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This article sheds light on the impact of collective characteristics of microaggression in a community and how this affects the perception and experiences of its underrepresented members through the lens of critical race theory (CRT). Using the Springfield community of the southwest Missouri Ozarks region in the United States of America as the authors' focus, the authors explore the barrier of microaggression in the lived experiences of a community striving for diversity and inclusion.

The authors performed a systematic analysis using four CRT tenets: race is a social construct; racism is systematic, racism is commonplace and listening to lived experiences is essential. A sample of underrepresented professionals from the region was surveyed to obtain their lived experiences. Qualitative media analysis on varied media pieces was conducted to obtain context for the environment that precipitated these experiences.

When residents from marginalized backgrounds face consistent microaggressions, their sense of belonging and contributions to the community significantly diminish, which has adverse implications for the community. If these issues are unaddressed, they might choose to leave due to feelings of underrepresentation. Community leaders must proactively implement strategies to welcome an evolving population and educate stakeholders about the detrimental effects of microaggressions on community cohesion.

Historically, the heartland of the United States of America has been a bellwether of the pulse of its average citizen. This region is currently experiencing an increase in diversity along with a significant rise in persistent microaggressions. Using CRT to analyze the impact, lessons learned and challenges, the authors provide recommendations for potential changes that could benefit the nation as a whole.

This article provides an overviews of the concept of racelighting. Racelighting is “is an act of psychological manipulation where Black, Indigenous, and People of Color (BIPOC) receive racial messages that lead them to second-guess their lived experiences with racism”

This conceptual paper articulates four primary ways that racelighting manifests in the lives and experiences of Black, Indigenous and People of Color (BIPOC).

There are four common messages that often lead to racelighting: stereotype advancement, resistive actions, inauthentic allyship and misrepresenting the past.

While much has been written about gaslighting, few frameworks articulate how gaslighting occurs in a racialized context.

The authors suggest strategies for addressing and combating these attempts at racelighting.

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.

Racism occurs in many ways and varies across countries, evolving and adapting to sociocultural history, as well as contemporary economic, political and technological changes. This chapter discusses the multilevel dimensions of racism and its diverse manifestations across multiracial societies. It examines how different aspects of racism are mediated interpersonally, and embedded in institutions, social structures and processes, that produce and sustain racial inequities in power, resources and lived experiences. Furthermore, this chapter explores the direct and indirect ways racism is expressed in online and offline platforms and details its impacts on various groups based on their intersecting social and cultural identities. Targets of racism are those who primarily bear the adverse effects. However, racism also affects its perpetrators in many ways, including by limiting their social relations and attachments, and by imposing social and economic costs. This chapter thus analyses the many aspects of racism both from targets and perpetrators' perspectives.

This chapter examines the concepts of race and racism, critically reviewing their historical and contemporary applications in everyday life as well as in academic and policy debates. Racism has been extensively researched, with various theories and conceptualisations developed across social science. However, there is a great deal of disagreement regarding its nature, contemporary significance and empirical validation. This chapter examines these and attempts to synthesise some of the common definitions of racism provided in the literature. It explores related concepts and underlying themes pertaining to expressions of race and racism. Furthermore, it unpacks current knowledge about racial issues and discusses recent advances in the conceptual understanding of various forms of racism. It also elucidates the social, political and analytical applications of racism as a concept and the significance of racism in contemporary societies. The chapter concludes by highlighting how racism is a dynamic phenomenon, continuously evolving with the social, political and technological transformations in contemporary societies.

The purpose of this research is to examine the narratives of victims of abusive supervision. We explore the meaning or “lessons” victims derive from those experiences and how they shape the victims’ views of self, work and organization in relation to navigating their subsequent jobs.

We analyzed how appraisals of supervisory abuse transform victims’ narratives and their consequent work attitudes through sensemaking processes. Semi-structured interviews with the past victims of abusive supervision generated a four-stage model of how sensemaking shapes victims’ future work attitudes. Our interpretations were guided through narrative thematic analysis based on the constructionist approach.

Victims’ lessons learned are predominantly framed by their retrospective post-event appraisal of abuse (based on its severity) once individuals are no longer subject to abusive supervision. With greater distance from the abuse, victims can process the abuse and better understand the motivation of the abuser, enabling the process of causal attributions. These attributions further shape victims’ narratives and future work attitudes through a complex interplay of retrospective and prospective sensemaking mechanisms. The victims broadly reported proactive (with higher self-awareness and endurance) and reactive (self-protection, and emotional scars) lessons. A four-stage model was proposed based on our findings.

Abusive supervision remains a persistent issue experienced by many individuals at some point in their working life. However, little is known about how victims make sense of the event post-abuse and how this sense-making guides their future work behaviors. Understanding this phenomenon provides insight into how employees navigate through adversity and construct a more positive future. The contribution of this narrative inquiry is threefold. First, it explores how individual appraisals of supervisory abuse frame their (1) mechanisms of narrative construction; and (2) future work attitudes. Second, our findings demonstrate how narrative construction is a fluid process often informed by the process of retrospective and prospective sensemaking. Finally, our research suggests two broader categories of lessons that victims internalize and carry forward to their subsequent jobs.

This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.

Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations.

Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world.

While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.

This study explores the opportunities for a gender-inclusive architecture, engineering and construction (AEC) industry, focussing on the gap between architectural education and practice. This study focusses on three research questions: (1) What factors influence women architects' career retention and advancement in the AEC industry? How can practice outcomes be linked with educational approaches for gender inclusion in the AEC industry? (3) What critical factors can enable structural changes in architecture education, including AEC-related subjects and practice/career pathways towards gender equity?

This paper is based on a systematic literature review (SLR). The established timeframe for selecting papers in this study considered the last 20 years, as various seminal studies in feminism and gender inclusion in architecture emerged in the early 2000s through the definition of keywords used in two prestigious databases. The academic articles selected were filtered through a process of inclusion and exclusion, following criteria for suitability and relevance using a Preferred Reporting Items for Systematic Reviews (PRISMA) diagram.

This study revealed key trends in the literature review consistent with the research questions, including (1) the disproportionate struggles women face at individual, interpersonal and organisational levels and the gender-based bias from entry and progression in the AEC industry that also requires multi-level interventions; (2) traditional architecture education affects female students and educators who find networking, social capital and leadership opportunities to challenge gender-based stereotypes and promote workplace equity, and finally, (3) observe enablers for fostering equity in architecture and education, which should not be limited to policy-driven interventions but structural transformations through transparency, mentorship, leadership, awareness raising and empowerment of women and men, promoting inclusivity and gender equity in the AEC industry.

This study considers a global understanding of gender equity in the AEC industry, regional and country-specific analysis needs to be considered in future studies. The study's focus is on women’s inclusion, acknowledging the limitations of conventional binary gender concepts; future studies need to include the experiences of LGBTI + communities and other underrepresented groups. The literature review considers only academic articles; future research should also consider industry reports, government initiatives and organisational documents for a broader understanding of diversity efforts in business.

This paper observes the issues for gender-inclusive architecture within the context of a male-dominant AEC industry through linking architectural education and practice. Studies rarely focus on this link and address workplace issues. This study highlights this link and extends the discussion through the critical literature review, providing a new ground for geographic-specific or intersectional studies.