Minority Graduates Research Articles

“My Parents Rejected all these Employment Opportunities”: An Intersectionality Perspective on Minoritized Gender Ideology

In the case of conservative minority women who are dependent on their families, selecting a field of study can be clarified by understanding it from an intersectionality approach underscoring their minority status, living within a family in a way that changes and manifests itself in different ways along their life-course. The weight of dependency on parents who are more conservative, a weight allowing for the inter-generational gap in conservatism to predominate the selection of field of study, is often neglected, receiving less attention. In this article we focus on Arab-Palestinian women in Israel, minority graduates of a teacher education college, as an opportunity to investigate possible inter-generational discrepancies. More specifically, the weight of these discrepancies in the development of a minoritized gender ideology; namely, the process in which a field of study and the institution of study were selected, selections that are currently reflected upon vis-â-vis employability considerations and family obligations. By studying minoritized gender ideology, we contribute the voice of an additional social location to the repertoire of diverse Muslim women’s voices. Further, we elaborate on the notion of minoritized gender ideology together with embedded agency, pointing out the salience of the temporal dimension of intersecting religion, ethnicity and gender.

Improving the practical skills of STEM students at a historically black college and university (HBCU)

Improving the practical skills of Science, Technology, Engineering and Mathematics (STEM) students at a historically black college and university (HBCU) was done by implementing a transformative teaching model. The model was implemented on undergraduate students of different educational levels in the Electrical Engineering (EE) Department at HBCU. The model was also extended to carefully chosen high and middle schools. These middle and high school students serve as a pipeline to the university, with a particular emphasis on fostering growth within the EE Department. The model aligns well with the core mission of the EE Department, aiming to enhance the theoretical knowledge and practical skills of students, ensuring that they are qualified to work in industry or to pursue graduate studies. The implemented model prepares students for outstanding STEM careers. It also increases enrolment, student retention, and the number of underrepresented minority graduates in a technology-based workforce.

Ethnicity and UK graduate migration: An identity economics approach

AbstractThis paper reports on the employment migration behavior of non‐White ethnic minority graduates in the United Kingdom for the 2018/2019 graduation cohort, which is the last cohort to enter the labor market before the COVID‐19 pandemic. Using data from the new Graduate Outcomes survey and controlling for a rich set of background characteristics, the findings indicate that ethnic minority graduates are more likely than their White counterparts to find work in ethnically diverse areas of the United Kingdom after leaving higher education. An identity utility framework is then formalized that combines identity economics with traditional approaches of human capital theory and job search theory. A test of an ethnic identity‐based hypothesis reveals that Asian, Black, and Mixed‐background graduates are comparatively more likely to migrate to areas with higher ethnic diversity levels, rather than less diverse areas. In addition to traditional explanations based on human capital theory and job search theory, this paper argues that these patterns are best explained by ethnic identity norms, which introduce a preference for working in ethnically diverse places. However, the results should be interpreted with some caution because of concerns related to heterogeneity within the ethnic group classifications used in the paper and possible omitted and unobserved variables.

Increasing Underrepresented Minority Students in Medical School: a Single-Institution Experience.

Underrepresented minority student recruitment initiatives from medical school admissions and diversity offices can bring equity for those learners underrepresented in medicine. Measuring growth of the applicant pool helps determine the impact of such initiatives in helping diversify the healthcare workforce. The authors evaluated underrepresented minority applicant pool growth at the Brody School of Medicine to determine whether predominantly White institutions or historically Black colleges and universities have accounted for the most growth in minority applicants in recent years. Outreach outcomes across the state were obtained by comparing applicant and matriculant demographics. Data on all applicants and matriculants were retrieved from the school's institutional records and classified according to student self-identification as underrepresented minority. Using Chi-square tests, authors aimed to determine whether the proportion of minority students increased among applicants and matriculants since 2016, the year of restructuring outreach. In further analysis, the number of graduates from historically Black colleges and universities as compared to minority graduates from predominantly White schools was evaluated. The authors identified 7,848 applicants and 654 matriculants over the evaluation period. The proportion of learners identifying as underrepresented minority increased from 17% before 2016 (622/3,672) to 20% after 2016 (835/4,176; p = 0.001). The proportion of applicants who did not graduate from a historically Black college or university increased slightly after 2016 (89% of underrepresented minority applicants before 2016 vs. 92% of underrepresented minority applicants after 2016), but this increase was not statistically significant (p = 0.097). Applicant growth has been more significant for underrepresented minority applicants from predominantly White institutions. Graduates of targeted historically Black colleges and universities who applied to Brody School of Medicine were better prepared, resulting in increased chances of admission.

