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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.

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.

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 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.

This chapter explores the impact of context on the teaching of a multicultural teacher education course and illustrates what can be learned through partnering self-study methodology with discourse analysis. The study described in this chapter draws on data collected at two teacher education institutions with different student demographics in two different states in the United States. By drawing on methods of discourse analysis, we explore how the differences between two classes manifested in response to a set of class readings on race and racial stereotyping in schools. Specifically, we look closely at the discursive resources available in each location to talk about issues of race and racism. Through partnering discourse analysis and self-study methodologies, we uncovered deep-seated assumptions held by each of us that resulted in a reification of issues of race and class in ways that surprised and troubled us.

Habermas’ theory of the structural transformation of the public sphere has been a point of departure for theoretical debate for more than forty years. Habermas’ explains the decline of a discursive space for public discussion of collective interests as resulting from the emergence of consumer culture in post-industrial capitalism. Whereas the public sphere was originally a location of rational-critical activity, public life today is a spectator sport. The dominance of media corporations has undermined the potential for critical debate of pressing social issues, including race. This study seeks to illuminate the change in public discussions of race in New York City. A comparison is made between nineteenth-century and contemporary discourse. The nineteenth-century discourse is represented by texts from The Weekly Advocate and The Colored American, two important black Abolitionist newspapers published in New York City between 1837 and 1841; this discourse has a two-sided focus: an attack on slavery and a call for civil rights, and as such, combines analysis of the violence of racism and the nature of racial inequality. To find a parallel in the contemporary discourse, news articles from New York Times, from 1998, were collected. An innovative semiotic content coding strategy is used to describe the conceptual network and ideology of public discussions of race in New York City.

Newspapers provide the context to how the public understands the role of race and gender in America. Both are portrayed commonly as having lost their power. Taking an intersectional approach, here I examine the role race and gender play in black newspaper coverage of Michelle Obama from August 2008 through July 2009. Analyzing 31 papers, gathered from Ethnic NewsWatch, I examine 175 articles, notes, and editorials that addressed the first lady in some capacity. Most narratives highlighted traditional first lady duties, her “family” values and fashion. Female reporters were focused on Obama's values and duties before the election, but emphasized her duties and looks after. Although from December, their reporting was more diffuse, having no particular focus, male reporters also focused on her duties pre-election, but values and looks were relatively unimportant. Race remained an important element in many narratives, especially for male reporters. It was mostly invoked in ways that were ceremonial and abstract, with little attention to the specific plight of black communities. In contrast, female reporters made the intersection of race and gender important (both before and after the election), and Obama's looks (particularly after). Overall, these papers were supportive; and they almost appear in awe of a black family in the White House. As a result, little attention was given to exploring how “change you can count on” would affect black America particularly.

In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant social perceptions of racial stereotypes in the United States. These stereotypes are determined by geography which exude from the legacy of enslavement in the United States. EYES theory proposes that international students view racial differences through these dynamics by assessing their own identity in regards to race, colorsim and group identification. Specifically, international students use racial groups to classify, rank, and understand racial differences that are informed by these social geographies that impart a white/black racial discourse by which international students navigate their social status. EYES theory challenges the intellectual perception of heterogeneity among international students and in regards to race posits that international students experience mico and macrolevel contexts regarding race due to the socio-historical legacy of racism in the United States. The authors anticipate that EYES theory may have implications for study in other geographical contexts where a black white dichotomy serves as the parameter for understanding racial relationships and hegemony.

Research indicates that work in predominantly white professional settings generates stress for minority professionals. However, certain occupations may enable or constrain these race-related stressors. In this paper, we use affect control theory to examine the identity dynamics present in professions that explicitly require workers to highlight racial issues. We might expect that occupations that require attention to racial inequalities could produce heightened stress for these workers. However, our research on diversity officers indicates that the opportunity to advocate for disadvantaged groups and address racial bias explicitly creates emotions of satisfaction and fulfillment, and removes some of the common pressures to manage negative emotions that arise as a result of cross-race interactions. Importantly, these emotions are achieved when minority diversity workers perceive institutional supports that buttress their work. Thus, our findings offer a more nuanced assessment of the ways professionals of color engage in various types of emotional performance, and emphasize the importance of both occupational role and institutional support.

What are the factors that encourage or discourage a successful university experience and how is this subjectively understood by Black (African, Caribbean and Asian) students? How might university cultures and subcultures better enhance the development of Black students and staff, particularly Black women in the UK? This will be considered by imagining what a more inclusive academy might look like, in the light of associated theorizing. There is, as part of the above, an interrogation of what being a university is and might be. There can be emptiness in policy statements, as well as avoidance, on the one hand; on the other, moments of courage, and struggle, to remind us of what a university can be; a place where difficult issues are addressed, in reflexive, intellectual yet also humane ways. A critical race theory framework is used to theorize and examine the way race and racism implicitly and explicitly impact on social structures, practices and discourse, and asserts itself within the corridors of higher education. It paints a picture of what the more inclusive university might be like, alongside an understanding of how difficult it is for humans to engage with the complexity, of race, stereotyping and discrimination.