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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.

The purpose of this paper is to explore the subtle racist rhetoric used by members of the Republican Party over the last 60 years connected to issues of race. The authors start by providing a brief history of the Republican Party and race issues. Then, the authors discuss the civic thinking skills stressed within the C3 Framework, specifically the ability to analyze politicians’ arguments. Then, the focus shifts to look at the racial literacy framework discussed by King et al. Finally, three activities are provided that enable students to grasp the subtle racist rhetoric used by some Republicans connected to issues of race.

In this paper, the authors explore race issues with members of the modern Republican Party. The authors design three classroom-ready activities by drawing on the best teaching practices advocated for in the C3 Framework. To elaborate, these activities allow students to research and analyze arguments made by some Republican politicians. This enables students to engage in the four dimensions of the Inquiry Arc in the C3 Framework.

The authors provide three activities that can be utilized in the high school social studies classroom to enable students to dissect American politicians’ messages connected to race issues. These activities can be adapted and utilized to enable students to examine a political candidate’s messages, especially those that contain subtle racist rhetoric. By completing the steps of these three activities, students are better prepared to be critical consumers of political messages and to hold elected officials accountable for their words, policies and actions.

In this paper, the authors explore the role of racist political rhetoric employed by members of the Republican Party over the last 60 years. The authors use the racial literacy framework advocated for by King et al. in three classroom-ready activities. The three activities are provided to help students break down the racist political rhetoric employed by notable members of the Republican Party.

The purpose of this paper is to address the profession's focus on diversity, including the original research, and analyze the research beyond the profession to understand better the bases for the limited progress in fulfilling diversity goals. The paper focuses on the fact that diversity has been equated with race and the potential implications of that relationship.

An overview and analysis of diversity research, including factors associated with the success of diversity programs, is presented, focusing on research regarding the relationship between diversity and race. The article also considers how perceptions of race and racism have been manifested across sectors and in various countries. Based upon the fact that diversity and race have been equated, the discussion focuses on the extent to which this relationship is connected to the limited progress associated with diversity goals.

Research related to race, diversity, and affirmative action indicate both the complexity of the concepts among scientists, social scientists, and members of the general public, as well as the biases reflected in the viewpoints, often manifested in public policy. The research among communication scholars also indicates a predisposition to avoiding communication about difficult topics, such as race and racism, reflective in the use of more benign terminology, such as diversity.

While diversity research continues to be necessary in the profession, going beyond that which documents the levels of under‐representation, there is also the need for further consideration of the applicability of research beyond the LIS profession. In this regard, the understanding of research related to diversity, race, and affirmative action, and the relationship among the three provides the basis for further research in LIS and a more informed approach in addressing diversity issues in the profession.

The primary focus of the discussion of the paper is that of the nature of diversity, race and racism, as defined in the context of the USA. However, research related to race, racial classifications and hierarchies, and diversity in other parts of North America, Australia, Europe, and Africa are considered to a limited extent as well.

Much of the research on the experiences of faculty of color makes clear the barriers such faculty face in academe. The research on women of color, while considerably less developed than that of faculty of color in general, is quite similar in pointing out the obstacles such women face in academe. Such literature does, however, seek to offer perspectives on how sexism intersects with racism to create a particularly unique context for women of color. Reporting on narratives from women of color as they relate to the research criterion in the promotion and tenure process, I seek to offer insights into how the academy traffics in race narratives, which constrains the options faculty women of color might have, but in doing so, paradoxically, open up spaces for these women to challenge social inequalities. The aim of this chapter is to move beyond the very linear notion of racism and sexism common in the literature on women of color and toward an understanding of the interplay between academic structures (i.e., the academic roles required of women of color) and individual agency (i.e., what women do with and because of these roles) in how one might account for the roles that race and gender play in academe.

This paper seeks to examine the social construction of the racialised, colonial subaltern accountant in the British imperial centre in the early twentieth century..

