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Workplace bullying is an emerging topic for researchers considering the impact of abusive behavior on employees (Björkqvist, Österman, & Hjelt-Bäck, 1994; Branch, Ramsay, & Barker, 2007; Cowan, 2012; Duffy & Sperry, 2007; Fritz, 2014; Harvey, Heames, Richey, & Leonard, 2006; Liefooghe & Mackenzie, 2010; Matthiesen & Einarsen, 2007; Yamada, 2000; Zabrodska & Kveton, 2013). European trends, corporate cultures, and the target’s wellness have also been the focus of other studies on workplace bullying (Constanti & Gibbs, 2004; Djurkovic, McCormack, & Casimir, 2008; Query & Hanely, 2010; Thomas, 2005); yet as was stated in the initial chapter, few studies considered the impact of workplace bullying on American higher education. More specifically, no empirical studies considered the impact of workplace bullying in America’s community colleges or the people of color who work at community colleges. Consequently, Hollis has replicated her study of four-year colleges and universities (2015) and applied the procedures to the community college sector. This analysis specifically reflecting on people of color at community colleges utilizes the data set, which was the subject of analysis in Chapter 1. Within the community college sample, 26% were people of color. Further, 73% of the respondents of color reported being affected by workplace bullying. Therefore, this study may be of interest to diversity officers or any personnel interested in creating and maintaining a healthy work environment for all community college staff, regardless of color.

Communities are critical sites for studying the politics of inequality within neoliberal capitalism. We illustrate this by providing regional case studies of the enactments and outcomes of three types of neoliberal policies in the United States: (1) cutbacks in family planning policies, (2) municipal underbounding and failures to provide public infrastructure within unincorporated communities, and (3) “tough on crime” policies leading to mass incarceration. Building on insights from intersectional feminist theory and using evidence from in-depth interviews from three Southwestern communities, we argue that neoliberal capitalism is compounding intersecting inequalities affecting women of color. In particular, we claim that neoliberal policies at the local and state levels are compromising the reproductive autonomy and public health of women of color and creating new challenges for their family care work.

The purpose of this article is to analyze the common vaccine equity practices expressed by United States (US) governors in their COVID-19 press conferences—with a specific focus on equitable vaccine distribution and overcoming vaccine hesitancy—in order to provide an understanding of gubernatorial cultural competency during the vaccine administration phase of the pandemic.

This article employs a qualitative content analysis of the COVID-19 press conferences held by US governors from November 1, 2020, to August 14, 2021, to inductively identify themes in socially equitable and culturally competent vaccine administration strategies and rhetoric.

The article finds that common strategies aimed at providing equitable access to vaccines and combating vaccine hesitancy in communities of color include utilizing data to target communities where vaccines are needed, meeting people where they are at by working with community leaders and organizations, addressing language concerns, educating skeptics and appealing to communitarian and familial values. The findings also show that US governors tended to embrace a general prioritization lens rather than focusing on the unique needs of communities of color, with scant attention paid to the historical instances of public health discrimination that have influenced vaccine hesitancy within such communities.

This article provides an understanding of the equitable and culturally competent messages and strategies conveyed by sub-national leaders during the vaccination phase of the COVID-19 pandemic.

The inequalities in health and economic impact of the coronavirus (COVID-19) pandemic in communities of color and the racial uprising that followed the death of George Floyd have forced organizational leaders to confront their own shortcomings and those of their organizations regarding ways they prioritize stakeholder issues related to employees, local communities, and diversity, equity, and inclusion (DEI) commitment as it relates to organizational infrastructures. This chapter examines the impact of institutional racism on the ability of PR practitioners to engage with and manage social responsibility (SR) in relationships with communities of color and impact on their discourse. I use the lenses of critical race theory, stakeholder theory, and situational crisis communication theory to illustrate some organizations' communication strategies employed in response to COVID-19 and antiracism protests supporting prioritization of Black and Brown communities' needs. My central argument is that the concerns of communities of color are generally ignored because Black and Brown people often are invisible to organizations and the PR professionals that are supposed to represent them because of institutionalized racism and the sociocultural environment in which PR professionals operate.

In this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.

This reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.

This essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.

This essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.

