DOCSLIB.ORG

School–Work Transitions Among Second-Generation Immigrants

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
School–Work Transitions Among Second-Generation Immigrants Western University Scholarship@Western Electronic Thesis and Dissertation Repository 10-7-2016 12:00 AM School–Work Transitions among Second-Generation Immigrants Awish Aslam The University of Western Ontario Supervisor Dr. Wolfgang Lehmann The University of Western Ontario Graduate Program in Sociology A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Arts © Awish Aslam 2016 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Sociology Commons Recommended Citation Aslam, Awish, "School–Work Transitions among Second-Generation Immigrants" (2016). Electronic Thesis and Dissertation Repository. 4212. https://ir.lib.uwo.ca/etd/4212 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract Canadian data show that second-generation immigrants generally achieve higher levels of educational attainment when compared to the children of Canadian-born parents; however, those who are racialized experience poorer labour market outcomes, such as higher rates of underemployment, lower rates of pay, and less access to jobs with opportunities for advancement. This study uses in-depth interviews to explore the experiences of both racialized and non-racialized second-generation immigrants in their school–work transitions. It focuses on examining the roles of human and social capital, and the differences that racialized and non- racialized groups experience when navigating this transition. Findings highlight the value of social capital, experiential learning opportunities, and the pervasiveness of racial discrimination in the job search process. As the labour market share of young workers with an immigrant background increases, this research will help shed light on the experiences of this population, and shape policy and practice in the Canadian economy. Keywords second-generation immigrants; school–work transitions; knowledge economy; post- secondary education; racialization; social class; immigrant status; human capital; social capital; discrimination; experiential learning i Acknowledgments I would like to take this opportunity to thank those people who have contributed to this thesis. First, thank you to all the participants who took part in this study. Without your knowledge and experiences, this project would not be possible. I appreciate your willingness to share your stories with me. I would like to extend my sincere appreciation to my supervisor Dr. Wolfgang Lehmann. Your continued enthusiasm, support, and endless patience not only made this thesis possible, but also made for an invaluable and enjoyable experience that allowed me to grow both personally and professionally. You have been nothing short of extraordinary throughout this entire process. You provided me with the tools I needed to work independently, but were always available to meet when I needed guidance and encouragement. I have learned so much from you over the past two years, and I continue to learn from you every day. Your expertise, insight, and honest feedback have been critical to strengthening this work and to my own development as a sociologist. I hope you know that I appreciate everything you have done for me. Your dedication to your students is inspiring, and I will always be appreciative of your kindness. I would also like to express my gratitude to my examiners Dr. Belinda Dodson, Dr. Jerry White, and Dr. Tracey Adams for taking the time to read my thesis, be part of my examination committee, and provide me with helpful feedback. The knowledge and skills I have gained from each of your graduate courses has contributed to the development and completion of this project. Dr. Tracey Adams, you have been a particularly important source of motivation and support for me throughout my Master’s degree. Your generosity with your time and your virtually endless patience with my scattered thoughts has been much appreciated. Your quick responses to my many questions and panicked emails, your attention to detail, and your ability to help me structure my ideas into a coherent argument have been invaluable. You are an exemplary academic and an excellent mentor. Thank you for being so thoughtful and enthusiastic throughout this entire process. You are always approachable and kind, and your positive attitude left me feeling motivated after all our meetings. Dr. Scott Schaffer, thank you for always making time for me. Your “motivational quotes,” sense of humour, and tough love have helped me get through even the most trying times. Your ability to talk me out of a stress-induced panic was essential to the completion of this thesis. I appreciate your tremendous encouragement and your ability to foster confidence and courage in me. Everyone needs someone like you in their corner. Mr. Simm, from high school history teacher to my on-call editor, your support and encouragement over the years have not gone unappreciated. I will be forever grateful for the endless hours you have put into editing my work, but more importantly for instilling in me the importance of thinking critically. Thank you. ii To my chaotic but wonderful family, thank you for your love and support throughout this process. I am especially grateful to my mother. Although we have different dreams, you sacrificed everything so that I am able to achieve mine. Finally, thank you to my friends who saw me through this thesis. In particular, I would like to acknowledge Natalie Iciaszczyk and Robert