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Perceptions About the Role of Race in the Job Acquisition Process: At the Nexus of Attributional Ambiguity and Aversive Racism in Technology and Engineering Education

Authors:

Yolanda Flores Niemann ,

University of North Texas, US
About Yolanda
Professor of Psychology at the University of North Texas.
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Nydia Sánchez

University of North Texas, US
About Nydia
Department of Counseling and Higher Education at the University of North Texas.
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Abstract

This study explored the role of race in the negative job acquisition outcomes of African American graduates of a federally funded multi-institution doctoral training program. Because the credentials of African American graduates were similar, equal to, and/or, in some cases, exceeded those of their white peers, qualifications were ruled out as contributing to negative job outcomes. Further examination indicated that among the likely factors accounting for job acquisition outcomes were: tokenism; aversive racism; microaggressions; and inadequate professional development for graduates entering a White-male-dominated field. Recommendations for practice suggest amending graduate programming to include anticipatory socialization relative to being a member of a historically underrepresented group in the field, and mentorship that can help diffuse the impacts of tokenism and facilitate career success in academia.

How to Cite: Niemann, Y. F., & Sánchez, N. (2015). Perceptions About the Role of Race in the Job Acquisition Process: At the Nexus of Attributional Ambiguity and Aversive Racism in Technology and Engineering Education. Journal of Technology Education, 27(1), 41–54. DOI: http://doi.org/10.21061/jte.v27i1.a.3
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Published on 22 Sep 2015.
Peer Reviewed

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