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Race, Gender, and Networks: How Teachers' Social Connections Structure Access to Job Opportunities in Districts With School Choice.

ABSTRACT: Research in sociology demonstrates the way social connections shape access to information about job opportunities. In education, we understand less about how social networks impact the job process for marginalized teachers and teachers in nontraditional labor markets. This study examines how teachers in New Orleans and Detroit, cities with high concentrations of charter schools, use their networks to search for jobs, and how their experiences vary by race and gender. We find that in choice-rich environments, there was an extensive reliance on social networks in the hiring process, and teachers had different access to key social networks that can help to land jobs. Hiring decisions and unequal access to job opportunities among teacher candidates, in part due to the reliance on networks, created conditions where teachers who cultivated stronger networks, or with access to the "right" networks, had greater opportunity, with implications for racial and gender equity and diversity.

SUBMITTER: Jabbar H

PROVIDER: S-EPMC11178070 | biostudies-literature | 2022 Jan-Dec

REPOSITORIES: biostudies-literature

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Race, Gender, and Networks: How Teachers' Social Connections Structure Access to Job Opportunities in Districts With School Choice.

Jabbar Huriya H Boggs Rachel R Childs Joshua J

AERA open 20220101

Research in sociology demonstrates the way social connections shape access to information about job opportunities. In education, we understand less about how social networks impact the job process for marginalized teachers and teachers in nontraditional labor markets. This study examines how teachers in New Orleans and Detroit, cities with high concentrations of charter schools, use their networks to search for jobs, and how their experiences vary by race and gender. We find that in choice-rich ...[more]

PMID: 38881835

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Project description:Improving the job satisfaction of vocational education teachers (VET) is necessary for maintaining the stability of the vocational education teaching force and is an essential support for enhancing the professional attractiveness and ensuring the quality of VET. Unlike previous studies, firstly, in terms of groups, the particular group of teachers in this study focuses on VET, which in reality is often overlooked compared to other groups of teachers due to the low level of recognition of vocational education (VE) in China. Secondly, this phenomenon is more prominent and less researched regionally in economically underdeveloped areas due to the uneven and disparate economic development between the East and West of China. In terms of sample size, previous studies have lacked large samples, making it difficult to obtain convincing and realistic results. Finally, most previous studies considered teachers' job satisfaction (TJS) in terms of external or internal factors alone. However, this study considers a combination of the external factor of the school climate (SC) in which VET works and the internal factor of teachers' self-efficacy (TSE) to explore the relationship with TJS and its impact. Based on data from a survey of 1035 teachers in China, a structural equation model estimation method was used to explore and analyze the impact of SC and TSE on their TJS and the specific role of the relationship. The research found that VET-perceived SC is positively predicting TJS; VET-perceived SC is positively predicting TSE; TSE is positively predicting TJS; TSE significantly mediates the relationship between SC and TJS. This study provides a theoretical perspective that integrates the external organizational influences of SC and introduces the internal psychological factor of TSE as a mediating variable to understand TJS. In practice, it helps raise the importance of VET and provides empirical data and intellectual support to the relevant government departments in improving TJS.

Project description:BackgroundThe current neurosurgical workforce is not large enough to address the significant burden of neurosurgical disease worldwide, and women are under-represented in this surgical specialty. However, trainee opportunities are particularly scarce in lower- and middle-income countries, where the burden of neurosurgical disease is high. Thus, the primary aim of this study was to assess the effects of gender and country on perceived access to neurosurgical research and mentorship opportunities.MethodsA cross-sectional survey evaluating perceived access to neurosurgical research and mentorship opportunities was distributed electronically to medical students and unspecialized residents in 10 countries (Colombia, India, Ghana, Nigeria, Saudi Arabia, Spain, Uganda, the United Kingdom, the United States, and Venezuela).Results34.0% of men versus 24.9% of women reported interest in neurosurgery (P < 0.001). Only 16.1% of trainees reported adequate access to neurosurgical research opportunities, which did not vary by gender overall (P = 0.070). However, more women reported inadequate access in the United States (P = 0.038), and more men reported inadequate access in Colombia (P = 0.043). In Colombia (P < 0.001), Nigeria (P = 0.003), Saudi Arabia (P = 0.038), the United States (P = 0.004), and Venezuela (P < 0.001), a lower proportion of women than men reported ever having a neurosurgery mentor of their same gender. 59.0% of female respondents noted that having access to female neurosurgeon mentors would increase their interest in neurosurgery, compared to 28.5% of male respondents (P < 0.001).ConclusionsMore male than female medical trainees in the surveyed countries reported interest in neurosurgery. However, access to adequate neurosurgical research opportunities, although relatively low overall, did not vary by gender in most countries. Access to gender-concordant mentorship was less common for women than for men, but women expressed that enhanced access to female neurosurgeon mentors would increase their interest in the field. These findings suggest potential avenues for intervention to augment and diversify the global neurosurgical workforce.

Dataset Information

Race, Gender, and Networks: How Teachers' Social Connections Structure Access to Job Opportunities in Districts With School Choice.

Publications

Race, Gender, and Networks: How Teachers' Social Connections Structure Access to Job Opportunities in Districts With School Choice.

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