Candidate perceptions of the UK Recorded Consultation Assessment: cross-sectional data linkage study

ABSTRACT The Recorded Consultation Assessment (RCA) was rapidly developed to replace the Clinical Skills Assessment (CSA) for UK general practice licencing during COVID-19. We aimed to evaluate candidate perceptions of the RCA and relationships with performance. We conducted a cross-sectional survey of RCA candidates with attitudinal, demographic, and free text response options, undertaking descriptive and factor analysis of quantitative data with qualitative thematic analysis of free text. Binomial regression was used to estimate associations between RCA pass, candidate characteristics and questionnaire responses. 645 of 1551 (41.6%) candidates completed a questionnaire; 364 (56.4%) responders permitted linkage with performance and demographic data. Responders and non-responders were similar in exam performance, gender and declared disability but were significantly more likely to be UK graduates (UKG) or white compared with international medical (IMG) or ethnic minority graduates. Responders were positive about the digital platform and support resources. A small overall majority regarded the RCA as a fair assessment; a larger majority reported difficulty collecting, selecting, and submitting cases or felt rushed during recording. Logistic regression showed that ethnicity (white vs minority ethnic: odds ratio [OR] 2.99,95% confidence interval [CI] 1.23, 7.30, p = 0.016), training (UK vs IMG: OR 6.88, 95% CI 2.79, 16.95, p < 0.001), and English as first language (OR 5.11, 0% CI 2.08, 12.56, p < 0.001) were associated with exam success but questionnaire subscales, consultation type submitted, or extent of trainer review were not. The RCA was broadly acceptable but experiences were variable. Candidates experienced challenges and suggested areas for improvement.

LSAMP-NICE: Expanding International STEM Research for Underrepresented Minorities

Background: The global challenges of climate change, disease and hunger exceed national borders as do possibilities of sustained life, exploration and economic development in outer space. Both help to underscore the need for sustained international STEM research to leverage the talent embedded in different countries and in diverse groups within countries. This study focuses on the United States National Science Foundation provision of funds to its Louis Stokes Alliance for Minority Participation (LSAMP) Program to create a National Center of Excellence LSAMP-NICE for the establishment of international STEM Research Partnerships with a particular emphasis on the integration of international collaborative research for underrepresented minority STEM faculty, students and graduates. The study focuses on the diffusion of this Center’s services to the LSAMP Community, a group of 56 LSAMP funded STEM enrichment programs located across the United States. We found that LSAMP-NICE used mass media (a website and two advertorials in a national journal) and an annual national meeting as its major diffusion strategies during its first two years. Forty-two (42) programs responded to the questionnaire. The majority of the respondents (71.4%) had not used the website; 88.1% had not read the Advertorial in Science Magazine; and 78.6% did not attend the national 2019 LSAMP-NICE Annual Meeting in Washington, D.C. Our study suggests a need for additional diffusion techniques to reach the intended audience. Some respondent suggestions for diffusion include participation by LSAMP-NICE representatives at LSAMP Regional Conferences and Symposia, visits by LSAMP-NICE staff to LSAMP programs, forging relationships with higher education institutions abroad so LSAMP students can obtain summer or longer-term research experiences and providing technical assistance on applying for international travel funds.

Mission matters: Association between a medical school's mission and minority student representation.

Increasing enrollment of students who are underrepresented in medicine has been a priority of United States (US) medical schools. The authors sought to compare how increasing minority student representation factors into mission statements, statements of values, and strategic action plans at top research-oriented US medical schools and US medical schools with a social mission. A Web search was performed to locate three documents for each medical school: the mission statement; a statement of values; and a strategic plan. Data were retrieved on the number of underrepresented minority graduates and total graduates from each school in the graduating classes of 2015–2019. The number and percentage of graduates during this period were compared according to schools’ mission statements using rank-sum tests. Other quantitative study data were compared by school mission using Fisher’s exact tests. Five of the schools with a social mission (25%) and none of the schools with a research mission had a mission statement that addressed increasing representation of underrepresented minority students in the medical school (p = 0.047). Schools with a mission statement that addressed this group had a higher proportion of those graduates during 2015–2019 (median 66%; IQR 28%, 68%) compared to schools that did not address this in their mission statement (median 10%; IQR 6%, 13%; p = 0.003). More research is needed to explore the association between US medical school mission statements and the representation of underrepresented students in medical education, especially at research-oriented medical schools.

