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This review addresses how student organizations are conceptually framed in the scholarly literature—organizations the authors referred to as “ethnicized student organizations” or “ESOs,” which include both Black Indigenous and People of Color (BIPOC) student organizations and ethnically white student organizations such as mainstream fraternities/sororities and clubs that are normalized as not having a racial/ethnic affiliation.

Critical race theory informs the analysis of 175 articles that address ESOs from 2002 to 2016.

Analysis revealed that a majority of scholarship conceptualizes ESOs in ways that can minimize the role of institutional whiteness where they are positioned as either serving or hindering both individual students and institutional goals. Findings also reveal a smaller body of literature that emphasized institutionalized power dynamics and honors the transformative work of BIPOC students through ESOs.

Despite widespread public commitments to diversity among institutions, whiteness remains a core institutional presence. This study illustrates the relationships among student organizations, white supremacy and higher education transformation.

The purpose of this study is to explore how US graduate students described their diversity, equity and inclusion (DEI) education and engagement experiences outside their academic departments.

This study used a critical constructivist qualitative approach and methods (i.e. interviews) to explore how 44 graduate students across various disciplines and fields at two public research institutions in the USA described their DEI education and engagement experiences outside their departments.

Students identified expanded DEI and professional knowledge as key learning outcomes, while also highlighting the benefits and negative effects of the identity-centered (dis)connection, community and personal fulfillment that came from these experiences.

Given that DEI education and engagement opportunities addressed some students’ needs and were unsatisfactory for others, more scholarship on the nature of these experiences is needed to better understand factors that contribute to students’ desirable and undesirable outcomes. There are also practical implications for faculty who advise graduate students and administrators who are responsible for funding the campus spaces in which these experiences occurred (e.g. graduate colleges, identity-based student organizations).

Few studies have explored graduate students’ participation in DEI education and engagement opportunities outside of their academic departments. Consequently, the efficacy of these initiatives, and the extent to which students benefit from them, warrant investigation. This study, thus, adds to researchers’ and practitioners’ understanding of this topic by highlighting the benefits and limitations of these experiences for graduate students.

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.

There is a growing mismatch between the skill demands of the industry and the offerings of academia. One way of reducing this mismatch is by improving collaborations between practitioners and instructors using web-networking platforms. However, it is important to understand practitioners’ considerations while collaborating with instructors. Therefore, this study identified these considerations in order to infer inputs for the design of the graphical user interface (GUI) of a web-based platform for connecting instructors and practitioners.

A mixed method was adopted through a survey and focus group. A survey was used to capture practitioners’ considerations while collaborating with instructors for student development, and a focus group helped uncover an in-depth understanding of the study phenomena. The data were analyzed using descriptive and inferential statistics and thematic analysis.

The results show the willingness of practitioners to collaborate with instructors for student development, the ways by which practitioners are willing to meet instructors' course-support needs and their considerations in deciding to do so. Slight differences were observed between the results of the survey and the focus group regarding the ranking of the practitioners’ considerations. The study highlighted demographic differences in practitioners’ considerations when deciding on meeting instructors' course-support needs. The results provide a basis to deduce the GUI inputs of web-networking platforms for connecting instructors and practitioners.

This study revealed practitioners’ design needs and GUI inputs to facilitate the design of web-networking platforms for connecting instructors and practitioners. This study also contributes to user interface design principles, theories on individual differences and practitioners’ involvement in student professional development.

This study investigates how a competitor orientation (knowledge of and acting on competitors' strengths and weaknesses) facilitates coopetition activities (collaboration with competitors), within networks of competing micro-sized, independent, family restaurants, owned by entrepreneurs from ethnic minority backgrounds.

An instrumental case study features data collected from interviews with 30 owners (as key informants) of micro-sized, independent, family-owned restaurants, in two urban clusters within the Midlands (UK). Specifically, the context involves restaurants offering South Asian cuisine and where the owner originated from the Indian sub-continent (Bangladesh, India or Pakistan). Secondary data were collected wherever possible. These two clusters (not named for ethics reasons) are highly populated by members of these respective ethnic communities; also, they contain a relatively large number of restaurants offering South Asian cuisine.

A competitor orientation facilitated strong coopetition-oriented partnerships comprised of extended family and intra-community members that helped enhance individual firms' performance, maintained family employment and sustained their cluster. It also helped owners develop subtle counter strategies where weak ties existed, such as via inter-community networks. For example, strategies attracted customers that were not loyal to a particular restaurant, or indeed, sub-ethnic cuisine (within Bangladesh, India or Pakistan, like the Punjab region). Subtle as opposed to outright counter strategies minimised retaliation, since restaurant owners wanted to avoid price wars, or spreading misinformation where the reputation of a cluster may suffer alongside the likely survival of individual businesses within that regional cluster.

Mixed evidence exists in earlier studies regarding the competitive rivalry in certain sectors where ethnic minority ownership is prominent; not least, restaurants located in regional clusters. However, this investigation considers the notion – what if some of these earlier studies are wrong? More specifically, does certain prior research under-represent the extent that rival entrepreneurs of an ethnic minority origin collaborate rather than compete for mutually beneficial purposes? New evidence emerges regarding ways in which a competitor orientation can influence the performance-enhancing nature of coopetition activities among business owners originating from both intra and inter-ethnic communities.

This study aims to investigate digital technology (DT) competencies, training and awareness amongst Black Asian Minority Ethnic (BAME) construction students in the UK.

This study uses a quantitative online survey to investigate both BAME Construction Undergraduates Graduate Students (CUGS) and staff studying on and teaching on Construction programmes. The investigation examined their opinions as to their own awareness of their competencies and training regarding DT.

Findings indicate that BAME CUGS were mostly “very proficient” in the use of basic DT, such as required to complete an authentic assessment that typifies a real-life scenario. For example, sending and receiving emails, Excel, Word, computer literacy/basic IT skills, browsing searching materials, PowerPoint, specialist IT skills, mobile devices, tablet and social media handles. However, findings revealed that training awareness and competencies in new DT is shallow, and BAME CUGS are probably not ready for the digitalised construction world. Respondents were mainly within the “probably aware” range, and very few were within the “definitely aware” range, on the Likert scale adopted. New DTs that fell within the “definitely aware” range are BIM, offsite construction and manufacturing, 3D printing, cloud computing and collaboration.

It is acknowledged that expanding the sample size to other universities and exploring BAME industry professionals’ narratives could further enrich the discussion. However, these limitations did not impact the robust practical and theoretical implications provided to CUGS, Higher Education (HE)sectors, University staff and industry emerging from the analysis and findings achieved in the study. Still, it is being recommended for future work to consider.

The study provides valuable recommendations helpful to HE institutions, industry and government. Recommendations provided include a need to review and update the current curriculum, robust partnership between academia and industry, increase government funding, upskilling and training staff in the new DT.

This chapter explores the relevance of critical race theory (CRT) and queer theory to the relational aspects of program evaluation. Often conceptual binaries that undergird traditional evaluation theory and practice (e.g., internal versus external evaluation, subjective versus objective analysis, observation versus intervention, and insider versus outsider positionalities) adversely influence rigid social roles between evaluator and participant limit a study's effectiveness in supporting programs for equity in contemporary school districts. To illustrate this approach, an array of problems within a program evaluation of a district-wide ethnic studies reform initiative is presented. Approaches to these challenges rooted in tenets of CRT and queer theory illustrate how the district was able to clarify goals and develop an effective implementation plan that focused on effective ethnic studies curriculum and pedagogy.