The document describes a study that examined the effects of ethnicity and sexual orientation on hiring discrimination in resume evaluations. 108 participants reviewed one of four resumes that varied the applicant's ethnicity (Arab or French) and sexual orientation (homosexual or heterosexual). Participants then rated the resumes on willingness to hire, leadership, work experience, and extracurricular activities. Previous literature found discrimination based on various minority statuses including ethnicity, gender, disability and sexual orientation. The study hypothesized the Arab/homosexual resume would receive the lowest ratings and the French/heterosexual resume the highest. It also hypothesized ethnicity would have a greater impact than sexual orientation.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This concept paper details how disproportionality of suspension of black males can be examined through the theoretical framework of critical race theory. This solution oriented paper outlines potential interventions for this American educational problem.
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This concept paper details how disproportionality of suspension of black males can be examined through the theoretical framework of critical race theory. This solution oriented paper outlines potential interventions for this American educational problem.
Exploring Gender, Climate Change Vulnerability and Adaptive Capacity through ...Catho15
This study is part of an ongoing research initiative under the Climate Impact Research Capacity and Leadership Enhancement in Sub-Saharan Africa (CIRCLE) programme, an initiative of the Department for International Development (DFID) of the United Kingdom. This presentation was made during the Gender mainstreaming session at the 4th Climate Change and Population Conference on Africa (CC POP-Ghana 2015). The conference which was held at the University of Ghana from 29 - 31 July 2015, created an ideal platform to share ongoing research on climate change in Africa ahead of the upcoming 21st session of the Conference of the Parties to the United Nations Framework Convention on Climate Change (COP 21).
Communicating to whom? Configuring the gendered user in science communication.pyrografica
Slides from a talk given at the workshop ‘Gender and Science Communication: Is there equality in the way we talk about physics?’, Physics Communicators and Women in Physics, Institute of Physics, London. June 21st 2013.
Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
Throughout the history of the U.S., racialized groups have often had their experiences profoundly shaped by social imagery in ways that have created tremendous hardships in the quest for
self-actualization and a healthy sense of self.
The purpose of this article is to shed light on the manner in which Black males have been one of the primary victims of negative social imagery and how the remnants of these constructions continue to have contemporary influences, ....
Get out!!! black male suspensions in california public schools #BMIUCLA #SDSUGary Clarke
This report is a joint publication of the Black Minds Project (an initiative of the Community College Equity Assessment Lab (CCEAL) at San Diego State University (SDSU) and the Black Male Institute at the University of California, Los-Angeles (UCLA). In this report, we present analyses of publicly available statewide data on the suspension of Black males in California’s public schools.
The statewide suspension rate for Black males is 3.6 times
greater than that of the statewide rate for all students. Specifically, while 3.6% of all students were suspended in 2016-2017, the
suspension rate for Black boys and young men was 12.8%.
• Since 2011-2012, the suspension rates of Black males in California
has declined from 17.8% to 12.8%.
• The highest suspension disparity by grade level occurs in early
childhood education (Grades K through 3) where Black boys are
5.6 times more likely to be suspended than the state average.
• Black male students who are classified as “foster youth” are
suspended at noticeably high rates, at 27.4%. Across all analyses,
Black males who were foster youth in seventh and eighth grade
represented the subgroup that had the highest percentage of
Black male suspensions, at 41.0%.
• The highest total suspensions occurred in large urban counties,
such as Los Angeles County, Sacramento County, San
Bernardino County, Riverside County, and Contra Costa County.
In fact, these five counties alone account for 61% of Black
male suspensions.
• The highest suspension rates for Black males occur in rural
counties that have smaller Black male enrollments. In 2016-2017,Glenn County led the state in Black male suspensions at 42.9%.
• Other Counties with high suspension rates included Amador
County, Colusa County, Del Norte County, and Tehama County.
San Joaquin county has especially high suspension patterns.
In the past 5 years, they have reported suspension rates
at 20% or above. Four counties have reported similarly high
suspension patterns across the past 4 of 5 years, they include:
Modoc County, Butte County, Merced County, and Yuba County.
• A number of districts have large numbers of Black boys
and young men who were suspended at least once. Some
of these districts included Sacramento City Unified (n = 887),
Los Angeles Unified (n = 849), Elk Grove Unified (n = 745), Fresno
Unified (n = 729) and Oakland Unified (n = 711).
• There are 10 school districts in the state with suspension rates
above 30%. Of these, the highest suspension rates are reported
at Bayshore Elementary (San Mateo County, at 50%), Oroville
Union High (Butte County, at 45.2%), and the California School for
the Deaf-Fremont (Alameda County, at 43.8%).
• There are 88 school districts in the state of California that have
suspension rates for Black males that are below the state
average. These schools vary in size, urbanicity, and region.
#BMIUCLA
156488 Workplace Gender and Racial BiasWorkplace Gender and Ra.docxdrennanmicah
156488 Workplace Gender and Racial Bias
Workplace Gender and Racial Bias
Name
Instructor
Date
Introduction, problem statement, and purpose
Introduction
Historically, the rates of participation of Black women in the labor force have been studied. Many studies have found high labor force participation in this category. Despite the high number, Women of color have not reached economic equity with other ethnic and gender groups as they have to bear the burden of gender and racial discrimination in the workplace. The discrimination represents a considerable potential source of problems such as job-related stress and low income compared to their peers. As a result, the discrimination is reflected in other areas such as the inequities, personal and financial advancements.
Workplace discrimination manifests itself in multiple ways that may range from intentional and overt to subtle and ambiguous, as well as from institutional to personal whether through organizational processes, profiling or statistical discrimination. It operates differently in different domains and may cumulate with time across or within domains. Regardless of which form workplace racial and gender discrimination takes, it creates barriers to opportunities and equal treatment and can have negative effects on a range of outcomes. Due to the nature of the problem, historical and ethnographic studies on African American Women provide important textural details about the impact that the practice may have on individuals, organization and the economy. As a result, organizations have implemented policies to prevent discriminatory practices in the workplace against minority groups. Additionally, the current law prohibits discrimination on the basis of a range of characteristics. Due to these changes, there is a need to determine whether workplace discrimination against African-American Women still persists despite the measures available. This research work will make an important contribution to this field by assessing the level of discrimination against women of color in today’s workplace.
Problem statement
Despite evidence that workplace discrimination has significant impacts on the lives of the victims and well as the organizations that allow it, little is known about the level of discrimination following anti-discrimination policies and laws. Additionally, only a few researchers have assessed the level of workplace discrimination against African-American women. A lot of studies aim to explain racial differences in women's employment such as occupational mobility, earnings, and labor force participation rates. Although these studies serve their purposes, they tell us little about the actual level of workplace discrimination or factors that influence it.
Hence, the empirical knowledge about how conditions at work influence job experiences among African American women is inadequate. For example, studies of job conditions such as low decision-making authority, low task var.
Exploring Gender, Climate Change Vulnerability and Adaptive Capacity through ...Catho15
This study is part of an ongoing research initiative under the Climate Impact Research Capacity and Leadership Enhancement in Sub-Saharan Africa (CIRCLE) programme, an initiative of the Department for International Development (DFID) of the United Kingdom. This presentation was made during the Gender mainstreaming session at the 4th Climate Change and Population Conference on Africa (CC POP-Ghana 2015). The conference which was held at the University of Ghana from 29 - 31 July 2015, created an ideal platform to share ongoing research on climate change in Africa ahead of the upcoming 21st session of the Conference of the Parties to the United Nations Framework Convention on Climate Change (COP 21).
Communicating to whom? Configuring the gendered user in science communication.pyrografica
Slides from a talk given at the workshop ‘Gender and Science Communication: Is there equality in the way we talk about physics?’, Physics Communicators and Women in Physics, Institute of Physics, London. June 21st 2013.
Black Males, Social Imagery, and the Disruption of Pathological IdentitiesJonathan Dunnemann
Throughout the history of the U.S., racialized groups have often had their experiences profoundly shaped by social imagery in ways that have created tremendous hardships in the quest for
self-actualization and a healthy sense of self.
The purpose of this article is to shed light on the manner in which Black males have been one of the primary victims of negative social imagery and how the remnants of these constructions continue to have contemporary influences, ....
Get out!!! black male suspensions in california public schools #BMIUCLA #SDSUGary Clarke
This report is a joint publication of the Black Minds Project (an initiative of the Community College Equity Assessment Lab (CCEAL) at San Diego State University (SDSU) and the Black Male Institute at the University of California, Los-Angeles (UCLA). In this report, we present analyses of publicly available statewide data on the suspension of Black males in California’s public schools.
The statewide suspension rate for Black males is 3.6 times
greater than that of the statewide rate for all students. Specifically, while 3.6% of all students were suspended in 2016-2017, the
suspension rate for Black boys and young men was 12.8%.
• Since 2011-2012, the suspension rates of Black males in California
has declined from 17.8% to 12.8%.
