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Colonization of Indigenous Peoples living in what is now called the U.S. and U.S. territories began over 500 years ago, yet colonization continues today and results in historical trauma and inequities for Indigenous people. This paper describes the current application of racial equity in research and its limitations when applied to work with Indigenous Peoples. It highlights how the existing racial equity framework falls short in (1) respecting Indigenous sovereignty, (2) addressing historical and ongoing colonization through land dispossession and codified racism in blood quantum, and (3) acknowledging the profound impact of historical, cultural, and intergenerational trauma. We propose an expanded racial equity approach to research that incorporates an anti-racist and decolonizing approach. We conclude by outlining specific strategies researchers should adopt when employing a racial equity lens in their work with Indigenous populations. [ABSTRACT FROM AUTHOR]

Urban agriculture (UA) has long been practiced in the U.S. by socially disadvantaged and low-income people for the purposes of subsistence, community and resilience. Government support for UA, however, has waxed and waned, including in city and federal policy. The 2018 farm bill established the Office of Urban Agriculture and Innovative Production (OUAIP) with the mission to encourage and promote "urban, indoor, and other emerging agricultural practices" (Agriculture Improvement Act of 2018, Title XII, Sec. 12302). The inclusion of UA in federal agriculture policy was a welcome change for many urban farmers and gardeners who had long sought recognition of urban production. Yet, historical discriminatory policies and practices on the part of the U.S. Department of Agriculture (USDA) have led some farmers and advocates to be wary of the department, and may suggest reticence to engage with USDA programs. This brief shares key findings and policy recommendations from a study that sought to understand the roll-out of the OUAIP and connected programs through a racial equity lens. We used a multimethod data collection approach that included national surveys of UA stakeholders; in-depth interviews with UA stakeholders in two case study cities, New York City and Atlanta; informational interviews with Urban Service Center (USC) Leadership in cities with urban county USDA Farm Service Agency (FSA) offices; GIS mapping of publicly accessible data; review of relevant policy documents; and participant observation, including meetings of the federal-level Urban Agriculture and Innovative Production Advisory Committee (UAIPAC). The study was supported through the Socially Disadvantaged Farmers and Ranchers Policy Research Center (The Policy Center) at Alcorn State University. In this policy brief, we introduce the urban agriculture provisions in the 2018 farm bill in the context of historical discrimination within the USDA. We then provide a short overview of our 2023--2024 study exploring the establishment and outreach of these provisions among Socially Disadvantaged Farmers and Ranchers (SDFRs) urban stakeholders followed by the key findings. We conclude with a set of policy recommendations, and reflection on how these recommendations may be relevant in 2025 and beyond. [ABSTRACT FROM AUTHOR]

Introduction: Notwithstanding the multiple descriptions and principles associated with trauma-informed schools (TIS), the field lacks a well-defined operational definition of TIS. This scoping review aimed to characterize TIS intervention components and implementation strategies described in published studies of TIS. This review also examined the extent to which published examples of TIS had an explicit focus on promoting racial equity. Method: Eligible studies described school- or district-wide trauma-informed approaches in Preschool-12 education, and included elements across at least two domains of TIS design: Organizational & Policy Reforms; Workforce Professional Development/Training; and Educational & Clinical Practices. A trained coding team reviewed eligible studies and applied 32 codes characterizing TIS intervention components and implementation strategies. Results: 30 eligible studies were identified. The most common implementation strategies included availability of trauma-informed training & consultation, implementation progress monitoring, and developing community partnerships. The most common intervention components included multi-tiered interventions and specific knowledge areas for trauma-informed training content. Least common, were intervention components related to promoting racial equity (e.g., de-implementation of exclusionary discipline, de-implementation of carceral practices, and culturally inclusive curriculum). Conclusion: Findings suggest TIS components related to implementation strategies are most frequently employed, and that explicit attention to racial equity was infrequent in published descriptions of TIS design and implementation. [ABSTRACT FROM AUTHOR]

