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LGBTQ Economics
Public attitudes and policies toward LGBTQ individuals have improved substantially in recent decades. Economists are actively shaping the discourse around these policies and contributing to our understanding of the economic lives of LGBTQ individuals. In this paper, we present the most up-to-date estimates of the size, location, demographic characteristics, and family structures of LGBTQ individuals in the United States. We describe an emerging literature on the effects of legal access to same-sex marriage on family and socioeconomic outcomes. We also summarize what is known about the size, direction, and sources of wage differentials related to variation in sexual orientation and gender identity. We conclude by describing a range of open questions in LGBTQ economics.
Journal Article
Minority integration in Central Eastern Europe : between ethnic diversity and equality
\"The book presents a timely examination on a range of issues present in the discussions on the integration of ethnic minorities in Central Eastern Europe: norm setting, equality promotion, multiculturalism, nation-building, social cohesion, and ethnic diversity. It insightfully illustrates these debates by assessing them diachronically rather than cross-nationally from the legal, political and anthropological perspective. The contributors unpack concepts related to minority integration, discuss progress in policy-implementation and scrutinize the outcomes of minority integration in seven countries from the region. The volume is divided into three sections taking a multi-variant perspective on minority integration and equality. The volume starts with an analysis of international organizations setting standards and promoting minority rights norms on ethnic diversity and equal treatment. The second and third sections address state policies that provide fora for minority groups to participate in policy-making as well as the role of society and its various actors their development and enactment of integration concepts. The volume aims to assess the future of ethnic diversity and equality in societies across Central Eastern European states.\"--Page 4 of cover.
Book
Homophily influences ranking of minorities in social networks
Homophily can put minority groups at a disadvantage by restricting their ability to establish links with a majority group or to access novel information. Here, we show how this phenomenon can influence the ranking of minorities in examples of real-world networks with various levels of heterophily and homophily ranging from sexual contacts, dating contacts, scientific collaborations, and scientific citations. We devise a social network model with tunable homophily and group sizes, and demonstrate how the degree ranking of nodes from the minority group in a network is a function of (i) relative group sizes and (ii) the presence or absence of homophilic behaviour. We provide analytical insights on how the ranking of the minority can be improved to ensure the representativeness of the group and correct for potential biases. Our work presents a foundation for assessing the impact of homophilic and heterophilic behaviour on minorities in social networks.
Journal Article
Ethnicity and Democracy in the Eastern Himalayan Borderland
This book presents a close look at the growth, success, and proliferation of ethnic politics on the peripheries of modern South Asia, built around a case study of the Nepal ethnic group that lives in the borderlands of Sikkim, Darjeeling, and east Nepal. Grounded in historical and ethnographic research, it critically examines the relationship between culture and politics in a geographical space that is home to a diverse range of ethnic identities, showing how new modes of political representation, cultural activism, and everyday politics have emerged from the region.
eBook
Exploring the employment experiences of young adults with multiple minoritized identities: A qualitative study focusing on race and non-apparent disabilities
Youth with disabilities often encounter many challenges in securing employment. Although the common barriers that youth face are well documented, little is known about the experiences of youth who have multiple minoritized identities in finding and maintaining employment. Youth with disabilities who belong to racial minoritized groups may encounter ableism and racism and other forms of discrimination at work. Exploring the experiences of racial minoritized youth with non-apparent disabilities is important given the growing concern about social inequities that are linked to disadvantage and differential access to resources such as employment. We used a qualitative design involving semi-structured interviews with 19 youth (13 women, 3 non-binary, 3 men), aged 17–30 (mean 23.5 years). An inductive thematic analysis was applied to analyze the data. We identified the following themes: (1) challenges finding and maintaining employment; (2) the extent of safety and comfort with disclosing minoritized identities in the workplace (i.e., comfortable disclosing; uncomfortable disclosing; did not need to disclose and/or hiding identities); (3) workplace discrimination based on minoritized identities (i.e., ableism, racism, ableist racism, gendered ableism, racist and gendered ableism); (4) impact of discrimination (i.e., negative affective outcomes, social and work adjustment, impact on professional development) and coping strategies (i.e., advocacy, networking, peer support); and (5) advice for youth and employers. Our study highlights the extent of racism and ableism that racial minoritized youth with non-apparent disabilities experience in the workplace and the importance of rehabilitation clinicians supporting their inclusion.
