Race & the workplace Essay

The information derived from the empirical manipulations of race of worker also revealed that depicted race has an influence to the children’s own aspirations in performing different jobs. Primarily, children ranked their own levels of interest in engaging themselves in the depicted novel jobs as notably lower when the jobs had been solely performed by African Americans than when the jobs are exclusively executed by their European counterparts or by both races. Additionally, this information are exceptionally illustrative in the sense that they clearly signify that race of occupational models – independent from the content and operations of these jobs themselves (held constant) – influences the children’s job preferences (Bigler, Averhart & Liben, 2003, p. 578). To supplement the manifestation of racial hints in the children’s assessment about jobs at the group levels, the current information also contribute to our comprehension of influential and group differences in the African American children’s job stereotyping, assessments and aspirations. In conformity with the reality theory developed by Hale (1980) which states that the socio – economic factors do appear to affect the children’s job assessments, especially during their adolescent stage. The older children (11 – 12 years of age) coming from families with lower socio – economic backgrounds exhibited less interest in engaging themselves in common jobs that were dominated by their European counterparts, therefore conceived to be higher in rank. Probably, economic factors are significant in this finding, with children from lower socio – economic backgrounds recognizing that they are financially challenged to seek occupations that demands higher educational attainment (Bigler, Averhart & Liben, 2003, p. 578). Conforming with the patterns for familiar jobs, children 11 – 12 years of age from higher – but not lower socio – economic backgrounds, were notably more attracted to engage themselves in novel jobs that they deemed to be exclusively carried out by their European counterparts or represented both races than they were in jobs that appear to be exclusively carried out by African Americans. Apparently, it is not feasible to identify the determinant of race of occupational worker in children from various age brackets and economic class solely on the grounds this set of information (cited in Bigler, Averhart & Liben, 2003, p.578).. In reference to the findings of Spencer (1985), primarily and in occupational context, the older African American children’s occupational aspirations are affected by their awareness of race prejudice in the society. Financially challenged children may be significantly unprepared to confront the recognized racial prejudice made by the majority (cited in Bigler, Averhart & Liben, 2003, p. 578). There is a possibility that the African American children’s economic constraints concepts lessen their interest in the so – called high – status and difficult – to – reach jobs. Nonetheless, it is certain that as young as 6 years of age, African American children have already formed racial foundations that integrate ideals about occupations. Such foundations substantially influence their job concepts and goals. Then again, these foundations significantly vary in relation to the children’s socio – economic status (Bigler, Averhart & Liben, 2003, p. 578). Acknowledging the presence of the two types of vicious cycles to race and jobs, the comparison shown between the ratings of status as well as the race of workers is disturbing. For one, African American children, specifically the impoverished ones, may be more inclined to aspire low – status jobs. Such jobs were minorities are overrepresented in. As a result, the dominance of the minorities is kept. However, this can result to another generation of twisted models of impoverished African American. In addition, while there may be jobs made available for more privileged African Americans, in time, just because of their race, they may be dismissed as lower in status in society. Furthermore levels of pay and prestige may also be brought down low (cited in Bigler, Averhart & Liben, 2003, p. 578). Ultimately, it is essential to note that this study is but one of the many steps to take in the development of an understanding of how occupational assessments are influenced by race. Socio – economic status is but an estimated indicator of the family incidents that may influence occupational stereotyping and ambitions. Additional studies should be administered to thoroughly observe how financial restrictions formed vocational hopes and ambitions. Moreover, additional studies should encompass considerations of how families talk about occupations, the kinds of role models presented by parent’s own job and how school and neighborhood context influence occupational stereotyping (Bigler, Averhart & Liben, 2003, p. 578). Investigating these issues among other samples of African American children and children from other ethnic and racial groups is also vital. Evidently, additional research is required to provide a deeper understanding of the long – term consequences of children with the aid of racial indication as a factor in shaping their opinions on and interests in employment (Bigler, Averhart & Liben, 2003, p. 578). Race, gender and ethnicity in the workplace must not be an issue. Rather is must be a goal (Ishimaru, 2005). A wide array of skills is very much needed in the American workplace today. Nonetheless, it cannot be delivered by selected group of people alone. This is where workplace