• The highest suspension disparity by grade level occurs in early
childhood education (Grades K through 3) where Black boys are
5.6 times more likely to be suspended than the state average.
• Black male students who are classified as “foster youth” are
suspended at noticeably high rates, at 27.4%. Across all analyses,
Black males who were foster youth in seventh and eighth grade
represented the subgroup that had the highest percentage of
Black male suspensions, at 41.0%.
• The highest total suspensions occurred in large urban counties,
such as Los Angeles County, Sacramento County, San
Bernardino County, Riverside County, and Contra Costa County.
In fact, these five counties alone account for 61% of Black
male suspensions.
• The highest suspension rates for Black males occur in rural
counties that have smaller Black male enrollments. In 2016-2017,Glenn County led the state in Black male suspensions at 42.9%.
• Other Counties with high suspension rates included Amador
County, Colusa County, Del Norte County, and Tehama County.
San Joaquin county has especially high suspension patterns.
In the past 5 years, they have reported suspension rates
at 20% or above. Four counties have reported similarly high
suspension patterns across the past 4 of 5 years, they include:
Modoc County, Butte County, Merced County, and Yuba County.
• A number of districts have large numbers of Black boys
and young men who were suspended at least once. Some
of these districts included Sacramento City Unified (n = 887),
Los Angeles Unified (n = 849), Elk Grove Unified (n = 745), Fresno
Unified (n = 729) and Oakland Unified (n = 711).
• There are 10 school districts in the state with suspension rates
above 30%. Of these, the highest suspension rates are reported
at Bayshore Elementary (San Mateo County, at 50%), Oroville
Union High (Butte County, at 45.2%), and the California School for
the Deaf-Fremont (Alameda County, at 43.8%).
• There are 88 school districts in the state of California that have
suspension rates for Black males that are below the state
average. These schools vary in size, urbanicity, and region.
#BMIUCLA
156488 Workplace Gender and Racial BiasWorkplace Gender and Ra.docxdrennanmicah
156488 Workplace Gender and Racial Bias
Workplace Gender and Racial Bias
Name
Instructor
Date
Introduction, problem statement, and purpose
Introduction
Historically, the rates of participation of Black women in the labor force have been studied. Many studies have found high labor force participation in this category. Despite the high number, Women of color have not reached economic equity with other ethnic and gender groups as they have to bear the burden of gender and racial discrimination in the workplace. The discrimination represents a considerable potential source of problems such as job-related stress and low income compared to their peers. As a result, the discrimination is reflected in other areas such as the inequities, personal and financial advancements.
Workplace discrimination manifests itself in multiple ways that may range from intentional and overt to subtle and ambiguous, as well as from institutional to personal whether through organizational processes, profiling or statistical discrimination. It operates differently in different domains and may cumulate with time across or within domains. Regardless of which form workplace racial and gender discrimination takes, it creates barriers to opportunities and equal treatment and can have negative effects on a range of outcomes. Due to the nature of the problem, historical and ethnographic studies on African American Women provide important textural details about the impact that the practice may have on individuals, organization and the economy. As a result, organizations have implemented policies to prevent discriminatory practices in the workplace against minority groups. Additionally, the current law prohibits discrimination on the basis of a range of characteristics. Due to these changes, there is a need to determine whether workplace discrimination against African-American Women still persists despite the measures available. This research work will make an important contribution to this field by assessing the level of discrimination against women of color in today’s workplace.
Problem statement
Despite evidence that workplace discrimination has significant impacts on the lives of the victims and well as the organizations that allow it, little is known about the level of discrimination following anti-discrimination policies and laws. Additionally, only a few researchers have assessed the level of workplace discrimination against African-American women. A lot of studies aim to explain racial differences in women's employment such as occupational mobility, earnings, and labor force participation rates. Although these studies serve their purposes, they tell us little about the actual level of workplace discrimination or factors that influence it.
Hence, the empirical knowledge about how conditions at work influence job experiences among African American women is inadequate. For example, studies of job conditions such as low decision-making authority, low task var.
Page 291LEARNING OBJECTIVES· Discuss the issues created by.docxkarlhennesey
Page 291
LEARNING OBJECTIVES
· Discuss the issues created by generalizing research results to other populations, including potential problems using college students as research participants.
· Discuss issues to consider regarding generalization of research results to other cultures and ethnic groups.
· Describe the potential problem of generalizing to other experimenters and suggest possible solutions.
· Discuss the importance of replications, distinguishing between exact replications and conceptual replications.
· Distinguish between narrative literature reviews and meta-analyses.
Page 292IN THIS CHAPTER, WE WILL CONSIDER THE ISSUE OF GENERALIZATION OF RESEARCH FINDINGS. When a single study is conducted with a particular sample and procedure, can the results then be generalized to other populations of research participants, or to other ways of manipulating or measuring the variables? Recall from Chapter 4 that internal validity refers to the ability to infer that there is a causal relationship between variables. External validity is the extent to which findings may be generalized.
GENERALIZING TO OTHER POPULATIONS
Even though a researcher may randomly assign participants to experimental conditions, rarely are participants randomly selected from the general population. As we noted in Chapters 7 and 9, the individuals who participate in psychological research are usually selected because they are available, and the most available population consists of college students—or more specifically, first- and second-year students enrolled in the introductory psychology course to satisfy a general education requirement. They may also be from a particular college or university, may be volunteers, or may be mostly males or mostly females. So, are our research findings limited to these types of subjects, or can we generalize our findings to a more general population? After considering these issues, we will examine the larger issue of culture and how research findings can be generalized to different cultural groups.
College Students
Smart (1966) found that college students were studied in over 70% of the articles published between 1962 and 1964 in the Journal of Experimental Psychology and the Journal of Abnormal and Social Psychology. Sears (1986) reported similar percentages in 1980 and 1985 in a variety of social psychology journals; Arnett (2008) found that 67% of the articles in the 2007 volume of the Journal of Personality and Social Psychology used college student samples. The potential problem is that such studies use a highly restricted population. Sears points out that most of the students are first-year students and sophomores taking the introductory psychology class. They therefore tend to be young and to possess the characteristics of emerging adults: a sense of self-identity that is still developing, social and political attitudes that are in a state of flux, a high need for peer approval, and unstable peer relationships. They are intelligent ...
Nathina Marion Kwon, Soo Ah, et al. Racial Segregation and th.docxvannagoforth
Nathina Marion
Kwon, Soo Ah, et al. “Racial Segregation and the Limits of International Undergraduate Student Diversity.” Race, Ethnicity & Education, vol. 22, no. 1, Jan. 2019, pp. 59–72. EBSCOhost, doi:10.1080/13613324.2017.1417830.
In this study of Kwon he talks about the challenges that influx Asians international undergraduate students in universities in the United States. Creating greater education and better social environments. He gets to talking about how Asians American student leaders and their organizations became difficult institutional task on diversity.
This article pertains to be a good source for my paper because it talks about a particular race that have trouble with being able to fit in with the university. Talks about segregation and racial discrimnation in the community. It could be a useful source for my paper. It’s useful because my topic is about racial discrimination and this source fits perfect.
Walker-DeVose, Dina C., et al. “Southern Assumptions: Normalizing Racialized Structures at a University in the Deep South.” Race, Ethnicity & Education, vol. 22, no. 3, May 2019, pp. 355–373. EBSCOhost, doi:10.1080/13613324.2017.1417256.
In this study of Walker-DeVose talks about race that’s critical such as how African Americans and White students at a PWI are diverse. He also talks about how Blacks interact with each other. He says when blaack and white socialize its common to say their post-racial environment. In his study he suggest that students of any race recognize the persistence of the racial discrimination.
This source could be a good source for my paper because it has aspects that talks more about race and how they interact on campus and each other. I think this article by far the best one I found because it get in depth with race discrimination in organziations , campuses, and each other. The goal of this source is to inform people on what goes on with each race and people who try to engage with people.
Holmes, Sarah E., and Sean Cahill. “School Experiences of Gay, Lesbian, Bisexual and Transgender Youth.” Journal of Gay & Lesbian Issues In Education, vol. 1, no. 3, Jan. 2004, pp. 53–66. EBSCOhost, doi:10.1300/J367v01n03_06.
In this study of Sarah Holmes she talks about how GLBT youth comes out more when their younger ages. She also gets into how the schools doesn’t do anything about how the kids of that community get harassed and bullied for being what they want to be. They face problems with racism and the risk of rejection by their community. If parents are apart of the GLBT their children become targets because of them and it affects their ability and focus at school.
This source I feel like wouldn’t be reliable for my paper but it could be a little useful. It could shape my paper in a way that could change my paper. It’s more about the LGBT side than just racism but it some parts of the source it talks about racism. It can be useful because the source is about how LGBT people have to go through things d ...
