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Since the development of the COVID-19 vaccinations, questions surrounding race have been prominent in the literature on vaccine uptake. Early in the vaccine rollout, public health officials were concerned with the relatively lower rates of uptake among certain racial/ethnic minority groups. We suggest that this may also be patterned by racial/ethnic residential segregation, which previous work has demonstrated to be an important factor for both health and access to health care.

In this study, we examine county-level vaccination rates, racial/ethnic composition, and residential segregation across the U.S. We compile data from several sources, including the American Community Survey (ACS) and Centers for Disease Control (CDC) measured at the county level.

We find that just looking at the associations between racial/ethnic composition and vaccination rates, both percent Black and percent White are significant and negative, meaning that higher percentages of these groups in a county are associated with lower vaccination rates, whereas the opposite is the case for percent Latino. When we factor in segregation, as measured by the index of dissimilarity, the patterns change somewhat. Dissimilarity itself was not significant in the models across all groups, but when interacted with race/ethnic composition, it moderates the association. For both percent Black and percent White, the interaction with the Black-White dissimilarity index is significant and negative, meaning that it deepens the negative association between composition and the vaccination rate.

The analysis is only limited to county-level measures of racial/ethnic composition and vaccination rates, so we are unable to see at the individual-level who is getting vaccinated.

We find that segregation moderates the association between racial/ethnic composition and vaccination rates, suggesting that local race relations in a county helps contextualize the compositional effects of race/ethnicity.

In contextualizing critical race theory (CRT), this chapter utilized prismatic inquiry to analyze a researcher–participant's story at different levels in education through a DisCrit lens, offering the “what, why, and how” of DisCrit as an analytical tool important to the everyday lives of educators and students. Using prismatic inquiry and a DisCrit lens, the anecdotal experiences of an educator were gathered, transcribed, examined, and analyzed. Lessons from this educator's experiences that emerged were aligned to existing research literature, viewed and further analyzed through a DisCrit lens, and synthesized to offer insights in improving the training of current and future educators, classroom teachers, and school leaders.

This chapter on anti-racism struggles applies an anti-racist activist framing, both critically examining and recognising the milestones achieved through centuries of pro-justice and anti-racism struggles. It delves into the arduous journey that the global fight for racial equity has undergone and highlights the significant progress as well as setbacks experienced during this lengthy struggle. The earliest history of the fight against racial oppression and domination goes back to anti-slavery and anti-colonial movements. Scholars have analysed the emergence, development and state of global anti-racism struggles in a variety of ways. I approach this subject from a sociological perspective, highlighting the role of social structures, groups and institutions that have contributed to shaping the outcomes of anti-racist initiatives. While recognising the role of individuals and leading political activists, this chapter emphasises anti-racism as a collective social justice struggle. To do this, I explore various local and global anti-racism endeavours and examine how they may influence discussions on race, racism and racial equity and their evolving trajectories across different societies.

Racial stigma and racial criminalization have been centralizing pillars of the construction of Blackness in the United States. Taking such systemic injustice and racism as a given, then question then becomes how these macro-level arrangements are reflected in micro-level processes. This work uses radical interactionism and stigma theory to explore the potential implications for racialized identity construction and the development of “criminalized subjectivity” among Black undergraduate students at a predominately white university in the Midwest. I use semistructured interviews to explore the implications of racial stigma and criminalization on micro-level identity construction and how understandings of these issues can change across space and over the course of one's life. Findings demonstrate that Black university students are keenly aware of this particular stigma and its consequences in increasingly complex ways from the time they are school-aged children. They were aware of this stigma as a social fact but did not internalize it as a true reflection of themselves; said internalization was thwarted through strong self-concept and racial socialization. This increasingly complex awareness is also informed by an intersectional lens for some interviewees. I argue not only that the concept of stigma must be explicitly placed within these larger systems but also that understanding and identity-building are both rooted in ever-evolving processes of interaction and meaning-making. This research contributes to scholarship that applies a critical lens to Goffmanian stigma rooted in Black sociology and criminology and from the perspectives of the stigmatized themselves.

Compared to Whites, People of Color (POC) in the USA face substantial cultural, structural and institutional challenges on their paths to entrepreneurial success. Many of these challenges have their roots in institutional racism—pervasive discriminatory practices and policies found within institutions. Institutional theory suggests that organizations gain access to institutions and resources when they conform to “appropriate” business practices. How does the reality of institutional racism square with institutional theory when many of those institutions, like banks, are fundamentally afflicted by racist practices and norms? Can another institution, the family, act as a resource substitute to provide POC business owners the necessary resources for success?

Focusing on White-, Black- and Asian-American business owners, the authors analyze data from the USA. Census's Annual Business Survey.