District "equity director" (ED) roles have grown rapidly over the past decade. Drawing on interviews and surveys with over 70 EDs across nearly 30 states, this study documents dramatic ED role growth from 2018 to 2022 specifically and examines why, according to EDs, such roles were established locally. Findings, drawing on scholarship on social activism, demonstrate how insider influence from district educators and leaders; intermediate pressure from community coalitions, parents, and students; and external coercion from state and federal education departments and civil rights agencies spurred ED role establishment. Challenges to ED efficacy are discussed, including ED role establishment as "checkbox" work and politicized attacks on district diversity, equity, and inclusion work. [ABSTRACT FROM AUTHOR]

Deep canvassing is one of few attitude-change interventions repeatedly shown to work, yet it has not been examined in the context of anticarceral issues. Scholars and advocates also debate whether we should discuss race when promoting racial equity policies—with some concluding we should avoid race and others calling for further development and testing of a variety of methods. This study addresses both gaps by assessing the effects of race-explicit and race-absent deep canvass conversations on increasing support for anticarceral policies and on changing dominant carceral attitudes. Through a randomized, placebo-controlled field experiment of more than 1,400 canvass conversations with Los Angeles County voters, I find that deep canvassing is effective in building support for anticarceral policies. Race-explicit and race-absent approaches have similar effects on policy opinions, but the race-explicit condition may be the only method that changes underlying ideological attitudes about the carceral state. [ABSTRACT FROM AUTHOR]

Housing credit inflows are a substantial contributor to the economic opportunities and vitality of a community. However, these opportunities have not been dispersed equitably across diverse subpopulations and neighborhoods. Although various public and private initiatives have been launched to address inequitable access to mortgage capital, the role of localized and decentralized housing programs in achieving racially equitable outcomes remains understudied. As a case study, this study examines whether a decentralized and localized housing policy without explicit regulations for resource distribution across racial and ethnic groups promotes racial and neighborhood equity, focusing on its role in serving racial minority households and neighborhoods underserved by private mortgage markets. By incorporating various statistical methods, this study provides evidence that controlling for other factors, the program disproportionately supports racial minority households and neighborhoods that are underserved by private mortgage capital, although this positive role can vary across localities. [ABSTRACT FROM AUTHOR]

Community corrections agencies across the United States are adopting racial equity as a priority in their polices, practices, and staff training, though how racial equity can be translated into the routine practices of probation and parole officers has not been widely discussed. This study examines the associations of perceived racial equity priorities on the supervision strategies reported by probation and parole officers in an online survey (N = 1054). Approximately one-third of officers reported that their agencies prioritized racial equity. Racial equity scores were stronger in juvenile agencies and in agencies that prioritized evidence-informed practices. Racial equity was associated with reduced accountability-oriented case management practices. Results of this study suggest that racial equity policies and practices may impact client outcomes through changes in general supervision strategies. More research is needed to identify race-conscious strategies that community corrections officers can employ to meet the needs of people involved in the legal system. [ABSTRACT FROM AUTHOR]

This qualitative study explored the influence of implementing a virtual culturally responsive and equity-centered trauma-informed professional development series with seven urban educators in the U.S. The study's findings suggest that a culturally responsive, equity-centered trauma-informed professional development series can enrich educators' knowledge and awareness regarding racial trauma. Furthermore, the series has the potential to improve interpersonal interactions between teachers and students and increase student engagement. Lastly, the professional development series can help prepare educators to become confident and assertive social change agents advocating for racial equity in schools. Implications are provided for practice, research, and policy. [ABSTRACT FROM AUTHOR]

