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The purpose of this paper is to investigate the effects of the socio-demographic diversity characteristic, racioethnicity, vs the deeper-level socially constructed attribute, awareness of racial privilege (which the authors termed “racial awareness”), on perceptions of organizational justice and on trust in management (TM) (trust) in a US context. The authors predicted that racial awareness would have a greater effect on perceptions of interactional and procedural justice and on trust than would participant racioethnicity. Second, the authors predicted that justice perceptions would influence trust. Finally the authors predicted that justice perceptions would mediate between racial awareness and TM.

The authors surveyed Black, Hispanic and Native American professionals in one industry in the USA. The authors employed regression and bootstrap analyses to test the hypotheses.

Racial awareness influenced justice ratings and TM. Justice perceptions influenced employee trust. Interactional and procedural justice had indirect effects on the relationship between racial awareness and trust, supporting the hypotheses.

Respondents were primarily African-American, so additional research to assess attitudes of other groups is needed. Respondents belonged to a minority networking group which provided the sample. It is possible that their membership sensitized the respondents to racial issues.

The finding suggest that managers can positively influence US minority employees’ trust regardless of the employees’ racial awareness by treating them with dignity and respect and by ensuring fairness in the application of organizational policies and procedures.

This study examined the impact of US minority employee racial awareness on justice perceptions and TM, important variables in the employer-employee relationship. Findings indicated that racial awareness was a better predictor of employee attitudes than was racioethnicity.

Like “second hand smoke,” the harmful repercussions of racial harassment may extend well beyond the target to impact others at work. This study seeks to examine the “second hand smoke effect”, or ambient racial harassment, which involves exposure to racial harassment aimed at others. The paper examines race differences in awareness of racial harassment and explored work and health‐related outcomes associated with exposure to racial harassment. It also examines organizational tolerance for harassment as a moderator of these relationships.

A diverse sample of 245 employees from three data sources were surveyed. One data source involved White and Black employees in the same organization; the others worked in a variety of organizations across the USA.

Whites were less likely than Blacks to be aware of racial harassment, even when employed in the same workplace. However, awareness of racial harassment predicted negative job attitudes and psychological strain for both Whites and Blacks. These relationships were amplified by perceptions of organizational tolerance for racial harassment.

The study documents ramifications of ambient racial harassment and illuminates a racial divide in awareness of harassment at work that may exacerbate racial conflict and prevent needed organizational change.

The paper extends the construct of ambient racial harassment by measuring a range of overt and subtle forms that vary in type and intensity, and by examining the role of organizational tolerance for racial harassment as a moderator of the relationship between ambient racial harassment and work and health‐related outcomes.

There is a growing body of literature signaling the relevance of race in leadership development, but many conventional models do not prompt exploration of this social identity. The omission of race in leadership curriculum is disadvantageous for all college students, but among White student leaders, it may be a continuance of White privilege. The purpose of this constructivist study was to explore how White student leaders make meaning of their racial identity, and corresponding privilege, through a relevant leadership framework. Racial caucusing was employed as a method to prompt discussion and gather narratives from four White student leaders. Findings from this narrative inquiry study indicate how the confluences of race and leadership can advance self-awareness among White student leaders.

Discrimination is defined as negative or harmful behavior toward a person because of his or her membership in a particular group (see Jones, 1997). Unfortunately, experiences with discrimination due to racial group membership appear to be a normal part of development for African American youth. Discrimination experiences occur within a variety of social contexts, including school, peer, and community contexts, and with increasing frequency as youth move across the adolescent years (Fisher, Wallace, & Fenton, 2000; Seaton et al., 2008). Recent research with a nationally representative sample of African American 13–17-year olds revealed that 87% had experienced at least one racially discriminatory event during the preceding year (Seaton et al., 2008). Most of the research on the consequences of youths’ encounters with racial discrimination has focused on mental health outcomes (Cooper, McLoyd, Wood, & Hardaway, 2008), with surprisingly little work examining whether and through what mechanisms discrimination affects achievement motivation.

At universities across the country, students of color have organized and participated in protests, walkouts, and social media campaigns to call attention to racialized experiences that they feel have been largely ignored by their campus communities. Often these students of color are confronted with acts of racism that take the form of subtle everyday insults, known as racial microaggressions. Given the prevalence of racial microaggressions in higher education, the question arises as to how educators and administrators can effectively educate students on this concept in order to increase their cultural competency and combat these racialized acts. In this chapter, we consider how the classroom can be an active space to increase students’ competency and validate the experiences of marginalized groups. Drawing from critical race theory, previous literature, and our own experiences in the classroom, we outline several pedagogical strategies for educating students on racial microaggressions. First, we encourage faculty to arrange their classrooms for effective dialogue by being reflexive of your own positionality and privilege, collaborating with students on class ground rules, and unpacking the complexities of racial discussions with students. Next, we draw upon social media, popular culture, student-centered activities, and interdisciplinary research in order to demonstrate lived experiences of racial microaggressions and their consequences within higher education. Finally, we work with students on examining how they might contest these racialized insults in their own lives and potentially work toward larger social change.