Despite vast performance differences between POC- and White-owned businesses, family firms of every racial group outperform their same-race nonfamily counterparts. Idiosyncratic resources families bring into family firms, known as familiness, appear to help mitigate the challenges to entrepreneurial success that POC face.

Policy makers should consider specific types of support different entrepreneurs require given the kinds of hurdles racial minorities continue to face in the USA.

Despite scholarly attention on family firm heterogeneity, there is scant research on race.

This research is one of the first to explore the implications of institutional racism on institutional theory and the first to employ this concept within the context of family firms.

The proposal takes as a reference of the post-pandemic context corresponding to Cuba, likewise, it includes experiences from Peru and Argentina, mainly in the field of education. In the epistemic order, enclaves of the theory of culture in its humanist aspect corresponding to cultural identity were adopted. Methodologically, we adhere to the critical interpretative paradigm, integrating results of the authors’ social practice and critical review of sources, mainly contributions from critical theory. The exposed analyses contribute to base theoretical-methodological criteria aimed at reducing gender and racial gaps, and other inequalities determined by conditions that historically become inequities in access to development. Political theoretical criteria are proposed for the implementation of inclusive public policies in the area of education and productive activity, overcoming gender, and racial gaps in the post-pandemic context. As a result, it contributes to promoting the overcoming of the effects of racism and sexism in the pandemic context as well as enabling the development of cultural identity from actions aimed at the cultural integration of identity expressions neglected due to racial and gender conditions. As a result, it contributes to promote the overcoming of the effects of racism and sexism in the pandemic context; as well as to enable the development of cultural identity from actions aimed at the cultural integration of identity expressions neglected due to racial and gender conditions.

This paper aims to examine how neighborhood characteristics (income, population composition) and individual building attributes (ownership) affect the recovery period of single-family housing and determine their correlations with property abandonment and changes in residential land use after natural disaster.

This empirical study focuses on Valley Fire, one of the California’s most destructive wildfires in 2015, and uses assessor, community, demographic and sales data to measure recovery of a panel of single-family houses located in Lake County in California between 2012 and 2020. Several regression and correlation models will be developed to test different hypotheses.

This study found that: Recovery period is longer than what expected in most existing literature; ownership status significantly affects recovery period; income level is not a significant factor for shortening the recovery period; and minorities may need more assistance for constant recovery. Findings of this research will help identify at risk communities to avoid uneven housing recovery and lower the rate of property abandonment.

Housing recovery is key to revitalizing communities following major natural disasters. The sociodemographic characteristics of each neighborhood have significant impact on the duration of recovery and possible property abandonment. Understanding how home and neighborhood characteristics affect recovery will help planners prevent long-lasting adverse effects of natural disasters.

Many psychological, cultural, and social barriers exist that impact Black male participation in the workforce. In this chapter, authors discuss the impact that mentorship, racism, society, culture, economics, and other pertinent factors have on the career development of Black men. This chapter examines programs and strategies that effectively address the career development needs of Black men. A review of counseling interventions and their applicability to career counseling with Black men are presented. Emerging trends in career development for Black men are also discussed. In addition, provided in this chapter are personal narratives given by the authors who contextualize their career development experiences through culturally-specific career development theoretical frameworks. Lastly, implications for research, counseling, counselor education, and policy, as well as recommendations for professional development are offered.

This chapter focuses on two aspects of the achievement gap – underachievement and low achievement among Black males in urban school contexts. More specifically, the authors explain several problems/issues confronting Black male students in P-12 gifted and talented, advanced placement, and special education programs, along with the school-to-prison pipeline – inequitable discipline in the form of suspensions and expulsions. We parse underrepresentation and overrepresentation for this student group. A central part of this discussion is grounded in the achievement gap literature on Black students in general with implications for Black males in particular. Another fundamental aspect of this discussion is the need for educators to adopt an anti-racist (social justice or civil rights) and cultural competence approach to their work, which means being equity-based and culturally responsive in philosophy and action. Suggestions for closing the achievement gap and otherwise improving the achievement of Black males are provided for educators. We also compel educators to go beyond talking about equity by setting quantifiable equity goals for minimum and maximum percentages (and numbers).

This chapter takes a panoramic view to explore the lives of collegiate Black men. We begin with brief reflections from our own experiences to position ourselves to and alongside Black men's lives and college years. After setting the stage through our own reflections, we explore the literature on Black men's lives during their college years and pay particular attention to their social statuses, campus engagement, and health and well-being. Two critical components in many Black men's collegiate experiences are how they are projected in wider US society through deficit-based perspectives and repositioned away from educational success. We interrogate these realities and advance a discussion on ways to improve the conditions, environment, and understanding of their college journeys and possibilities. We conclude with recommendations for research, practice, and policy.