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The purpose of this study is to examine how intersecting oppressed identities shape the socialization experiences of Black women doctoral candidates in agricultural disciplines at historically white institutions. This paper addresses a gap in literature examining the experiences of Black women within the context of higher agricultural sciences education.

This study uses narrative inquiry to examine the experiences of five Black women doctoral candidates through a set of three interviews per participant.

Three themes regarding participants’ socialization experiences were identified. Themes are presented according to its site of socialization: lack of trust in advising relationships, departmental belonging and negative interactions with department faculty and isolation and exclusion at conferences.

This study adds to the small body of research on Black women in higher agricultural sciences education. Further, this study contributes to the larger body of socialization research and the minimal research on socialization for marginalized populations in higher agricultural sciences education.

This study aims to explore the perceived barriers that a secondary English teacher faced when attempting to discuss racial injustice through young adult literature in Mississippi.

The authors rely on Critical Whiteness Studies and qualitative methods to explore the following research question: What are the barriers that a White ELA teacher perceives when teaching about racial injustice through The Hate U Give?

The authors found that there were several perceived barriers to discussing modern racial injustice in the Mississippi ELA classroom. The participating teacher indicated the following barriers: a lack of racial literacy, fears of discomfort and an urge to avoid politics.

Much has been written about the urgent need for antiracist teaching practices in secondary English classes. This article explores the barriers a white ELA teacher perceived when attempting to discuss modern racial injustice through literature instruction in a white context of the “four pandemics” (Ladson-Billings, 2021).

The events sector is an innovative and dynamic working environment that requires a creative and diverse workforce to help it thrive. However, in the main, the events workforce is not diverse, with evidence suggesting that most leaders continue to be White and male. There has been no previous research exploring the experiences of ethnically diverse professionals in this environment. This paper aims to draw on the theory of racialised organisations to begin to address this gap and amplify the voices of ethnically diverse events professionals.

Qualitative, semi-structured interviews were conducted with 17 ethnically diverse event managers working in the UK events industry.

Covert and overt forms of racism and discrimination remain ubiquitous within the culture of event organisations, and in a number of guises, ranging from regular racialised microaggressions to more subtle forms of exclusion. The events industry needs to do more than pay lip service to neoliberal notions of diversity and acknowledge the ways in which racial relations of power shape the industry and the experiences of individuals within it, and design interventions to address these issues.

To the best of the authors’ knowledge, this study is the first to apply the theory of racialised organisations to the events industry, recognising the centrality of race and racism to events organisations and careers. In so doing, it offers essential insight into race and ethnicity in this sector and contributes to ongoing efforts to integrate race and racism within theorising in management and organisation studies.

The ability of construction firms to become more environmentally conscious and socially responsible for their business activities has been touted as the key driver for improved individual firms' competitiveness. This study explores the key dimensions of corporate social responsibility (CSR) practices and their impact factors among construction firms.

Through the institutional, stakeholders and self-determination theories, this study proposed a conceptual framework of CSR implementation. For its validation, data were collected from 90 top-tier construction firms using an online survey and analyzed via a two-pronged factor analysis method.

The empirical results demonstrate that the CSR practices of construction firms include eight key dimensions, e.g. shareholders' interests, government commitment and CSR institutional arrangement. The three key groups of impact factor of CSR implementation are (1) identified factors (i.e. contractors' perceived importance of CSR practices); (2) external institutional factors (i.e. coercive and normative factors and mimetic factors); and (3) intrinsic factors (i.e. strategic business direction, resource and capability and organizational culture).

The research findings inform the practitioners about how to enact, manage and improve firms' socially responsible goals so as to fulfill their key stakeholders' requirements and expectations and thus enhance their legitimacy in construction businesses.

This study contributes to CSR knowledge by identifying and empirically demonstrating valid measurements of the key dimensions of practices and impact factors toward CSR implementation by construction firms.

