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This chapter reviews previous research on allyship: non-minority individuals who choose to support minorities while working to end discrimination and prejudice. In particular, the focus of this chapter is on how allyship applies to the workplace. We argue that allyship can be a diversity management tool to help reduce workplace discrimination.

To explore this topic, we conducted a literature review on allyship in the workplace and synthesized previous research together. We examined research from both organizational and non-organizational settings.

Our review of previous literature is divided into three sections. First, we discuss what all entails allyship, including knowledge, communication, and, in particular, action. Next, we discuss the many outcomes previous research suggests comes from allyship (including benefits to other individuals, benefits to the overall culture, and benefits to the ally him or herself). Finally, we conclude with a discussion of who is likely to become an ally as well as the journey a person goes through to become a true ally.

This chapter can be useful for practitioners who wish to promote allyship within his or her workplace. Organizations that want to strengthen their diversity and inclusion climate can consider developing ally training programs and promoting ally culture. Additionally, this chapter can be useful for researchers who wish to study the topic. Currently, there is a dearth of research on allyship specifically within the workplace; this chapter can help future researchers identify areas for empirical exploration.

African American males experience acute or chronic stress from discriminatory treatment and racial microaggressions, decreasing their biopsychosocial health. Racial microaggressions include but are not limited to merciless and mundane exclusionary messages, being treated as less than fully human, and civil and human rights violations. Racial microaggressions are key to understanding increases in racial battle fatigue (Smith, 2004) resulting from the psychological and physiological stress that racially marginalized individuals/groups experience in response to specific race-related interactions between them and the surrounding dominant environment. Race-related stress taxes and exceeds available resilient coping resources for people of color, while many whites easily build sociocultural and economic environments and resources that shield them from race-based stress and threats to their racial entitlements.

What is at stake, here, is the quest for equilibrium versus disequilibrium in a society that marginalizes human beings into substandard racial groups. Identifying and counteracting the biopsychosocial and behavioral consequences of actual or perceived racism, gendered racism, and racial battle fatigue is a premier challenge of the twenty-first century. The term “racial microaggressions” was introduced in the 1970s to help psychiatrists and psychologists understand the enormity and complications of the subtle but constant racial blows faced by African Americans. Today, racial microaggressions continue to contribute to the negative experiences of African American boys and men in schools, at work, and in society. This chapter will focus on the definition, identification, and long-term effects of racial microaggressions and the resultant racial battle fatigue in anti-black misandric environments.

There are seven main characters of which five are women: Sindiswa, Mia, Susan, Thenjiwe and Nicky. The other two characters, Glen and Zaccaria, represent males from very different socio-economic and political backgrounds. The character of Dumasani, a young boy, is referred to in the play. What makes the play especially significant is that of a cast of seven, five are women. Throughout the play the character of Glen, a spy for the apartheid government, reveals the manipulative and deceitful manner in which the members of the South African police force and political informers carried out their work. He forms relationships with people about whom he professes to care; however, his only concern is that they are able to provide information that will secure financial reward for his spying activities for the apartheid government. Born in the RSA offers the audience an interesting exchange of ideas and thoughts about the political, economic and social situation in apartheid South Africa. Through the exploration of narratives and improvisation a landscape of violence is thrown open. A landscape of violence, that is not only physical, but also psychological. The play presents a complex situation in which violence does not only come from one source but from various sources such as the government, the youth, the opposition parties, the comrades, the private domestic space, subversive activities and political organisations. Any opposition to government policies results in harsher and more extreme violence by the apartheid regime strengthening their oppressive forces.

Direct democracy by citizen initiatives is often heralded as the avenue for the true will of the people to be heard. While scholars have debated whether this leads to a form of Madison's “tyranny of the majority,” the debate over the concrete impact of such initiatives on racially marginalized groups remains unsettled. We examine a different question about racially marginalized groups' interests in this process: the symbolic assertion of white supremacy expressed through this mechanism of majority will. We develop the concept of “racial spectacles” to describe the narrative vehicles that serve to symbolically reassert and reinforce real existing racial hierarchies and inequalities. We explore the creation of these spectacles through the initiative process because it is a state-sanctioned vehicle that enables white dominance. Paradoxically, these campaigns that purport to be colorblind depend on the enactment of these racial spectacles. Through an analysis of five statewide anti-affirmative action initiative campaigns from 1996 to 2008, we explore both macro and micro political dynamics: public displays of these campaigns as well as individual, private agency expressed in the public and private act of voting; court decisions in initiative litigation as well as individual and interest group participation in these cases. Ultimately, we argue that this form of racial spectacle further inculcates the public in the postracial ideology of colorblindness.

Purpose: Death is a universal inevitability of life, though parents and adults often report difficulty or concerns about discussing the topic with children. This investigation reports on how parents of very young children (ages 3–6) have or would discuss death with their child, and what parents consider in navigating such discussions.

Methodology: In-depth interviews were conducted with parents (N = 24) of very young children (ages 3–6) to develop a grounded theory of parents actual and anticipated approaches to discussing death with children.

Findings: Parents generally described either seeking to protect children’s “innocence” by avoiding or limiting conversations of death, or, seeking to promote children’s socioemotional competence in confronting the complexities of death through more extensive discussions. We identified four factors we hypothesize may influence parents intended strategies for navigating these approaches: (1) parents’ past and current experiences related to death, (2) children’s exposure to deaths, (3) cultural and personal beliefs about death, and (4) parents’ knowledge and awareness of their child’s cognitive competences. While protection of children’s “innocence” and cultivation of children’s socioemotional competences are not opposing goals, these concepts appeared to be situated on a continuum.

Originality/Value: Given the prevalence of death in contemporary media, and an ongoing global pandemic, young children’s exposure to death will remain heightened for the foreseeable future. Family scholars and practitioners would be wise to prepare to assist families and children thoughtfully and compassionately. We further explore tools, resources, and strategies parents and professionals have found helpful in navigating these discussions.

Within North American institutions of higher education, the sociopolitical construct of whiteness comprises an often implicit set of lessons that are reflected not only in policy and curricula but also in the teaching practices of faculty. Such lessons perpetuate white centricity and supremacy, at enormous costs to those who have been negatively racialized. Therefore, it is critical for white faculty to engage meaningfully with ongoing processes of self-reflection, self-education, and skill development so that they can contribute positively to the interrogation and disruption of whiteness in higher education. This chapter discusses seven processual considerations for white educators who seek to interrogate and disrupt the problem of whiteness in teaching and learning.