The Differential Effects of Racially Homophilous Sponsorship Ties on Job Opportunities in an Elite Labor Market: The Case of NCAA Basketball Coaching

We examine how an assistant coach's race and the race of his supervisor (the head coach) interact to affect future job quality. While past research argues that homophily is beneficial to job mobility, we find differential effects based on the race. OLS and OLR regression analyses on the quality of one's first head coaching job in NCAA men's basketball indicate that black assistant coaches working under black head coaches (black homophily) are significantly disadvantaged compared to all other racial combinations: white assistants with white supervisors (white homophily), white assistants with black supervisors (white heterophily), and black assistants with white supervisors (black heterophily). In contrast, there is no significant difference in job quality among the latter three groups: white homophily, white heterophily, and black heterophily. This indicates that while homophily is neither advantageous nor disadvantageous for whites, it is disadvantageous for black job candidates. This racially based disadvantage makes it difficult for minority job candidates to break through the glass ceiling and has real‐world financial implications.     

RACE AND EMPLOYMENT OUTCOMES: EVIDENCE FROM NBA COACHES

We study the impact of management diversity on employment outcomes using data on NBA head coaches that includes information on the race of each coach and his supervisor. We find that a supervisor is more likely to hire a coach of his own race. We also find that black coaches are less likely to be rehired to a second job within three years than their white counterparts, and that a head coach's race affects the quality of the opportunities he is offered. These findings are stronger for first-time coaches than experienced coaches, suggesting that observable information on performance mitigates bias. (JEL J0, J4, J7)     

NOT SO FAST,MY FRIEND: SOCIAL CAPITAL AND THE RACE DISPARITY IN PROMOTIONS AMONG COLLEGE FOOTBALL COACHES

To better understand persistent racial inequality in occupational mobility, we examine the influence of race and social capital on the promotions of 320 assistant college football coaches. The results from quantitative analyses demonstrate that social capital matters a great deal for promotions, but its impact is contingent on the race of the respondent. Specifically, network connections to heterogeneous contacts (racially heterophilous ties, weak ties, and high-status ties) appear to be more effective for black coaches than for white coaches. The findings underscore the importance and complexity of the relationships between race, social capital, and occupational mobility.     

IN‐SEASON HEAD‐COACH DISMISSALS AND THE PERFORMANCE OF PROFESSIONAL FOOTBALL TEAMS

This paper studies the causes and consequences of in‐season changes of the head‐coach of association football teams. We exploit data from the highest level of Dutch professional football during 14 successive seasons. An in‐season change of the head‐coach depends on recent match results and the difference between actual results and expectations as measured using bookmaker data. We find that, after the head‐coach has been replaced, teams perform better than before. However, the performance is also better than before for a control group of coach replacements that did not occur. From this we conclude that replacement of head‐coaches does not improve team performance. (JEL J44, L83)     

Racial/Ethnic Composition and Violence: Size‐of‐Place Variations in Percent Black and Percent Latino Effects on Violence Rates

According to racial invariance positions and mainstream sociological perspectives on race and crime, race differences in structural conditions should account for most if not all of the racial composition (or percent black) effect on aggregate‐level violence rates. However, prior research (mostly conducted prior to 1990) generally provides mixed or contrary evidence for this position, showing instead that greater concentrations of blacks are linked to increased violence even after accounting for racial differences in socioeconomic conditions. The current study uses recent data and a novel unit of analysis to go beyond extant research in two ways. First, we include percent Latino in our examination of the extent to which both racial and ethnic composition effects on violent crime rates are mediated by racial/ethnic disparities in socioeconomic disadvantage. Second, we test whether racial/ethnic composition effects are conditioned by size of place, through the use of census places as a uniquely varying unit of analysis. We find that both black and Latino composition effects are partly explained by controlling for structural conditions (especially structural disadvantage), but this characterizes smaller places much more than the largest, most urbanized places.     

