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The purpose of this study is to address a practical question and problem: what can explain the small number of underrepresented racial and ethnic practitioners in the public relations industry? By placing race at the center of this study via critical race theory, the authors sought to answer the previously mentioned practical question. The authors focused on the undergraduate environment as a pipeline to the profession. The goal was to determine whether issues of race in the undergraduate public relations environment played a role in students’ ability to succeed in their public relations coursework and in their ability to secure internships, network with professionals, etc.

The authors interviewed 22 practitioners with five or fewer years of industry experience. The authors used email interviews to gather data from young professionals. Although email interviews are impersonal in nature, because of a lack of the use of social cues and non-verbal communication (Hunt & McHale, 2007), email interviews are more cost-effective, expand the range of participants that one could interview, and this method allows participants to reflect longer on their answers, which could result in more detail – whereby participants might share information they would not normally share face-to-face.

The findings reveal that half of the Latina, African American and Asian American participants noted that being underrepresented was not necessarily a hindrance to their academic success; rather, being underrepresented was uncomfortable for them at times, as they believed they had to prove themselves more than whites. Additional findings reveal that in terms of developing social skills for the profession, participants did not experience negative or positive effects of race. Findings are used to gain insight into how to increase diversity in the profession and to gauge the extent to which racial identity plays a role in public relations students’ collegiate development.

This study asks racially and ethnically underrepresented applied communication students to reflect on their experiences as undergraduates as a means of refining the undergraduate educational experience to make that experience more attractive for and conducive to academic success for current and future underrepresented applied communication undergraduate students. It's a first of its kind in that regard.

The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.

In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.

In this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.

There is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.

The author extends the work on diversity policy in UK higher education by centring the voices of Black and minority ethnic scholars and de-centring white comfort with the aim of a call to stop the pain that sanitised university diversity policies cause Black and minority ethnic scholars.

Using in-depth qualitative and auto-ethographic research methods, this paper engages with both respondents' narratives as well as the author's experience of carrying out the research within the walls of predominately white universities.

In order for universities to move beyond hollow and sanitised diversity, they must centre the voices of Black and minority ethnic scholars. Respondents spoke of their experiences of pain, and feelings of “taking up” space in predominately white universities. The author also discusses respondents' feelings towards diversity and inclusion policies such as the Race Equality Charter Mark.

The research is built on previous work on diversity by decentring white comfort.

The purpose of this paper is to contribute to the scholarship of diversity, equity and inclusivity in higher education. The focus is to advance an understanding of the issues concerning student admissions and access in higher education. The paper will contribute to the debate on student admissions and access in higher education. Among others, the author argues that in the context of higher education, access has different meanings.

This paper is conceptual in approach and draws from extant literature and the review was used in compiling the paper. Interpretivist approach was used in understanding the topic. Relying on capabilities approach (CA) as a lens in understanding student admissions and access the author argues that higher Education Institutions should consider opportunities (capabilities) for all students to live the lives that they have reason to value (valued functionings). CA works from the premise that human beings share universal capabilities and students’ life can be fulfilling if given the opportunity to exercise their capabilities by universities.

Universities can rely on students’ racial and ethnic backgrounds, socioeconomic status and students’ disabilities in admitting them. Diversity characteristics can be used as a tool to ensure the heterogeneity of the student population or as an unfair advantage given to students who might otherwise be deemed inadmissible on the basis of their academic or test performance. Factors such as changing demographics, public policy, institutional practices and marketing techniques seem to have a subtle influence on the process of admission. Students may experience challenges because of the “invisibility” of their disabilities due to a breakdown in communication within higher education systems.

The paper relied on literature review only and this is its limitation. Literature review may have been influenced by selection bias of the author and is likely to include only those sources that are most consistent with the author’s personal opinion. Selection bias can arise when the inclusion and exclusion criteria for the review are not clearly stated and that might bias the findings.

Admission officials in higher education institutions are expected to conduct a diversity needs assessment before admissions with the aim of using the data to identify student population. The needs assessment can look at aspects such as the students’ racial and ethnic backgrounds, socioeconomic status and students’ disabilities to ensure access and success of all students.

