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This work examines the intersection between traditional human resource management and the novel employment arrangements of the expanding gig economy. While there is a substantial multidisciplinary literature on the digital platform labor phenomenon, it has been largely centered on the experiences of gig workers. As digital labor platforms continue to grow and specialize, more managers, executives, and human resource practitioners will need to make decisions about whether and how to utilize gig workers. Here the authors explore and interrogate the unique features of human resource management (HRM) activities in the context of digital labor platforms. The authors discuss challenges and opportunities regarding (1) HRM in organizations that outsource labor needs to external labor platforms, (2) HRM functions within digital labor platform firms, and (3) HRM policies and practices for organizations that develop their own spin-off digital labor platform. To foster a more nuanced understanding of work in the gig economy, the authors identify common themes across these contexts, highlight knowledge gaps, offer recommendations for future research, and outline pathways for collecting empirical data on HRM in the gig economy.

The racial makeup of the United States' elementary school population is in flux. While much discussion addresses the shrinking White population and the growing Latinx population, less highlighted is the growing number of individuals who identify as belonging to two or more races. This group of individuals currently constitutes the youngest, fastest growing racial subgroup. According to the US Census' projections, the two or more races population will grow by 226% between 2014 and 2060, almost double the Asian population, the next fastest growing subgroup. Though individuals with multiplicity to their racial backgrounds have existed in the United States since its inception, only recently has the government provided the option for individuals to quantify their self-reported belonging to multiple races. The resulting statistics alert educators to the fact that individuals identifying as biracial and multiracial are going to be an increasingly sizable group of students requiring, as all children do, individualized care and support within school walls. In this chapter, I draw upon Black-White biracial women's elementary school recounts to help educational practitioners understand lived experiences that inform young girls' navigations of the intersections of their Blackness and Whiteness in schooling spaces.

Considering the widespread focus on the academic achievement and social behavior of Black boys, there has been a limited focus on Black girls. Recent data from the US Department of Education Office for Civil Rights show disproportionate suspension and expulsion rates for girls with Black girls suspended at higher rates (12%) than girls from other racial groups, and boys, of any other race/ethnicity. However, there has been limited discourse and attention about this disproportionality in suspension and expulsion, and other exclusionary practices experienced by Black girls. We frame this chapter through the lens of the bio-ecological systems and Integrative Model for the Study of Developmental Competences in Minority Children, and more importantly Critical Race Theory and FemCrit framework. We seek to make visible how the multiple systems that directly and indirectly influence and impact young Black girls' development, learning, and school and life success must be examined through the intersectionality of race and gender. Using national data we present some descriptive information on Black girls' home and early education environments, as well as their academic, socio-emotional, and health development in the early years. We also explore extant literature to connect how young Black girls' educational experiences must be intentionally attended to as it is damaging for their educational and life success. We provide practice, policy, and research implications and the importance of examining and addressing the unique experiences of Black girls and the pernicious impact of disparities and inequities in education.