Racialisation rules: The effect of educational upward mobility on habitus

This paper explores the subjective experiences of education-driven upward mobility among firstin-family majority and minority (Roma) graduates in Hungary. The central question is how social ascension through educational mobility and the concomitant movement between different social worlds influence the habitus. Under what conditions does the habitus become destabilised as a result of upward mobility? The paper benefits from the empirical results of a 3-year study during which our research team has conducted 153 life history interviews with first-generation graduates in Hungary. The inclusion criteria for the sample of our study was that respondents had to complete college or university despite none of their parents have had a university degree. We identified the most important factors that contribute to the destabilisation of the habitus, either temporary or permanent. We examined the social and geographical range of our respondents’ education-driven mobility; the speed and the destination of their mobility (field of occupation); their belonging to the majority or a minority group; and the mobility aspirations of their family of origin (or the lack thereof). We explore the effect of these factors through an intersectional lens. We demonstrate that the unique combination and intersection of these factors greatly affect the subjective experience of mobility. However, some biographical conditions and contingencies also play a role in the outcome of upward mobility. According to our results, the dislocation of habitus is a particularly common experience for our Roma interviewees, at least at some stage of their mobility trajectory. This is because they have to carry the psychic burden of race in a society where institutional racism is permeated in many areas of everyday life and the question of loyalty to their group of origin is more complicated for them.

Interior Ethnic Minority Boarding Schools: China’s Bold and Unpredictable Educational Experiment

ABSTRACT By way of introduction, this lead essay provides an overview of China’s ethnic minority boarding school system, exploring its background, aims and history, while introducing the mechanics and curricula employed in these special schools. The article seeks to interrogate the goals and outcomes of the system, arguing that the pedagogic results do not fully accord with the expectations of minority graduates or Han Party-state officials. The result is a highly significant educational experiment whose long-term results are far from predictable. This introduction sets the stage for the detailed empirical and ethnographic studies that comprise this special issue.

Graduation and Academic Placement of Underrepresented Racial/Ethnic Minority Doctoral Recipients in Public Health Disciplines, United States, 2003-2015.

Given public health's emphasis on health disparities in underrepresented racial/ethnic minority communities, having a racially and ethnically diverse faculty is important to ensure adequate public health training. We examined trends in the number of underrepresented racial/ethnic minority (ie, non-Hispanic black, Hispanic, American Indian/Alaska Native, Native Hawaiian, and Pacific Islander) doctoral graduates from public health fields and determined the proportion of persons from underrepresented racial/ethnic minority groups who entered academia. We analyzed repeated cross-sectional data from restricted files collected by the National Science Foundation on doctoral graduates from US institutions during 2003-2015. Our dependent variables were the number of all underrepresented racial/ethnic minority public health doctoral recipients and underrepresented racial/ethnic minority graduates who had accepted academic positions. Using logistic regression models and adjusted odds ratios (aORs), we examined correlates of these variables over time, controlling for all independent variables (eg, gender, age, relationship status, number of dependents). The percentage of underrepresented racial/ethnic minority doctoral graduates increased from 15.4% (91 of 592) in 2003 to 23.4% (296 of 1264) in 2015, with the largest increase occurring among black graduates (from 6.6% in 2003 to 14.1% in 2015). Black graduates (310 of 1241, 25.0%) were significantly less likely than white graduates (2258 of 5913, 38.2%) and, frequently, less likely than graduates from other underrepresented racial/ethnic minority groups to indicate having accepted an academic position (all P < .001). Stakeholders should consider targeted programs to increase the number of racial/ethnic minority faculty members in academic public health fields.