Inequities around access and admission for diverse groups of students in higher education are a reality worldwide. There is a worldwide trend within countries to see universities as contributors to economic growth, and many institutions are now increasingly attuned to the money economy. A student’s decision to apply on where to study may be influenced by the reputation of the institution.

This concept is relative and has different meanings depending on the nature of the work in question. The paper was compiled through literature review, all the sources used have been acknowledged, and the paper conveys the thoughts, interpretations and ideas of the author.

The purpose of this paper is to move beyond individual level characteristics of founders to explain the performance gap between white and black majority owned new ventures. It specifically investigates three potential mediators: demographic characteristics of venture’s location, financial size of the venture and its credit riskiness.

The Kauffman Firm Survey, a longitudinal data set of 4,928 new ventures started in the USA in 2004, has been utilized in this paper. Pooled OLS and Logit regression models were employed for direct effects. Mediation effects were tested using two different approaches: the Baron and Kenny approach and decomposition analysis.

The paper finds that the financial size and credit riskiness mediate the relationship between majority race ownership and the performance of a venture.

The data were collected for a single cohort (2004) of nascent firms; furthermore, the sample draws from firms based in the USA. Future studies could replicate this research utilizing samples of different cohorts and from other parts of the world.

The paper provides important guidance to policy makers. In general, to reduce the performance gap between black and white owned ventures, providing access to subsidized assets, capital and credit could be very helpful.

Past research suggests that the majority race ownership of a new venture impacts its performance and attributes these differences to heterogeneous endowments, usually of the primary owner. In this paper, analyses are conducted at multiple levels and new mechanisms through which the internal resources and capabilities of a new venture mediate the relation are discovered.

Higher education and leadership educators have long been tasked to develop the next generation of leaders both in the classroom and outside of the classroom. Many educators use the Social Change Model of Leadership to highlight a nonhierarchical and collaborative approach to leadership while upholding the idea that everyone can be a leader regardless of the position they hold. However, the Social Change Model overlooks concepts of power and oppression and perpetuates whiteness in the process. With educators being tasked now more than ever to prepare students to solve complex social issues, this paper adds on new values to the Social Change Model of Leadership, using Yosso’s model of Community Cultural Wealth, to ensure that racially minoritized and other students from marginalized groups can tap into their capital and locate themselves within the model to make impactful and meaningful social change.

In this paper, the authors explore racialisation through human-centric counter-accounts (counter-stories) to bring together critical race theory (CRT) and counter-accounting.

The authors utilise CRT to demonstrate the emancipatory role of counter-stories in (re)telling racialized narratives, specifically the narrative of asylum seekers who arrive by sea and are subjected to the inhumane and oppressive nature of the Australian government's policy of offshore immigration detention.

Counter-stories, as tools of accountability, can make visible oppressive forces and the hidden practices of racialized social practices and norms.

This paper emphasises that we are not in a post-racial world, and racialisation remains a fundamental challenge. We must continue to refute race as an ontological truth and strive to provide a platform for counter-stories that can spark or drive social change. This requires allies, including academics, to give that platform, support their plight, and offer avenues for change.

The authors introduce CRT as a theoretical tool for examining racialisation, opening space for a more critical confluence of accounting and race with potentially wide-reaching implications for our discipline. The paper also contributes to the limited accounting literature concerning asylum seekers, particularly in the use of counter-stories that offer a way of refuting, or challenging, the majoritarian/dominant narratives around asylum-seeking.

There are many studies regarding the value of gaining cultural awareness, but limited empirical evidence has been shared on programs that use integrated learning and capacity building interventions to specifically build cultural competence in aspiring undergraduate leaders. This qualitative case study examined the effects of interventions designed to build intercultural competence in first-year honors students participating in a leadership development program using co-curricular activities, undergraduate research, and a short-term education abroad. Data collected from two cohorts who completed the first year of the program revealed students’ perceptions of their short-term education abroad experience’s impact on their intercultural competence and leadership development. The study demonstrates the value of integrated leadership and intercultural competence development among undergraduate students.