Since 2020, physician associations have become more vocal about confronting racism, initiating a wide range of advocacy efforts, making programming changes, and issuing public statements on the topic. However, associations have directed their enthusiasm about addressing racism toward an overly broad range of statements, initiatives, and legislative advocacy. In this essay, we provide some guidance regarding which race‐based actions are best suited for physicians' professional associations. We describe traits of three types of physician associations in the United States—state, specialty, and affinity—highlighting characteristics of each and discussing their strengths and weaknesses regarding different types of action around racism. It is our hope that we might direct concerned physicians toward initiatives that draw upon association strengths and that can serve as the basis for association‐specific advocacy niches—and away from initiatives that enable associations to signal that they are engaged in racial‐equity work without accountability or efficacy. [ABSTRACT FROM AUTHOR]

Making meaningful progress towards achieving racial equity in public serving institutions requires making equity-informed decisions, which itself requires the use of equity-oriented data. Public and nonprofit organizations, however, are at varying degrees of readiness to use this data and to make equity-focused decisions. We draw on qualitative research to examine how children's hospitals use equity-focused neighborhood data to understand racial/ethnic inequities in the populations they serve and eventually to make decisions that can help correct these inequities. The interactions between data producers and users involve not only technical exchanges, but also the adoption of shared analytic frameworks that center equity, as well as "nervous" conversations. Our analysis indicates that qualitative interrogations of the use of quantitative data within organizations may help to overcome knowledge, organization, and equity readiness barriers to equitable outcomes. Using equity-focused data for data-driven decision-making is relational, so qualitative research methods can facilitate the reflexivity and critical mindsets needed to change organizational practices to improve racial equity. Employing qualitative methods can help data producers make their construction and dissemination of data more rigorous. Facilitating equity conversations can also help improve relationships with data users, which is necessary for data collaborations to promote racial equity. [ABSTRACT FROM AUTHOR]

Businesses, government agencies, human services organizations, and academic institutions address diversity, equity, and inclusion (DEI) in a variety of ways, including training. Yet, little scholarly attention has been paid to the empirical outcomes from DEI training. The purpose of study is to evaluate the effectiveness of a racial equity workshop implemented over five years with community stakeholders and the unique inclusion of a caucus modality that supplements the workshop by learning and practicing racial equity skills. Mixed method results suggest that workshop participants increased their knowledge of race and racism, systemic disparities, and biases. Caucus participants reflected on their values and beliefs and actively applied anti-racism and racial equity skills. Both groups indicated intent to change their behavior and caucus attendees explained how they had already begun behavior changes. With the extant literature, these research findings can assist stakeholders to implement DEI training and foster more equitable decisions and organizations. [ABSTRACT FROM AUTHOR]

This paper relies on estimates from a microsimulation model to analyze the distributional impacts of the preferential tax treatment of owner-occupied housing by race and income. Compared to other homeowner tax advantages, which are more equally distributed than tax burdens, the mortgage interest deduction is more unequally distributed than tax burdens. Although current tax policy is more progressive than a tenure-neutral tax policy that treats homeowners and renters the same, a tenure-neutral tax policy yields larger reductions in after-tax income inequality. Among median-income households, white households receive a larger share of homeownership tax benefits than Black households, relative to each racial group's share of the overall tax burden. Residential location explains the largest portion of the racial gap in the imputed rent exclusion, while household income explains the largest portion of the racial gap in the mortgage interest deduction and capital gains tax exclusion. [ABSTRACT FROM AUTHOR]

Faculty of color are constantly experiencing trauma and racial inequities in inherently Eurocentric educational spaces where their histories, knowledge, and experiences are delegitimized and marginalized. Employing critical race feminism (CRF) and White racial identity development model, this article details ways in which two Chinese international women instructors grappled with tensions and trauma and celebrated (small) joys and successes within Predominantly White Institutions (PWI) in the United States. We drew on duoethnography, a dialogic methodological approach grounded in social justice, to make meaning of, (re)construct, and advance racial equity in pedagogy. We examined and analyzed four sources of data: our personal narratives, transcripts of eight Zoom meetings, reflection journals, and informal conversational exchanges. We identified three strategies for navigating dissonance and conflicts: 1) being vulnerable, 2) recognizing shared and differing marginalization or privileges, and 3) building allies intentionally and strategically. [ABSTRACT FROM AUTHOR]

