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The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators’ prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators’ awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups?

This paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators’ awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically.

Multivariate analyses suggest the efficacy and effectiveness of the novel anti-racist educational video-based intervention in increasing campus administrators’ racial consciousness, empathy, understanding and equity-mindedness, although no effect was found for justice orientations.

As colleges and universities continue to work toward creating inclusive and equitable workspaces and learning environments, this study suggests that targeted interventions can be used to promote important values and beliefs among campus administrators. Specifically, video-based interventions may be useful tools for staff development programs, implicit bias trainings, diversity and inclusion initiatives, graduate education courses, leadership fellowships, upskilling and micro-credentials, to name a few.

This paper fills an identified need to study anti-racism among campus administrators, the efficacy of scalable interventions that can be easily adapted or integrated into existing campus/staff programming and ways to foster anti-racist awareness, knowledge and actions.

School transitions have long been associated with drops in academic motivation. Literature is reviewed on both the transition from elementary school to middle school and the transition from middle school to high school, showing how changes in school context, combined with developmental changes in the child, may lead to either positive or negative changes in academic motivation. We summarize literature on school transitions for American youth in general as well as the limited literature on these transitions and their motivational consequences among African American youth. Contextual changes that occur with school transitions (e.g., race composition of schools and classrooms) co-occur with youths’ growing awareness of race, influencing the identity development and academic motivation of African American youth through several mechanisms. Three such mechanisms are discussed in detail. Race and gender academic stereotypes have the potential to shape youths’ self-perceptions, values, and goals. Racial discrimination occurs both at an institutional level (e.g., differences in school quality that place African American youth at a disadvantage) and at a personal level (e.g., a teacher’s failure to recommend a high-achieving Black child for an honors class). Racial identity can serve both as a protective factor and as a risk factor. Suggestions for future research include a closer study of specific aspects of school contexts that shape motivation, the role of families, ways in which school policies and pedagogical practices affect transition experiences, and the examination of ways in which school transitions are opportunities for fresh starts and positive change in African American youth.

Research examining multicultural competence among higher education professionals responsible for leadership education demonstrated significant correlations with racial identity and multicultural education and experiences. The Multicultural Competence in Student Affairs-Preliminary 2 (MCSA-P2) scale was used to measure multicultural competence. Variances in multicultural competence scores were significant in relation to racial identity and select multicultural education and experience measures, above and beyond controlled for demographic variables.

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.

It has been acknowledged that the disparities and inequalities for black and minority ethnic (BME) communities in mental health in the United Kingdom (UK) has reached such proportions that it is considered a public health issue. This paper reviews training as one of the strategies that have been employed to address these inequalities and draws on a historical review and a scoping exercise in England which mapped approaches to race equality training in mental health services. The historical review showed that the concept of race and racism has been replaced by culturalism as an explanation for all racial inequalities and is the central framework for race equality training. Whilst the survey showed that the majority of mental health services were providing training for their staff, there is much fragmentation and a lack of robust evaluation demonstrating effectiveness. While education and training have a key role to play in developing knowledge and skills to address racial inequality, current approaches are fundamentally flawed.

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.

In this chapter, EYES theory proposes that international students view themselves and appraise their social standing of their own race based in relationship to extant social perceptions of racial stereotypes in the United States. These stereotypes are determined by geography which exude from the legacy of enslavement in the United States. EYES theory proposes that international students view racial differences through these dynamics by assessing their own identity in regards to race, colorsim and group identification. Specifically, international students use racial groups to classify, rank, and understand racial differences that are informed by these social geographies that impart a white/black racial discourse by which international students navigate their social status. EYES theory challenges the intellectual perception of heterogeneity among international students and in regards to race posits that international students experience mico and macrolevel contexts regarding race due to the socio-historical legacy of racism in the United States. The authors anticipate that EYES theory may have implications for study in other geographical contexts where a black white dichotomy serves as the parameter for understanding racial relationships and hegemony.

A handful of models and measures currently exist for the purpose of assessing student capacity for leading social change. Ample research suggests that students of different racial and gender identity groups exhibit various understandings, motivations, and behaviors related to social engagement and transformation, yet few studies take into consideration the potential for diverse students to interpret social-change-related survey scale items differently. Using a critical quantitative approach, this study compares factor loading patterns of the Social Issues Advocacy Scale (SIAS; Nilsson, et al., 2011) across eight race/gender subgroups to test the extent to which the factor structure remains invariant. Findings suggest that intersections of race and gender do influence how scale items cluster together. This study lends support for critical quantitative research designs that examine social phenomena using a specific-group approach, and calls for scholars to consider the cultural validity of scales used to measure capacity for social justice leadership.

On June 21, 2021, a motion was introduced to the Australian Senate calling on the federal government to reject critical race theory (CRT) from the national curriculum, claiming that CRT is divisive and racist. This was allegedly sparked by revisions to the national school curriculum, which included a more accurate reflection of the historical record of First Nations peoples’ experiences of colonisation and the framing of British arrival onto the continent as an invasion. This paper aims to overview the omnipresence of Western thought systems in the academy and critiques how knowledge production as a disciplinary practice positions race as a “marginalised knowledge”.

This paper is conceptual and it theorises the morphology and functions of racism within the Australian education system specifically, and across the board. This theorisation offers an invaluable starting point in rethinking how we advocate for and preserve Blac/k scholarship in academia. It examines how the political economy of racism in education offers a transformative position from which scholars can contribute to potential systemic change that promotes racial literacy and racial dignity, and the conditions necessary to foster these changes.

The paper confirms what studies by Blac/k scholars already highlight: that racialised knowledges are marked – as an aesthetic addition or as disruptive – or unnecessary – and how these patterns of colonial desires are manifested in the classroom or in race discourse.

Specifically, the arguments made in this paper examine two undertheorised concepts, namely, “racial dignity” and “trauma porn” to foreground the reimagination of practices that inform racial literacy in education. This offers a helpful starting place to consider how this form of education facilitates ongoing settler colonialism in Australia. The authors then propose an anti-racist pedagogical practice in social work education entailing three core crucial and transformative elements: self- reflexivity, storytelling and collaboration with Blac/k people.