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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.

The major objective of this research work was to evaluate various physico-chemical characteristics, such as, chemical composition, antioxidant capacity, objective color and texture profile analysis (TPA) of the wheat flour/chickpea flour (CF) blends, so that nutritious baked products could be consumed by the type-2 diabetic persons.

Wholegrain wheat flour (WGF) and white wheat flour (WWF) were substituted with CF at 0 to 40% levels. These wheat flour/CF blends were analyzed for proximate composition, the prepared dough and baked breads were tested for objective color, antioxidant capacity as trolox equivalent antioxidant capacity (TEAC), malondialdehyde (MDA) and total phenolic content (TPC) and TPA.

WGF had the highest TEAC (117.42 mM/100g) value, followed by WWF (73.98 mM/100g) and CF (60.67 mM/100g). TEAC, MDA and TPC values varied significantly among all the three flour samples.

Inclusion of whole chickpea (without dehulling) flour in such type of blends would be another interesting investigation during the future research studies.

These research findings have a great potential for the production of these baked products for human consumption on an industrial scale.

Production of breads using wheat flour and CF blends would benefits the consumers.

Production of Arabic and pan breads using wheat flour and CF blends would, therefore, combine the benefits of both the needed proteins of plant origin and the health-promoting bioactive compounds, in a most sustainable way for the consumers.

Focussing on the stratification of expatriates and the boundaries between different types of expatriates and locals, this study investigates the lived experiences and testimonies of Eastern European expatriates and their relationships in Dubai. The purpose of this article to develop the current knowledge on expatriates cohabiting in a cosmopolitan city by providing empirical evidence on expatriate bubbles in Dubai.

Explorative qualitative research was conducted using online and face-to-face interviews, along with a week-long intensive ethnography with observations, interviews and informal discussions.

Three distinct groups of people live in Dubai, namely, Westerners, expatriates from the East and Emiratis. They hardly mingle with each other on equal terms, but they do work in a complementary fashion. In Dubai, the status of East European experts, a subgroup of Westerners, is similar to their Western counterparts and in that they are considered European. Consequently, they experience a slight status development in comparison to when they work in the West. The research provides evidence on social stratification of expatriate bubbles.

This very short ethnography with a relatively small number of qualitative interviews could be complemented by a further in-depth study.

Expatriate bubbles have not previously been empirically investigated from an Eastern European perspective, nor has the unique case of Dubai been analysed extensively. Distinct expatriate bubbles with their stratified hierarchies have been identified in this study.

The current study evaluated (1) characteristics of the community leadership development program associated with successful participant recruitment, (2) active ingredients that promoted fellow engagement and program completion and (3) how the program addressed blackness and racism.

Individual interviews were conducted with a representative subset of former program fellows.

Results indicated that offering training in small cohorts and matching fellows with individual mentors promoted program interest. Program strengths and unique ingredients included that the program was primarily led by people from the Black community, program malleability, and that the program was a partnership between fellows and leadership. Additionally, the program was responsive to fellows’ needs such as by adding a self-care component. Fellows also noted dedicated space and time to discuss race and racism. Results offer a unique theoretical perspective to guide leadership development away from the uniform or standardized approach and toward one that fosters diversity and equity in leadership.

Altogether, this work demonstrates how leadership development programs can be participant-informed and adapted to participants’ social and cultural needs.

The growth of online communities and social media has led to a growing need for methods, concepts, and tools for researching online cultures. Particular attention should be paid to polarizing online discussion cultures and dynamics that increase inequality in online environments. Social media has enormous potential to create good, but in order to unlock its full potential, we also need to examine the mechanisms keeping these spaces monotonous, homogenous, and even hostile toward some groups. With this need in mind, I have developed the concept and theory of othering online discourse (OOD).

This chapter introduces and defines the concept of OOD and explains the key characteristics and different attributes of OOD in relation to other concepts that deal with disruptive and discriminatory behavior in online spaces. The attributes of OOD are demonstrated drawing on examples gathered from the Finnish Suomi24 (Finland24) forum.

This paper is an extension of a panel presentation delivered in response to a joint call for panels by the Social Informatics and Information Ethics and Policy Special Interest Groups for the 2022 Association for Information Science and Technology conference. The purpose is to introduce critical race frameworks and tenets as a lens to develop, assess and analyze the social informatics (SI) within information science (IS) research, professional discourse, praxis and pedagogical paradigms. This paper spotlights one of the presentations from that panel, an iteration of Critical Race Theory (CRT) designed specifically for information studies: CRiTical Race information Theory (CRiT).

Just as importantly, using SI as part of the context, the paper also includes a discussion that illustrates research and theory building possibilities as both counter and complement to the technocratic advances that permeate society at every level (macro, mezzo and micro), which can also be reasonably framed as the information industrial complex. Thus, CRiT joins other forms of critical discourse and praxis grappling with deconstructing, decolonizing, demarginalizing and demystifying the influence and impact of information technologies. While CRiT has global intentions and implications, this specific discussion has an extensive American focus.