Nonomura for their endless emotional and intellectual support. Nat, your friendship has meant a great deal to me. Your unwavering confidence in me has been both aggravating and much appreciated. Rob, thank you for always listening to me and for encouraging me to talk about my work. I appreciate the many long discussions we had when I struggled with my ideas. I am grateful for your detailed editing and critical feedback that challenged me to push my work further. Most of all, thank you for making me laugh on the toughest of days. iii Table of Contents Abstract ................................................................................................................................ i Acknowledgments ............................................................................................................... ii Table of Contents ............................................................................................................... iv List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii List of Appendices ........................................................................................................... viii Chapter 1 ............................................................................................................................. 1 1 Introduction .................................................................................................................... 1 Chapter 2 ............................................................................................................................. 5 2 Literature Review ........................................................................................................... 5 2.1 School–Work Transitions in a Post-Industrial Society ........................................... 5 2.1.1 The Knowledge Economy Shift .................................................................. 6 2.2 Human Capital in the Transition from School to Work ........................................ 10 2.3 The Limits of Human Capital: Extended School–Work Transitions and Overqualification .................................................................................................. 16 2.4 Limits to Human Capital: Structural Inequality .................................................... 19 2.4.1 Class .......................................................................................................... 20 2.4.2 Racialization ............................................................................................. 22 2.4.3 Immigrant Status ....................................................................................... 27 2.5 Social Capital in the Transition from School to Work ......................................... 34 2.6 The Limits of Social Capital ................................................................................. 37 2.7 Summary ............................................................................................................... 41 2.8 Objectives and Research Questions ...................................................................... 42 Chapter 3 ........................................................................................................................... 44 3 Methodology ................................................................................................................ 44 iv 3.1 Eligibility Criteria ................................................................................................. 44 3.2 Recruitment ........................................................................................................... 47 3.3 Interview Guide and Structure .............................................................................
Load more

Recommended publications
  • Retitling, Cultural Appropriation, and Aboriginal Title
    1 Retitling, Cultural Appropriation, and Aboriginal Title by Michel-Antoine Xhignesse Capilano University [email protected] This is a penultimate draft. Please cite the final version: Xhignesse, Michel-Antoine (2021). Retitling, Cultural Appropriation, and Aboriginal Title. British Journal of Aesthetics 61 (3) :317-333. Abstract: In 2018, the Art Gallery of Ontario retitled a painting by Emily Carr which contained an offensive word. Controversy ensued, with some arguing that unsanctioned changes to a work’s title infringe upon artists’ moral and free speech rights. Others argued that such a change serves to whitewash legacies of racism and cultural genocide. In this paper, I show that these concerns are unfounded. The first concern is not supported by law or the history of our titling practices; and the second concern misses the mark by ignoring the gallery’s substantial efforts to avoid just such an outcome. Picking up on a suggestion from Loretta Todd, I argue that we can use Aboriginal Title as a model for thinking about the harms perpetuated by cultural appropriation, and the practices we should adopt to mitigate them. 2 Retitling, Cultural Appropriation, and Aboriginal Title 1. Introduction In 2018, the Art Gallery of Ontario (AGO) retitled a painting by Emily Carr: formerly known as The Indian Church (1929), it is now called Church at Yuquot Village.1 The move sparked controversy nationwide: some worried that changing a work’s artist-given title changes its associated work, and that such unsanctioned changes to a work infringe upon artists’ moral rights; others worried that the change papered over Canada’s shameful history of Indigenous-Crown (and -settler) relations, including the state’s legacy of cultural genocide.