Proposes that women will not make significant advances in American businesses unless the focus shifts from a preoccupation on gender awareness to one of multicultural awareness. Discusses the whitewash dilemma and dominant assumptions about women in management to help explain the current management development paradigm that fails to recognize diversity among women. Makes a case for increasing organizational education about racial and gender similarities and differences which are crucial for establishing a successful multicultural organization where a new, all‐inclusive paradigm can prevail and the voices of all women can be heard. An analysis and critique of the women in management field precedes by an emerging model of individual and organizational stages of awareness. Finally proposes recommendations for interventions to shift existing management development practices towards the new paradigm.

As a team of eight scholars at the University of Texas, we collaborate to research issues that directly focus on the development, training, and experiences of anti-racist and social justice leaders in urban secondary schools. Each of us considered a personal event, or series of events, that significantly influenced our thinking about social justice. We share experiences of personal and institutional racism, and reflect on how these experiences continue to shape our awareness of race. Our perspectives capture how issues of race and racial discrimination persist in a status quo educational system and how past experiences directly influence our work.

The majority of New Commonwealth immigrants to Britain arrived during the 1950s and early 1960s but for them and their children, equal opportunities are not yet a reality. To understand why this is so, requires some background on the establishment of a multi‐racial society in Britain.

The purposes of this paper are three‐fold: first, to examine the effect of diversity climate on professional employee of color outcomes, organizational commitment and turnover intentions; second, to investigate the moderating and mediating roles of interactional and procedural justice on the relationships between diversity climate and the outcomes; and third, to explore the interactive effect of racial awareness and diversity climate on reported psychological contract violation.

The authors conducted a survey of 182 professionals of color. Correlation, factor analysis, and regression were employed to test the hypotheses.

Results indicate that diversity climate affects organizational commitment and turnover intentions. Interactional and procedural justice played mediating roles between diversity climate and employee outcomes. Moderated mediation analysis indicated that for turnover intentions, there was moderated mediation under both low and high procedural justice conditions. When a diversity climate was perceived to be fair, racially aware respondents reported lower levels of psychological contract violation.

Professionals of color from one US industry completed the survey, so conclusions about generalizability should be drawn with caution. Data were cross‐sectional and single‐source. However, the findings were consistent with past research, lending credibility to the results.

Recent research on workforce diversity has highlighted the importance of effectively managing all organizational members. The paper shows that the diversity climate and organizational justice impact employee of color outcomes. Thus, for managers, creating and maintaining a positive, fair diversity climate will be important for attracting and retaining high‐quality professionals of color in US organizations.

Children and youth of color in White and adult-dominated societies confront racism and adultism that shapes their peer cultures. Yet, the “new” sociology of childhood lacks the theory and methodology to explore racialized peer cultures. Thus, this chapter aims to sharpen its research tools. Theoretically, this chapter draws from Technologies of the Self (Foucault, 1988) and Critical Race Theory (Delgado & Stefancic, 2012) to enhance Valentine’s (1997) “adult-youth binary” and Corsaro’s (2015) “interpretive reproduction.” Methodologically, it combines the “doing research with children” approach (Greig, Taylor, & MacKay, 2013) with Critical Race Methodology (Solórzano & Yosso, 2002) to do research with youth of color. These enhanced research tools are then used to explore how boys and girls of color (n = 150), 9- to 17-year olds, experience peer culture in suburban schools, under police surveillance, and on social media. In the field, interviewers navigated their adult privilege and racial/ethnic positionalities in relation to that of participants and the racial dynamic in the research setting, ultimately aiming to co-create a safe space for counter-storytelling. As a result, this chapter captured how White-dominated peer cultures used racial microaggressions against youth of color in suburban schools, boy peer cultures navigated racialized policing, and online-offline peer cultures curtailed protective and controlling racialized adult surveillance. Theoretically, the racially enhanced interpretive reproduction and adult-youth binary exposed the adultism-racism intersection that shapes youth peer cultures. Methodologically, counter-storytelling revealed the painful realities that youth of color face and that those with adult and/or White privilege would rather ignore.