An official website of the United States government
Abstract Systemic inequity in biometrics systems based on racial and gender disparities has received a lot of attention recently. These disparities have been explored in existing biometrics systems such as facial biometrics (identifying individuals based on facial attributes). However, such ethical issues remain largely unexplored in voice biometric systems that are very popular and extensively used globally. Using a corpus of non-speech voice records featuring a diverse group of 300 speakers by race (75 each from White, Black, Asian, and Latinx subgroups) and gender (150 each from female and male subgroups), we explore and reveal that racial subgroup has a similar voice characteristic and gender subgroup has a significant different voice characteristic. Moreover, non-negligible racial and gender disparities exist in speaker identification accuracy by analyzing the performance of one commercial product and five research products. The average accuracy for Latinxs can be 12% lower than Whites (p < 0.05, 95% CI 1.58%, 14.15%) and can be significantly higher for female speakers than males (3.67% higher, p < 0.05, 95% CI 1.23%, 11.57%). We further discover that racial disparities primarily result from the neural network-based feature extraction within the voice biometric product and gender disparities primarily due to both voice inherent characteristic difference and neural network-based feature extraction. Finally, we point out strategies (e.g., feature extraction optimization) to incorporate fairness and inclusive consideration in biometrics technology.
more »
« less
Investigating the Differential Effects of Early Child Care and Education in Reducing Gender and Racial Academic Achievement Gaps From Kindergarten to 8th Grade
We used the generalized propensity score method to estimate the differential effects of five Early Child Care and Education (ECCE) experiences (Prekindergarten, Head Start, Center-based Child Care, Home-based Child Care, and Parental Care) in reducing math and reading achievement gaps between boys versus girls, Latinx versus Whites, and Blacks versus Whites. Findings revealed differential effects of ECCE in reducing gender and racial achievement gaps. However, results indicated that significant gender and racial gaps still exist despite ECCE experiences and that these gaps widen throughout the elementary and middle school years.
more »
« less
- Award ID(s):
- 1913563
- PAR ID:
- 10391150
- Date Published:
- Journal Name:
- Journal of Education
- ISSN:
- 0022-0574
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
This paper documents and estimates the extent of underrepresentation of women and people of color on the pages of Wikipedia devoted to contemporary American sociologists. In contrast to the demographic diversity of the discipline, sociologists represented on Wikipedia are largely white men. The gender and racial/ethnic gaps in likelihood of representation have exhibited little change over time. Using novel data, we estimate the “risk” of having a Wikipedia page for a sample of contemporary sociologists. We show that the observed differences (in academic rank, length of career, and notability measured with both H-index and departmental reputation) between men and women sociologists and whites and nonwhites, respectively, explain only about half of the differences in the likelihood of being represented on Wikipedia. The article also enumerates both supply- and demand-side mechanisms that may account for these continuing gaps in representation.more » « less
-
Abstract Using the Household Pulse Survey and American Community Survey, this study examines employment insecurity experienced across different racial/ethnic groups of the U.S. labor force under the pandemic disruptions. It highlights significant employment security disparities based on race, ethnicity, and income during the pandemic. However, there are no significant gender and racial disparities within the lowest income group when controlling for other conditions. In contrast, gender and racial disparities in EI are much more pronounced among mid-to-high income groups. Non-White individuals were disproportionately affected by job loss due to health and COVID-related employment issues, unlike Whites who faced unemployment more due to other factors. This pattern was more evident among lower-income groups. The trends shifted in later stages, with high-income Black and Hispanic workers becoming more likely to be unemployed due to non-health and non-employment reasons. Middle-income workers across all races were least likely to stop working for reasons other than COVID-related health or employment issues. In addition, regardless race or ethnicity, women more likely to be unemployed due to health reasons and less so due to employment issues compared to men, and the gender disparities increased with higher household incomes. We propose that the apparent immediate effects of the pandemic are actually indicative of deeper, systemic issues within the U.S. labor market, specifically the occupational segregation tied to race/ethnicity, gender, and class. Recovery efforts must take a holistic approach and integrate economic development policies, workforce development strategies, and social policies targeting poverty alleviation, health disparities, and people of color.more » « less
-
Using data from 15 countries, this article investigates whether descriptive and prescriptive gender norms concerning housework and child care (domestic work) changed after the onset of the COVID-19 pandemic. Results of a total of 8,343 participants ( M = 19.95, SD = 1.68) from two comparable student samples suggest that descriptive norms about unpaid domestic work have been affected by the pandemic, with individuals seeing mothers’ relative to fathers’ share of housework and child care as even larger. Moderation analyses revealed that the effect of the pandemic on descriptive norms about child care decreased with countries’ increasing levels of gender equality; countries with stronger gender inequality showed a larger difference between pre- and post-pandemic. This study documents a shift in descriptive norms and discusses implications for gender equality—emphasizing the importance of addressing the additional challenges that mothers face during health-related crises.more » « less
-
Abstract We draw from 70 in-depth interviews with White southerners to examine their memories of and experiences with learning about race and whiteness. Our emphasis is on place and how it shapes Whites’ racial learning. To date, most research on racial learning centers ethno-racial minority children and their families and emphasizes when racial learning occurs. Less attention is paid to where it takes place. To remedy this, we center Southern kinds of places - those places and the social scenes within them that reflect, extend, and challenge dominant ideas about race and region. We examine three specific scenes - southern homes, southern schools, and southern college campuses - to illustrate how each shapes the racial lessons Whites receive. By bringing into focus the places White southerners draw upon when making sense of race, our research offers an important contribution to our understanding of whiteness and its transmission.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1177/00220574221104979