Examining the Mentoring Approaches of African-American Mentors

Understanding and identifying the mentoring approaches of African-American mentors may shed light on practices that can be implemented in higher education to help increase the number of underrepresented minority (URM) graduates. This exploratory research seeks to identify the mentoring approaches that African-American mentors use to help their African-American undergraduate proteges persist and succeed in science, technology, engineering, and math (STEM) majors. Multiple interviews were conducted with ten African-American mentors from academia, government, and industry/non-profit sectors. Using an interpretivist lens, interview transcripts were thematically coded and analyzed to produce the most emergent themes about mentoring approaches. Findings indicate mentors use familial, guidance and resource acquisition, and empathetic mentoring approaches. These approaches promote the development of proteges’ sense of community and STEM identities to support student persistence. The intent of this study is to establish a foundation for future research to examine and identify the characteristics of mentoring practices and approaches that may assist URMs pursuing STEM degrees.

Exploring ethnic differences in the post-university destinations of Russell Group graduates

The high aspirations of British ethnic minorities are evident in their high rates of participation in higher education. However, some ethnic minority groups remain strikingly under-represented in the most selective universities, and recent studies have shown that university graduates from ethnic minority backgrounds are less likely than otherwise comparable white graduates to gain employment in a higher salary, graduate-level job after their degree. This is likely to be due partly to the effects on graduate labour market outcomes of subject studied and university attended. However, no study to date has explored the graduate labour market outcomes for ethnic minority students in the UK’s most ‘prestigious’ universities, defined here as one of the 24 member institutions of the Russell Group. This article draws on data for recent graduates (2009–2013) from the Destinations of Leavers from Higher Education survey compiled by the UK’s Higher Education Statistics Agency. We explore ethnic differences in attainment in five distinct graduate destinations (employment in professional occupations; further study; employment in non-professional occupations; inactivity; and unemployment), controlling for educational and social background. Our results suggest that ethnic minority graduates of Russell Group are less likely than their white counterparts to fare well in the labour market and are more likely to adopt a compensatory strategy of further educational investment, that is a strategy of entering postgraduate education to avoid short-term unemployment or underemployment in a non-graduate job. Our findings challenge a key assumption of the government's social mobility policy agenda that graduating with a good degree from a highly selective university enables ethnic minorities to realise aspirations for upward social mobility.

Predictors of full-time faculty appointment among MD–PhD program graduates: a national cohort study

PurposeThe authors sought to identify variables associated with MD–PhD program graduates’ academic medicine careers.MethodsWe analyzed data for a national cohort of MD–PhD program graduates from 2000 to 2005, using multivariable logistic regression to identify independent predictors of full-time academic medicine faculty appointment through 2013.ResultsOf 1,860 MD–PhD program graduates in 2000–2005, we included 1,846 (99.2%) who had completed residency training before 2014. Of these 1,846 graduates, 968 (52.4%) held full-time faculty appointments. Graduates who attended schools with Medical Scientist Training Program (MSTP) funding (vs. no MSTP funding; adjusted odds ratio [aOR], 1.41; 95% confidence interval [CI], 1.14–1.74) and participated in ≥1 year of research during residency (vs. no documented research year; aOR, 1.85; 95% CI, 1.50–2.28) were more likely to have held full-time faculty appointments. Asian/Pacific Islander (aOR, 0.74; 95% CI, 0.60–0.93) and under-represented minority (URM; aOR, 0.68; 95% CI, 0.48–0.98) graduates (each vs. white graduates), graduates who reported total debt of ≥$100,000 (vs. no debt) at graduation (aOR, 0.58; 95% CI, 0.39–0.88), and graduates in surgical practice (aOR, 0.64; 95% CI, 0.48–0.84) and other practice (aOR, 0.66, 95% CI, 0.54–0.81) specialties (each vs. ‘medicine, pediatrics, pathology, or neurology’) were less likely to have held full-time faculty appointments. Gender was not independently associated with likelihood of full-time faculty appointment.ConclusionsOver half of all MD–PhD program graduates in our study had full-time faculty appointments. Our findings regarding variables independently associated with full-time faculty appointments can inform the design of strategies to promote academic medicine career choice among MD–PhD program graduates. Further research is warranted to identify other factors amenable to intervention, in addition to those included in our study, which will foster the further development of a diverse academic medicine physician–scientist workforce nationally.