Differential Status Evaluations and Racial Bias in the Chilean Segregated School System

Although there is growing interest in studying the long‐ignored relationship between stratification and race in Chile, racial bias in person perception remains unknown. We hypothesize that the segregation of the Chilean school system generated a prestige order in which pupils are differentiated by status characteristics according to the type of school they attend, and that these evaluations are based on racial traits. To test this hypothesis, we study whether facial appearance is sufficient to impute the type of school a pupil is attending, and whether these categorizations evoke different status evaluations of wealth and morality based on race. Results confirm that participants’ perceptions of facial appearance allow them to situate pupils in the Chilean social structure. Faces categorized as studying at different types of schools varied in their perceived wealth. However, the relationship between moral traits and types of schools was weak. We also found evidence of racial bias in the participants’ perceptions of pupils’ faces: faces categorized as enrolled in municipal schools (low status) were judged with Amerindian or mestizo racial traits, while faces categorized as attending private fee‐paying schools (high status) were judged with white racial traits. We did not find a relationship between race and morality.     

Of Mice,Rats, and Men: Exploring the Role of Rodents in Constructing Masculinity Within a Group of Young African American Males

In this article I demonstrate the process through which mice—generally characterized as meek and frightened creatures—are used symbolically by the participants in a study I conducted among boys on a high school basketball team to define masculinities that are consistent with what Connell (1995) calls hegemonic masculinity. I use ethnographic data, gathered as an assistant coach of the team, to argue that in managing their interaction with rodents, the young men and coaches, through their talk, transform their orientation to these creatures by constructing the rodents in a manner that encourages aggressive responses. Although the participants' use of mice is part of an idioculture (Fine 1987) that may be distinctive to the team, the meanings they create are consistent with a broader set of meanings and evaluations of men and masculinity.     

The Role of Perceived Racial Discrimination in the Marriage Gap Between Black and White People

Abstract

Many explanations offered for the gap in marriage rates between Black and White people are economic and cultural. Less often considered are how racial social psychological factors influence marriage rates. In this study, we use critical race theory and the life course perspective to investigate how perceived racial discrimination impacts the likelihood of marriage for Black and White people. Data for the study are taken from the Portraits of American Life Study (N?=?678). The results of logistic regression analyses show that among people who report perceived racial discrimination, White people generally have a higher probability of being married compared to Black people. Analyses by age demonstrate that among younger adults, Black people who perceive racial discrimination are equally likely to be married as White people and have a higher probability of being married than Black people who do not report perceptions of racial discrimination. A negative influence on the odds of marriage related to perceived racial discrimination for Black people becomes clearer as respondents age. The findings highlight the importance of considering perceptions of racial discrimination to better understand the marriage gap between Black and White people across the life course.     

When Birds of a Feather Don't Flock Together: A Macrostructural Approach to Interracial Crime

The greater prevalence of intraracial crime to interracial crime is a common finding in criminology. This issue is best understood when specific crimes are studied from a proper theoretical basis. We argue that variation in rates of cross‐racial crime is explained by homophily bias, reflected in residential segregation, in conjunction with the motivational mindset of an offender, specifically whether a crime is instrumental or expressive in nature. We hypothesize that homophily bias is stronger in expressive crimes than it is in instrumental crimes. Using the National Incident‐Based Reporting System (NIBRS) for 2009 and 2010, we analyze robbery and aggravated assault as instrumental and expressive crimes, respectively. The analyses show that racial residential segregation increases, as expected, the relative frequency of black intraracial assault to black interracial assault, whereas it does not affect the relative frequency in robbery. Contrary to our hypothesis, however, the same variable shows little effect on the relative frequency of white intraracial to interracial assault. We give possible explanations as to why white crimes are insensitive to residential segregation.     

It’s All in the Definition: Color-Blind Interpretations of School Diversity

Color-blind theory posits that ignoring race is a purposeful tool for protecting white privilege. Implicit in this theory is the idea that color blindness arises in times of racial threat because color-blind attitudes provide individuals with a tool for justifying racialized practices. Schools provide an ideal context for testing these implicit assumptions of color-blind theory. Public schools have shifted from using race conscious practices, such as forced busing, to racially ambiguous ones, such as touting diversity to address racial integration. Diversity is racially ambiguous because it can be interpreted as the inclusion of racial minorities but can also have a broader, color-blind meaning. In this study, I use a survey experiment to test whether experiencing racial threat leads white participants to have a color-blind interpretation of school diversity and whether racialized practices (in this case, picking a whiter school) mediates that relationship. I find evidence corroborating color-blind theory. Experiencing racial threat increases the probability that participants have a color-blind understanding of school diversity. Further, I find evidence that the mechanism explaining this relationship is participants picking whiter schools, highlighting that color blindness can be used as a tool to justify racialized practices.     

