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The purpose of this paper is to explore the relationship between social capital and collective action at the county level in the US while incorporating the moderating effects of community racial diversity and urbanity and to find the changing effects of social capital on philanthropic collective action for community education.

This paper employs a quantitative research design. The dependent variable measures philanthropic collective action for community education while the independent variable for social capital is measured as a community level index. Moderating variables include a community racial diversity index and urbanity. This analysis tests and interprets interaction effects using moderated multiple regression (MMR), with the baselines of MMR being grounded to multivariate ordinary least squares (OLS) regression. Analyses are carried out in the context of the USA during 2006 and 2010, with US counties employed as the unit of analysis.

The effects of social capital on philanthropic contributions decline in counties with low- and mid-levels of racial diversity. On the contrary, the effects of social capital increase in highly racially diverse counties. The three-way interaction model result suggests that racial diversity positively moderates social capital on philanthropic collective action for community education where the effect of social capital is strong and positive in highly racially diverse urban communities.

This research complicates the notion that social capital and racial diversity are negatively associated when exploring collective action and community education, and suggests effects of social capital varies with moderating effects on philanthropic collective action for community education.

This chapter examines the processes by which a group's racial composition affects its performance and the social-cognitive tendencies of its individual members. Drawing on published and unpublished experiments regarding group composition and interracial interaction, this review demonstrates that the information exchange perspective on diversity – in which demographic heterogeneity is expected to translate into informational heterogeneity – is more complicated than some have suggested, and is not wholly responsible for the positive performance effects of racial diversity. Indeed, many of the benefits of diversity can be attributed to the impact of heterogeneous settings on White individuals, as well as to motivational and other non-informational processes.

The purpose of the study was to determine, first, whether both numeric diversity and racial climate impacted the psychological well-being and workplace experiences of faculty of color (FOC). But the authors also considered whether there was an “additive” effect when both diversity factors existed at the same time.

The authors used surveys of academics from various backgrounds in multiple US regions to test the effects of numeric diversity and racial climate on three dependent variables – invisible labor, stress from discrimination and dissatisfaction with co-workers. For the purposes of the study, FOC were defined as black, Latinx and Asian faculty.

The results showed significant support for the authors' prediction that there was more stress from discrimination, invisible labor, and co-worker dissatisfaction against FOC in institutions with low numeric diversity and poor racial climate compared with institutions with high numeric diversity and a positive racial climate. They also found that negative impacts were smaller in institutions with both high numeric diversity and a positive racial climate, compared to institutions with high numeric diversity, but a poor racial climate. However, similar results were not found for institutions with low numeric diversity and positive racial climate.

The authors concluded that the findings showed that “diversity climate may be the primary driver of mitigating psychological disparities between FOC and white faculty”. They said that education officials should take action to construct a positive racial climate, but neither should they ignore numeric representation.

Research on organizational diversity initiatives generally focus on either numerical diversity or racial climate. Both facets of diversity are critical, however, research has rarely examined their impact simultaneously. The paper aims to discuss these issues.

In the current study, the authors use the context of higher education, to examine how variations in the composite of numerical diversity and racial climate predict psychological disparities between faculty of color (FOC) and White faculty. The authors test how institutions that engage in authentic diversity (i.e. institutions that are both numerically diverse and have a positive racial climate) compare to other diversity composites.

Using a data set of n=37,406 faculty members in US colleges/universities, this study found that racial disparities between FOC and White faculty for various psychological outcomes are smaller in authentic diversity institutions compared to institutions with low numeric diversity/ poor racial climate. Further, the data demonstrate that authentic diversity institutions have reduced psychological disparities compared to institutions with high numeric diversity/poor racial climate, but have similar disparities to institutions with low numeric/positive racial climate.

These results suggest that diversity climate may be the primary driver of mitigating psychological disparities between FOC and White faculty. However, it is necessary for institutions to authentically engage in diversity – by promoting both entities – to become more effective in reducing disparities.

This study aims to examine how change in white college students’ beliefs about race over the course of a semester impacted their interactions with diverse others. While there is an increasing interest in understanding people's beliefs about race, there has been limited research examining how people’s beliefs about race can and do change over time and how education can facilitate this change.

White students (N = 98) at a predominantly white college completed a multidimensional racial essentialism measure and measures of both self-report and behavioral interactions with diversity, at the beginning and end of a semester. Multilevel modeling with time-varying predictors was used to examine how change in beliefs about race related to change in diversity interactions.

The impact of racial essentialism on student diversity interaction varied considerably depending on the type of racial essentialism. Higher levels of speciation and genotypic essentialism at Time 1 were related to lower interaction with diversity at Time 2. Decreases in phenotypic essentialism were concurrent with increases in diversity interaction over the duration of the semester. For a subgroup of students enrolled in a race and diversity course, unexpectedly, decreases in genotypic essentialism were concurrent with decreases in diversity interaction.

