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This chapter addresses the National Association for the Education of Young Children’s ethical principle of “First Do No Harm” from the perspective of racial equity issues that seemingly are not obvious to educators or often overlooked in the education of Black children. Two complementary points are made. First, many educators tend to view discrimination in terms of intentional and overt actions, but may not realize how they can and do inadvertently harm children during everyday classroom routines, instructional practices, policies, and curriculum that position African American culture invisible or abnormal. Second, even though teachers might not be cognizant or aware of institutional racism that is endemic in policies, instruction, curriculum, practices, and routines, their involvement in these practices represents an ethical problem and violates the “do no harm” principle. While most P-12 teachers and teacher educators agree in theory with the idea of valuing cultural and linguistic diversity, changing actions, and deeply-seated teaching practices and dispositions can only be accomplished by challenging and disrupting normalizing discourses in the policies that inform instructional practices, curriculum, and the pedagogies used in teacher education programs and in P-12 schools. This chapter suggests that teacher education programs use decolonizing frameworks for addressing equity academic and social issues for African American students. A discussion of institutional levels of oppression and praxis are included. Examples of barriers and promising practices are shared. An overarching theme is that early childhood teacher educators must unapologetically, thoughtfully, intentionally, and comprehensively advance issues concerning educational equity for African American students.

In this chapter, Mousumi De presents the principles and implications of CRT in the context of Asian and Asian American experiences including the perspective, features, strategies, and new directions on how to facilitate the preparation of teacher candidates and work with all teachers to understand the complexity of the Asian and Asian American identity, their racialized experiences, and their sociohistorical, transnational contexts that continue to influence their lived experiences. This chapter highlights the important issues and challenges facing Asians and Asian Americans that have been camouflaged by their stereotypical treatment as model minorities. It also shares the work of many scholars on approaches for promoting diversity and inclusion, such as implementing anti-racist, anti-oppressive, and inclusive history curricula, cultural citizenship education, teaching for social justice, and culturally responsive and culturally sustaining teaching for addressing the marginalization of Asians and Asian Americans.

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

The struggle for racial justice has always faced significant challenges and controversies across interpersonal, intergroup and structural levels. As racism continues to evolve and adapt to new social, political and technological developments, researchers, activists and practitioners grapple with complex and intersecting issues. This chapter discusses some of the ongoing challenges anti-racist endeavours face today. It engages with contemporary global issues, such as international migration, globalisation and the digital revolution that have implications on the fight against racism. The chapter covers topics such as the recent backlashes against anti-racism, the emergence of the ‘colour-blind’ ideology and the challenges anti-racism faces in the realm of technological advance and digital spaces. Additionally, this chapter explores the discourse of decolonisation as a radical approach to anti-racism. It concludes with a critical discussion of the idea that mainstreaming and expanding anti-racism to include racial majorities may enhance its effectiveness.

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.

This chapter examines the connections between race and class divisions and examines how they shape racial inequities in the distribution of resources, power and privilege. Throughout history, racial identity has been a key factor in determining a person's position in modern capitalist societies. As such, issues of race and class have preoccupied sociologists and other scholars with diverse ideological orientations. This is highlighted in debates around the nexus of race and class in the production of racial structures, laws and institutions that legitimate and perpetuate the normalisation and centrality of whiteness. This chapter summarises some of the historical and ongoing debates, providing a synthesis of how race and class divisions continue to shape contemporary intergroup relations and social policy. It delves into racial capitalism and how race intersects with other social identities to determine socio-economic hierarchy in many western countries.

The inequalities in health and economic impact of the coronavirus (COVID-19) pandemic in communities of color and the racial uprising that followed the death of George Floyd have forced organizational leaders to confront their own shortcomings and those of their organizations regarding ways they prioritize stakeholder issues related to employees, local communities, and diversity, equity, and inclusion (DEI) commitment as it relates to organizational infrastructures. This chapter examines the impact of institutional racism on the ability of PR practitioners to engage with and manage social responsibility (SR) in relationships with communities of color and impact on their discourse. I use the lenses of critical race theory, stakeholder theory, and situational crisis communication theory to illustrate some organizations' communication strategies employed in response to COVID-19 and antiracism protests supporting prioritization of Black and Brown communities' needs. My central argument is that the concerns of communities of color are generally ignored because Black and Brown people often are invisible to organizations and the PR professionals that are supposed to represent them because of institutionalized racism and the sociocultural environment in which PR professionals operate.

Prior research treated entrepreneurs’ actions as purely opportunistic and voluntary, excluding social and economic systems’ influence on entrepreneurial actions. However, the applications of communication strategies, project management and social network are anchored in socioeconomic systems in which the entrepreneurs are rooted. To address the gap, this study aims to articulate – through the prism of institutional theory – how restaurant crowdfunding (CF) success is affected by socioeconomic prosperity according to entrepreneurs’ race and geographic area.

The current study analyzed 2,008 restaurant CF projects launched in the USA through the Kickstarter platform from 2010 to 2020. By conducting one-way analysis of variance and multilevel mixed-effect logistic regression models, this study examined the relative socioeconomic prosperity and CF success according to the race of the restaurant entrepreneurs. The study also examined how socioeconomic prosperity affected CF success and how that relationship was moderated by the entrepreneurs’ level of restaurant experience.

This study finds that relative socioeconomic prosperity and CF success does differ according to race. Also in the CF context, lower socioeconomic prosperity does impede fundraising success. While the level of restaurant experience significantly increased an entrepreneur’s CF success, the impact was not so significant as to overcome the impact of socioeconomic prosperity.

Drawing on institutional theory, this study examines the impact of socioeconomic prosperity on CF project outcomes. By uncovering the significant impact of socioeconomic systems on CF success, this study fills the research gap. Previous studies have generally treated minority entrepreneurs as an aggregated form. The authors’ results extend the literature by including major ethnic groups – whites, African Americans and Asians.

The findings of the current study show restaurant entrepreneurs can raise the likelihood of CF success by doing two things: first, accumulate experience in the restaurant industry; second, use their CF websites to highlight testimonials about the value of that experience. Federal, state and local governments can institute policies to help improve racial minorities’ socioeconomic conditions and thereby promote startups’ fundraising success.

To the best of the authors’ knowledge, this study is one of the first to examine unexplored institutional effect on CF outcomes. It examines how and why socioeconomic factors affect minority entrepreneurs’ funding success. It compares the prosperity and CF success of white, African American and Asian entrepreneurs.

Exploring how racism continues to persist throughout public and nonprofit organizations is central to undoing persistent society-wide injustices in the United States and around the globe. The authors provide two cases for identifying and understanding the ways in which philanthropy’s whiteness does harm to K–12 students and communities of color.

In this article, the authors draw on critical race theory and critical whiteness studies, specifically Cheryl Harris' work to expose the whiteness of philanthropy, not as a racial identity, but in the way that philanthropy is performed. The authors characterize one of the property functions of whiteness, the right to exclude, as working through two mechanisms: neoliberal exclusion and overt exclusion. Drawing on this construction of the right to exclude, the authors present two cases: the Bill & Melinda Gates Foundation and the City Fund.

Whether intentional or not, the Gates Foundation and the City Fund each exclude communities of color in several ways: from changes to schools and districts, parents' experiences navigating school enrollment due to these changes, to academic assessments and political lobbying.

These cases provide a way for researchers and practitioners to see how organizations in real time reify the extant racial hierarchy so as to disrupt such organizational processes and practices for racial justice.