two-faced Racism: Whites in the Backstage and Frontstage.

This study identifies the spatial nature of modern-day discrimination based on the review of the diary accounts of 1000 college students. Based on this extensive research data, Picca and Feagin conclude that performances or comments made by white actors in the frontstage when diverse individuals are present significantly diverge from closed-door backstage performances that occurred when only whites are present. Similarly, Ingrid struggles with her own identity as she gains glimpses of the backstage while she is simultaneously paraded as a model of diversity in the frontstage.

Yet at the same time, there are hopeful notes sounded in Helen Wan’s beautifully narrated story. The novel has much to offer in terms of charting the progressive pathway toward a self-affirming identity for women and minority professionals and leaders. And as Alvin Evans and I highlight in The New Talent Acquisition Frontier, from an organizational perspective, talent is the most important strategic asset necessary for success and survival in a globally interconnected world. As a result, empowering diverse and talented employees and eliminating the spatial separation between frontstage and backstage performances are essential steps in the attainment of social integration and genuinely inclusive workplaces.

Amy Chua’s “Triple Package”: Success Formula for Some?

Is success monolithic and limited to certain groups? Attributes of success cannot be monopolized by certain groups, cultures, ethnicities, or religious groups. Most people that are successful, in fact, appear to have characteristics in common and these characteristics are not driven by their membership in certain groups. The premise of the American democracy is based on the notion that all can succeed through hard work and access to opportunity. In Outliers, the Story of Success, Malcolm Gladwell observes:

Nor is success simply the sum of the decisions and efforts we make on our own behalf. It is, rather a gift. Outliers are those who have been given opportunities—and who have had the strength and presence of mind to seize them.

Yet according to Amy Chua and Jeb Rosenfeld in their new book, The Triple Package, the combination of three cultural characteristics has led to the success of eight groups in America (Chinese, early Cuban exiles, Indians, Nigerians, Mormons, Iranians, Lebanese and Jews): 1) a superiority complex; 2) a sense of insecurity; and 3) impulse control. In fact, they assert,

all of America’s disproportionately successful groups have a superiority complex; in fact most are famous for it” (p. 72).

This superiority complex, they state, is “deeply ingrained” (p. 83). And strikingly, the authors do not support these sweeping statements with research findings or empirical sources of evidence.

Chua and Rosenfeld’s thesis has distinct Orwellian overtones by suggesting that some groups have what it takes to be more equal or successful than others. As NYU professor Suketu Mehta points out in an article titled “The ‘Tiger Mom Superiority Complex’” in Time Magazine,the book represents “a new strain of racial, ethnic, and cultural reductivism,” a sort of “ethnocentric thinking writ large” or what he terms “the new racism.” And, he adds, “I call it the new racism—and I take it rather personally.”

The Triple Package touches on some important themes, but also suffers from a number of critical flaws. Most importantly, the book does not address the nature of structural discrimination that is reflected in disparate historical, economic, and social realities for minorities through the predominance of what social theorist Joe Feagin calls the “white racial frame.” According to Feagin, this frame is comprised of racial stereotypes, racial narratives, racial images, and racialized emotions that shape how many whites behave and interact with all Americans of color. Systematic, structural forms of exclusion of minorities have pervaded access to housing, education, distribution of economic resources, and job opportunities.

Arguably, the sense of superiority of any group is affected by forces of social oppression and the internalization of these forces has an impact on the psyche of affected individuals. Chua and Rosenfeld have correctly identified the fact that blacks have been systematically denied access to a group superiority complex and bear a significant cultural burden by susceptibility to stereotype threat. However, the omission of African Americans from the chapter on impulse control seems to do a disservice to hardworking African Americans who have been highly successful.

Second, the co-authors’ emphasis is on immigrant success. Factors in immigrant success, however, are not representative of the American population as a whole. For the most part, the legal immigration system has provided upper and middle class individuals the opportunity to emigrate to the United States. Take, for example, the fact mentioned by Chua and Rosenfeld indicate that 65 percent of Iranian Americans are foreign born. They also distinguish between the success of the first wave of Cuban immigration between 1959 and 1973 which included an influx of mostly white middle and upper class professionals “at the pinnacle of a highly stratified society” (p. 37) with the later wave of Cuban immigrants who were black or of mixed race or mostly poor. As the authors observe, these individuals were not successful in business and are absent from Miami’s power elite. Yet rather than cultural factors, the racism and classicism evident in the treatment of second-generation Cuban immigrants represent powerful structural, social influences in their relative lack of mobility and success.

Third, the authors assert that the Triple Package is a cultural explanation of group success that does not include education or hard work as core components. In their view, education and hard work are dependent and not independent variables. This dismissal of education flies in the face of Horace Mann’s view that education is

a great equalizer of the conditions of men,–the balance wheel of the social machinery” that “gives each man the independence and the means by which he can resist the selfishness of other men.