Running Head Racial DiscriminationHouston 6Racial Discrim.docxcharisellington63520
Running Head: Racial Discrimination
Houston 6
Racial Discrimination
Final Project Milestone Two: Article Critique
Johnathen Houston
PSY-216-Q1822
Dr. Liza Smith
10/25/15
Objective Analysis
The article that is well about racism has been well represented in the article’s content. The title that is about the gender and socio-economic differences in the experiences of African Americans is well elaborated in the article. This is because, within the article, the experiment that was done was major to try and find out about how men and women are mistreated on the different socioeconomic environment (Adler, 2000).
Within the introduction, the purpose that is basing on the health effects of racism is well elaborated. Considering the be an exploration on the method to which the investigation will be done through different socioeconomic position such as education, financial and employment status, the prediction of the title is captured well in the introduction of the article.
The discussion is relevant. It is relevant in essence that, it is that we can understand to which discriminations done in the offices that most of the officers operate. The discussion is further relevant given the fact statistical methods have been sued to do the experiment (Barg, 2005).Using the exact figure makes not only a thorough but an actual result to be relied upon.
Using a sample size of 144 people to me is underemphasizing of the discrimination in the states. Given the number of people living in the US are many, a better number of participants would have been used. The issue of the socio-emotional prospect is less emphasized. It should have been made so clear that, in the United States and the United Kingdom, it is in this set ups that moist of the discrimination occur. Limiting the age made the age made the experiment a little bit less factual as the result should have focused more on a range of age like, for instance, the socioeconomic discrimination on young people is not much pronounced as that for the aged people who are workplaces. New York City only should not have been the only place to make the data valid.
The authors’ statements are very clear. It is clear in the sense that, most of the assumptions made are what happens exactly in the field. It is ambiguous for the data to claim that the modest size could have been used which could not limit the sample size. It is of the essence to not that, in an analysis, depending on the population, is a small size can be very useful in making an assumption.
The authors want to validate different assumption his research. First of all, there is an assumption that Africans are a threat to security and as a form of discrimination; they must be frisked very well as in the care of Joan. The author assumes that in most of the cases of racism, men are the target of racism, and they are the ones who are affected more. The third assumption by the author is that the socioeconomic status of the society is not consistent and is sub.
Special Populations Intervention PaperArguably, there is no sing.docxdarwinming1
Special Populations Intervention Paper
Arguably, there is no single career counseling theory that would work for every group. Personal differences, environment, and choice are just a few of the variables that add to the complexity of career-related decisions. Throughout the years, researchers have continued to improve on earlier theories as new, more inclusive approaches to counseling are presented. As Niles and Harris-Bowlsbey (2017) note, “In an extensive study of occupational population trends within the U.S. labor force, Byars-Winston et al. (2015) found that despite growing demographic diversity in the overall U.S. population, the labor force continues to reveal racialized and gendered disparities” (p. 99).
Despite legislation aimed at protecting their rights, Americans with disabilities unfortunately have not fared any better. Results show that many women, racial/ethnic minorities, persons with disabilities, and gay/lesbian/bisexual/transgender individuals regularly experience discriminatory practices in the career process. Thus, traditional approaches have been found to be inadequate and/or inappropriate for assisting members of such diverse groups in their career development. According to Lee (2013), “The past two decades have seen a growing realization that career counseling services often do not have broad applicability across the range of cultural backgrounds represented by clients” (p. 7). Thus, the values inherent in career counseling and those of culturally diverse clients often come into conflict during the career exploration and decision process. Lee (2013) provided a conceptual framework to ensure that clients from culturally diverse backgrounds have access to competent career services.
Using Lee’s (2013) framework, evaluate his model for strengths and weaknesses with individuals with a disability or from diverse backgrounds (select your own population) (i.e., women, minorities, gay, lesbian, bisexual, transgender, or questioning (GLBTQ), individuals who identify English as a second language, youth and elderly, and those from various cultural backgrounds). Then, select one of the career theories discussed earlier in this course and compare and contrast it to Lee’s (2013) proposed theory. Are there any theories, such as the social cognitive career theory, gender identity theories, etc. that might provide more applicable approaches to career counseling with individuals with diverse backgrounds? If the theory could be modified, what component would you add? Include a critique regarding how the added component would strengthen or weaken the modified theory. Would the added component benefit individuals from both diverse backgrounds and with a disability?
Your paper should be a minimum of 750- to 2450 words (5-7 pages), not including your title and references pages.
Use a minimum of five scholarly sources in addition to the course text within the paper.
...
Strassberg, petra gender and faculty rank focus v8 n1 2014William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
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Learning OutcomesThis week students will1. Apply the concep.docxsmile790243
Learning Outcomes
This week students will:
1. Apply the concept of inclusion to educational settings.
2. Describe how to implement the Four S’s of inclusion within a physical education lesson.
3. Reflect on the influence of home and school environment on motivation and motor development.
Introduction
This week you will discuss how inclusion extends beyond formally recognized disabilities, and into having more sensitivity and respect for others. In the text, you will read how inclusion can relate to children from different cultural backgrounds, where certain beliefs, values, and practices are different from traditional American ones. Therefore, you extend the notion of inclusion to children who may face barriers while engaging in physical education, not only from a particular disability, but also perhaps due to their body composition, the language they speak, or their cultural background. You will discuss how you can use teaching strategies to provide an enjoyable physical education for every child.
Required Resources
Required Text
1. Foundations of Moving and Learning
a. Chapter 8 – Including All Children for Success
· This chapter explores the concept of inclusion as it applies to educational settings
.
Recommended Resources
Multimedia
1. Goodman, R. (Director) & Read, M. R. (Producer). (2005). Special needs students in regular classrooms? Sean’s story [Television series episode]. In J. Tomlin (Executive producer) Turning point. New York, NY: ABC News. Retrieved from Films on Demand.
· This is the story of an 8-year-old boy with Down syndrome who was part of a battle over "inclusion," the practice of placing mentally or physically challenged students in regular classrooms.
Running head: GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 1
GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 2
Gender Discrimination; a Consequence of Inequality
Student’s Name:
Course Name and Number:
Instructor’s Name:
Date Submitted:
Gender Discrimination; a Consequence of Inequality
Introduction
Description
Inequality is a theme that has become rampant in society over the years receiving interest from big organizations. It is an unseen ailment that arises from poverty, gender disparity, educational level, age, and even race. With the far reach of inequality, it is no surprise several bodies are looking into the issue with the aim of closing that chapter and advancing to newer issues.
Gender Discrimination (Social Problem)
Associated to Meyer (2004), we contemplate the definition of sex to be all practices that are communal, traditional and dialectal that result in processes which differ males from females. Some cultural aspects in our communities have pre-programed individuals to adhere to certain norms that create the disparity between genders. Those of the male gender are usually given the upper hand in some populations, leaving out women and children to the mercy of the men in their lives. There is a constant scuffle for ...
Similar to Thesis-The Effects of Ethnicity and Sexual Orientation on Hiring Discrimination through Resume Studies (20)
Learning OutcomesThis week students will1. Apply the concep.docx
Thesis-The Effects of Ethnicity and Sexual Orientation on Hiring Discrimination through Resume Studies
1. Running Head: HIRING DISCRIMINATION IN RESUME 1
Effects of Ethnicity and Sexual Orientation on Hiring Discrimination in
Resume Evaluations
Jonathan Pfefer
Connecticut College
2. HIRING DISCRIMINATION IN RESUME 2
Abstract
Most employers are unaware that they contribute to hiring discrimination when they evaluate
resumes. The goal of the current study is to examine whether ethnicity or sexual orientation will
significantly influence people’s impressions when reading an applicant’s resume. To measure
implicit discrimination, an experimental and between subject design was created. A Qualtrics
survey, containing a Willingness to Hire Scale, a Leadership Scale, a Work Experience Scale,
and an Extracurricular Activity Scale, was given to 108 Amazon Mechanical Turkers, which
consisted of 51 men and 57 women; almost all of them were Caucasian and heterosexual. The
participants were randomly divided into 4 groups, those reading a resume of a
French/Heterosexual applicant (n = 27), those reading a resume of a French/Homosexual
applicant (n = 29), those reading a resume of an Arab/Heterosexual applicant (n = 25), and those
reading a resume of an Arab/Homosexual applicant (n = 27). A Factorial MANOVA was
conducted and revealed no significant main effect for Ethnicity (p = .888), no significant main
effect for Sexual Orientation (p = .779) and no interaction between the two independent variables
(p = .341). Implications of the insignificant results, as well as the limitations of the study are
discussed.