This research applies social identity theory (SIT) to examine how White diversity, equity, and inclusion (DEI) professionals perceive their role and contributions to advancing workplace DEI.

Interpretative phenomenological analysis (IPA) was used to structure and guide the study, and data were collected from interviews with 16 White DEI professionals.

The SIT concept of social categorization was selected as a framework to discuss the findings, which were divided into two sections: in-group identity and out-group identity. The participants' in-group identities demonstrated how the participants leveraged the participants' Whiteness to grant the participants the influence and agency to perform DEI work. The participant's out-group identities revealed how the participants attempted to decenter the participants' Whiteness and unpack insecurities related to the participants' White identity and DEI contributions. Each of these findings has been associated with a specific role: leader, beneficiary, ally and pathfinder.

The practical implications of this study are critically examining White DEI employees' lived experience to develop an understanding of Whiteness while holding White people accountable for DEI efforts within workplaces.

Deeper and more honest conversations are needed to explore the phenomenon of how White DEI professionals enact and perceive the DEI contributions of the White DEI professionals. Therefore, this paper will provide further discussion on literature concerning White individuals engaged in organizational-level DEI work.

Early career teachers (ECTs) of Color are key in making change, resisting racism and pushing back against white supremacy in K-12 education, specifically in English Language Arts (ELA) classrooms. Through a narrative telling inquiry (Clandinin and Connelly, 2000) of Nora, an Asian American ELA ECT in the Midwest, and by drawing on Fisher’s (2011) Critical Integral Pedagogy of Fearlessness, this study aims to recognize the narrative power within teaching praxis as Nora stories herself toward becoming a critical pedagogue.

Using narrative inquiry methodology and methods (Clandinin and Connelly, 2000), the authors simultaneously considered the commonplace tenets of narrative inquiry – temporality, sociality and place – of the intertwined relationships of the participants and observers. The field texts included in the corpus of data include myriad tellings of Nora’s experiences in her initial years of teaching ELA. Data were analyzed in stages of parsing out narrative blocks and structures.

The findings indicate that Nora, as an ECT, went through recursive cycles of fear as conceptualized by Fisher (2011) – bravery, courageousness and being fear-less – of working toward radical love (Hooks, 2000) within her ELA instruction. The authors argue that Nora confronted her personal and professional fears as she strove to become a critical pedagogue in her ELA classroom.

Current scholarship portrays ECTs as lacking agency in their development and/or effectiveness in the classroom and little is said about Asian American ELA ECTs and critical instruction. The authors present Nora’s counter-narrative to make visible what is right with ELA ECTs, specifically teachers of Color, as they transform their fear into courage to fight for educational equity.

Guided by an interest in how K-12 history teachers think about teaching race and related concepts in their courses, this paper explores the impact of a workshop put on by a history and civics professional learning organization that explicitly focused on historicizing race, racism and whiteness as a method for furthering teachers' understandings and commitments to antiracist teaching.

This paper draws on Critical Race Theory and Critical Whiteness Studies to make sense of the idea of history teaching as a racial project. Using surveys and a focus group discussion as data.

The authors found that, after the workshop, teachers reported increased comfort and interest in teaching more about race and racism, while fewer stated explicit commitments and plans to teach about whiteness. The authors also found that teachers' definitions of whiteness were largely framed as habits of mind and individual practices and situated within an educational sphere. Additionally teachers initially grappled with systemic interpretations of whiteness, yet ended up landing on identity as the starting point for critical history instruction.

These findings prompt the authors to discuss the continued challenges of linking whiteness with antiracist history teaching and also grapple with the affordances and pitfalls of identity as a starting point for race work.

The purpose of this study is to discuss how ethnicity and gender influence high-tech entrepreneurship in the Cambridge cluster emphasizing homophily and how and why bridging and bonding ties are created in moving individuals from the periphery to cross the threshold into acceptance.