Primary sources are used to provide an historical analysis of the British accountancy arena in the 1920s, this being the period when “race thinking” first became explicit. Secondary histories of race and empire are used to contextualise this analysis by highlighting: the growth of “race thinking” in the latter part of the nineteenth and the early decades of the twentieth centuries; and the American challenge to British imperial hegemony after the First World War.

This paper tracks the struggles of British accountants in the imperial centre in the 1920s to find a path between racialist attitudes in the imperial centre, their own included and countervailing discourses of non‐discrimination. For the Scottish chartered bodies, this involved the development of a de facto barrier to entry when a proposed de jure one aroused, surprisingly enough, the prospect of retaliation from American accountants.

Limitations in the primary sources preclude detailed examination of the attitudes of individuals or for all variations in the positions adopted by particular bodies.

The troubling thing about the demise of explicit race talk by the end of the 1920s is that de facto barriers to the entry of the racialised, subordinated Other remained in place.

This paper shows that the rise of race thinking in Britain did not leave British accountancy untouched; largely through the pressure it placed upon the identity of British accountants qua Britons and the consequential issue of inclusion/exclusion of non‐Britons.

The purpose of this paper is to explore the extent to which an intervention lesson could help with elementary pre-service teachers’ critical racial knowledge around school segregation.

The author, an Elementary Social Studies Methods Instructor, developed and modeled lessons of “doing race” in social studies as one of the ways to assist elementary pre-service teachers with critical racial knowledge and commitment to do race in their future classrooms. This paper focuses on one of the modeled lessons, which centered on the topic of school segregation.

Based on the analysis of class discussion and student work, the author documented the ways in which the modeled lesson engaged pre-service teachers in disrupting the dominant discourses and teaching practices on the topic of school segregation and developing the critical understandings needed to successfully teach about race and racism in elementary classrooms.

The paper details actions meant to demonstrate to elementary pre-service teachers the benefits of an elementary social studies topic viewed and taught through a critical race lens. In doing so, it calls attention to the possibilities and limitations of a single lesson that targets antiracist practices.

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.

It has been acknowledged that the disparities and inequalities for black and minority ethnic (BME) communities in mental health in the United Kingdom (UK) has reached such proportions that it is considered a public health issue. This paper reviews training as one of the strategies that have been employed to address these inequalities and draws on a historical review and a scoping exercise in England which mapped approaches to race equality training in mental health services. The historical review showed that the concept of race and racism has been replaced by culturalism as an explanation for all racial inequalities and is the central framework for race equality training. Whilst the survey showed that the majority of mental health services were providing training for their staff, there is much fragmentation and a lack of robust evaluation demonstrating effectiveness. While education and training have a key role to play in developing knowledge and skills to address racial inequality, current approaches are fundamentally flawed.

The purpose of this paper is to examine the inter-relationship between target setting, racial categories and racism via the case of a race employment target set for the police. Drawing on and extending public administration and governmentality perspectives, the work explores the shifting politics of enumeration and categorisation within a set of organisational manoeuvres.

The data are qualitative and mainly based on interviews with senior figures involved in managing the organisational response to the target, as well as some documentary sources.

The discussion reveals that both racial enumeration and categorisation are contested rather than fixed, but that debates about it ebb and flow in variable and uneven ways. They are the subject of manoeuvring around the number itself and of what counts as race. This indicates the complexity of governing race targets, which appear set but are made fluid in various ways.

The research is based on interviews with senior and prominent figures involved in governance who spoke “off the record”, as described in the paper. These conversations are not in the public domain and the justification for using them is that they reveal the thinking behind the public debate about the black and minority ethnic (BME) target, as well as a process of negotiation and manoeuvring.

The BME target has been the subject of considerable media and political attention, plus some academic research. The paper presents a new and unique account of the target as it was implemented. It is of value to researchers interested in racism and policing interested in the organisational background that shaped the public debates about the target.

The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship.

The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months.

The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values.

This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender.

The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions.

There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.