If we consider the rapid pace in which techno-determinism is moving toward the vise grip of techno-fatalism controlled by frameworks generated from the information industrial complex, we can reasonably consider that humanity on a global basis is living within a meta-large technocratic crisis moment. This crisis moment is both acute and chronic. That is, the technocratic crisis is continuously moving quickly while simultaneously worsening over an extended period of time with no remedies and few responses to substantively address the crisis.

Part of the nature of information and data is measurability. Thus, identifying compatible nomenclature connecting the descriptiveness of intersectionality (a seminal CRT tool) as a qualitative research method to the measurability of data connected to quantitative research, a mixed method approach moves from possible to plausible. Additionally, within IS, there are often opportunities to measure human engagement, such as social media content, search engine use, assessing practices of categorizations, and multiple forms of surveillance data as a short list. Hence, the descriptiveness of intersectional qualitative research “mixed” with the measurability of quantitative research within information settings implies exponential methodological possibilities.

CRiT is multilayered, on the one hand, with the intention of being a discipline-specific, information-specific form of CRT. On the other hand, CRiT theory building is interdisciplinary and transdisciplinary based on information as omnipresent phenomena. An ongoing challenge for CRiT theory building is identifying and working within a balance between, practitioners who typically throw anything and everything at practical problems, while scholars often slice problems into such small segments that practical understanding is severely limited. Embracing and integrating the dynamic interplay between developing ideas and using them is the key to evolving CRiT within the social sciences.

There is plenty of room as well as a need for additional narrative discussing or challenging the use or appropriation of information from a technocratic approach, a counter to the information industrial complex.

CRiT is emerging and cutting edge in discussion that addresses the technocratic determinism found in most scholarly discourses.

Improving the competitiveness of East Africa's rice industries necessitates increased and viable production of rice of the quality desired by consumers. This paper aims to understand consumer preferences for rice quality attributes in Uganda and Kenya to inform the countries' rice breeding programs and value chain development interventions.

Rice samples are obtained from retail markets in various districts/counties across the two countries. The samples are analyzed in a grain quality laboratory for the rice's physicochemical characteristics and the resulting data are used to non-parametrically estimate hedonic price functions. District/county dummies are included to account for potential heterogeneity in consumer preferences.

Ugandan consumers are willing to pay a price premium for rice with a relatively high proportion of intact grains, but the consumers discount chalkiness. Kenyan consumers discount high amylose content and impurities. There is evidence of heterogeneity in consumer preferences for rice in Mbale, Butaleja and Arua districts of Uganda and in Kericho and Busia counties of Kenya.

The study makes a novel contribution to the literature on consumer preferences for rice in East Africa by applying a hedonic pricing model to the data generated from a laboratory analysis of the physicochemical characteristics of rice samples obtained from the market. Rather than base our analysis on consumers' subjective sensory assessment of the quality characteristics of rice, standard laboratory methods are used to generate the data, which enables a more objective assessment of the relationship between market prices and the quantities of attributes present in the rice samples.

Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.

Through survey research and qualitative data analysis, three prominent themes emerged.

High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.

We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.

In this article, we highlight ways in which disability critical race theory (DisCrit) (Annamma et al., 2013), inclusive education and community-based participatory research (CBPR) can be used within professional development schools (PDS) to provide students with disabilities with more access to inclusive classrooms. At a grade 4–6 elementary school, we developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms. We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model. Findings suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice. This study can inform tailored professional development efforts to improve educators’ inclusive practices.

We conducted semi-structured interviews and used action plan meetings with school administrators, teachers, professionals and students with disabilities and their parents to assess the impact of our critical PDS model.

The findings of this study suggest this model had a positive impact on administrators’ and teachers’ critical consciousness, ideological and instructional practices, students of color with disabilities’ social, academic and personal outcomes, as well as a schoolwide culture of inclusion and social justice.

This study can inform tailored professional development efforts aiming to improve educators’ inclusive practices.

We developed a model of a critical PDS to promote inclusive education and facilitate the transition of students of color with disabilities from self-contained to inclusive classrooms.

This chapter examines representations of gender in online modafinil markets. While gender has often been absent from scholarship on online drug markets, our analysis demonstrates the ubiquity of gender in representations of modafinil users and sellers. The analysis draws on visual images, blogs, and marketing emails relating to three websites selling modafinil, discussed pseudonymously. We describe the range of ways that notions of gender are represented in advertising. Although women represent around 40% of that buying modafinil online, websites and communications tended not to feature women. Although sexist stereotypes of women were rarely present (in contrast to direct-to-consumer pharmaceutical advertising), the ways that modafinil was imagined tended to focus narrowly on corporate spheres of work and productivity. We contrast this narrow imaginary with female journalists’ own accounts of using modafinil to manage illness and enhance creativity. Thus, we conclude that the ways that modafinil has been imagined reflects working assumptions as to who is considered the ‘normal’ participant in online modafinil markets.