    [Show full text]
  • Noms Et Déplacements Étude De L'espace-Temps Dans Les Romans Autochtones, Canadiens Et Québécois Du Xxie Siècle Zishad La
    Noms et déplacements Étude de l’espace-temps dans les romans autochtones, canadiens et québécois du XXIe siècle Zishad Lak Thèse soumise à la Faculté des arts dans le cadre des exigences du programme de doctorat en lettres françaises et en études canadiennes Département de français Faculté des arts Université d’Ottawa © Zishad Lak, Ottawa, Canada, 2020 REMERCIEMENTS Je tiens à remercier mon directeur de thèse, M. Patrick Imbert qui m’a offert la liberté absolue d’aborder des sujets qui ne croisent pas toujours son domaine de recherche et des points de vue qui ne sont pas toujours les siens. Merci à mes chers grands-parents Hosseinali Yousefi et Zahra Esmaili, à ma mère Manijeh Yousefi, à ma sœur Gelareh Lak, à Nora, à Mohammad et Manouchehr Yousefi, à Kimia, à Kiarash et à Mojgan Fazeli, des gens qui m’ont appris à mieux aimer. Je suis devenue deux fois mère pendant ce parcours et je suis redevable à mes chéri.e.s Nikan et Emiliana Lak-McArthur pour tout ce qu’il et elle m’offrent tous les jours. Je vous aime! Je suis aussi redevable à mon ami précieux Pierre-Luc Landry, qui m’inspire, m’encourage et m’envoie de la musique quotidiennement. Je t’aime. Et finalement, mon compagnon Andrew McArthur m’a soutenue de mille façons différentes, en m’offrant des chips, des conseils, du temps, de l’écoute et surtout de l’amour. Nous continuons à nous métamorphoser ensemble. ii À Andrew À Nikan À Emiliana Et à la mémoire de mon grand-père iii RÉSUMÉ Le colonialisme européen depuis des siècles passe par l’établissement d’une temporalité dominante et hégémonique.
    [Show full text]
  • A Glossary of Mississippi Valley French, 1673-1850 (Price, $1.50) by John Francis Mcdermott
    rtlSTpRjC^y, SUkxm tifirVB^SITY OF uimm: A Glossary OF Mississippi Valley French 1673-1850 BY JOHN FRANCIS McDERMOTT WASHINGTON UNIVERSITY STUDIES -NEW SERIES LANGUAGE AND LITERATURE — No. 12 DECEMBER, 1941 Washington University George R. Throop, Ph.D., LL.D., Bridge Chancellor Walter E. McCourt, A.M., Assistant Chancellor The College of Liberal Arts Frank M. Webster, Ph.B., Acting Dean The School of Engineering Alexander S. Langsdorf, M.M.E., Dean Tlie School of Architecture Alexander S. Langsdorf, M.M.E., Dean The School of Business and Public Administration William H. Stead, Ph.D., Dean Tlie Henry Shaw School of Botany George T. Moore, Ph.D., Director The School of Graduate Studies Richard F. Jones, Ph.D., Acting Dean The School of Law Joseph A. McClain, Jr., A.B., LL.B., J.S.D., LL.D., Dean The School of Medicine Philip A. Shaffer, Ph.D., Dean The School of Dentistry Benno E. Lischer, D.M.D., Dean The School of Nursing Louise Knapp, A.M., Director The School of Fine Arts Kenneth E. Hudson, B.F.A., Director University College William G. Bowling, A.M., Dean The Summer School Frank L. Wright, A.M., Ed.D., Director Mary Institute, a preparatory school for girls, located at Ladue and Warson Roads, is also conducted under the charter of the University. A GLOSSARY of MISSISSIPPI VALLEY FRENCH 1673-1850 A GLOSSARY of MISSISSIPPI VALLEY FRENCH 1673-1850 By JOHN FRANCIS McDERMOTT ASSISTANT PROFESSOR OF ENGLISH WASHINGTON UNIVERSITY WASHINGTON UNIVERSITY STUDIES—NEW SERIES Language and Literature—No. 12 St. Louis, 1941 Copyright 1941 by Washington University St.