Keywords: hiring discrimination, resume studies, willingness to hire, ethnicity, sexual
orientation
3. HIRING DISCRIMINATION IN RESUME 3
Effects of Ethnicity and Sexual Orientation on Hiring Discrimination in
Resume Evaluations
Today, thousands of people from all walks of life have a tougher time finding a job as a
result of hiring discrimination, and the impact it has on the labor market cannot be
overemphasized enough. Because hiring discrimination operates explicitly and in a variety of
very subtle ways, it makes it nearly impossible to prevent. Given the magnitude of this issue, an
extensive amount of research has been used to investigate the different kinds of people that are
subject to hiring discrimination through resume screenings. One study analyzed employer bias
towards applicants with disabilities (Gouvier, Jordan, & Mayville, 2003). Even after the
“American with Disabilities Act” (ADA) was enacted by Congress in 1990, the research shows
that employers still tend to discriminate against applicants based on the combination of their
disability and the cognitive demand that the job entails. Out of all the disabilities, an applicant
with a mental illness will be the least likely hired, as opposed to an applicant with a back injury.
The authors of “Praeger handbook on understanding and preventing workplace discrimination”
would also argue that “despite the ADA, applicants and employees still face discriminatory
treatment in the workplace because of prejudice and discriminatory attitudes held by managers
and co-workers”(Paludi, DeSouza, & Dodd, 2011, p. 17 ). This comes to show that even when
the government enacts policies that protect against discrimination, such as the ADA, the negative
stigma of mental illnesses still overpowers them.
Gender discrimination has also been under much scrutiny lately. Even today with society
pushing for gender equality, there have been many studies that show that “women get paid less
than men for similar jobs, are less likely to be promoted, are evaluated more negatively and are
4. HIRING DISCRIMINATION IN RESUME 4
seen as having less of a leadership role than men” (Nadler, & Kufahl, 2014, p. 270). A study has
attempted to explain gender discrimination by pointing to earlier times, when women were
statistically less educated than men (Jacques, & Walkowiak, 2009). However, other studies have
demonstrated that gender stereotyping is a more credible explanation for current gender
discrimination since most people associate traits with a certain gender (e.g., men are seen as
dominant and independent whereas women are seen as nurturing and dependent). For example,
researchers Ahrentzen and Groat (1992) state that the gendering of genius (genius and creativity
viewed as a male trait) is an explanation as to why women only make up 15 percent of those
practicing architectural professions. Another study has observed the relationship between
common resume qualifications (e.g., education, work experience, and extracurricular activities)
and gender stereotyping from the perspective of men and women employers (Cole, Feild, &
Giles, 2004). The findings suggest that the gender of the employer and the gender of the
applicant interacted to predict the evaluation of the employer’s judgment on the applicant’s
qualification. For example, employers who are women perceive applicants who are men to have
more work experience than they do applicants who are women. As a result of gender
stereotyping and because work experience is one of the most important factors in a resume, men
are usually hired more often than are women.
LGBT members have always been subjected to discrimination in our society yet
American attitudes toward gay rights have become much more liberal over the past decade. With
the recent increase in laws protecting LGBT members, many studies have investigated the extent
to which employers discriminate against applicants based on their sexuality. As of now there has
not been a conclusive answer due to the fact that many studies have conflicting results. One
study investigated hiring discrimination against openly gay men in resume screenings (Tilcsik,
5. HIRING DISCRIMINATION IN RESUME 5
2011). The result shows that perceived heterosexual applicants were invited for interviews 40 %
more often than were homosexual applicants. In other words, on average, a heterosexual
applicant had to apply to 9 jobs to get invited whereas a homosexual applicant had to apply to 14
jobs to get invited. A contrasting study investigated whether “formal, institutionalized
procedures to restrict official work related rewards (e.g., self-actualization), and informal,
unofficial actions and non-institutionalized policies that enable harassment, were detected upon
first contact between the homosexual applicant and the employer” (Bailey, Wallace, & Wright,
2013, p. 176). It was concluded that there was no significant evidence that homosexual
applicants were discriminated against in their first encounter with the employers. Another study
that supported Bailey’ study, showed that there was no relationship between job satisfaction and
sexual orientation, concluding that “lesbian and gay employees did not differ from heterosexual
employees in bullying, unequal opportunities, or burn-out symptoms” (Kuyper, 2014, p. 1). The
reason for the contrasting conclusions most likely stems from the difference in the states at hand.
Residents of States vary in their general attitudes towards homosexuality. When comparing the
attitudes of residents in Texas, which is a more conservative state, and the attitudes of residents
in Connecticut, which is a more liberal state, we would surely obtain different results.
The most common form of hiring discrimination in our society is discrimination based
off ethnicity and race. “Despite minority gains in educational and occupational attainment, labor
force surveys show substantial and persistent racial gaps in employment and earnings. Employer
survey and resume studies both provide evidence of differential treatment of minority job
seekers” (Moore, 2011, p. 910). The belief of the origin of racial discrimination has evolved
throughout recent history. In the late 20th Century, Mark Cohen, the author of Culture
Intolerance: Chauvinism, Class and Racism in the United States, would argue that discrimination
6. HIRING DISCRIMINATION IN RESUME 6
is not a racial problem but a cultural one “rooted in the assumptions of mainstream American
culture, not in the biological deficiencies of minorities” (Cohen, 1998, p. 325). In addition,
Cohen also states that “definitions of intelligence, IQ tests, hiring practices, and evaluations of
job performance contain many more cultural biases than we recognize and thus restrict the
opportunities of minority individuals” (Cohen, 1998, p. 325). Cohen’s reasoning would explain
why non-indigenous Australian Human Resources Professionals would rather hire non-
indigenous Australian men rather than indigenous Australian men or indigenous Australian
women (Hughes, & Davidson, 2012). Indigenous Australian men and indigenous Australian
women, described in the study as primitive aboriginal tribal people, have not followed the
culture’s mainstream and thus suffer a significant disadvantage in the hiring process. The same
concept applies in a similar study where researchers compared the different ways Western ethnic
majority and non-Western ethnic minority graduates portrayed themselves in their resumes
(Hiemstra, Derous, Serlie, & Born, 2013). While Western ethnic majority graduates represented
societies’ “in-group” and reflected the culture’s values and expectations in their resumes, the
non-Western ethnic minority graduates represented the “out-group” of society and exhibited a
lack of cultural familiarity in their resumes. Ethnic minority graduates did in fact receive lower
grades in academic achievement, work experience, and extracurricular activities than did ethnic
majority applicants.
In the early 21st Century, a different kind of ethnic discrimination rose out of fear and
hatred. For a very long time, Arabs have been affiliated with terrorism but after the attack of
9/11, Arab descendants have been the main target of prejudice and discrimination in the United
States. “Individuals out of Arab descent have increasingly reported experiencing social prejudice
and labor discrimination in Western Nations” (Derous, & Ryan 2012, pp. 464-465). As made
7. HIRING DISCRIMINATION IN RESUME 7
evident in a study, Ethnic Minority applicants (Arabs) were rejected 4-6 times more than were
Ethnic Majority applicants (White) (Derous et al, 2012). Adding on to this study was the
investigation of the impact of implicit (negative attitudes) and explicit (negative behavior)
discrimination of Arab applicants. The findings concluded that both implicit and explicit
attitudes equally contributed to the increase in discrimination towards Arabs (Blommaert, van
Tubergen, & Coenders, 2012). Another study took a look at a situation from a Social Identity
perspective. “According to the Social Identity Theory, discriminatory behaviors against members
of a certain ethnic group may not blanket every group member. An implication is that the degree
of Arab ethnics identify with their group may influence how strong the level of unemployment
discrimination is” (Derous, Nguyen, & Ryan, 2009, p. 298). As reflected in resumes, by
manipulating the degree to which the applicant’s name (e.g., White sounding name) and
affiliation (e.g., professional societies, community work) is being associated with its ethnical
identity in resumes, the experimenters were able to conclude that the stronger the Arab
applicants identified with their group, the stronger the hiring discrimination was against them
(Derous et al., 2009).
The proposed research will expand on past resume studies by constructing a 2 x 2
experimental design where ethnicity (Arab and French) is crossed with sexual orientation
(Homosexual and Heterosexual). The researcher will compare the differences in “willingness to
hire” scores, “leadership” scores, “work experience” scores, and “extracurricular” scores
between four resumes to determine if there is any significant hiring discrimination as a result of
the independent variables. Most literature findings would reach the same conclusion that
“various forms of minority status, including visible (e.g., ethnic) and invisible (e.g., religion),
perceivably controllable (e.g., obesity) and uncontrollable (e.g., physical disability status), and
8. HIRING DISCRIMINATION IN RESUME 8
between widely studied (e.g., sex) and understudied (e.g., sexual orientation) forms, submit to
unfair employment discrimination” (Marcus, 2013, p. 489).That is why the researcher
hypothesizes that the resume that hints at the combination of both Minority levels (the Arabic
and homosexual applicant) will receive lower scores on all four dependent variables while the
resume that hints at the combination of both Majority levels (the French and heterosexual
applicant) will receive the highest scores on all four dependent variables. Since literature has
shown more conclusive findings on discrimination based off ethnicity rather than findings on
sexual orientation discrimination, the researcher also hypothesizes that ethnicity will have a
greater impact on hiring discrimination compared to the impact that sexual orientation has on
hiring discrimination.