diversity serves its purpose. Different people from different culture must share and respect each other’s views and opinions to be able to work out a solution to a problem and eventually affect success (cited in Ishimaru, 2005). Every business must aim to diversify. Simply put, it is the right thing to do after all. Workplace diversity makes a sound business sense. This commands attentiveness, conceptualization and dedication to be meaningful. Moreover, it demands willingness to examine the traditional way of transacting business and what is valued in its workers (Ishimaru, 2005). To be able to create an improvement in the workplace diversity, it is important to reassess one’s values and be able to articulate what merit means. As society continues diversify further, promoting employees who exhibited â€Å"diversity ability† to relate well with co –workers setting aside social demarcation must be stressed (Ishimaru, 2005). Hope must not be lost. Hope in the possibility that life in the midst of cultural diversity is possible. More than a possibility, this kind of life is a must. A life lived in harmony between people of different races is a life lived well. This translates and transcends race lines previously demarcated, all for the purpose of the common good (Racebridges. net, 2007). Researches validate that working in a diversified environment is linked with more substantial interracial relations. In addition more interracial friendships are also built here. A culturally mixed neighborhood is also an example of a diversified environment (Estlund, 2003, p. 10). There are grounds to believe that the noticeably increased prevalence of recounted friendship among different races stems mainly from increased relations and integration in the workplace. However, for the most part, it is not plainly a story of friendship. It is also about the mutual but scattered sense of connectedness that surfaces out of our everyday collaboration, casual amiability, common interests, complaints and triumphs and disappointment among co – employees. Even so, their potential asset is suggested by the incidence with which they build authentic friendship beyond social demarcation. Racial friction and discrimination did not disappear. Nevertheless, they were certainly lessened and combined with feelings of unity, deference, friendship and likeness (Estlund, 2003, p.11). In reality, it is only in the workplace where a more sustained and collaborative interaction can be feasible. It is only there when we can witness this kind of scenario. Everyone must seek ways to be able to collaborate with one another at any given time. This kind of collaboration must be made between people of different races, cultural background and sexual hierarchies. Workplace diversity, relations and collaboration that transcend social demarcation can be counted on to produce increased acceptance and affinity. Moreover, it can possibly create less aggression and stereotyping between different races, culture and tradition (Estlund, 2003, p. 12). In contrast to other generations, we now live in a society characteristically more diverse, mobile and incorporated than ever before. Today we share the world with not just complete strangers but significantly unique individuals (Estlund, 2003, p. 20). On one hand, the chance to establish thick and multi – strand bonds founded on likeness does not come as often. On the other, chances to establish bonds that transcend social demarcation abound. Yet forming the kind of bond that transcends social demarcation is not at all easy. Without the aid of some degree of compulsion, this kind of bond is impossible. Even so, when it does, it is more probably to be slender and more fractious than the kind of bond founded on likeness (Estlund, 2003, p. 20). In effect, these bonds can build trust. It can create a feeling of togetherness, unity for a cause. In time, compounded with the progress towards impartiality and incorporation within the workplace and beyond, trust may be fostered too (Estlund, 2003, p. 20). After all, no man can live alone. It is a dictate of human nature that we need other people in order to survive. The world is a melting pot of different cultures and that thing will remain certain. Other than separating oneself from those he deems to be different, may all people just learn to love and embrace each other’s uniqueness. There is much more to the diversity of this world. It is there to remind man of his individuality. It exists to teach the lesson that differences can indeed be a venue to learn other things and see the beauty of the world from another perspective. References (1989). Racism. In The World Book Encyclopedia (Vol. 19, p. 62). USA: The World Book, Inc. Bigler, R. S. , Averhart, C. J. & Liben, L. S. (2003). Race and the Workforce: Occupational Status, Aspirations, and Stereotyping Among African American Children. American Psychological Association, 39, 572 – 580. Estlund, C. (2003). Working Together: How Workplace Bonds Strengthen a Diverse Democracy. Oxford: Oxford University Press. Ishimaru, S. J. Employment Rights and Responsibilities Committee.(2005, August). Value of Racial Segregation of the workforce today. Retrieved February 27, 2008, from www. bna. com/bnabooks/ababna/annual/2005/001. pdf. Racebridges. net. (2007). We All Have a Race: Addressing Race and Racism. Retrieved February 27, 2008, from www. racebridges. net/schools/2006_2007_lessons/WeAllHaveARace. pdf. Williams, F. T. Gibbsmagazine. com. (2001, April 9). Racism is Still Alive. Retrieved February 25, 2008, from http://www. gibbsmagazine. com/Racism%20Still.