Allen, Danielle. “Toward a Connected Society.” In Our Compelling Interests: The Value of Diversity for Democracy and a Prosperous Society, edited by Earl Lewis and Nancy Cantor, 71-105. Princeton, NJ: Princeton University Press, 2016. Publisher's Version
We study race in the labor market by sending fictitious resumes to help-wanted ads in Boston and Chicago newspapers. To manipulate perceived race, resumes are randomly assigned African-American- or White-sounding names. White names receive 50 percent more callbacks for interviews. Callbacks are also more responsive to resume quality for White names than for African-American ones. The racial gap is uniform across occupation, industry, and employer size. We also find little evidence that employers are inferring social class from the names. Differential treatment by race still appears to still be prominent in the U. S. labor market.
Gender equality is a moral and a business imperative. But unconscious bias holds us back and de-biasing minds has proven to be difficult and expensive. Behavioral design offers a new solution. Iris Bohnet shows that by de-biasing organizations instead of individuals, we can make smart changes that have big impacts--often at low cost and high speed.
Existing explanations of class marginality predict similar social experiences for all lower-income undergraduates. This paper extends this literature by presenting data highlighting the cultural and social contingencies that account for differences in experiences of class marginality. The degree of cultural and social dissimilarity between one’s life before and during college helps explain variation in experiences. I contrast the experiences of two groups of lower-income, black undergraduates—the Doubly Disadvantaged and Privileged Poor. Although from comparable disadvantaged households and neighborhoods, they travel along divergent paths to college. Unlike the Doubly Disadvantaged, whose precollege experiences are localized, the Privileged Poor cross social boundaries for school. In college, the Doubly Disadvantaged report negative interactions with peers and professors and adopt isolationist strategies, while the Privileged Poor generally report positive interactions and adopt integrationist strategies. In addition to extending present conceptualizations of class marginality, this study advances our understanding of how and when class and culture matter in stratification processes in college.
The committee sought to examine and restate the benefits that the College derives – as an institution, and for its students and faculty – from student body diversity of all kinds, including racial diversity.
Performed on October 11, 2014 on the campus of Harvard College as part of the I, Too, Am Harvard Blacktivism Conference
This play is based on interviews with black undergraduate students at Harvard College conducted by Kimiko Matsuda-Lawrence in the fall of 2013 and spring of 2014. All words performed by the actors are the words of real students taken from those interviews.
Draws on three national surveys on religion, as well as research conducted by congregations across the United States, to examine the profound impact it has had on American life and how religious attitudes have changed in recent decades
Mindful of the mission and aspirations described above, the Working Group on Diversity and Inclusion, in consultation with the Office of the Dean of the College,drafted a charge in May of 2014. The Working Group was to “assess Harvard College’s learning environment in order to ensure that all students benefit equally from its liberal arts educational and service mission.” The task included consulting with stakeholders across the University, incorporating research at the intersections of race, ethnicity, socioeconomic status, and other frames of identity and difference, and examining approaches at peer institutions in order to recommend models that might be applied or reimagined on Harvard’s campus.