Method
Participants
108 Amazon Mechanical Turk workers, that resided in the United States and were at least
18 years of age, participated in this experiment; 47.2% were men, while 52.8% were women. Out
of the 108 participants, 52.8% were Caucasian, 27.8% were Asian, 6.5% were Indian, 4.6% were
African American, 1.9% were Latino, and 6.4% identified themselves as “other.” In regards to
their sexuality, 86.1% identified themselves as Heterosexual, while 13.9% identified themselves
as Homosexual. The 108 participants were randomly distributed to 4 conditions; Resume 1 had
27 participants, Resume 2 had 29 participants, Resume 3 had 25 participants, and Resume 4 had
27 participants. This experiment had a 35% drop out rate.
Materials
Willingness to Hire
9. HIRING DISCRIMINATION IN RESUME 9
The “Willingness to Hire” dependent variable has been mentioned in many studies as the
acceptance or rejection rate of applicants. While most of these studies used an audit test to
measure rejection rates (Derous et al, 2012, p. 467), the researcher preferred to use a simplified
rating scale, similar to the scale used in (Gerdes, & Garber, 1983), as the appropriate measure.
The question asked before the participants is “How likely would you hire this applicant?” and
responses will be scored on a 7- point rating scale ranging from “extremely unlikely” to
“extremely likely” (see Appendix F). No previous literature to the researcher’s knowledge has
used this particular scale and the internal consistency, along with the Cronbach alpha of the
scale, remains a mystery.
Leadership Scores
Leadership potential in applicants is a valued skill in the labor market and is highly
sought out by employers. As a result, many studies have tried to measure leadership skills in
resumes and compare it to applicants in a wide variety of social groups to test hiring
discrimination (Hiemstra et al., 2013). To measure leadership skills, the researcher asked “How
would you rate the applicant’s leadership potential?” and used a 7-point rating scale, similar to
the scale used in (Gerders et al., 1983), ranging from “extremely low” to “extremely high,” to
collect data from the participants (see Appendix G). No previous literature to the researcher’s
knowledge has used this particular scale and the internal consistency, along with the Cronbach
alpha of the scale, remains a mystery.
Work Experience Scores
The degree of work experience is a reason why many applicants get hired over others in
many different fields; that is why internships are highly recommended for students. The topic of
10. HIRING DISCRIMINATION IN RESUME 10
investigation of many studies involved the comparison of work experience in applicants of
different backgrounds because it is believed that employer’s impressions of applicant’s work
experience in resume, go beyond factual information, and resides more from the attitude that the
employer has on the social group of the applicant (Hiemstra et al., 2013). To measure the degree
of work experience, the researcher asked “How would you rate the applicant’s work
experience?” and used a 7-point scale, similar to the scale used in (Gerders et al., 1983), ranging
from “extremely low” to “extremely high,” to collect data from the participants (see Appendix
H). No previous literature to the researcher’s knowledge has used this particular scale and the
internal consistency, along with the Cronbach alpha of the scale, remains a mystery.
Extracurricular Activity Scores
Similarly to work experience, the amount of extracurricular activities might be more
important than academic achievements in the eyes of the employer because it translates to more
hands on experience and as a result, the applicant will usually take less time to learn a job as well
as less time wasted for an employer to train the individual. This dependent variable has also
been the point of interest of many resume studies (Cole et al., 2004) (Hiemstra et al., 2013) and
that is why it is a major component of resume evaluations in this study as well. To measure the
amount of extracurricular activities, the researcher asked “How would you rate the amount of
extracurricular activities in the given resume?” and used a 7-point scale, similar to the scale used
in (Gerders et al., 1983), ranging from “extremely low” to “extremely high,” to collect data from
the participants (see Appendix I). No previous literature to the researcher’s knowledge has used
this particular scale and the internal consistency, along with the Cronbach alpha of the scale,
remains a mystery.
11. HIRING DISCRIMINATION IN RESUME 11
Technology
Amazon Turk workers needed a computer or laptop to receive and complete the survey
on Qualtrics.
Procedure
After having finished creating the survey on Qualtrics, the researcher sent out his survey
to a batch of 163 Mechanical Turk Workers (35% drop out rate), that were paid .50 cents in
exchange for their responses. The researcher excluded Master Turkers and specified that he only
wanted workers that resided in the United States and were at least 18 years of age.
Upon clicking the survey link, the participants were all told that they were taking part in a
study on willingness to hire and resume evaluations and had to provide informed consent by
ticking an electronic box that acknowledged that they had read and accepted the terms (see
Appendix A).
After the participants gave their consent, the participants were told that they had 3
minutes to read their assigned Resume carefully and to its entirety. They were also told that after
the 3 minutes were over, the Resume would disappear and they would be redirected to the
evaluations, where they had to answer questions in regards to their impressions on the Resume.
They were than randomly assigned to the four condition groups: Resume 1 hinted at a French
heterosexual applicant (see Appendix B), Resume 2 hinted at a French homosexual applicant
(see Appendix C), Resume 3 hinted at an Arab heterosexual applicant (see Appendix D), and
Resume 4 hinted at an Arab homosexual applicant (see Appendix E). After reading the Resume
for 3 minutes, the participants had to answer a question on each of the four scales: the
12. HIRING DISCRIMINATION IN RESUME 12
Willingness to Hire Scale (see Appendix F), the Leadership Scale (see Appendix G), the Work
Experience Scale (see Appendix H), and the Extracurricular Activity Scale (see Appendix I).
Once the participants finished answering the questionnaire, the participants were asked to
fill out some demographic information about themselves, regarding their age, their gender, their
race, their ethnicity and their sexual orientation (see Appendix J). They were also required to
answer another set of questions about their experience with discrimination in the work place (see
Appendix J). Lastly, the participants had to answer three manipulation check questions regarding
the demographics of the applicant (see Appendix J).
After they finished answering the questions, the participants were debriefed and informed
about the topic of interest (see Appendix K). The participants were than given a code and in
order to get paid, they had to copy and paste the code into their account. Their results were than
collected and tested.
Ethical Issues
This experiment relied on passive deception to conceal the research hypothesis from the
participants. By not minimizing demand characteristics, the participants would have understood
the topic of investigation, which would have skewed the results considerably. The deception
used is minor and did not harm the participants in any way.
ResearchDesign
This research is a true experimental and between-subjects design. The test is also a 2 x 2
Factorial design with two independent variables (Ethnicity and Sexual Orientation) containing
two levels each (French + Arabic, Heterosexual+Homosexual) and four dependent variables
13. HIRING DISCRIMINATION IN RESUME 13
(willingness to hire scores, leadership scores, work experience scores, extracurricular activity
scores).
Results
To test all three hypotheses that 1) the Resume with both Majority levels will receive
higher scores on all four dependent variables, 2) the Resume with both Minority levels will
receive lower scores on all four dependent variables, and 3) Ethnicity will have a greater impact
on hiring discrimination than the impact of Sexual Orientation, a Factorial MANOVA was
conducted (see Table 1 for Means and Standard Deviations). Since each independent variable has
only two levels, a Tukey Post-Hoc analysis was not employed.
The multivariate analysis indicated no significant main effect for Ethnicity, Wilks‘
Lambda = .99, F(4, 101) = 0.28, p = .888, as well as no significant main effect for Sexual
Orientation, Wilks’ Lambda = .98, F(4, 101) = 0.44, p = .779. This suggests that neither
independent variables (Ethnicity and Sexual Orientation) significantly differed in their scores on
the willingness to hire scale, leadership scale, work experience scale, and extracurricular activity
scale. The multivariate analysis also indicated that there was no significant interaction effect
between Ethnicity and Sexual Orientation, Wilks’ Lambda = .96, F(4, 101) = 1.14, p = .341. This
suggests that one independent variable did not depend on the impact of the second independent
variable. Since there was no significant interaction effect, a simple effects test was not used.
Univariate analysis showed no significant effect of Ethnicity for the Willingness to Hire
Scale, F(1, 104) = 0.00, p = .979, the Work Experience Scale, F(1, 104) = 0.63, p = .430, the
Leadership Scale, F(1, 104) = 0.00, p = .962, and the Extracurricular Activity Scale, F(1, 104) =
0.02, p = .898. The univariate analysis also showed no significant effect of Sexual Orientation
14. HIRING DISCRIMINATION IN RESUME 14
for the Willingness to Hire Scale, F(1, 104) = 0.13, p = .717, the Work Experience Scale, F(1,
104) = 0.00, p = .951, the Leadership Scale, F(1, 104) = 0.00, p = .962, and the Extracurricular
Activity Scale, F(1, 104) = 1.00, p = .320.
Subsequently, all three hypotheses were rejected.