‘An Injurious Effect on the Neighbourhood’: Narratives of Neighbourhood Decline and Racialised Class Identities in Late Nineteenth-Century San Francisco

Spatial narratives of neighbourhood decline – stories about threats to neighbourhood resources – were crucial in reinscribing racialised class boundaries in the late nineteenth century. In 1894, white middle-class property owners in San Francisco’s Powell Street district protested the Board of School Directors’ decision to relocate the city’s only Chinese public school to a condemned building in their neighbourhood, leading to the renovation of the school’s existing structure within Chinatown and new efforts to restrict both Chinese and Japanese urban settlement. I analyse this event to show the importance of space for the race–class intersection. Protesters described the financial, social and moral costs of living near a Chinese school, thereby establishing racial criteria for middle-class identity and mobility. Theories of racial space must consider discursive links between race, class and space because spatial narratives that reproduce economic dominance over racial minorities help to maintain the racial order.     

Racial Submarkets in Government Employment: African American Managers in New York State

This paper reports on a study of the employment situation of African American managers within New York State government. We argue that affirmative action, while having created employment opportunities for minority professionals, has also created racial submarkets in government. We identify three categories of jobs, a mainstream category and two sorts of minority categories, based on the racial composition of incumbents and constituencies that they serve. African Americans in minority submarket positions appear to have equal pay relative to comparable African Americans in mainstream jobs. They are less likely to have civil service job protection. There is limited mobility between submarkets; more professionals move from the mainstream to minority positions than vice versa. In the current period of budget reductions in state government, black professionals experience considerable job insecurity and express dissatisfaction with the policies that created the minority submarket.     

Ethnic ingroup friendships in schools: Testing the by-product hypothesis in England,Germany, the Netherlands and Sweden

This study set out to examine to what extent ethnic ingroup friendship in secondary school classes are a by-product of cultural and socioeconomic ingroup friendship. Based on homophily theory, we expected similar opinions, leisure activities, religion, risk behaviour and socioeconomic factors to (partly) explain ethnic ingroup preferences. Multilevel p₂ models on 13,272 pupils in 625 secondary school classes in England, Germany, the Netherlands and Sweden showed that adolescents tend to have friends similar in ethnicity, cultural and socioeconomic characteristics. We find no evidence, however, that ethnic homophily is explained by cultural and socioeconomic homophily.     

SCHOOL RACIAL COMPOSITION AND BIRACIAL ADOLESCENTS' SCHOOL ATTACHMENT

Despite extensive research on multiracial youth in recent years, to date, no empirical studies have analyzed how racial context may affect biracial adolescents' sense of belonging in a social institution beyond families. In this study, we examine how the racial makeup of the student body affects self-identified biracial adolescents' school attachment. Using data from the National Longitudinal Study of Adolescent Health, we find that the proportions of white or black students in school significantly affect the school attachment of Hispanic/black, Asian/black, and American Indian/black biracial adolescents, but school racial composition in general has little influence on biracial adolescents with a partial-white identification (i.e., black/white, Hispanic/white, Asian/white, and American Indian/white). Our analyses also show that on average, students of most biracial groups display lower school attachment than their corresponding monoracial groups, but the differences from the monoracial groups with the lower school attachment are generally small. We discuss the implications of our findings for biracial adolescents' perceived racial boundaries and contemporary American race relations.     

Racial formation,inequality and the political economy of web traffic

ABSTRACT

Few studies attempt to demonstrate whether and how systemic racial inequality might form on the web. I use racial formation theory to conceptualize how race is represented, and systematically reproduced on the web, and how both may reveal forms of racial inequality. Using an original dataset and network graph, I document the architecture of web traffic, and the actual traffic patterns among and between race-based websites. Results demonstrate that web producers create hyperlink networks that steer audiences to websites without respect to racial or nonracial content. However, user navigation reflects a racially segregated traffic pattern; users navigate to racialized versus nonracialized websites (and vice versa) more than what would be expected by chance. These results, along with disparities in website traffic rankings, provide evidence of, and demonstrates how a race-based hierarchy might systematically emerge on the web in ways that exemplify disparate forms of value, influence and power that exist within the web environment.     

