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This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.

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).

Drawing upon theories of modern discrimination, the present study focuses on cyber incivility and interpersonal incivility as mechanisms through which race leads to perceived discrimination. Participants included 408 full-time working adults who responded to an online survey. The results indicate that Non-White employees experience subtle forms of discrimination through the use of e-mail, which accentuate the need for organizations to eradicate workplace mistreatment so that their employees can avoid the adverse outcomes associated with experiencing cyber incivility. The purpose of this paper is to extend the understanding of selective incivility and concludes with directions for future research and practical implications.

Participants included 408 full-time working adults who responded to the survey online.

The results indicate that race was indirectly associated with discrimination through cyber incivility. The results indicate that Non-White employees experience subtle forms of discrimination through the use of technology and cyber space which accentuate the need for organizations to eradicate workplace incivility so that their employees can evade the adverse outcomes associated with experiencing incivility at work.

This study extends the understanding of selective incivility and concludes with directions for future research and practical implications.

This paper is the first to explore the relationship between race, cyber incivility and discrimination.

This chapter sets out to examine the topic of a spatial analysis of urban crime through an analysis of David Simon’s seminal television series The Wire. By developing an analysis of the issues that are presented in the series, issues such as race, ethnicity and representation will be addressed in order to add to the understanding of these topics in relation to race and media representations. Each section will address a set of themes which are evident in The Wire. The chapter highlights the idea of race in the series and how characters are presented on screen. The research is also concerned with economic issues depicted in the series and the effect of the economy on the characters in Baltimore, the U.S. city in which The Wire was set.

The conclusion of the chapter addresses poverty class and inequality as topics and sets out to document these themes in relation to race. The third chapter also discusses the racism and discrimination that is apparent in The Wire. By contextualising the series, the book is attempting to theorise relevant issues surrounding race, gender and power through an examination of relevant literature and the development of a theoretical framework from which key issues will be addressed.

Recent research into the nature and impact of racial discrimination directed at Aboriginal Australian children and youth has revealed how such a stressor can negatively impact upon varying physical health, emotional well-being and education outcomes. Despite the strength of these findings for identifying need for action, such research has been largely limited by either a lack of consideration as to the potentially complex nature of racism targeting Aboriginal Australians or alternatively offering little in identifying sources of resiliency for Aboriginal Australian students. It is the purpose of this investigation to identify the voices of high-achieving Aboriginal Australian post-graduate students with regard to their experiences of racism, how they may have coped with racism and their advice to future generations of Aboriginal youth.

A series of in-depth qualitative interviews were conducted with seven Aboriginal Australian PhD students within an Australian University. The interviews were designed to capture the perceptions, experiences and coping strategies used when faced with racism. The data was carefully and repeatedly scrutinized for emerging themes that were shared by the majority of participants.

Numerous themes emerged with issues pertaining to the veracity of racism and conceptualizations of racism across historical/cross-generational, contemporary, verbal, physical, institutional, cultural, political, electronic, personal, reverse/internalized and collective/group dimensions. In addition, the negative impact of racism was identified, but more importantly, a series of interrelated positive coping responses (e.g. externalization of racism, social support) were voiced.

The implications of these results attest to the need to understand the many faces of racism that may still be experienced by Aboriginal and Torres Strait Islanders today. In addition, the coping strategies identified may be seen as valuable agents of resiliency for future generations of Aboriginal youth.

Purpose: This study examines the affective dimension of racial threat. Most modern studies of threat are framed through Blumer's group position theory and measure threat as increases in levels of traditional racism or perceptions of competition. These measurements neglect to operationalize Blumer's affective conceptualizations of threat.

Methodology/Approach: Building on Blumer's theoretical framework, we outline threat's affective dimension through a presentation of new survey items designed to capture what threat feels like.

Findings: Using factor and regression analyses, we demonstrate how affect is distinct from perceived competition, and how it is positively associated with Blumer's theoretically predicted outcome of racial prejudice, in the form of increased levels of racial resentment.

Practical Implications: Future research by sociologists and other social and behavioral scientists should explicitly consider threat's affective dimension in order to provide a more robust picture of racial prejudice in the United States.

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

The purpose of this article is to provoke diversity scholars to think about the implications of the confluence of the racial disparities in the effects of the Coronavirus and the persistence of racial inequality for a new direction of theorizing in the field.

Drawing upon three major analogies between the Coronavirus and the virus of racism, the author discusses their similarities as a means to think about why racism persists despite efforts to eradicate it. The history of racism in the United States forms a key part of the discussion.

The current theoretical tools diversity scholars primarily use to address racial inequality in organizations may only at best mitigate, not eradicate, racism in organizations. There is a need to direct theoretical development toward the concepts of racialization and deracialization.

The views and proposals for new theorizing reflect the author's positionality and biases. It also relies on three of the many possible analogies that can be made between racism as a virus and the Coronavirus.

Understanding racism through the lens of racialization and deracialization can help organizations and the leaders of them to identify the structures that embed racism and also how to change them.

Understanding racism and processes of racialization is critical to achieving racial equality. Organizations are one of the main societal institutions that shape and perpetuate the racism and inequality among African-Americans and other people of color experience. Awareness of the continuing effects of racism is critical to anticipating how virus pandemics increase the vulnerability of marginalized racial groups to greater health risks and precariousness.

This essay provokes diversity scholars to engage in reflexive discomfort about the current path of theorizing in the field. It suggests ways that the concept of racialization can be used descriptively and normatively to theorize racism in organizations. In addition, it proposes deracialization as a frame for supplanting the ideology of White supremacy and theorizing nonracial organizations.

The current piece summarizes five critical points about racism from the point of view of Black scholars and allies: (1) Black people are experiencing exhaustion from and physiological effects of racism, (2) racism extends far beyond police brutality and into most societal structures, (3) despite being the targets of racism, Black people are often blamed for their oppression and retaliated against for their response to it, (4) everyone must improve their awareness and knowledge (through both formal education and individual motivation) to fight racism and (5) anti-racist policies and accountability are key to enact structural reformation.

The first three of these points detail the depths of the problem from the perspectives of the authors and the final two lay out a call to action.

This viewpoint is the joint effort of 14 authors who provided a unified perspective.

This was one of the most original experiences the authors have had – working with 13 former/current students on joint perspectives about police brutality and racism more generally. The authors thank for the opportunity.