A Factorial MANOVA was used despite 51 participants out of 108 total participants
inaccurately answering at least one of the manipulation check questions. In order to investigate
whether the imprecise data had an influence on the insignificant results shown above, a second
Factorial MANOVA was conducted (see Table 2 for Means and Standard Deviations). The second
test eliminated all responses from participants that answered at least one manipulation check
question incorrectly. Again, since each independent has two levels, a Tukey Post Hoc was not
employed.
The second multivariate analysis still indicated no significant main effect for Ethnicity,
Wilks’ Lambda = .94, F(4, 50) = 0.82, p = .520, as well as no significant main effect for Sexual
Orientation, Wilks’ Lambda = .97, F(4, 50) = 0.42, p = .794. This suggests that neither independent
variables (Ethnicity and Sexual Orientation) significantly differed in their scores on the willingness
to hire scale, leadership scale, work experience scale, and extracurricular activity scale. The second
multivariate analysis also indicated that there was no significant interaction effect between
Ethnicity and Sexual Orientation, Wilks’ Lambda = .94, F(4, 50) = 0.76, p = .554. This suggests
that one independent variable did not depend on the impact of the second independent variable.
Since there was no significant interaction effect, a simple effects test was not used.
The second univariate analysis showed no significant effect of Ethnicity for the
Willingness to Hire Scale, F(1, 53) = 0.13, p = .724, the Work Experience Scale, F(1, 53) = 3.20,
15. HIRING DISCRIMINATION IN RESUME 15
p = .08, the Leadership Scale, F(1, 53) = 0.72, p = .400, and the Extracurricular Scale, F(1, 53) =
0.88, p = .351. The second univariate analysis also showed no significant effect of Sexual
Orientation for the Willingness to Hire Scale, F(1, 53) = 0.54, p = .464, the Work Experience
Scale, F(1, 53) = 0.03. p = .864, the Leadership Scale, F(1, 53) = 1.37, p = .246, and the
Extracurricular Activity Scale, F(1, 53) = 0.32, p = .572.
Consequently, all of the hypotheses were once again rejected.
Discussion
The purpose of this study was to see if the ethnicity and the sexual orientation of an
applicant significantly influenced the bias of the resume, while holding everything else constant.
After reviewing the participant’s scores on all four dependent variables, it was decisively clear
that neither independent variable significantly altered the evaluations of the resume. To put it
into context, the mean scores of all resume groups are so similar that in the univariate analysis,
the p value was very close of reaching 1.00 several times. Henceforth, the resume with both
minority levels did not significantly receive lower scores than the other conditions and the
resume with both majority levels did not significantly receive higher scores than the other
conditions, thus rejecting those hypotheses. The third hypothesis, which stated that ethnicity
would have more of an impact on hiring discrimination than the impact of sexual orientation,
was also rejected because no conclusion can be drawn from insignificant results.
Looking at the bigger picture, the results imply that ethnicity and sexual orientation are
no predictors of hiring discrimination in resume evaluations, which is essentially great news for
society. Oddly enough, the results of this study do not integrate well with the results of previous
literature. Perhaps what is most surprising is that in other studies, there is uncontroversial
16. HIRING DISCRIMINATION IN RESUME 16
evidence that ethnicity is a major contributor to hiring discrimination, especially when the
ethnicity studied is Arabs. As mentioned above, Derous and Ryan’s study showed that when
searching for jobs, Arab applicants are 4 to 6 times more likely to be rejected than White
applicants (Derous et al, 2012). French people are also considered “White,” yet the results of this
study show that participants were equally willing to hire both French and Arab applicants.
Another study shows that Arab applicants need to convey much more warmth and competence in
their resume, as opposed to Swedish applicants, in order to have equal chances of getting hired
(Bjorklund, & Carlsson, 2012, p. 359). Bjorklund’s and Carlsson’s study is very similar to this
study, considering that both studies are comparing a majority (French and Swedish are
interchangeable) ethnicity and a common minority ethnicity (Arab), yet the results conflict, even
though warmth and competence is held constant in our study. Less surprising is the insignificant
effect of sexual orientation on hiring discrimination, since there are conflicting results in other
literatures about sexuality being a predictor of hiring discrimination in resume evaluations.
This study encountered some limitations that might have affected its internal and external
validity. Even though a total of 108 participants might be considered a decent sample size,
raising the sample size even more to increase the power of the study can never hurt. Another
limitation was not specifying what type of job the applicant was applying for. Different jobs
look for different qualities in applicants, and by not addressing the nature of the job, participants
most likely valued the applicant’s qualities differently which might have ultimately skewed the
results. The biggest limitation to this study was that many participants did not pick up on the
demographical hints in their respective resume. Even though the name “Laurent” is among the
top ten most common French names out there, some participants were unable to identify Laurent
as French. Also, when answering the questionnaire some participants were unsure what the
17. HIRING DISCRIMINATION IN RESUME 17
definition of “ethnicity” was so they answered incorrectly. As a matter of fact, 51 out of 108
participants answered at least one manipulation check question incorrectly. This presented a
major problem because if the participants were not aware of the demographical hints, it would
eliminate any chance of them being influenced by the ethnicity and the sexual orientation of the
applicant, which would defeat the purpose of this study. That is why a second Factorial
MANOVA test was conducted; the second test eliminated all responses from participants that
answered at least one manipulation check question incorrectly. Although, the results of the
second Factorial MANOVA test showed a greater difference in mean scores of all four Resume
groups, overall the second test failed to provide a main effect for Ethnicity, a main effect for
Sexual Orientation, and failed to provide a significant interaction effect between Ethnicity and
Sexual. The results in the corrected second test is a step in the right direction because the results
integrated more with the results of other literatures; most p values are lower than the p values
from the first test, and while not significant, ethnicity had a lower p value than sexual
orientation. The second test points that the researcher’s hypotheses were on track to be validated,
but due to the limited power, it did not allow the hypotheses to be evaluated fully.
Further research should be conducted in order to not only increase our knowledge on
hiring discrimination, but to be better prepared in defending against it. Improving the
researcher’s study could be a fruitful contribution to hiring discrimination, by fixing and going
through the limitations that hindered the results of this study. This includes having more
participants, mentioning a specific job and obtaining employers from that job to review the
applicant’s resume. This would make the study more realistic and would most likely achieve
significant results. Future research might also be interesting in studying other combinations of
targeted minority groups at once, and may not be restricted to the following combinations: sexual
18. HIRING DISCRIMINATION IN RESUME 18
orientation/gender, gender/ethnicity, gender/disabilities, or sexual orientation/disabilities.
Derous, Ryan, and Serlie’s recent study investigated the combination of ethnicity and gender on
hiring discrimination and found significant results. They concluded that Arab women were
favored in both lower and higher demanding job than their Arab male counterpart. (Derous,
Ryan, & Serlie, 2014) Mixing discriminated groups together, such as the study just mentioned, is
an under analyzed topic and should be the focus of future studies.
19. HIRING DISCRIMINATION IN RESUME 19
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22. HIRING DISCRIMINATION IN RESUME 22
Table 1
Means and Standard Deviations of Ethnicity and Sexual Orientation for different Scales Scores
Ethnicity/ Sexual Orientation
French Arab
Hetero Homo Hetero Homo
n=27 n=29 n=25 n=27
M SD M SD M SD M SD
_____________________________________________________________________________
Willingness to Hire 5.33 0.83 5.03 1.15 5.12 1.51 5.26 0.98
Work Experience 3.48 1.01 3.24 1.19 3.40 1.22 3.67 1.07
Leadership 3.19 1.30 3.14 0.99 3.16 1.38 3.19 1.08
Extracurricular Activity 3.15 1.26 3.00 0.80 3.20 1.38 2.89 1.28
On a scale where scale scores ranged from 1-7
23. HIRING DISCRIMINATION IN RESUME 23
Table 2
Means and Standard Deviations of Ethnicity and Sexual Orientation for different Scales Scores
Ethnicity/ Sexual Orientation
French Arab
Hetero Homo Hetero Homo
n=13 n=14 n=14 n= 16
M SD M SD M SD M SD
_____________________________________________________________________________
Willingness to Hire 5.00 0.71 4.93 1.54 4.57 1.60 5.13 0.81
Work Experience 3.15 0.69 2.93 1.21 3.50 1.16 3.63 1.20
Leadership 3.15 0.90 3.00 0.96 3.57 1.22 3.06 1.12
Extracurricular Activity 2.77 0.93 2.86 0.66 3.29 1.33 2.89 1.20
On a scale where scale scores ranged from 1-7
24. HIRING DISCRIMINATION IN RESUME 24
Appendix A
Informed Consent
I hereby consent to participate in Jonathan Pfefer’s research on willingness to hire and resume
evaluation.
I understand that this research will involve reading a resume and completing a series of
questionnaires.
While I understand that the direct benefits of this research to society are not known, I
have been told that I may learn more about the content of resumes.
I understand that this research will take about 15 minutes.
I understand I will be paid 50 cents for completing this study.