Over the past two decades, networked improvement communities (NICs) have become popular for their collaborative, evidence-based approaches to enduring educational challenges. However, traditional improvement science has had inconsistent focus and effcacy in working on issues of racial equity. This study examines the integration of equity into improvement science through the case of the STEM PUSH Network, an NSF-funded alliance aimed at increasing racial and ethnic equity in STEM postsecondary enrollment and persistence. The STEM PUSH Network consists of 40 precollege STEM programs that strive to increase participation of Black, Latine, and Indigenous students in STEM undergraduate pathways. This paper tells the developmental story of how the network has embedded equity into its improvement practices, focusing on professional development in anti-racism and culturally sustaining pedagogy, the adoption of "living" norms, and the restructuring of inquiry cycles to prioritize marginalized voices. Initial results indicate that these efforts have significantly improved the network's equity practice and culture. The network's experiences reveal challenges such as variations in member capabilities while also demonstrating the potential for NICs to effectively incorporate equity into their practice. The STEM PUSH Network's journey offers valuable insights for other improvement networks seeking to prioritize equity, showcasing the necessity and impact of deliberate adjustments in improvement science tools and routines. [ABSTRACT FROM AUTHOR]

Over the past two decades, networked improvement communities (NICs) have become popular for their collaborative, evidence-based approaches to enduring educational challenges. However, traditional improvement science has had inconsistent focus and efficacy in working on issues of racial equity. This study examines the integration of equity into improvement science through the case of the STEM PUSH Network, an NSF-funded alliance aimed at increasing racial and ethnic equity in STEM postsecondary enrollment and persistence. The STEM PUSH Network consists of 40 precollege STEM programs that strive to increase participation of Black, Latine, and Indigenous students in STEM undergraduate pathways. This paper tells the developmental story of how the network has embedded equity into its improvement practices, focusing on professional development in anti-racism and culturally sustaining pedagogy, the adoption of "living" norms, and the restructuring of inquiry cycles to prioritize marginalized voices. Initial results indicate that these efforts have significantly improved the network's equity practice and culture. The network's experiences reveal challenges such as variations in member capabilities while also demonstrating the potential for NICs to effectively incorporate equity into their practice. The STEM PUSH Network's journey offers valuable insights for other improvement networks seeking to prioritize equity, showcasing the necessity and impact of deliberate adjustments in improvement science tools and routines. [ABSTRACT FROM AUTHOR]

Background: There are well-documented racial/ethnic inequities in drug-related overdoses and access to evidence-based opioid use services nationally and in Boston, MA. Objective: To qualitatively explore the drivers of racial/ethnic inequities in access to opioid use disorder treatment and services in Boston. Design: Semi-structured qualitative interviews. Participants: Using purposive sampling, researchers recruited 59 opioid overdose survivors in Boston who self-identified as Black, Hispanic or Latino/a/x, and/or White. Approach: Interviewers administered a socio-demographic and drug use survey, and used a semi-structured interview guide to explore experiences with and perspectives on substance use treatment and services. Key Results: Participants' racial/ethnic identities were distributed across three subgroups: non-Hispanic Black (n = 18; 31%), non-Hispanic White (n = 18; 31%), and Latino/a/x (n = 23; 39%). Qualitative analysis identified multiple themes that were organized into four social-ecological levels after analysis. At the individual level, some participants emphasized the importance of personal responsibility and individual motivation in determining access to services. Participants expressed a range of perspectives about using medication for opioid use disorder treatment; Black and Latino/a/x participants were more likely than White participants to have critical perspectives. At the interpersonal level, experiences of bias, stigma, and racism from staff in healthcare and treatment settings were common. At the program/process level, participants described challenges connecting to services following overdose and barriers within specific programs, with Black and Latino/a/x participants experiencing particular gaps. At the systems level, the limited availability of housing, employment, and mental health care negatively impacted treatment access and engagement. Conclusion: A racism lens was used during data interpretation to apply the themes at a broader population level. Through this lens, the identified barriers can be understood to have a disproportionate impact on people of color. Findings call for programmatic and policy solutions that address racism, break down stigma, and ensure equitable access to evidence-based services and social supports. [ABSTRACT FROM AUTHOR]