The Changing Effect of Education on Asian Immigrants' Self‐Employment

This article examines whether the post‐1990 Asian immigrants have a lower likelihood of being self‐employed than their counterparts in the 1970s–1980s immigrant cohort. More important, it investigates whether the relationship between education and self‐employment changes across the two immigrant cohorts. The authors framed these questions in the context of the changing U.S. immigration policy and used the ethnic and class recourses thesis and the thesis emphasizing immigrants' disadvantages for employment in the general labor market as two major theoretical orientations. Data come from the 1990 Census 5 percent sample and the 2007–2011 American Community Survey 5‐year sample. Findings from logistic regression analyses show that the second‐cohort Chinese, Asian Indian, and Korean immigrants have a lower likelihood of being self‐employed than their first‐cohort counterparts. Findings further show that education has a positive effect on the likelihood of self‐employment for the first‐cohort Asian Indian, Filipino, and Korean immigrants. For the second cohort, education has a negative effect on the likelihood of self‐employment for all Asian immigrant groups. The authors discussed the implications of these findings and concluded that well‐educated second‐cohort Asian immigrants face fewer disadvantages in finding their occupations commensurate with their educational level in the general labor market than their first‐cohort counterparts.     

Early to bed and earlier to rise: school,maternal employment,and children’s sleep

School-age children need 10–11 h of sleep per night. It has been well-documented that lack of sleep leads to diminished cognitive performance and that people who sleep less are more likely to be overweight or obese. I use data from the American Time Use Survey to examine two factors that can potentially influence the amount of time children sleep: school and maternal employment. I find that school-age children sleep less when school is in session than during the summer, and that they get less sleep on school nights than on non-school nights. Children go to bed about 38 min earlier on school nights, but wake up about 72 min earlier on school days. This translates into about 34 min less sleep on school nights compared with non-school nights, and implies that these children have a cumulative sleep deficit of over two-and-a-half hours by the time they arrive at school Friday morning. In addition to the lost sleep time, the earlier wake-up times on school days appear to disrupt children’s natural sleep cycles. Maternal employment affects children’s sleep time in the summer, because children wake up earlier on days that their mothers work. But during the school year, maternal employment effects are dominated by school effects.     

Learning Racial Literacy While Navigating White Social Studies

Abstract

How do children develop racial literacy? How do they make sense of and respond to the master narratives of race and racism? What role does elementary social studies education play in children’s racial literacy development? I explored these questions as a parent–researcher, inquiring how my child, an Asian American elementary student, develops racial literacy as she learns U.S. history at school. In the following, I first situate my inquiry within the literature on social studies education from a critical race perspective. Next, I delineate my positionality as a critical race motherscholar and the rationale for studying my own child. Last, I present the findings from my inquiry and discuss its implications for elementary social studies education.     

Returning to school after marriage: Results for whites and blacks

We investigate the impact of various family background, socioeconomic, and life-course factors on the likelihood of white and black women returning to school after marriage. Using data from the National Longitudinal Study of the High School Class of 1972, results indicate the following: (a) many married women return to two-year schools rather than four-year schools, (b) blacks are more likely than whites to return to school after marriage, (c) fewer measured predictors are significant in models for blacks and for two-year schools, and (d) changing life-course position affects the likelihood of returning to school.     

EFFECTS OF RESIDENTIAL SEGREGATION AND NEIGHBORHOOD OPPORTUNITY STRUCTURE ON THE EMPLOYMENT OF BLACK AND WHITE YOUTH

The object of this article is to consider the impact of local labor market opportunities on the employment of youth, and to evaluate the extent to which residential segregation is detrimental to the employment of young blacks. In the study, labor force statistics for white and black youth are related to job availability estimates derived from Dun and Bradstreet business data for 74 neighborhood communities in the city of Chicago. The findings underscore the unique role of local labor markets, especially for youth enrolled in school. Job availability has a strong impact on the employment ratio of blacks, but affects the employment of white youth only slightly. It appears, however, that when job availability is controlled, blacks benefit somewhat from segregation. The implications for job redistribution and its possible effect on the racial employment gap are discussed.