    [Show full text]
  • Designing Names: Requisite Identity Labour for Migrants’ Be(Long)Ing in Ontario
    Designing Names: Requisite Identity Labour for Migrants’ Be(long)ing in Ontario by Diane Yvonne Dechief A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Faculty of Information University of Toronto © Copyright by Diane Yvonne Dechief 2015 Designing Names: Migrants’ Identity Labour for Be(long)ing in Ontario Diane Yvonne Dechief Doctor of Philosophy Faculty of Information University of Toronto 2015 Abstract This dissertation responds to the question of why people who immigrate to Ontario, Canada frequently choose to use their personal names in altered forms. Between May and December 2010, I engaged in semi-structured interviews with twenty-three people who, while living in Ontario, experienced name challenges ranging from persistent, repetitive misspellings and mispronunciations of their original names to cases of significant name alterations on residency documents, and even to situations of exclusion and discrimination. Drawing on critical perspectives from literature on identity and performativity, science and technology studies, race and immigration, affect, and onomastics (the study of names), I establish that name challenges are a form of “identity labour” required of many people who immigrate to Ontario. I also describe how individuals’ identity labour changes over time. In response to name challenges, and the need to balance between their sometimes-simultaneous audiences, participants design their names for life in Ontario—by deciding which audiences to privilege, they choose where they want to belong, and how their names should be. ii Acknowledgments Thank you very, very much to this study’s participants. You were so generous with your stories, and you articulated your thoughts and your concerns in such novel and passionate ways.
    [Show full text]
  • Canadian Literature Versita Discipline: Language, Literature
    Edited by Pilar Somacarrera Made in Canada, Read in Spain: Essays on the Translation and Circulation of English- Canadian Literature Versita Discipline: Language, Literature Managing Editor: Anna Borowska Language Editor: Barry Keane Published by Versita, Versita Ltd, 78 York Street, London W1H 1DP, Great Britain. This work is licensed under the Creative Commons Attribution-NonCommercial- NoDerivs 3.0 license, which means that the text may be used for non-commercial purposes, provided credit is given to the authors. Copyright © 2013 Pilar Somacarrera for Chapters 1, 5 and 6; Nieves Pascual for chapter 2; Belén Martín-Lucas for chapter 3; Isabel Alonso-Breto and Marta Ortega-Sáez for chapter 4; Mercedes Díaz-Dueñas for chapter 7 and Eva Darias- Beautell for chapter 8. ISBN (paperback): 978-83-7656-015-1 ISBN (hardcover): 978-83-7656-016-8 ISBN (for electronic copy): 978-83-7656-017-5 Managing Editor: Anna Borowska Language Editor: Barry Keane www.versita.com Cover illustration: ©iStockphoto.com/alengo Contents Acknowledgments ..............................................................................................8 Introduction ...................................................................................................... 10 Chapter 1 Contextual and Institutional Coordinates of the Transference of Anglo-Canadian Literature into Spain / Pilar Somacarrera ........... 21 1. A Terra Incognita Becomes Known .................................................................................21 2. Translation, the Literary Field and
    [Show full text]
  • NACO Training for OCLC Libraries