Or to put it in a more contemporary framework, as Jamie Merisotis, President and CEO of the Lumina Foundation points out, “college-level learning is key to individual prosperity, economic security, and the strength of our American democracy.”

And, in Chua and Rosenfeld’s view, America previously had the Triple Package culture, but,

in the latter part of the twentieth century, something happened. America turned against both insecurity and impulse control (p. 208).

As a result, the authors indicate that to recover the Triple Package, Americans would have to recover from “instant gratification disorder” (p. 218).

The basis for these statements is not explained, documented, or footnoted. In essence, individuals from oppressed groups, no matter which group, have similar aspirations and wish for a better life and to be part of the American dream. These aspirations are not driven by cultural characteristics and can be advanced through education, hard work, and structural and opportunity mechanisms that facilitate individual progress. Due to the lack of evidence offered for the assertions of the Triple Package, the book essentially provides commentary on a very complex subject rather than scholarship and, as such, lacks credibility. Should certain groups accept the unsupported premises of this book, self-fulfilling prophecies could set in, and public opinion and debate could be affected by unverified statements that are not grounded in empirical data or social science research.

Racial/Gender Homogeneity in Corporate Board Leadership

In response to criticism from two major shareholders about the lack of diversity in its board of directors, Apple Inc. recently added language to its governance charter committing to seek women and minorities for consideration. The board currently consists of seven white males under the age of 50 and one Asian American woman. In an industry known to be built on the need for innovation, the singular homogeneity of Apple’s board is surprising, although far from unusual.

Other Silicon Valley companies have faced similar questions about their male-dominated leadership including Facebook and Twitter who were criticized for not having female directors prior to their initial public offerings.

The biannual report of the Alliance for Board Diversity reveals that both women and minorities are underrepresented in Fortune 500 boardrooms. Only about 17 percent of the 5,488 board seats are held by women. And minority women comprise 3.2 percent of these positions, while minority men hold 10.1 percent. The report also notes that African Americans, Hispanic/Latinos, and Asian/Pacific Islanders have experienced losses or only small gains in corporate board representation in the past year.

In our new book, The New Talent Frontier: Integrating HR and Diversity Strategy in the Private and Public Sectors and Higher Education , Alvin Evans and I argue that talent is the primary strategic asset needed for organizational survival in a globally interconnected world. As a result, organizations need to optimize their talent resources by building synergy between HR and diversity programs. Maximizing organizational capability requires that organizations respect, nurture, and mobilize the contributions of a diverse and talented workforce.

In an article entitled, “Does a Lack of Diversity among Business Leaders Hinder Innovation?” Sylvia Ann Hewlett, Melinda Marshall, and Laura Sherbin share the results of a survey conducted by the Center for Talent Innovation of 1800 men and women in white-collar professions that also included Fortune 500 executives. The authors found that due to homogeneity in the leadership ranks, the majority of companies fail to realize their full innovative potential. Fifty-six percent of the respondents indicated that leaders at their firms failed to find value in ideas that they have difficulty relating to or don’t see a need for. As a result, senior leaders lose revenue-generating opportunities when they do not create a “speak-up culture” in which employees can contribute innovative or out-of-the-box ideas. The findings appear to support a strong correlation between inclusive behaviors and acquired diversity.

As Joe Feagin eloquently observes in Racist America:

When Americans of color are oppressed in this country’s institutions, not only do they suffer greatly, but the white-controlled institutions and whites within them often suffer significantly if unknowingly. Excluding Americans of color has meant excluding much knowledge, creativity, and understanding from society generally. A society that ignores great stores of human knowledge and ability irresponsibly risks its future.

In this sense, the exclusion of minorities and women from the board rooms of American corporations indeed irresponsibly risks the future of American entrepreneurialism by overlooking the innovative contributions of diverse leadership.

Prescriptive Racial Stereotypes of Asian American Leaders

In an article entitled “Why So Few Asians are College President,” Dr. Santa J. Ono, President of the University of Cincinnati, indicates that he finds himself among a very small group of Asian American leaders in higher education: only 1.5 percent of college and university presidents are Asian American and 3.4 percent are administrators in higher education. By contrast, Hispanics comprise 3.8 percent of presidents and African Americans hold 5.9 percent of these roles. This pattern also holds true for the corporate sector, such as the low representation of Asian Americans as corporate officers and members of corporate boards.

Why are Asian Americans so underrepresented in leadership roles? Ono suggests two major factors at play: cultural differences deriving from home environments that value preferences for indirect communication, emotional restraint, and an egalitarian view of power as well as contradictory perceptions about Asian Americans such as being conspicuous but self-effacing, hyperambitious but timid. Frank Wu, Chancellor of the University of California Hastings College of the Law, similarly points out that the model minority myth transforms positive qualities into negative attributes: intelligence is seen as lack of personality, family-oriented as clannish, and hard-working as unfairly competitive.

