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This chapter review studies on green banking practices and identifies information gaps to justify future research approaches.

A systematic literature review has been conducted by analyzing 44 Scopus-indexed articles on adopting green banking practices through the PRISMA flowchart and analyzed through Vosviewer software.

The findings indicate that survey studies comprised 82% of the selected papers. The Journal of Cleaner Production was the most-cited publication, with 471 citations. France was most frequently involved in collaborative research, with connections to six other countries. Notably, two-thirds of the listed countries had collaborated internationally in publications, but with less than 10 countries involved, based on the 44 studies included in the analysis.

According to the authors' best knowledge, no systematic literature review on green banking practices from the Scopus database utilizing the PRISMA approach has been published in academic literature.

The pitfalls observed in previous research, such as the paucity of an empirical and conceptual methodology and a systematic investigation of theory development, give numerous opportunities for future research. Following this, many new trends in green banking are outlined to assist researchers in identifying gaps in the literature and future study directions.

The study aids researchers, professionals, and managers in understanding green banking adoption's significance. Banks can increase their economic scenarios by using this concept in new markets with excessive potential for employment and business avenues. In addition, the study highlights the value of sustainable practices, environmental concerns, and the importance of green banking.

While there is some evidence of bias against curly hair, this chapter provides a more comprehensive analysis by examining comments made by women about their hair experience, how it affects their identity, their experiences in the workplace and the challenges it presents to them in their decision to straighten their hair or leave it naturally curly. Utilising a qualitative inductive approach, we identify themes in the comments that could be tied to relevant theories and provide a framework for future research. This chapter also includes an empirical examination of individual beliefs regarding the impact of female hair texture (curly vs. straight hair) on others' perceptions of her and her workplace outcomes. Responses from 235 participants show that straight-haired women were rated significantly higher than curly haired women on job characteristics that are important to professional positions. Thus, a bias against curly haired women appears to exist in the workplace.

Racial stigma and racial criminalization have been centralizing pillars of the construction of Blackness in the United States. Taking such systemic injustice and racism as a given, then question then becomes how these macro-level arrangements are reflected in micro-level processes. This work uses radical interactionism and stigma theory to explore the potential implications for racialized identity construction and the development of “criminalized subjectivity” among Black undergraduate students at a predominately white university in the Midwest. I use semistructured interviews to explore the implications of racial stigma and criminalization on micro-level identity construction and how understandings of these issues can change across space and over the course of one's life. Findings demonstrate that Black university students are keenly aware of this particular stigma and its consequences in increasingly complex ways from the time they are school-aged children. They were aware of this stigma as a social fact but did not internalize it as a true reflection of themselves; said internalization was thwarted through strong self-concept and racial socialization. This increasingly complex awareness is also informed by an intersectional lens for some interviewees. I argue not only that the concept of stigma must be explicitly placed within these larger systems but also that understanding and identity-building are both rooted in ever-evolving processes of interaction and meaning-making. This research contributes to scholarship that applies a critical lens to Goffmanian stigma rooted in Black sociology and criminology and from the perspectives of the stigmatized themselves.

In this chapter, we present critical race theory (CRT) with a focus on Latino critical theory (LatCrit) and its impact on Latinx educators, Latinx youth, and Latinx communities. We focus on identity inclusion and Latinidad as a way to increase critical consciousness of educators and Latinx youth, language rights, and feminist pedagogies of resistance. LatCrit frameworks are used as transformational resistance and afford a productive platform for developing critical understandings of the educational experiences of Latinx youth. We discuss relationships and community through the alignment of LatCrit and critical pedagogy and the application of critical theory and community-responsive pedagogy in increasing equitable outcomes in educational settings that support Latinx youth and families. We provide recommendations to address the challenges Latinx youth face and how Latinx educators can continue to support youth through a LatCrit framework, and a summary of possible solutions to consider. We close with some reflection and dialogue questions.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.