    NACO Training for OCLC Libraries Trainer’s Manual Prepared by Cooperative Programs Section & Associates Library of Congress April 2010 THIS PAGE INTENTIONALLY LEFT BLANK FOR DOUBLE SIDED COPY INSERT TAB HERE THIS PAGE INTENTIONALLY LEFT BLANK FOR DOUBLE SIDED COPY DAY 1 -- NACO Foundations Trainer's Manual Including MARC 21 Slide 1 NACO Training for OCLC Libraries: Trainers notes: 1) Trainers may customize this NACO Training for OCLC slide. Libraries 2) Introduce yourself! and then Prepared by Cooperative Programs Section & Associates have participants also introduce 1 themselves. Extend a welcome to NACO libraries. Mention that NACO libraries are valued participants in building the NAF = LC/NACO Authority File Icebreaker suggestion: New developments at LC; Something humorous about yourself [trainer], another NACO or cataloging experience, etc. 3) Be sure to talk about: where are the bathrooms; what is the schedule for breaks and lunch; where is the food to come from; is there a close source of drinks and/or coffee; inform people of any emergency info, such as where to go in the event of a fire alarm. 4) Breaks are 30 minutes with one in morning and one in afternoon. Lunch is generally an hour or no longer than one hour and fifteen minutes. [Next slide] The learning objectives of the course are-- NACO Training for OCLC Libraries 1-1 April 2010 DAY 1 -- NACO Foundations Trainer's Manual Including MARC 21 Slide 2 Workshop Workshop Learning Objectives (1): Learning Objectives (1) Trainer note: Discuss each learning At the end of the course, participants will objective. be able to: • Consult and use MARC 21 Authority Consult and use MARC 21 Authority Format, LC Guidelines Supplement, Format, LC Guidelines Supplement, and DCM Z1 DCM Z1 as tools for name authority • Create and revise NARs according to creation.
    [Show full text]
  • ED302438.Pdf
    DOCUMENT RESUME ED 302 438 SO 019 368 AUTHOR Glasrud, Clarence A., Ed. TITLE The Quiet Heritage = L'Heritage Tranquille. Proceedings from a Conference on the Contributions of the French to the Upper Midwest (Minneapolis, Minnesota, November 9, 1985). INSTITUTION Concordia Coll., Moorhead, Minn. PUB DATE 87 NOTE 1731).; Drawings, photographs, and colored reproductions of paintings will not reproduce well. AVAILABLE FROMCcbber Bookstore, Concordia College, Moorhead, MN 56560 ($9.50). PUB TYPE Collected Works - Conference Proceedings (021) -- Historical Materials (060) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS American Studies; *French; *North American Culture; North Americans; United States History IDENTIFIERS French Canadians; *French Culture; French People; *Heritage; United States (Upper Midwest) ABSTRACT This book, containing the papers presented at a conference concerning the French contributions to the Upper Midwest region of the United States, includes:(1) "Contact and Consequence: An Introduction to Over 300 Years of French Presence in the Northwest" (V. Benoit);(2) "The French Voyageur and the Fur Trade" (J. T. Rivard); (3) "The Assimilation and Acculturation of French Canadians" (E. E. Gagne); (4) "History of Our Lady of Lourdes Church" (A. W. Moss);(5) "The Enhanced Economic Position of Women in French Colonial Illinois" (W. Briggs);(6) "Silkville: Fourierism on the Kansas Prairies" (L. D. Harris);(7) "The Structures of Everyday Life in a French Utopian Settlement in Iowa: The Case of the Icarians of Adams County, 1853-1898" (A. Prevos); (8) "France and America: A Minnesota Artist's Experience" (R. N. Coen); (9) "The Mute Heritage: Perspective on the French of America" (A. Renaud); (10) "French Presence in the Red River Valley, Part I: A History of the Metis to 1870" (V.