Ono, however, points to significant new research by Jennifer Berdahl and Ji-A Min at the University of Toronto that sheds light on the particular barriers Asian Americans face in leadership roles. Berdahl and Min distinguish between descriptive stereotypes or generalized beliefs about what members of different racial groups are like and prescriptive stereotypes which, when violated, are likely to provoke social disapproval and backlash. Since East Asians in North America are often descriptively stereotyped as relatively competent, cold, and nondominant, Berdahl and Min identify “nondominant” as a prescriptive stereotype that, when violated, causes negative consequences in the workplace. As a result, when East Asians remain in subordinate, nonleadership roles, and do not try to assert their own viewpoints or ideas or take charge, the competitive threat to valued resources they pose is neutralized. Through a series of four studies, the research findings reveal that not only did East Asians report more racial harassment at work than other employees, but, more importantly, those individuals that violated racial stereotypes were more likely to be the targets of such harassment. Berdahl and Min report that the negative responses to dominant East Asians did not depend on gender and appeared to be unique to this racial minority group.

This promising line of research on prescriptive stereotypes helps explain the hurdles faced by Asian Americans in their efforts to attain leadership positions and how these stereotypes can influence their ability to break through the so-called “bamboo ceiling” or what Sylvia Ann Hewlett calls “the marzipan layer” just below the upper rungs of power.

The notion of prescriptive stereotypes can also apply to the challenges faced by other racial minorities and women when they violate expected stereotypical behaviors and experience backlash. As Santa Ono notes, unconscious bias may be more difficult to address in academe where intellectual fairness and rigor are already presumed to be present. In this regard, he aptly suggests that academe focus some of its energy, acuity, and empathy toward tearing down existing social and psychological barriers to success, “particularly those all the more imposing for being invisible.” Perhaps greater understanding of the influence of prescriptive stereotypes will provide the opportunity for reexamination of the impact of subtle, unconscious bias on organizational processes and allow us to develop truly inclusive definitions of leadership capabilities.

Illusions of Meritocracy: Does It Favor Certain Groups?

The notion of meritocracy hinges on the belief in a just system, or what researchers have called “system justification theory.” As theorists John Jost and Masharin Banaji explain, system justification theory is a psychological process by which people justify existing social arrangements as legitimate and fair, such as the belief that hard work, effort, and motivation lead to success. This theory locates the cause of events within personal attributes, and indicates that individuals should take personal responsibility for outcomes. For example, a recent article by John Jost, Brian Nosek, and Samuel Gosling notes that stability and hierarchy provide both structure and reassurance, in contrast with social change and equality that imply unpredictability and greater chaos, especially in large social systems.

The irony of system justification theory is that members of minority groups can view the locus of individual success or failure as solely due to their own efforts and discount the impact of socially-mediated forces of discrimination. We have seen examples in the recent press where minority leaders themselves emphasize personal responsibility while remaining silent on the impact of the forces of systemic discrimination. As Alvin Evans and I point out in Diverse Administrators in Peril , this viewpoint can undermine self-esteem when individuals impacted by discrimination internalize contemporary forms of oppression and become their own oppressors through self-blame and inappropriate attributions of instances of everyday discrimination to their own dispositional or personal inadequacies. It heightens what Wesley Yang calls “self-estrangement” by removing the factor of difference from the equation.

A study conducted by Frank Samson at the University of Miami highlighted in a recent article in Inside HigherEd clearly demonstrates the fluidity of the notion of meritocracy when applied to different minority groups. When one group of white adults in California was asked about the criteria that should be used in admissions processes, a high priority was placed on high school grade-point averages and standardized tests. Yet when a control group was told that Asian Americans make up more than twice as many undergraduates in the University of California system compared to their representation in the state population, the participants then favored a reduced role for test and grade scores in the admissions process. They further indicated that leadership should be given greater weight.

Since Asian American scores on the SAT topped white average scores by 1641 to 1578 this year and the leadership abilities of Asian Americans tend to be unrecognized , the shift in criteria by study participants shows that meritocracy means different things when applied to different groups. Samson attributes this shift to “group threat” from Asian Americans and suggests that key Supreme Court decisions based upon the framework of meritocracy might have been decided differently if different groups had been involved. Samson notes the exclusionary rhetoric that emphasizes “qualifications” applied in discussions of opportunities that can exclude African-Americans and how this framework shifts when applied to Asian Americans. In an earlier post, I cited a June 14 article in the Chronicle of Higher Education by Stacey Patton that explains how the frequent argument about “lack of qualified candidates” for top roles becomes a loaded and coded divergence—a smoke screen that feeds stereotypes of minorities as less capable, intelligent, or experienced (p. A4).

