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The purpose of this paper is to investigate cultural variations in the qualities that White Americans and Hispanic Americans believe power-holders should embody, and the situations in which these norms influence consumer satisfaction.

Two experimental studies (n1=130 and n2=121) and one field study (n=241) were conducted with White American and Hispanic participants. Results were analysed using ANOVA and regression.

White Americans are predisposed to apply to power-holders injunctive norms of treating others justly and equitably, whereas Hispanics are predisposed to apply injunctive norms of treating others compassionately. These cultural variations in the use of injunctive norms were more evident in business or service contexts in which power was made salient, and emerged in the norms more likely to be endorsed by White American and Hispanic participants (Study 1), their approval of hypothetical negotiators who treated suppliers equitably or compassionately (Study 2), and their evaluations of powerful service providers in a real-life, on-going and consequential interaction (Study 3).

This research suggests key implications for our theoretical understanding of the role of social norms in carrying cultural patterns, as well as for cross-cultural theories of consumer satisfaction with service providers.

Marketers should pay attention to signals of fairness (compassion) in their services, as perceptions of fairness (compassion) by White American (Hispanic) consumers can boost satisfaction ratings. This is particularly important in service encounters that might be characterized by power differentials, such as those in health care and financial services.

As consumer markets grow more culturally diverse, it is important for marketers to understand how distinct notions of power impact the attitudes and behaviors of consumers from different cultures. This research investigates the implications of distinct power concepts for multi-cultural consumers’ evaluations of service providers, an important and under-researched area with implications for global service management.

The monograph argues that American racism has two colours (white and black), not one; and that each racism dresses itself not in one clothing, but in four: (1) “Minimal” negative, when one race considers another race inferior to itself in degree, but not in nature; (2) “Maximal” negative, when one race regards another as inherently inferior; (3) “Minimal” positive, when one race elevates another race to a superior status in degree, but not in nature; and (4) “Maximal” positive, when one race believes that the other race is genetically superior. The monograph maintains that the needs of capitalism created black slavery; that black slavery produced white racism as a justification for black slavery; and that black racism is a backlash of white racism. The monograph concludes that the abolition of black slavery and the civil rights movement destroyed the social and political ground for white and black racism, while the modern development of capitalism is demolishing their economic and intellectual ground.

By 2026, students of color will make up 54 percent of the school-age population. Literature on recruiting and retaining teachers of color reveal that teachers of color are underrepresented in US schools (Castro et al., 2018). Cultural differences between teachers and students result in higher number of students of color being expelled or suspended, low graduation rates and lower numbers of students of color in advanced math, science and gifted courses. With an emphasis on retaining teachers of color the purpose of this paper is to examine how traditional school contexts play a role in teacher retention.

This was a qualitative case study that examined white teachers’ perceptions about their interactions with African American teachers (Merriam, 1998). A case study was useful in describing the boundaries of the school and how this type of context allowed the researchers to explore intergroup differences between both groups of teachers (Hays and Singh, 2011). Nine white teachers from predominantly white schools in the USA were interviewed (Seidman, 1998). The data were analyzed using what Glaser and Strauss (1967) call a constant comparative method. This process compared the intergroup theory with teachers’ responses.

Findings indicated that white teachers had little or no experience interacting with people who were racially and culturally different from them. Because of their curiosity about race, African American teachers were categorized as the “black expert.” White teachers asked them to speak with African American parents, give expertise on areas of discipline and chair multicultural events. Group boundaries developed rapidly as white teachers overwhelmed teachers of color with only their racial problems. African American teachers were forced into roles, which prevented them from contributing in other areas. Thus, African American teachers grew tired of only playing one aspect of their teaching.