    [Show full text]
  • The Law Society of Upper Canada Checklist to the Application for Licence by Way of Licensing Examinations Under Subsection 9(1) of By-Law 4
    THE LAW SOCIETY OF UPPER CANADA CHECKLIST TO THE APPLICATION FOR LICENCE BY WAY OF LICENSING EXAMINATIONS UNDER SUBSECTION 9(1) OF BY-LAW 4 Complete all sections of this application. The Law Society of Upper Canada may investigate or verify any information supplied in the application, and may require further explanation from you. Omissions or inaccuracies in your answers may delay processing. If the space provided for any answer is insufficient, complete your answer on a separate sheet, sign and date the sheet and staple it to the application. The Law Society of Upper Canada’s By-Law 4 is available for your information at: www.lsuc.on.ca PART ONE – APPLICATION REQUIREMENTS 1. Submit a completed and original Application for Licence By Way of Licensing Examinations. DO NOT FAX or EMAIL 2. Submit the Payment Remittance form and the non-refundable application fee of $160 + HST 3. Submit an original Certificates(s) of Standing (dated within the last 30 days) from each Law Society of which you are or have been a member, inside and outside of Canada NOTE: Your Certificate(s) of Standing must be replaced if it becomes more than 60 days old at the time your application is ready to be approved by Complaints & Compliance 4. Submit a notarized copy of your Canadian Birth Certificate as proof of age and full legal name or a notarized copy, front and back, of your Canadian Citizenship Card 5. Submit two colour passport photos taken within the last 12 months 6. Submit proof of Education - Law Transcript/NCA Certificate NOTE: Final law school transcripts must show the degree and conferral date and must be forwarded to Complaints & Compliance directly from the University/issuing institution 7.
    [Show full text]
  • Feature ID Assigning Procedure
    Feature ID Assigning Procedure --- Version approved by CCOG and GNBC members, May 12, 2009 and August 6, 2009 respectively. --- Introduction The Canadian Geographical Names Data Base (CGNDB) described at <http://geonames.nrcan.gc.ca> is a national repository of names of places and geographical features officially adopted or recognized by the Geographical Names Board of Canada (GNBC). In the CGNDB, a feature that crosses provincial or territorial boundaries has more than one CGNDB record. The name is repeated in two or more records, one for each province or territory that it lies in, because names are approved by each provincial and territorial names authority, and the metadata (such as approval dates) may differ. Similarly, a feature that has two official names, such as a pan-Canadian name, has two or more CGNDB records, one in each official language, for each province or territory that it lies in. In addition, a feature that changes its name or generic code gets additional records, one for each change. A CGNDB Key is associated with each record. Hence, in the CGNDB, a feature may be associated with many names (sometimes repeated) and more than one CGNDB Key. To easily identify each feature, it was proposed that a Feature Identifier (Feature ID or FID) be created and stored in the CGNDB and provided through the Canadian Geographical Names Service (see <http://cgns.nrcan.gc.ca>). That FID would remain associated with an entity regardless of name changes for the entity. The FID is to be unique for any named feature in Canada. W hen a feature name is replaced by a new name both the previous name and the new name have the same FID.
    [Show full text]
  • Guide to Food Labelling and Advertising
    Home > Food > Labelling > Guide to Food Labelling and Advertising Print Text Size: - + Share Guide to Food Labelling and Advertising Acknowledgement Contributions of Canadian Food Inspection Agency and Health Canada officers and other experts who provided input to this document are gratefully acknowledged. Information found in the Guide to Food Labelling and Advertising is provided free of charge to the public. It may be reused or reproduced provided that it is: accurately reproduced; accompanied by the date of issue, or in the case of an amended section, the date of the most recent amendment appearing at the bottom of the page; and the source is credited. Persons using this information agree to save harmless Her Majesty in right of Canada and all her representatives against any claim resulting from its use. Table of Contents Chapter 1 Introduction 1.1 Reason for the Guide 1.2 Legislative Framework: Key Acts and Regulations 1.3 Other Relevant Federal Legislation 1.4 Purpose of Food Labelling 1.5 Food Advertising Responsibilities 1.6 Sources of Additional Information on Labelling and Claims Chapter 2 Basic Labelling Requirements 2.1 Definitions 2.2 General Labelling Requirements 2.3 Foods Requiring a Label 2.4 Bilingual Requirements 2.5 Common Name 2.6 Net Quantity 2.7 Name and Address 2.8 List of Ingredients 2.9 Nutrition Facts Table 2.10 Artificial Flavours 2.11 Durable Life Date 2.12 Previously Frozen 2.13 Standard Container Sizes 2.14 Other Mandatory Information 2.15 Labels of Shipping Containers 2.16 Test Market Foods 2.17 Temporary