Certainly the road to attainment of meritocracy will require consideration of the many detours we have taken in the course of American history. Perhaps we need to be reminded that a true meritocracy is still an aspirational goal and in the words of Martin Luther King, represents “a promissory note” that will “open the doors of opportunity” to all Americans.

The Fisher decision misses the point: Separate and unequal

A new Georgetown University report titled “Separate and Unequal: How Higher Education Reinforces the Intergenerational Reproduction of White Privilege” by Anthony Carnevale and Jeff Strohl reinforces why the Supreme Court’s decision in Fisher v. University of Texas misses the point. Recall that in Fisher v. the University of Texas, while the justices recognized the value of diversity in the higher education experience, universities and colleges must prove that no workable race-neutral alternatives could have produced the same diversity benefit. And strikingly, Justice Kennedy stated that in this process “the university receives no deference.” A reviewing court will be the arbiter of this determination.

The report by Carnevale and Strohl debunks the assumption that the United States has attained a level educational playing field in which consideration of race is no longer relevant. The study demonstrates that American higher education has two separate and unequal tracks: the 468 selective colleges and the 3250 open-access institutions. The divergence between these two tracks is increasing rather than diminishing. The authors identify two prominent themes that characterize these tracks: 1) racial stratification in the 4400 two- and four- year colleges analyzed for the study; and 2) polarization between the most selective schools and open-access schools. And from a student perspective, they conclude that “disadvantage is worst of all when race and class collide.”

Between 1995 and 2009, despite increases in the enrollment of African American and Hispanic students attending postsecondary institutions, more than 8 in 10 of new white students enrolled in the 468 most selective institutions, whereas more than 7 in 10 new Hispanic and African-American students have gone to open-access two and four-year colleges. White students account for 78 percent of the growth in the more selective institutions, while 92 percent of the growth in open-access institutions went to Hispanic and African-American students.

In addition, stratification by income is marked in more selective colleges, with high-income students overrepresented relative to population share by 45 percentage points and African-American and Hispanic students underrepresented relative to population share by 9 percentage points. This disadvantage is magnified by pre-existing geographic (spatial) isolation in the location of high schools as well as economic and educational deprivation in the pre-college years.

Why does this matter? The 468 most selective schools spend two to nearly five times more per student, have higher ratios of full- to part-time faculty, higher completion rates, and greater access to graduate schools, even when considering equally qualified students. Also, the college completion rate for the most selective schools is 82 percent, compared with 49 percent for open-access, two- and four-year institutions.

The report responds to two important questions. First, it provides substantive evidence that contradicts the “mismatch” theory which posits that minority students fare better in universities where the median test scores are nearer their own. In contrast, it reveals that Hispanic and African-American students benefit from attending selective institutions even when their test scores fall substantially below the averages at these schools, with a graduation rate of 73 percent from top colleges when compared to a graduation rate of 40 percent at open-access institutions.

Second, the report sheds light on the difficulty of substituting race-neutral alternatives such as class or to produce the same educational diversity benefit. The authors find that it would take more than five or six times the current level of class-based admissions to maintain the current racial mix in the most selective colleges. In fact, the pool of low-income white students far exceeds the pool of Hispanic and African-American students eligible for selective college admissions. The flood of low-income students that could result from using class as a proxy for disadvantage would create intense resource challenges for all but the most wealthy of selective institutions in the financial aid process. More selective institutions would also have difficulty to maintain current standards in the competition for students with higher test scores.

The report does not include an identical analysis for Asians and Native Americans due to data limitations. It does note that while 50 percent of new Asian enrollments have gone to the most selective schools, 30 percent have also gone to the open-access schools. In this regard, a 2005 College Board study reveals that Asian American/Pacific Islander students are evenly concentrated in two- and four-year institutions, with over half of the students in California and Nevada enrolled in community colleges. And a study produced by UCLA’s Higher Education Research Institute concludes that, like other minority students, AAPI students often struggle with poverty, with 47.4 of Asian American families classified as low income compared with 39.5 percent of the general population.

The challenge ahead for universities is to develop the statistical models that will satisfy the Supreme Court’s requirement to prove that alternative race-neutral alternatives are not sufficient for producing the educational benefits of diversity. In the evolution of the new criteria required to satisfy Fisher’s requirements, the Georgetown University report takes an important step in laying the groundwork for the evidentiary data and metrics needed.

Summing up the complexity of the court’s newly imposed requirements for justifying the consideration of race as one factor among others in college admissions, Thomas Kane and James Ryan point out in a recent article in the Chronicle of Higher Education that:

The court sometimes seems to labor under the belief that there is some magical combination of race-neutral proxies that will produce exactly the same group of students as in a class admitted under a race-conscious plan. Admissions officers know differently….