A history is presented, including comprehensive tables, of EC legislation controlling the use of 65 substances used as food colours in EC countries since 1962. EC countries vary in their permitted conditions of use – the need for a more consistant approach is discussed. The relevance and benefits of the proposed consolidated EC directive are outlined with particular reference to the present problems of regulating those foodstuffs which are also used as sources of natural colours and of quantitatively expressing the pigment content of such natural extracts.

The information superhighway has also been a vehicle for bullies to harass targets in K-12, college, corporate sectors, and higher education (Long, 2008; Tu, 2002). While technology is useful, the public shaming component makes cyberbullying an indelible emotional assault that remains on the Internet years after the initial aggression. By reflecting on theoretical elements of public shaming discussed by Gilbert and Proctor (2006), and Dzurec et al. (2014), this conceptual essay will use descriptive statistics in a secondary analysis to document occurrences of cyberbullying in community colleges and reveal that people of color (56%) are more likely to be the target of cyberbullying than their white counterparts (41%). The contents of this chapter might be of interest to diversity officers and personnel considering acceptable use policies for technology on their respective campuses.

Nondominant youth faces complex structural inequalities and injustices that have a direct impact on their academic learning outcomes and psychosocial well-being. Research suggests that supporting the development of students’ critical consciousness not only improves their educational and career trajectories but also provides students with the tools, language and skills they need to examine, act upon and heal from the sociopolitical realities and injustices they face in their daily lives.

This paper reports findings from a two-year Youth Participatory Action Research (YPAR) study conducted with students in a police-oriented Career and Technical Education program. YPAR was used as pedagogy for nondominant students to explore how to leverage their funds of knowledge (FK) in their learning and future careers as police officers to improve community–police relations.

This paper reports on one aspect of the findings from the YPAR project that includes: a) the relationship between students’ difficult FK, critical consciousness development and career aspirations; b) how, if left unaddressed, students’ difficult FK could mediate deficit and internally oppressive views of Communities of Color and other nondominant groups; and c) the power of transforming students’ difficult FK into pedagogical assets.

Engaging students’ difficult FK can support critical consciousness development and facilitate students’ ability to navigate and resist oppressive spaces, sustain their well-being and empower themselves and their families and communities.

This paper aims to call for change in disaster research through a metis-based approach that values practical skills and knowledge (vs technical knowledge) derived from responding to ongoing changes in the natural and human environment.

This paper is based on metis from Miami-Dade County that is prone to an array of climate-related disasters. Metis is supplemented by a review of secondary sources (e.g. newspaper articles, government reports).

There is a need to reconceptualize disaster phases in disaster research—preparedness, response, recovery and mitigation. For many members of marginalized communities of color, this paper depicts preparedness and mitigation as luxuries and response as a time of worry about financial obligations and survival after the disaster. It suggests that even communities that are not on a hurricane's path could have post-disaster experiences. It also highlights ongoing risks to marginalized communities' physical and mental well-being that are in addition to the mental health impacts of the disaster during the recovery phase.

This paper's originality is twofold: (1) underlining the importance of metis, a less studied and understood concept in disaster risk reduction, prevention and management literature and (2) questioning disaster researchers' technical knowledge with respect to each of the four disaster phases in light of metis.

Given the challenges of remote learning and the pandemic’s disproportionate impact on communities of color, this paper aims to present the voices of teacher candidates of color working on the frontlines of remote learning in communities of color hard-hit by the pandemic and to understand changes made in the shift to remote instruction for teacher education at the university level.

Two teacher candidate narratives are presented as case studies along with findings from a self-study on the changes necessitated by remote instruction in two teacher preparation courses at the university level.

Findings underscore teacher candidates’ fortitude amidst compound stress. Emergent themes included flexibility, adapting, reaching out for help, problem-solving and drawing on their own experiences. Themes also included struggle, fatigue and feelings of incompetence. At the university level, teacher education preparation required flexibility and opening up space for collaborative problem-solving.

In urban communities of color, pre-pandemic disparities in under-resourced public schools not only persisted but were intensified by the pandemic’s unequal impact on people of color. This study foregrounds the voices and experiences of teacher candidates of color teaching remotely, providing contributions to the field derived from their lived experiences. Their voices are essential data, bringing much needed attention to obstacles of remote teaching in communities of color and to the resourcefulness teacher candidates demonstrated in service of multicultural education.