Journal Article
Intersecting the Academic Gender Gap: The Education of Lesbian, Gay, and Bisexual America
Although gender is central to contemporary accounts of educational stratification, sexuality has been largely invisible as a population-level axis of academic inequality. Taking advantage of major recent data expansions, the current study establishes sexuality as a core dimension of educational stratification in the United States. First, I analyze lesbian, gay, and bisexual (LGB) adults’ college completion rates: overall, by race/ethnicity, and by birth cohort. Then, using new data from the High School Longitudinal Survey of 2009, I analyze LGB students’ performance on a full range of achievement and attainment measures. Across analyses, I reveal two demographic facts. First, women’s rising academic advantages are largely confined to straight women: although lesbian women historically outpaced straight women, in contemporary cohorts, lesbian and bisexual women face significant academic disadvantages. Second, boys’ well-documented underperformance obscures one group with remarkably high levels of school success: gay boys. Given these facts, I propose that marginalization from hegemonic gender norms has important—but asymmetric—impacts on men’s and women’s academic success. To illustrate this point, I apply what I call a “gender predictive” approach, using supervised machine learning methods to uncover patterns of inequality otherwise obscured by the binary sex/gender measures typically available in population research.
Journal Article
Empire of Nations
When the Bolsheviks seized power in 1917, they set themselves the task of building socialism in the vast landscape of the former Russian Empire, a territory populated by hundreds of different peoples belonging to a multitude of linguistic, religious, and ethnic groups. Before 1917, the Bolsheviks had called for the national self-determination of all peoples and had condemned all forms of colonization as exploitative. After attaining power, however, they began to express concern that it would not be possible for Soviet Russia to survive without the cotton of Turkestan and the oil of the Caucasus. In an effort to reconcile their anti-imperialist position with their desire to hold on to as much territory as possible, the Bolsheviks integrated the national idea into the administrative-territorial structure of the new Soviet state.
InEmpire of Nations, Francine Hirsch examines the ways in which former imperial ethnographers and local elites provided the Bolsheviks with ethnographic knowledge that shaped the very formation of the new Soviet Union. The ethnographers-who drew inspiration from the Western European colonial context-produced all-union censuses, assisted government commissions charged with delimiting the USSR's internal borders, led expeditions to study \"the human being as a productive force,\" and created ethnographic exhibits about the \"Peoples of the USSR.\" In the 1930s, they would lead the Soviet campaign against Nazi race theories . Hirsch illuminates the pervasive tension between the colonial-economic and ethnographic definitions of Soviet territory; this tension informed Soviet social, economic, and administrative structures. A major contribution to the history of Russia and the Soviet Union,Empire of Nationsalso offers new insights into the connection between ethnography and empire.
eBook
The role of preservice teachers' implicit attitudes and causal attributions: A deeper look into students' ethnicity
Previous research has provided evidence that teachers implicitly hold more negative attitudes toward ethnic minority students than toward ethnic majority students. Furthermore, they attribute the lower educational success of ethnic minority students predominantly to internal causes. So far, it is not known how implicit attitudes and causal attributions are related to preservice teachers' judgments of students' academic competencies. We conducted a study to close this research gap. In a sample of preservice teachers, our study showed mainly negative implicit attitudes toward ethnic minority students. On general, the preservice teachers made external attributions. Implicit attitudes as well as causal attributions predicted the judgments. Preservice teachers with more negative attitudes and preservice teachers, who attributed the failure of ethnic minority students to these students' abilities, less favorably judged the competence of ethnic minority students. Our results highlight the role of teachers' attitudes and causal attributions in determining the disadvantages that ethnic minority students experience in school. (ZPID).
Journal Article