Black and non-White Latinx children have historically been diagnosed with autism at a later age and with more significant impairments than White peers. This study aimed to gather insights from members of the autism service provider workforce on current barriers and facilitators to achieving equity in early childhood autism evaluation, referrals, and treatment. We employed a qualitative descriptive design using semi-structured virtual focus groups with autism experts in North Carolina (N = 26). Our final sample included pediatric clinicians across disciplines, researchers, family/caregiver advocates, and policymakers/government representatives. We identified four overarching themes representing challenges to equitable autism service provision: (1) workforce composition and recruitment concerns, (2) workforce capacity and accessibility concerns, (3) workforce compensation obstacles, and (4) COVID-19 pandemic adaptations' impact. Our findings demonstrate the need for improved workforce diversity, autism-specific education, adequate compensation, and interventions to address burnout. To remediate existing barriers to equity, diversity in recruitment across training levels, cultural awareness, autism education for all pediatric providers, and partnerships with caregivers as experts must be prioritized. These investments in the autism workforce will allow its interdisciplinary professionals to better meet the needs of children and families from historically marginalized communities and achieve equitable early childhood service provision. Black and non-White Latinx children tend to receive autism diagnoses later in life and with a higher degree of impairment than White children. The purpose of this study was to learn what is currently helping as well as preventing Black and non-White Latinx children from getting access to autism evaluation and services. We held virtual interviews with 26 experts who work with autistic children and their families, including clinical providers, researchers, advocates, and policymakers/government representatives. From these interviews, we identified four themes that have an impact on equity in autism services: (1) who makes up the workforce, (2) w orkforce capacity and accessibility, (3) workforce payment structure, and (4) changes due to the COVID-19 pandemic. These findings show the need for improved workforce diversity, autism-specific education, payment structures, and additional support for workforce members to avoid burnout. To make childhood autism services more equitable, diversity in recruitment across training levels, cultural awareness, increased autism education for all pediatric providers, and partnerships with caregivers as experts must be prioritized. These investments in the autism workforce will allow professionals in the field to better meet the needs of children and families from Black and non-White Latinx communities and achieve equity in early childhood autism services. [ABSTRACT FROM AUTHOR]

This conceptual review paper critiques the conventional conceptualization of adverse childhood experiences (ACEs) and its failure to recognize anti-Black aggressions as an ACE. The purpose of this conceptual review is to expand our understanding of ACEs and posit that curriculum violence, a form of anti-Black aggressions, manifests as an ACE for Black youth in schools. Using the anti-Black aggressions model, we illustrate how curriculum violence, perpetuated by educational policies, serves as a form of anti-Black aggression. We specifically examine recent anti-Diversity, Equity, and Inclusion (DEI) education legislation as an anti-Black macroaggression and a systemic ACE. Additionally, we assert that anti-DEI education legislation can present as a risk factor for racial trauma among Black youth if not explicitly acknowledged by all stakeholders. Finally, we propose pathways to eliminate this anti-Black macroaggression in schools, emphasizing the need for systemic changes to address this form of adversity and racial trauma. [ABSTRACT FROM AUTHOR]