By using a multidimensional model of beliefs about race with a longitudinal assessment, this study contributes to our understanding of how specific components of beliefs about race change over time and how change in these beliefs occurs concurrently with students’ diverse interactions. The findings are discussed in relation to the impact of education on students’ peer interactions with diverse others, with specific implications for race and diversity pedagogy.

The purpose of this paper is to situate the idea that the City of Toronto is a leader on addressing issues of diversity, racism and democracy within the context of diversity discourse and the racial norms that are incited by it.

A genealogy and critical discourse analysis of City of Toronto documents from 1975 to 2017 involving consultations with racial Others on issues of diversity, race and/or racism was conducted.

The author shows how the specific racial norms that continue to make up diversity discourse as “truth” in the City of Toronto are reproduced through the commodification of racial Others and the re-framing of their racial claims, to re-generate the narrative of the diverse City of Toronto where all are welcome to participate and belong.

Implications for senses of place are discussed.

This paper adds critical depth to understanding increased participation of racialised communities as a mechanism for achieving socio-political change in government and non-government institutions. Initiated in a local context, the findings of this paper are intended to contribute to a global reservoir of critical knowledge on diversity, race, democracy, political participation and power.

The aim of this article is to examine how professionals within Dutch sports media give meaning to racial/ethnic diversity in the organization and reflect on the use of racial stereotypes in sports reporting.

Ten in-depth interviews with Dutch sports media professionals have been conducted to obtain the data. Respondents had a variety of responsibilities within different media organizations in the Netherlands. The authors used thematic analysis supplemented with insights from critical discourse analysis to examine how sports media professionals give meaning to racial/ethnic diversity and the use of racial/ethnic stereotypes.

The following main themes emerged from the analysis of the interviews: (1) routines within the production process, (2) reflections on lack of diversity on the work floor and (3) racial/ethnic stereotyping not seen as an issue. Generally, journalists showed paradoxical views on the issue of racial/ethnic diversity within sport media production dismissing it as a non-issue on the one hand while also acknowledging there is a lack of racial diversity within sport media organizations. Results will be placed and discussed in a wider societal and theoretical perspective.

By focussing on the under-researched social group of sport media professionals in relation to meanings given to race and ethnicity in the production process, this research provides new insights into the role of sports media organizations in (re)producing discourses surrounding race/ethnicity in multi-ethnic society and the operation of whiteness in sports media.

Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little empirical research has been dedicated to understanding the effects of structural (compositional) racial diversity within leadership programs on program participant outcomes. This study examined the impact of the structural racial diversity of 50 leadership program sessions on student leadership capacity gains over time. A total of 667 participants in sessions coded as either “High,” “Moderate,” or “Low” with regard to racial diversity within the session served as the sample. Results from data collected immediately prior to, directly after, and 3-4 months after program participation suggest the training effects of a leadership initiative may be augmented by the recruitment of racially diverse participants.

Over the past decade, the U.S. workforce has become increasingly diverse. In response, scholars and practitioners have sought to uncover ways to leverage this increasing diversity to enhance business performance. To date, research evidence has failed to provide consistent support for the value of diversity to organizational effectiveness. Accordingly, scholars have shifted their attention to diversity management as a means to fully realize the potential benefits of diversity in organizations. The principal aim of this chapter is to review the current wisdom on the study of diversity climate in organizations. Defined as the extent that employees view an organization as utilizing fair personnel practices and socially integrating all personnel into the work environment, diversity climate has been proposed as a catalyst for unlocking the full value of diversity in organizations. During our review, we discuss the existent individual- and aggregate-level research, describe the theoretical foundations of such work, summarize the key research findings and themes gleaned from work in each domain, and note the limitations of diversity climate research. Finally, we highlight the domains of uncertainty regarding diversity climate research, and offer recommendations for future work that can enhance knowledge of diversity climate effects on organizational outcomes.

Black people have been historically, legally, and systematically blocked from accessing U.S. educational opportunities at all levels. Institutions, policies, and affirmative action efforts have all influenced the racial desegregation of public education, which had legal and social implications for higher education. While legislation provided a way for black students to enroll into predominantly white institutions, students were met with racial tension and discrimination. The integration efforts of the 1960s focused primarily on black students, and later on, other students of color; this led to the creation of many race-centric resources and support services for students.

Today, however, as conversations on race have transitioned toward diversity, racial justice efforts are often diluted in the creation of broadly reaching diversity and inclusion efforts. Black cultural centers have since transitioned to minority and multicultural offices to now diversity and inclusion centers. The authors understand that the progression of student issues, needs, and concerns presents a need to broaden diversity efforts. Yet, race-related incidents, specifically, continue to serve as a foundation for the creation of diversity offices that are oftentimes designated as “catch all” efforts. In this chapter, the authors will provide historical racial context for current diversity efforts within higher education and discuss the contemporary role of race and racial justice within diversity work in higher education.