Upon entering their schools, teachers bring with them a broad array of experiences, knowledge, skills and abilities. This results in a form of assimilation where they become like-minded to their schools’ norms and values. As incoming teachers of color enter with different norms and culture, they mediate boundaries having both groups of teachers adjust to cultural differences (Madsen and Mabokela, 2013). Intergroup differences often occur due to changing demographics in schools. If teachers cannot work through these normative conflicts, it will be reflected in teacher turnover, absences, workplace disagreements and teachers of color leaving.

If the focus is to recruit teachers of color, there needs to be an emphasis on preparing leaders on how to identify and address intergroup differences. As in Bell’s (2002) study and Achinstein’s (2002) research, when teachers have differences it will have influence how teachers will collaborate. Thus, teachers of color are prevented from sharing their philosophy about teaching students of color. These individuals also share the burden of being the only person who can advocate for students of color, but also serve as cultural translators for other students as well.

Future educators not only need to understand how to teach demographically diverse students, but it is important for them to understand how multicultural capital plays an inclusive role in getting all students to do academically well. The question becomes of how one teaches the importance of “humanistic” commitments for all children.

Booysen (2014) believes that identity and workplace identity research only allows for integration of divergent perspectives. More study is needed to understand how do workers navigate their identity through the workplace. Workplace identity among group members results in power discrepancies and assimilation verses the preservation of micro cultural identity. Thus, both groups often have competing goals and there is a struggle for resources. Cox (1994) believes that these tensions cause group members to center on preserving of their own culture. Hence, groups are more aware of their need to protect their cultural identity which ultimately affects retention of workers.

Attempts to extend the work of a study which examined the differences that exist between the attitudes of White and African American college business students using the Blacks in Business Scale (Stevens, 1984). Considers particularly the perception of white students with regards to their beliefs about African Americans. Concludes that White students hold a positive view of their counterparts but African Americans still believe that White students have a less positive view of African Americans than they themselves possess. Discusses the implications for managers.

The purpose of this paper is to explore the experiences of a significant group of retail employees, specifically the African‐American operations and service workers that worked behind the scenes in department stores during the Jim Crow era, defined here as 1890‐1965.

Department stores have rightly occupied a prominent place in business historiography. This wealth of scholarship can be explained partly by substantial archival resources, but especially by department stores' significance to US business, cultural, and social history. Yet, despite this rich historiography, a significant number of department store employees have been overlooked, and this omission has distorted the picture of the work culture and marketing strategies of these massive and influential retail institutions. Department stores employ a large number of operations and service staff, such as delivery people, housekeeping and maintenance workers, elevator operators, stock workers, packers, and warehouse workers. These positions make up roughly one‐fifth of all department store work. This paper presents a close study of the two most prominent department stores of early and mid‐twentieth century Richmond, Virginia – Thalhimers and Miller & Rhoads – to offer insight into the work culture and workplace experiences of these employees.

Ultimately, this paper shows that African‐American employees played an important role in the maintenance and image of Richmond department stores. Store managers place high demands for “loyalty” and “faithfulness” on their black staff to demonstrate their lavish services to the buying public. For black employees, this means that the work environment can be highly stressful, as they seek to meet competing demands from customers and co‐workers. However, department store work offers opportunities, in particular, steady employment among a close network of African‐American coworkers. Finally, the presence of segregated black employees undermines managements' attempts to convey their workforce as one “happy family.”

The research is entirely based on two high‐end department stores, Miller & Rhoads and Thalhimers, both based in Richmond, Virginia. Two store archives – available at the Valentine Richmond History Center and the Virginia Historical Society – are the primary resources for this project. Because, the papers in these archives are donated by store managers, a limitation to this study is the dearth of unmediated voices of the employees themselves.

This research adds to the historiography of department stores by shedding light on employees who are expected by employers to remain nearly invisible in their jobs, and unfortunately, have been fairly invisible in the historical record as well.

This study examines the impact of college education on incorporated and unincorporated self-employments. It specifically compares the effects on African Americans and Hispanics with the effects on Whites.