I have been told that there are no known risks or discomforts related to participating in
this research.
I have been told that Jonathan Pfefer can be contacted at jpfefer@conncoll.edu
I understand that I may decline to answer any questions as I see fit, and that I may
withdraw from the study without penalty at any time.
I understand that all information will be identified with a code number and NOT my
name.
I have been advised that I may contact the researcher who will answer any questions that
I may have about the purposes and procedures of this study.
I understand that this study is not meant to gather information about specific individuals
and that my responses will be combined with other participants’ data for the purpose of
statistical analyses.
I consent to publication of the study results as long as the identity of all participants is
25. HIRING DISCRIMINATION IN RESUME 25
protected.
I understand that this research has been approved by the Connecticut College Human
Subjects Institutional Review Board (IRB).
Concerns about any aspect of this study may be addressed to Professor Jason Nier,
Chairperson of the Connecticut College IRB (janie@conncoll.edu)
------------------------------------------------------------------------------------------------------------
I am at least 18 years of age, and I have read these explanations and assurances and
voluntarily consent to participate in this research about willingness to hire and resume
evaluation.
Name (printed): ______________________
Signature: ____________________________
Date: _____________________
27. HIRING DISCRIMINATION IN RESUME 27
Laurent Robicheau
Box 6891, Connecticut College lrobicheau@conncoll.edu 115 Lake
Plymouth Blvd,
270 Mohegan Avenue Plymouth, CT
New London, CT 06320 (XXX) XXX XXXX
EDUCATION
CONNECTICUT COLLEGE, New London, Connecticut BA expected May 2015
Major: Computer Science Overall GPA 3.38
Honors: Deans Honor Roll
Selected Scholar: Center for Arts and Technology (CAT) Certificate expected 2015
Language Skills: Fluent in French
Relevant Courses: Data Structures; Computer Organization; Database Systems; Computer Networks
Terryville High School, Terryville, CT Diploma awarded May 2011
WORK EXPERIENCE
Language Lab Center, Connecticut College Fall 2013 - Present
French Tutor • Prepare students for their French Oral Proficiency Test.
Connecticut College Admission Office, New London, CT Summers 2011, 2012
Office Assistant • Performed office duties such as copying,faxing, filing
• Created a posterboard with pictures of new students
• Led tours throughout campus
Hamden Hall Summer Programs, Hamden, CT Summer 2010
Teacher • Taught mathematics to 2nd, 3rd, 4th graders at a summer program
• Developed lesson plans and daily activities
• Applied interactive methods to enrich learning experience
Plymouth Youth Service Bureau, Plymouth, CT Fall 2009-Spring 2010
Assistant • Supervised elementary-and middle –schoolaged children
• Aided students with homework assignments
• Collaborated with other employees to foster a supportive environment
Mediated conflicts between students
Connecticut Public Interest Research Group (CONNPIRG), New Haven, CT Summer 2011
Canvasser/Field • Canvassed neighborhoods to gain support for an environmental organization
Manager • Gathered financial support and collected petition signatures to support a campaign
• Participated in public relations events
LEADERSHIP AND CO-CURRICULAR EXPERIENCE
“Capital by Crime” Rock Band, Connecticut College Fall 2010 -Present
Rock Band Founder •Started a Rock Band with my girlfriend and brother
Mastered the electric guitar.
Club Cricket, Connecticut College Fall 2012-Present
Captain • Organize games with otherschools and recruit potential players
Computer Science Student Advisory Board, Connecticut College Spring 2012-Present
Representative • Administered and summarized of professors/classes and made recommendations to
department
• Coordinated with fellow representatives to arrange departmental events
Volunteer Experience
Alliance Française of Greenwich, Greenwich, CT Summer 2013
Guest Speaker • Spoke about my French heritage and shared some culture shock experiences
Habitat for Humanity, Connecticut College Spring 2011
Member • Built homes
• Worked with other students to accomplish tasks in a timely manner
Arboretum Office, Connecticut College Spring 2011
Tour Guide • Lead tours throughout the arboretum to local middle schoolstudents
29. HIRING DISCRIMINATION IN RESUME 29
Laurent Robicheau
Box 6891, Connecticut College lrobicheau@conncoll.edu 115 Lake
Plymouth Blvd,
270 Mohegan Avenue Plymouth, CT
New London, CT 06320 (XXX) XXX XXXX
EDUCATION
CONNECTICUT COLLEGE, New London, Connecticut BA expected May 2015
Major: Computer Science Overall GPA 3.38
Honors: Deans Honor Roll
Selected Scholar: Center for Arts and Technology (CAT) Certificate expected 2015
Language Skills: Fluent in French
Relevant Courses: Data Structures; Computer Organization; Database Systems; Computer Networks
Terryville High School, Terryville, CT Diploma awarded May 2011
WORK EXPERIENCE
Language Lab Center, Connecticut College Fall 2013 - Present
French Tutor • Prepare students for their French Oral Proficiency Test.
Connecticut College Admission Office, New London, CT Summers 2011, 2012
Office Assistant • Performed office duties such as copying,faxing, filing
• Created a posterboard with pictures of new students
• Led tours throughout campus
Hamden Hall Summer Programs, Hamden, CT Summer 2010
Teacher • Taught mathematics to 2nd, 3rd, 4th graders at a summer program
• Developed lesson plans and daily activities
• Applied interactive methods to enrich learning experience
Plymouth Youth Service Bureau, Plymouth, CT Fall 2009-Spring 2010
Assistant • Supervised elementary-and middle –schoolaged children
• Aided students with homework assignments
• Collaborated with other employees to foster a supportive environment
Mediated conflicts between students
Connecticut Public Interest Research Group (CONNPIRG), New Haven, CT Summer 2011
Canvasser/Field • Canvassed neighborhoods to gain support for an environmental organization
Manager • Gathered financial support and collected petition signatures to support a campaign
• Participated in public relations events
LEADERSHIP AND CO-CURRICULAR EXPERIENCE
LGBTQ Resource Center, Connecticut College Fall 2010 - Fall 2011
President • Created and initiated activities to get LGBTQ members more engaged around campus
Speaker • Spoke about being bullied as a kid, how I overcame it, and how I evolved into the person I
am today.
Club Cricket, Connecticut College Fall 2012-Present
Captain • Organize games with otherschools and recruit potential players
Computer Science Student Advisory Board, Connecticut College Spring 2012-Present
Representative • Administered and summarized of professors/classes and made recommendations to
department
• Coordinated with fellow representatives to arrange departmental events
Volunteer Experience
Alliance Française of Greenwich, Greenwich, CT Summer 2013
Guest Speaker • Spoke about my French heritage and shared some culture shock experiences
30. HIRING DISCRIMINATION IN RESUME 30
Habitat for Humanity, Connecticut College Spring 2011
Member • Built homes
• Worked with other students to accomplish tasks in a timely manner
Arboretum Office, Connecticut College Spring 2011
Tour Guide • Lead tours throughout the arboretum to local middle schoolstudents
Appendix D
Resume 3: Arabic Heterosexual
(See next page)
31. HIRING DISCRIMINATION IN RESUME 31
Abdul Nasir Mahlab
Box 6891, Connecticut College anmahlab@conncoll.edu 115 Lake
Plymouth Blvd,
270 Mohegan Avenue Plymouth, CT
New London, CT 06320 (XXX) XXX XXXX
EDUCATION
CONNECTICUT COLLEGE, New London, Connecticut BA expected May 2015
Major: Computer Science Overall GPA 3.38
Honors: Deans Honor Roll
Selected Scholar: Center for Arts and Technology (CAT) Certificate expected 2015
Language Skills: Fluent in Arabic
Relevant Courses: Data Structures; Computer Organization; Database Systems; Computer Networks
Terryville High School, Terryville, CT Diploma awarded May 2011
WORK EXPERIENCE
Language Lab Center, Connecticut College Fall 2013 - Present
Arabic Tutor • Prepare students for their Arabic Oral Proficiency Test.
Connecticut College Admission Office, New London, CT Summers 2011, 2012
Office Assistant • Performed office duties such as copying,faxing, filing
• Created a posterboard with pictures of new students
• Led tours throughout campus
Hamden Hall Summer Programs, Hamden, CT Summer 2010
Teacher • Taught mathematics to 2nd, 3rd, 4th graders at a summer program
• Developed lesson plans and daily activities
• Applied interactive methods to enrich learning experience
Plymouth Youth Service Bureau, Plymouth, CT Fall 2009-Spring 2010
Assistant • Supervised elementary-and middle –schoolaged children
• Aided students with homework assignments
• Collaborated with other employees to foster a supportive environment
Mediated conflicts between students
Connecticut Public Interest Research Group (CONNPIRG), New Haven, CT Summer 2011
Canvasser/Field • Canvassed neighborhoods to gain support for an environmental organization
Manager • Gathered financial support and collected petition signatures to support a campaign
• Participated in public relations events
LEADERSHIP AND CO-CURRICULAR EXPERIENCE
“Capital by Crime” Rock Band, Connecticut College Fall 2010 -Present
Rock Band Founder •Started a Rock Band with my girlfriend and brother
Mastered the electric guitar.