Although recent literature has emphasized the value of African-centered schools among Black youth, little is known about the factors that make Afrocentric schools successful. The current study examined experienced educators' perceptions of their PK − 8 Afrocentric schools using a qualitative focus group interview (n = 7). Drawing from care ethics and the Integrative Model for the Study of Stress in Black American Families, researchers identified three key themes: (1) the formative Influence of upbringing experiences inspiring many educators to work at Afrocentric schools; (2) educators' understanding of the utility of Afrocentric education as foundational to student development and building a community of care; and (3) the dual and synergistic influence of both racial and cultural socialization on educators' outlook of students' character development. Recommendations for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Introduction: In 2018, The Live Well Allegheny: Lifting Wellness for African Americans (LWA2) Initiative was developed to support six priority, Black communities in Allegheny County, Pennsylvania to address health equity in chronic disease. The LWA2 coalition members participated in ongoing anti-racism and racial equity sessions with a nationally recognized anti-racist facilitation team. The sessions included a 2-days experience in January 2020 along with follow up meetings throughout 2020. Methods: Surveys were administered to understand their perceptions related to anti-racism and oppression and subsequent actions as a result of the sessions. Additionally, we conducted nine in-depth interviews with organizational partners (January -May 2020) to evaluate the overall effectiveness of the coalition and inform future activities. Results: Ten participants completed the post session surveys. Seven out of 10 survey respondents felt they had a good understanding of how oppression (racism, sexism, capitalism) influenced their life and work. However, the majority indicated needing the tools to implement anti-racist strategies in their work. The in-depth interviews with organizational partners revealed that racial equity was of concern to all partners but there was variability in intentionality around racial equity as a core element of each organization's mission, goals and subsequent actions. Discussion: As a result of the interviews, coalition members developed a racial equity statement and theory of change for implementation in the coalition work and within individual organizations along with a plan for implementing an equity audit of the coalition. Coalitions of this kind should be intentional about implementing continuous strategies related to anti-racism for structural changes toward achieving racial equity in their overall work. [ABSTRACT FROM AUTHOR]

The stereotype of Asians as a model minority suggests that they either do not experience discrimination or overcome it through higher education, hard work, and respect for authority. We test that stereotype for Asian Americans in the federal service using both Census data and surveys of federal employees. We examine (1) whether Asians attain the same pay levels and managerial authority as whites; (2) whether differences in education, experience, citizenship, and English ability explain differences in pay and authority; (3) whether those differences vary across Asian sub-groups; and (4) whether Asians are as satisfied with their jobs and the treatment they receive. We find moderate Asian-white pay differences, which varied substantially across national origin groups. Asian-white differences in access to managerial authority, however, are substantial across all national origin groups. Asians' higher educational attainment and weaker English abilities contributed to differences in pay and authority, but unexplained disparities remained, potentially due to discrimination and/or unmeasured factors. Surprisingly, Asians expressed a stronger belief that the federal service allocates rewards fairly and were more satisfied than whites with their own developmental and advancement opportunities despite those pay and leadership disparities. They were, however, somewhat less satisfied with pay, co-workers, and supervisors. [ABSTRACT FROM AUTHOR]

Public trust and civic predisposition are cornerstones of well-functioning democratic societies, and burdensome citizen-state encounters may undermine positive views of government, especially for racially minoritized clientele. Leveraging insights from policy feedback theory, we argue that administrative burden has the potential to undermine trust in government and civic predisposition through two mechanisms: (1) interpretive effects: burdensome experiences that induce negative emotional responses and (2) resource effects: experiences of losing access to public benefits. In our OLS regression analysis of survey data from applicants for a means-tested public benefit program in the US (n = 2,250), we find that clients who lost access to benefits were significantly less likely to trust government, and these findings were driven by racially minoritized clients rather than White clients. Our findings demonstrate that experiences of administrative burden that result in the loss of public benefits may result in racialized policy feedback, by disproportionately reducing trust in government and civic predisposition for racially minoritized clientele. [ABSTRACT FROM AUTHOR]

School communities have been shut out of many of the more critical decision-making processes impacting local public schools. Decisions are mostly made as top-down actions from federal mandates, general assemblies, state departments, districts, and school level administration teams, isolating the school communities they are tasked to serve. To better understand the ways members of the school community can engage in decision making power, a critical discourse analysis was used to examine how school community members talk about power, who has power, and shifts in power as their schools undergo a community school implementation process. Using an updated public school model that is technically over a century old, some schools are using their communities to shift power through a community school model. Interviews and elicitation devices revealed that some school community members were beginning to understand their power through decision making. To continue this momentum, I recommend that community schools continue the discourse, make better distinctions between students and their data, and create parent liaison positions. In addition, community schools should look at ways to better engage parents, bus drivers, cafeteria workers, instructional assistants, and other classified staff to draw upon their expertise and knowledge. Finally, I urge districts and governance groups to consider the sustainability of their community schools and the actions they can take to ensure these schools have the time, funding, and power to make lasting, measurable changes. [ABSTRACT FROM AUTHOR]

