Does Size Matter? Workplace Composition and African American Teachers' Perception of Institutional Culture

• In Event: 41.074 - Educational Gatekeepers: How Capital and Organizational Structures Endorse or Impede Equal Opportunities

Abstract

This paper provides a descriptive analysis of the relationship between social type distribution (race) and African American teachers’ perceptions of professional experiences interacting with non-minority members of their institution. Because the numerical representation of minority group members affects the climate of the organization proportional rarity within an organization strongly influences how non-minority members of the organization treat African American teachers of their organization.

Data was collected through 8 semi-structured open-ended interview questions with 29 African American male and female K-12 teachers in Southern California. This article draws upon Kanter’s (1977) work on proportional representation by reporting on the major themes of participant narratives shared in light of embedded intergroup relationship theory.

Findings indicated that teachers at schools wherein they perceived themselves as the majority or had the highest African American teacher population experienced higher quality interactions with both non-minority and minority parents, staff, students, colleagues, and administrators. These findings, which are consistent with the research literature, suggest the need for the diversification of organizations in order ensure equal employment opportunities.

Author

• Erikca DeAnn Brown, Chaffey Joint Union High School District