Club Cricket, Connecticut College Fall 2012-Present
Captain • Organize games with otherschools and recruit potential players
Computer Science Student Advisory Board, Connecticut College Spring 2012-Present
Representative • Administered and summarized of professors/classes and made recommendations to
department
• Coordinated with fellow representatives to arrange departmental events
Volunteer Experience
17th Annual Arabic American Day Festival, Greenwich, CT Fall 2012
Guest Speaker • Spoke about my Arabic heritage and shared some culture shockexperiences
Habitat for Humanity, Connecticut College Spring 2011
32. HIRING DISCRIMINATION IN RESUME 32
Member • Built homes
• Worked with other students to accomplish tasks in a timely manner
Arboretum Office, Connecticut College Spring 2011
Tour Guide • Lead tours throughout the arboretum to local middle schoolstudents
Appendix E
Resume 4: Arabic Homosexual
(See next page)
33. HIRING DISCRIMINATION IN RESUME 33
Abdul Nasir Mahlab
Box 6891, Connecticut College anmahlab@conncoll.edu 115 Lake
Plymouth Blvd,
270 Mohegan Avenue Plymouth, CT
New London, CT 06320 (XXX) XXX XXXX
EDUCATION
CONNECTICUT COLLEGE, New London, Connecticut BA expected May 2015
Major: Computer Science Overall GPA 3.38
Honors: Deans Honor Roll
Selected Scholar: Center for Arts and Technology (CAT) Certificate expected 2015
Language Skills: Fluent in Arabic
Relevant Courses: Data Structures; Computer Organization; Database Systems; Computer Networks
Terryville High School, Terryville, CT Diploma awarded May 2011
WORK EXPERIENCE
Language Lab Center, Connecticut College Fall 2013 - Present
Arabic Tutor • Prepare students fortheir Arabic Oral Proficiency Test.
Connecticut College Admission Office, New London, CT Summers 2011, 2012
Office Assistant • Performed office duties such as copying,faxing, filing
• Created a posterboard with pictures of new students
• Led tours throughout campus
Hamden Hall Summer Programs, Hamden, CT Summer 2010
Teacher • Taught mathematics to 2nd, 3rd, 4th graders at a summer program
• Developed lesson plans and daily activities
• Applied interactive methods to enrich learning experience
Plymouth Youth Service Bureau, Plymouth, CT Fall 2009-Spring 2010
Assistant • Supervised elementary-and middle –schoolaged children
• Aided students with homework assignments
• Collaborated with other employees to foster a supportive environment
Mediated conflicts between students
Connecticut Public Interest Research Group (CONNPIRG), New Haven, CT Summer 2011
Canvasser/Field • Canvassed neighborhoods to gain support for an environmental organization
Manager • Gathered financial support and collected petition signatures to support a campaign
• Participated in public relations events
LEADERSHIP AND CO-CURRICULAR EXPERIENCE
LGBTQ Resource Center, Connecticut College Fall 2010 - Fall 2011
President • Created and initiated activities to get LGBTQ members more engaged around campus
Speaker • Spoke about being bullied as a kid, how I overcame it, and how I evolved into the person I
am today.
Club Cricket, Connecticut College Fall 2012-Present
Captain • Organize games with otherschools and recruit potential players
Computer Science Student Advisory Board, Connecticut College Spring 2012-Present
Representative • Administered and summarized of professors/classes and made recommendations to
department
• Coordinated with fellow representatives to arrange departmental events
Volunteer Experience
17th Annual Arabic American Day Festival, Greenwich, CT Fall 2012
Guest Speaker • Spoke about my Arabic heritage and shared some culture shockexperiences
34. HIRING DISCRIMINATION IN RESUME 34
Habitat for Humanity, Connecticut College Spring 2011
Member • Built homes
• Worked with other students to accomplish tasks in a timely manner
Arboretum Office, Connecticut College Spring 2011
Tour Guide • Lead tours throughout the arboretum to local middle schoolstudents
Appendix F
Willingness to Hire Scale
How likely would you hire this applicant?
1 2 3 4 5 6 7
Extremely Unlikely Very Unlikely Unlikely Indifferent Likely Very Likely Extremely Likely
______
35. HIRING DISCRIMINATION IN RESUME 35
Appendix G
Leadership Scale
How would you rate the applicant’s leadership potential?
1 2 3 4 5 6 7
Extremely Low Very Low Low Average High Very High Extremely High
______
36. HIRING DISCRIMINATION IN RESUME 36
Appendix H
Work Experience Scale
How would you rate the applicant’s work experience?
1 2 3 4 5 6 7
Extremely Low Very Low Low Average High Very High Extremely High
______
37. HIRING DISCRIMINATION IN RESUME 37
Appendix I
Extracurricular Activities Rating Scale
How would you rate the amount of extracurricular activities in the given resume?
1 2 3 4 5 6 7
Extremely Low Very Low Low Average High Very High Extremely High
______
38. HIRING DISCRIMINATION IN RESUME 38
Appendix J
Demographics of Participants:
Please answer the following questions:
1. How old are you? __________
2. What is your gender? __________
3. What is your ethnicity? ____________
4. What is your race? ____________
5. What is your sexual orientation? ____________
Please indicate how much you agree or disagree with each statement.
SA: Strongly Agree, A: Agree, N: Neither Agree nor Disagree, D: Disagree, SD: Strongly
Disagree
6. I have felt discriminated in a hiring process.
____
7. Throughout my life, I have been discriminated against as a result of my gender.
____
8. Throughout my life, I have been discriminated against as a result of my ethnicity.
____
9. Throughout my life, I have been discriminated against as a result of my sexual
orientation.
____
10. Throughout my life, I have been discriminated against for other reasons not listed.
____
11. If any, what are the other reasons? _________________
Manipulation Check:
1. In the given resume, what was the gender of the applicant? __________
2. In the given resume, what was the ethnicity of the applicant? __________
39. HIRING DISCRIMINATION IN RESUME 39
3. In the given resume, what was the sexual orientation of the applicant? _________
Appendix K
Debriefing Form
First of all, thank you for participating in this research dealing with hiring discrimination. Hiring
discrimination has a significant impact on the labor market and is an undervalued problem in our
society. Resume screening has been a popular method to study hiring discrimination because
employers that are given hundreds of resumes per day have been known to choose applicants,
implicitly or explicitly, based on how well they affiliate with societies majority groups.
Literature has studied different kinds of groups that are subjected to hiring discrimination such as
individuals with disabilities, LGBT members, gender discrimination, and ethnic minorities. To
my knowledge, no research has specifically focused on the combination of ethnic and sexual
orientation traits in applicants, and that is the purpose of this research. In this research, I am
comparing “leadership,” “work experience,” “extracurricular activity,” and “willingness to hire”
scores in resumes, varying only in the applicant’s hinted ethnicity and sexual orientation. I have
used Amazon Turk participants residing in the United States to complete the questionnaire.
Participants were randomly given one of four resumes: Resume 1 hinted at a French heterosexual
applicant, Resume 2 hinted at a French homosexual applicant, Resume 3 hinted at an Arab
heterosexual applicant, and Resume 4 hinted at an Arab homosexual applicant.
I am curious which of the variables manipulated (sexual orientation and ethnicity) had a greater
effect on hiring discrimination.
The experiment did rely on passive deception to conceal the research hypothesis from the
participants. By not minimizing demand characteristics, the participants would have understood
the topic of investigation, which would have skewed the results considerably. The deception
used is very minor and should not have harmed any participants in any way.
If you are interested in this topic and want to read the literature in this area, please contact me,
Jonathan Pfefer, at jpfefer@conncoll.edu. If you have questions or concerns about the manner in
which this study was conducted, you may contact the chair of Connecticut College’s Institutional
Review Board, Jason Nier at janie@concoll.edu
Listed below are two sources you may want to consult to learn more about this topic:
40. HIRING DISCRIMINATION IN RESUME 40
Derous, E., & Ryan, A. (2012). Documenting the adverse impact of résumé screening: Degree of
ethnic identification matters. International Journal of Selection and Assessment, 20, 464-
474. doi:10.1111/ijsa.12009
Tilcsik, A. (2011). Pride and prejudice: Employment discrimination against openly gay men in
the United States. American Journal of Sociology, 117, 586-626. doi:10.1086/661653
41. HIRING DISCRIMINATION IN RESUME 41
Certificate of Completion
The National Institutes of Health (NIH) Office of Extramural Research
certifies that Jonathan pfefer successfully completed the NIH Web-
based training course “Protecting Human Research Participants”.
Date of completion: 10/14/2014
Certification Number: 1592839