Growing Up in Law &amp; Society: The Pulls of Policy and Methods

This article which will appear as the introductory essay in Volume 9 of the Annual Review of Law and Social Science begins, at the editor’s request, with a professional autobiography which traces the aspirations and training that led to Lempert’s commitment to the field of law and social science and allows him to comment on the emergence of Empirical Legal Studies and other development sin the field. Some of what is written may be of interest to those who seek to understand the history of the field’s revival, and those who were among the first generation of Law & Society Association members may see some of their own experience in Lempert’s account. But much of the article’s first portion may be of interest largely to the author’s friends and family. The second and larger portion of the article discusses uses of law and social science research in the policy arena and cautions against the possibility that a study’s policy appeal may exceed the weight that can fairly be put on it. Five studies are used as examples: James Q. Wilson and Kelling’s essay on Broken Windows, Lawrence Sherman and Richard Berk’s work on arrest for spouse abuse, Isaac Ehrlich’s article on the deterrent effects of the death penalty, John Lott and David Mustard’s work on right to carry laws and Richard Sander’s mismatch critique of affirmative action. The portion discussing Sander’s work presents previously unpublished data that not only refutes published claims by Professor Sander that Michigan Law School’s minority graduates fare poorly on the bar, but also indicates in 3 recent years affirmative action eligibility appears to have had little if any relationship to bar passage success. The article also emphasizes the importance to policy of understanding mechanism, and the need for sophistication in the soft methods of study design along with a good understanding of formal statistics.

Do Research Activities During College, Medical School, and Residency Mediate Racial/Ethnic Disparities in Full-Time Faculty Appointments at U.S. Medical Schools?

To determine whether postsecondary research experiences (in college, medical school, and residency) and other variables mediate racial/ethnic disparities in U.S. medical school graduates' full-time faculty appointments in academic medicine. Individualized, deidentified records for 1994-2000U.S. medical school matriculants who graduated with MDs before 2005, completed graduate medical education before 2009, and had data for all variables were examined for potential mediators of racial/ethnic disparities in full-time faculty appointments using the SAS macro "MEDIATE" for estimation and statistical inference. Controlling for gender, parents' occupation, and graduation year, the authors estimatedthe effects of potential mediators in separate models comparing Asian/Pacific Islander (PI) versus underrepresented minority (URM; including African American, Hispanic, and Native American/Alaska Native) graduates and white versus URM graduates. Of 82,758 eligible graduates, 62,749 (75.8%) had complete data; of these, 11,234 (17.9%) had full-time faculty appointments, including 18.4% (7,848/42,733) of white, 18.8% (2,125/11,297) of Asian/PI, and 14.5% (1,261/8,719) of URM graduates. Proportion of total race/ethnicity effect on full-time faculty appointment explained by all mediators was 66.0% (95% CI, 44.7%-87.4%) in a model comparing Asians/PIs with URMs and 64.8% (95% CI, 52.2%-77.4%) in one comparing whites with URMs. Participation in postsecondary research activities, authorship during medical school, academic achievement, and faculty career intentions at graduation were among the significant mediators explaining the effect of race/ethnicityonfull-time faculty appointment. Postsecondary research experiences for URM students are among the mediators of racial/ethnic disparities in full-time faculty appointments and, therefore, may increase academic medicine faculty diversity.

Initiative to boost management skills of ethnic minority graduates

Initiative to boost management skills of ethnic minority graduates

Twenty years of minority PhDs in accounting: Signs of success and segregation

Abstract This study examines the minority status of the 3213 individuals who have earned U.S. accounting PhDs in the last 20 years and considers the relative progress along the academic pipeline of minority graduates. Overall, this study indicates that minority accounting PhD graduates are making greater progress along the academic pipeline than that indicated in many other disciplines. However, the study finds that while accounting doctoral graduation rates of minorities are increasing they have not reached parity with population rates or academia in general. While the overall cohort of minority graduates appear, on average, to have patterns of employment and promotion similar to the non-minority graduates, recent minority PhD graduates are attending significantly lower ranked schools than either earlier minority graduates or their more recent non-minority peers and are gaining employment in lower ranked institutions than their non-minority peers. The findings suggest that while there are signs of success in minority progress, there are also signs of segregation.

