Browsing by Subject "Racial representation"

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    Board and Staff Representation and Grantmaking in Community Foundations: The Effect of Racial Representation, Intersectionality, and Donor Control
    (2024-07) Ming, Yue; Paarlberg, Laurie E.; Badertscher, Katherine; Gazley, Beth; Rooney, Patrick
    As the United States continues its significant demographic shift, concerns persist about philanthropic responsiveness to the needs of diverse communities. While foundations aim to address societal challenges, historical leadership structures can pose barriers to equitable outcomes. This raises questions about the representativeness of philanthropy to the broader public. The theory of representative bureaucracy establishes a framework for understanding the connection between representation and outcomes, positing that passive representation, which is bureaucrats share the same demographic origins as the general population, will result in active representation, which is producing policy outputs that benefit the interests of individuals who are passively represented. This study applies the theory of representative bureaucracy to nonprofits, specifically examining the case of community foundations in the United States. It investigates the influence of racial representation, the intersectionality across race and gender among representatives, and the impact of donor control on grant allocations to underserved groups. Key questions examined include: Does a positive relationship exist between racial representation in board and staff in community foundations and grant allocations to grantee organizations serving people of color? Does intersectional representation yield stronger results than solely racial representation? Does increased donor control weaken the positive relationship between board and staff members’ representation and grant allocations to grantee organizations serving people of color? This study utilizes longitudinal data spanning from 2012 to 2016, collected from a national sample of community foundations. The findings contribute both theoretically and practically to the understanding of the relationships among representation, discretion, and grant-making outcomes within the nonprofit sector.
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    Using a Student-Generated Mock Magazine Issue To Improve Students’ Awareness of Diverse Scientists
    (American Society for Microbiology, 2020-01) Robison, Jennifer D.; Berbari, Nicolas F.; Rao, Anusha S.; Biology, School of Science
    This study explores whether integrating multicultural content within a genetics laboratory course affected students' awareness of diversity and their perceptions of scientists' identities. Genetics laboratory curricula typically focus on content and experimental procedures, with cursory references to the scientists who made these discoveries. The resulting poor racial and gender representation in the curricula propagate biases about the abilities and contributions of scientists from underrepresented groups, which may adversely affect the retention and success of students in these groups. Initially, students completed a pre-test in which they were asked to recall the names of geneticists and their scientific contributions. Later students created a mock magazine issue featuring a diverse set of experts in genetics, specifically members of traditionally underrepresented gender/sexuality and/or racial/ethnic groups. To facilitate this assignment, students were randomly assigned a geneticist from a pool of active research scientists, spanning a wide range of scientific and cultural backgrounds and identities. Each student wrote a 500-word biography of their assigned geneticist and read biographies composed by peers. Then, in groups, the students categorized biographies based on student-selected unifying themes into a table of contents. On the final exam, the pre-test was repeated as a post-test. In the pre-test, scientists listed by students were 94% male and 6% female, with no members of other underrepresented groups included. In the post-test, scientists listed by students shifted to 84% male and 16% female with 18% from underrepresented groups. These data suggest that this intervention increases awareness of the multicultural nature of scientists.