This article draws on 11 months of multisite ethnographic fieldwork and 103 interviews to investigate how teachers in school faculty of varying racial compositions form and use their social ties to secure professional, political, and emotional resources at work. Findings show that, in general, white teachers in the numerical minority in their schools secured all resource types through their same-race ties, while black teachers in the numerical minority secured primarily emotional resources from their same-race ties. Given these observed differences, the author shows how the form and use of the two minority groups’ social ties stem in large part from distinctive organizational practices. In turn, the tie differences can account for differences in social integration and resource access in the organization. The data allow for comparisons to patterns among majority groups.

中文翻译：

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组织中的少数群体如何形成和使用社会关系：来自多数白人学校和多数黑人学校教师的证据

本文利用 11 个月的多地点人种学实地考察和 103 次访谈来调查不同种族构成的学校教师如何形成和利用他们的社会关系来确保工作中的专业、政治和情感资源。调查结果表明，总的来说，他们学校中少数族裔的白人教师通过他们的同种族关系获得了所有类型的资源，而少数族裔的黑人教师主要从同种族关系中获得了情感资源。鉴于这些观察到的差异，作者展示了两个少数群体社会联系的形式和使用如何在很大程度上源于不同的组织实践。反过来，关系差异可以解释组织中社会整合和资源获取方面的差异。