The authors present findings on the micro-dynamics of ethnicity and gender in high-tech entrepreneurship underpinned by homophily. The authors discuss how ethnicity and gender influence who enters and stays in high-tech entrepreneurship university spinouts. Through an entrepreneurial narrative qualitative approach, the authors explore how and why bridging and bonding ties may be created and the challenges for those at the periphery to cross the threshold into acceptance. The study adopts an entrepreneurial narrative qualitative approach using interviews with individuals associated with the Cambridge cluster.

The authors add to the entrepreneurship literature by responding to the call for multiplexity within homophily, and the research indicates that homophily strongly influences who enters and who leaves the cluster based on bridging and bonding ties. The findings address the need for more focused understanding of entrepreneurial clusters and how mechanisms can be developed to create an environment to nurture both bridging and bonding ties. It is possible for an entrepreneurial cluster to be perceived as attractive and thriving while being homophilous. Ethnic individuals and women continue to struggle to gain acceptance in the Cambridge cluster.

Interviews were conducted by one person – an ethnic minority female – for continuity of all interviews. Yet as many of the participants were not minorities, it is possible that an interviewer who was not an ethnic minority may have elicited different narratives.

The study adds to the entrepreneurship literature by focusing on multiplexity within homophily in examining the dynamics of homophily in the context of the Cambridge cluster and the significance of nurturing bridging and bonding ties. The research comments on implications for practice among three interlinked but autonomous groups: first, the individual entrepreneurs; second, the networks she/he belongs to; third, the university as both fertile ground for entrepreneurship and an educational institution where entrepreneurship education is engaged in for encouraging and supporting spinouts.

In the aftermath of the Supreme Court’s 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law’s commitment to whiteness and antiblackness, invites us to mourn and to connect to possibility.

Drawing from the theoretical contributions of Cheryl Harris, Jarvis Givens and Chezare Warren, as well as the wisdom of Justice Ketanji Brown Jackson’s dissenting opinion, this paper utilizes CRT composite counterstory methodology to illuminate the antiblack reality of facially “race-neutral” admissions.

By manifesting the impossible situation that SFFA and the Supreme Court’s majority seek to normalize, the composite counterstory illuminates how Justice Jackson’s hypothetical enacts a fugitive pedagogy within a dominant legal system committed to whiteness as property; invites us to mourn, to connect to possibility and to remain committed to freedom as an intergenerational project that is inherently humanizing.

In a sobering moment where we face the end of race-conscious admissions, this paper uniquely grapples with the contradictions of affirmative action as minimally effective while also radically disruptive.

This paper explores intergenerational perceptions of kindness in the context of Black Lives Matter (BLM) movement and the COVID-19 global pandemic. The purpose of this exploratory study is to investigate perceptions of kindness in the context of traumatic events and its potential value in authentic allyship in organizational environments.

Authors interviewed 65 individuals (31 self-identifying as non-racialized and 34 self-identifying as Black, Indigenous and People of Colour aka BIPOC). Participants included Generation Z (Gen Z; born between 1997–2012/5) and Generation Y (Gen Y; also referred to as Millennials, born between 1981 and 1994/6) across North American, Europe and Africa. Millennials currently represent the largest generation in the workplace and are taking on leadership roles, whereas Gen Z are emerging entrants into the workplace and new organizational actors.

The paper offers insights into how to talk about BLM in organizations, how to engage in authentic vs performative allyship and how to support BIPOC in the workplace. The study also reveals the durability of systemic racism in generations that may be otherwise considered more enlightened and progressive.

The authors expand on kindness literature and contribute theoretically and methodologically to critical race theory and intertextual analysis in race scholarship.

The study contributes to the understanding of how pro-social behaviours like kindness (with intention) can contribute to a more inclusive discourse on racism and authentic allyship.

Authors reveal the potential for kindness as a pro-social behaviour in organizational environments to inform authentic allyship praxis.