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Racial Disparities in the Construction Domain: A Systematic Literature Review of the U.S. Educational and Workforce Domain

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  • Josiane Isingizwe

    (Department of Civil, Environmental, and Geospatial Engineering, Michigan Technological University, Houghton, MI 49931, USA)

  • Ricardo Eiris

    (Department of Civil, Environmental, and Geospatial Engineering, Michigan Technological University, Houghton, MI 49931, USA)

  • Masoud Gheisari

    (Rinker School of Construction Management, University of Florida, Gainesville, FL 32611, USA)

Abstract

Trends in the construction domain, educational enrollment, student graduation, student industry employment, and workforce retention demonstrate that minorities—Hispanics, African Americans, Asian Americans, and Native Americans—are often excluded, segregated, or ignored in this domain. A systematic literature review (N = 68) was conducted to investigate the causes and effects of racial disparities produced by systemic racism in the educational and workforce domains of construction. Particularly, this paper focuses on exploring how racial disparities in construction impact minorities, the current state of the racial divide, the practices that perpetuate racial inequities, and the strategies currently used to prevent, in a sustainable manner, such practices. The results of this systematic literature search revealed that exclusionary practices and ideologies cause an underrepresentation of minorities in construction that directly affects employment and industry representation in the United States. Previous studies show that systemic racism in construction has been supported by meritocracy and colorblindness ideologies, creating an unwelcoming environment where racial minorities have difficulties identifying with the construction domain. Furthermore, systemic racism affects students after graduation from construction programs, as industry trends showcase issues with minorities joining or staying in the field. Although racial disparities caused by systemic racism are an existing issue in the education and workforce domains of construction, there are a rising number of publications that strive to understand how to sustainably increase diversity, equity, and the inclusion of racial minorities. An increasing number of available tools, such as anti-bias and awareness training programs, are being used as a sustainable practice in construction education and in the construction industry to mitigate the effects of systemic racism. Ultimately, this paper’s contribution centers on describing the “who”, “how”, and “what” regarding the effect of racial disparities in the construction domain, which reduce the number of minority professionals coming into and staying in the industry.

Suggested Citation

  • Josiane Isingizwe & Ricardo Eiris & Masoud Gheisari, 2023. "Racial Disparities in the Construction Domain: A Systematic Literature Review of the U.S. Educational and Workforce Domain," Sustainability, MDPI, vol. 15(7), pages 1-18, March.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:7:p:5646-:d:1105452
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    References listed on IDEAS

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    1. Julie J. Park & Amy Liu, 2014. "Interest Convergence or Divergence? A Critical Race Analysis of Asian Americans, Meritocracy, and Critical Mass in the Affirmative Action Debate," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(1), pages 36-64, January.
    2. Timothy Bates & David Howell, 1998. "The Declining Status of Minorities in the New York City Construction Industry," Economic Development Quarterly, , vol. 12(1), pages 88-100, February.
    3. Chiemela Victor Amaechi & Ebube Charles Amaechi & Abiodun Kolawole Oyetunji & Irish Mpho Kgosiemang, 2022. "Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(19), pages 1-25, September.
    4. Roger Waldinger & Thomas Bailey, 1991. "The Continuing Significance of Race: Racial Conflict and Racial Discrimination in Construction," Politics & Society, , vol. 19(3), pages 291-323, September.
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