    [Show full text]
  • Change of Name Information Guide
    Change of Name Information Guide IMPORTANT INFORMATION • The applicant must be a resident and must remain a resident of Alberta until the name change is complete and the Legal Change of Name Certificate has printed. • The applicant must be 18 years of age or older OR younger than 18 years of age and • Legally married, widowed or divorced, living in an Adult Interdependent Relationship, the parent of a child, or the guardian of a child. • An applicant may legally change • their own name • their minor child's name (proof the applicant is a parent is required) • the name of a minor to whom they are a legal guardian (a copy of the guardianship order is required) • the name of their spouse (proof of marriage is required) OR the name of their partner (the Statutory Declaration of Adult Interdependent Relationship for Legal Change of Name must be completed) • New names are subject to some restrictions. See https://www.alberta.ca/restrictions-respecting-personal- names.aspx • Each person having their name legally changed must provide proof of their current legal name. • Each person 12 years of age or older must have their fingerprints taken by a fingerprinting agency authorized by the RCMP’s Canadian Criminal Real Time Identification Service (CCRTIS). Once the fingerprints are submitted by the agency, a confirmation letter from (CCRTIS) will be mailed to the person. • Each person 18 years of age or older must provide a Criminal Record Check (CRC) or Police Information Check (PIC). The following are NOT eligible for a legal change of name in Alberta; • a person who (at any time) has been designated a dangerous offender (DO) under section 753 of the Criminal Code of Canada, • a person who (at any time) has been designated a long-term offender (LTO) under section 753.1 of the Criminal Code Canada, • a person designated as a high-risk offender (HRO) by law enforcement.
    [Show full text]
  • Do Large Employers Treat Racial Minorities More Fairly? a New Analysis of Canadian Field Experiment Data
    RESEARCH REPORT DO LARGE EMPLOYERS TREAT RACIAL MINORITIES MORE FAIRLY? A NEW ANALYSIS OF CANADIAN FIELD EXPERIMENT DATA RUPA BANERJEE Ryerson University, Faculty of Management JEFFREY G. REITZ University of Toronto, R.F. Harney Program, Munk School of Global Affairs PHIL OREOPOULOS University of Toronto, Economics January 25, 2017 ___________________________________________________________________________ This research was supported with funds from the R.F. Harney Professorship and Program in Ethnic, Immigration and Pluralism Studies, Munk School of Global Affairs, University of Toronto (http://munkschool.utoronto.ca/ethnicstudies/). Original data collection was carried out with support from Metropolis British Columbia. The authors are grateful for research assistance provided by Noga Keidar and Tamar Becker, and for helpful comments from Heather Zhang. Contact the first-named author at: [email protected]. DO LARGE EMPLOYERS TREAT RACIAL MINORITIES MORE FAIRLY? A NEW ANALYSIS OF CANADIAN FIELD EXPERIMENT DATA RUPA BANERJEE JEFFREY G. REITZ PHIL OREOPOULOS ABSTRACT: Analysis of amended data from a large-scale Canadian employment audit study (Oreopoulos 2011) shows that large employers with over 500 employees discriminate against applicants with Asian (Chinese, Indian or Pakistani) names in the decision to call for an interview, about half as often as smaller employers. The audit involved submission of over 13,000 computer-generated resumes to a sample of 3,225 jobs offered online in Toronto and Montreal in 2008 and 2009 for which university-trained applicants were requested by email submission. An organization-size difference in employer response to Asian names on the resume exists when the Asian-named applicant has all Canadian qualifications (20% disadvantage for large employers, almost 40% disadvantage for small employers) and when they have some or all foreign qualifications (35% disadvantage for large employers, over 60% disadvantage for small employers).
    [Show full text]