The study sample was drawn from the US Current Population Survey between 1989 and 2018. Based on a sample size of 1,657,043 individuals, this study employed logit regression models to test the hypotheses. Racial variations were examined using African Americans and Hispanics as moderators.

The results suggest that college education increases incorporated self-employment and reduces unincorporated self-employment. The impact of college education on incorporated self-employment is stronger for African Americans and Hispanics than for Whites. In contrast, its effect on unincorporated self-employment is stronger for Whites than for African Americans and Hispanics.

The findings provide empirical evidence of how college experience changes the motivation of starting an incorporated or unincorporated business. The results suggest that college education impacts African Americans and Hispanics differently than Whites in pursuing their career path of entrepreneurship.

It is the first study that examines the relationship between college education and incorporated/unincorporated self-employment. It also sheds light on radical variations.

Job applicants seek to make a positive impression during the hiring process by emphasising attributes they perceive to be important to the hiring organisation. However, significant differences have been found to exist between different US subcultures in terms of their perceptions of the importance of certain selection criteria. Hence, individuals from different subcultures may emphasise different qualities during the interview process as a result of perceived differences in importance. Thus, those making hiring decisions may be getting different impressions of applicants who may be similarly qualified but whomay come from different subcultures, because of differences in emphasised attributes. This study examines African‐American and White‐American perceptions of the importance of 26 job selection criteria, using data from 1985 and 2002. Of particular interest was to determine if subcultural perceptions had changed over time, or, in other words, if there were significant differences in the importance rankings of the 1985 and 2002 African‐American groups and, similarly, of the two White‐American groups.

Using the philosophical lenses of revisionist ontology and the politics of personhood, this paper explores the notion of Black Founders of the United States. I introduce the concept critical intellectual agency to argue that Black Founders brought unique contributions to the American experience. Their efforts were twofold. First, Black Founders established separate Black institutions that would become staples in Black communities after emancipation. Second, Black Founders challenged the supposed egalitarian beliefs of White Founders through media outlets. To illustrate, I focus on one Black Founder, Benjamin Banneker and his letter to Thomas Jefferson to illustrate how Black Founders philosophically responded and challenged White Founders prejudicial beliefs about Blackness. This paper seeks to challenge social studies teachers’ curricular and pedagogical approaches to Black Americans during the colonial period by providing a heuristics and language to explore the voices of Black Americans in U.S. history.

Drawing on gender role ideology and structuralism perspectives, this study examines the impact of racial variation on the relationship between family characteristics and work–family decisions.

The study sample was drawn from the data collected by the U.S. Current Population Survey. This study used robust regression analysis to test their specific hypotheses that explore the role of racial variations on work–family decisions (measured in terms of weekly work hours).

The findings indicate that while overall men work longer hours when raising young children, both African American and Hispanic men tend to cut down on their work hours. Additionally, while marital status is associated with decreased work hours for White women, the reduction is smaller for Hispanic women. African American women actually end up increasing their work hours post marriage. Finally, while motherhood is associated with reduced work hours across racial groups, the decrease is more drastic for White women compared to their minority counterparts.

This study provides empirical evidence that work–family decision in the US African American and Hispanic households are not as strongly guided by the traditional gender role stereotypes, as is the case with White households. It also has important implications for the US employers who strive to leverage diversity and create inclusive organizations.

Given the increased population diversity in the USA, this study highlights the need to better understand the role of racial variations on the work–family decisions.

This study aims to test the presence of an adverse impact against professors belonging to minority groups (African American, Asian American, Hispanic American and foreign national origin) in official student evaluation of teaching (SET).

The authors conducted a series of regression analyses to compare SET rating sources and control for course difficulty.

The regression analysis results showed that White American professors receive higher SET ratings than non-White American and foreign professors, which implies the presence of bias in SET.

To the authors’ knowledge, this is the first study to examine race/ethnicity and national origin bias in SET using official SET results from multiple universities.