The impact of entrepreneurship education on succession in ethnic minority family firms

PurposeThe purpose of this paper is to explore the impact that entrepreneurship education can have on succession in ethnic minority family firms that operate in the highly competitive UK economy.Design/methodology/approachThe paper employs a complex conceptual model of ethnic minority graduates' economic activities and outlines the possible influence that entrepreneurship education can have on succession in their family firms. An illustrative case study is presented of an ethnic minority graduate who returned to work in the family firm.FindingsIt emerges that entrepreneurship education provision in UK HEIs is insufficiently customised to, and focused on, the specific entrepreneurial needs of graduates. Educators should take into account the complex socio‐economic and cultural differences between native and ethnic minority learning environments. Effective entrepreneurship education emerges as crucial to the survival and growth of ethnic minority family businesses in the UK and could contribute positively to ownership transfer in this type of firm.Research limitations/implicationsThe proposed theoretical model has not been empirically tested and it is only indicative of the impact that entrepreneurship education could have on succession in small ethnic minority family businesses in the UK.Originality/valueAlthough prior research has explored various aspects of ownership succession, this article focuses specifically on the impact that entrepreneurship education can have on succession in small ethnic minority family firms.

Variables Associated With Full-Time Faculty Appointment Among Contemporary U.S. Medical School Graduates: Implications for Academic Medicine Workforce Diversity

The authors sought to identify variables independently associated with full-time faculty appointment among recent medical graduates. With institutional review board approval, the authors developed a database of individualized records for six midwestern medical schools' 1997-2002 graduates. Using multivariate logistic regression, they identified variables independently associated with full-time faculty appointment from among demographic, medical-school-related, and career-intention variables. They report adjusted odds ratios (ORs) and 95% confidence intervals (CIs). Of 1,965 graduates in the sample, 263 (13.4%) held full-time faculty appointments in 2007-2008, including 14.4% (123/853) of women graduates and 8.6% (17/198) of underrepresented minority (URM) graduates. Women (OR: 1.386; 95% CI: 1.023-1.878), MD/PhD program graduates (OR: 2.331; 95% CI: 1.160-4.683), and graduates who reported a career-setting preference for "full-time university faculty" on the Association of American Medical Colleges' Graduation Questionnaire (OR: 3.164; 95% CI: 2.231-4.486) were more likely to have a full-time faculty appointment. Graduates who chose family medicine (OR: 0.433; 95% CI: 0.231-0.811) and surgical specialties (OR: 0.497; 95% CI: 0.249-0.994) were less likely to have a full-time faculty appointment. URM race/ethnicity was not independently associated with full-time faculty appointment (OR: 0.788; 95% CI: 0.452-1.375). Efforts to increase representation of women graduates in academic medicine seem to have met with greater success than efforts to increase representation of URM graduates. Greater participation of URM students in MD/PhD programs and in interventions during medical school that promote interest in academic medicine careers may increase URM graduates' representation in academic medicine.

Differing labour market positions of ethnic graduates in Flanders

PurposeSeveral Flemish social scientists argue for the existence of a dual Flemish labour market as a result of ethnic stratification. Flanders is the Northern, Dutch speaking region of Belgium, which inhabits around six million people. The poor educational level of ethnic minority youngsters is generally considered to be one of the main explaining factors. The purpose of this paper is to find out whether ethnic minority graduates, who have successfully completed their higher education, also face ethnic stratification in the labour market, even though the educational argument does not apply. Therefore, the paper examines differences in labour market positions of the third (Italian) and the second (Turkish and Moroccan) generation immigrants, and a matching Flemish ethnic majority control group.Design/methodology/approachThe study is essentially of a quantitative nature. A postal survey was used to ask recently graduated ethnic minority and majority students from two schools of higher education and one university in Flanders about their career on the labour market after graduation. Universities provide education leading to master diplomas whereas schools of higher education train professional bachelors.FindingsThe waiting period between leaving school and entering the labour market is longer for ethnic majority graduates than for ethnic minority graduates. However, once on the labour market the differences in labour market position tend to disappear. Differences in first job wage, contract modalities, labour regime or the executive character of the job were small and non‐significant. Yet 61 per cent of the graduates of Turkish and Moroccan origin feel they have to try harder both in gaining access to the labour market and once in employment.Research limitations/implicationsFurther studies will need to confirm these findings, perhaps even with ethnic minorities of other educational levels, in other locations.Practical implicationsThe results suggest that closer attention should be paid to the psychological dimension of the school‐to‐work transition of ethnic minority graduates as their psychological contract is under pressure. As they feel their efforts are not sufficiently rewarded – since they feel they have to try harder than others and are rewarded the same – chances are they will reduce their efforts.Originality/valueThe paper focuses on the under‐researched area of ethnic stratification among higher educated graduates. Moreover, it is not limited to factual labour market positions. The inclusion of subjective variables such as opportunity perception and self‐confidence allows additional insight in existing differences and similarities.