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Book part
Publication date: 12 December 2023

Kimiya Sohrab Maghzi and Marni E. Fisher

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…

Abstract

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.

Details

Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective
Type: Book
ISBN: 978-1-80455-530-9

Keywords

Article
Publication date: 16 November 2023

Eric R. Kushins and Myriam Quispe-Agnoli

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…

Abstract

Purpose

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?

Design/methodology/approach

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

Findings

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.

Practical implications

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

Social implications

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

Originality/value

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.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 29 no. 9/10
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 26 May 2022

Pejman Rezakhani

This paper aims to examine how neighborhood characteristics (income, population composition) and individual building attributes (ownership) affect the recovery period of…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Details

International Journal of Disaster Resilience in the Built Environment, vol. 14 no. 5
Type: Research Article
ISSN: 1759-5908

Keywords

Book part
Publication date: 13 December 2023

Guy J. Beauduy, Ryan Wright, David Julius Ford, Clifford H. Mack and Marcus Folkes

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…

Abstract

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.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Book part
Publication date: 13 December 2023

Donna Y. Ford, James L. Moore and Ezekiel Peebles

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…

Abstract

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).

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Book part
Publication date: 13 December 2023

Derrick R. Brooms, Marcus L. Smith and Darion N. Blalock

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…

Abstract

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.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Article
Publication date: 25 January 2024

Miftachul Huda and Abu Bakar

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in…

Abstract

Purpose

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.

Design/methodology/approach

The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.

Findings

The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.

Originality/value

The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.

Book part
Publication date: 13 December 2023

Monique N. Golden, Paul Singleton, Dakota W. Cintron, Michael Reid and Erik M. Hines

A Legacy Community is a living and learning community supported by broader institutional departments (e.g., student affairs, academic affairs, foundation, and alumni affairs) that…

Abstract

A Legacy Community is a living and learning community supported by broader institutional departments (e.g., student affairs, academic affairs, foundation, and alumni affairs) that dedicate resources, opportunities, and supports intended to: (a) undo legacies of educational disparities that Black/African American males have historically witnessed and (b) build capacity for students engaged in these communities (i.e., Black/African American males) to create and leave positive legacies on their terms. In this qualitative study of Black and African American undergraduate male living and learning community (LLC) participants at a primarily white institution (Legacy House), we investigate the LLC program elements that impact participants' educational and social experiences, and foster pathways for student legacy building. Legacy house participants describe brotherhood, sense of belonging, and leaving a legacy as elements that enable positive student academic and social outcomes, campus involvement, and career readiness.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Article
Publication date: 19 October 2023

Joanna R. Jackson, Willis Lewis, Jr and Nir Menachemi

This paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented…

Abstract

Purpose

This paper aims to present demographic characteristics and postgraduate employment trends of business doctoral graduates, especially the proportion that are underrepresented minorities (URMs) over time.

Design/methodology/approach

The authors analyze the near census of individuals receiving doctoral degrees in a wide range of business disciplines from US-accredited universities from 1973 to 2018 (n = 50,091) contained with the National Science Foundation Survey of Earned Doctorates. The authors analyze how the proportion of URM graduates, by discipline, has changed over time both in terms of receiving a doctoral degree and entering an academic position.

Findings

The proportion of URM graduates fluctuated between approximately 5% and 15% annually, steadily increasing across decades. Overall, 64.4% of all graduates entered an academic position, with notably higher rates among whites (72.1%) compared to Blacks (51.8%), Hispanics (60.4%) and other URMs (56.4%) (p < 0.001). In adjusted models, the proportion of URMs that entered academic positions significantly increased overtime, beginning in the 1990s and peaked in the 2000s. Although the few institutions that graduated the highest number of URMs do not currently have an Association to Advance Collegiate Schools of Business-accredited business school, the authors identify several exemplar institutions where URM graduates entered academic jobs at the highest rates.

Originality/value

The authors provide demographic trends that shed light on ways to influence an increase in URM doctoral graduates from business disciplines into academic careers. This discussion is of interest to university administrators and other stakeholders interested in diversity issues in higher education.

Details

Journal of International Education in Business, vol. 17 no. 1
Type: Research Article
ISSN: 2046-469X

Keywords

Book part
Publication date: 12 December 2023

Reyes L. Quezada, Mario Echeverria, Zulema Reynoso and Gabriel Nuñez-Soria

In this chapter, we present critical race theory (CRT) with a focus on Latino critical theory (LatCrit) and its impact on Latinx educators, Latinx youth, and Latinx communities…

Abstract

In this chapter, we present critical race theory (CRT) with a focus on Latino critical theory (LatCrit) and its impact on Latinx educators, Latinx youth, and Latinx communities. We focus on identity inclusion and Latinidad as a way to increase critical consciousness of educators and Latinx youth, language rights, and feminist pedagogies of resistance. LatCrit frameworks are used as transformational resistance and afford a productive platform for developing critical understandings of the educational experiences of Latinx youth. We discuss relationships and community through the alignment of LatCrit and critical pedagogy and the application of critical theory and community-responsive pedagogy in increasing equitable outcomes in educational settings that support Latinx youth and families. We provide recommendations to address the challenges Latinx youth face and how Latinx educators can continue to support youth through a LatCrit framework, and a summary of possible solutions to consider. We close with some reflection and dialogue questions.

Details

Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective
Type: Book
ISBN: 978-1-80455-530-9

Keywords

1 – 10 of 227