Underrepresentation of African American in Occupational Leadership Roles
People who earn college degrees are more likely positioned socially, occupationally, and economically for consideration of leadership roles and salary increases. Research conducted by Adams (2008) revealed that regardless of a students’ gender, race, social, or economic status, the impact of a college education on lifetime earnings is 20% higher for those who receive a bachelor’s degree than those who obtain a high school diploma. Current data from the United States Department of Education (DOE) indicates that African Americans lag in receiving college degrees compared to their White peers.
DOE Institute of Education Statistics reports from 2007-2009 indicated that African Americans were awarded approximately 10% of bachelor’s degrees conferred in the United States each year. The low percentage of African Americans receiving degrees is a leading cause for them to be under-represented in United States leadership roles and occupations, more of them to live in low-income status, and increase a negative gap in the equity of American talent and wealth distribution (Akom, 2008; Wilson, 2007). Numerous studies have attempted to provide rationales for the underrepresentation and underachievement of ethnic minorities, particularly African Americans, in mainstream occupations that generate sizable incomes or at least salaries above poverty levels (Moore, Madison, Colemore, & Smith, 2003).
Perry (2008) posited that minorities are underrepresented in science, technology, engineering, and math occupations that generate sizable incomes. Most incomes generating wealth and six-figure earning potential for African Americans were in sports and entertainment (BLS, 2010). United Stated Census data continually shows an overpopulation of racial/ethnic minorities in occupations or firms associated with the service sector and manual labor (DeNavas-Walt, proctor, & Smith, 2008). As a consequence, minorities generally have a lower economic status, fewer occupational choices, and less social mobility relative to White populations. Low social, occupation, and wage potential of minorities is purported to lead to marginalized status in United States society and underrepresentation in leadership roles (Perry, 2008).
A recent study on the entropy in the perception of African American college students revealed that the majority of participants for the study selected their college field of study and positions after college based on their lived experiences with crime, violence, or injustice they encountered in their households or neighborhoods. Elements of the participants’ lived experiences with poverty, family dysfunction, or crime was corralling the participants’ perception about his or her educational and career selections, global career prospects, and possible global leadership and wage potentials. Historically, African American students have represented the largest untapped reservoir of potential among all minorities in the United States (Plank & Jordan, 2000). Literature supports that occupational costs associated with untapped talent in underrepresented racial-ethnic minority groups and the affects of current education and communications on minority students have significant impact on minority students’ career goals and their contribution to the progress of society as a whole (Fouad & Smith, 1996). While the demonstrated personal, educational, economic, and societal benefits connected with earning a bachelor’s degree are valuable to all who achieve that outcome, the remunerative value has significant implications for African American students who live in poverty, make their way to college, and become valuable contributors in the world of work (Roberts, 2011).