Reparations policies that seek to make amends for a harm incurred face exigent challenges. In this article we focus on what makes reparations successful and what policy components are necessary, if not sufficient, for success. To study the success of reparations policy design we employ a case study approach. Our analysis investigates the motivation, design, implementation, and impact of past policies to understand what has been successful or unsuccessful within each component of the policy in each historical case. Ultimately, our discussion identifies patterns in the creation and execution of reparations policy that offer important considerations for policies that would provide reparations to Black Americans. [ABSTRACT FROM AUTHOR]

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Evidence-based parenting interventions (EBPI) support children and families to promote resilience, address emotional and behavioral concerns, and prevent or address issues related to child maltreatment. Critiques of EBPIs include concerns about their relevance and effectiveness for diverse populations when they are implemented at population scale. Research methods that center racial equity and include community-based participatory approaches have the potential to address some of these concerns. The purpose of the present review was to document the extent to which methods associated with promoting racial equity in research have been used in studies that contribute to the evidence base for programs that meet evidentiary standards for a clearinghouse that was developed to support the Family First Prevention Services Act in the United States. We developed a coding system largely based on the Culturally Responsive Evaluation model. A sample of 47 papers that are part of the evidence base for ten in-home parent skill-based programs were reviewed and coded. Only three of 28 possible codes were observed to occur in over half of the studies (including race/ethnicity demographic characteristics, conducting measure reliability for the study sample, and including information on socioeconomic status). Although the overall presence of equity-informed methods was low, a positive trend was observed over time. This review highlights ways in which rigorous research can incorporate racial equity into the planning, design, execution, and interpretation and dissemination of programs of study. We posit that doing so improves the external validity of studies while maintaining high-quality research that can contribute to an evidence base. [ABSTRACT FROM AUTHOR]

Diversity, equity, and inclusion training has exploded over the last decade. While many districts invest considerable resources in developing their leaders' knowledge and skills on equity issues, "niceness" can perpetuate whiteness and present formidable obstacles to meaningful progress. Investigating a large urban-emergent district as a case study, we examine the efforts to eliminate the racial barriers perpetuated by its leaders and explore the contradictions that arise after a year of professional learning geared towards antiracist district transformation. We employ a theory of racialized organizations, seeking to understand how whiteness as niceness impeded school leaders' efforts to engage in antiracist change work. The study provides valuable implications for policy, practice, and future research in education and equity. [ABSTRACT FROM AUTHOR]

The case study is about the 501(c)(3) nonprofit, the Make It Right Foundation (MIR), as it responded to Hurricane Katrina with Help and Harm between 2007-2022. The case focuses on the devastation of the Lower Ninth Ward of New Orleans, Louisiana, which impacted a disproportionate number of Black citizens already living below the poverty line before the hurricane destroyed their homes and community (i.e., Hurricane). Celebrity actor Brad Pitt led the foundation and promised to bring in renowned architects to build environmentally sustainable houses for the displaced residents (i.e., Help). The project garnered great media attention as Pitt provided his own donation and raised millions of dollars from fans and A-list celebrities. Unfortunately, the residents needed more than houses, but even those were not delivered. MIR's board neglected to consider the likely racial inequity and other complex traumas already experienced by residents. Moreover, MIR's inadequate aid, such as becoming completely unresponsive to requests for help, further compounded residents' complex trauma (i.e., Harm). We apply the Trauma-Informed Approach (SAMHSA, 2014) to governance and examine the racial equity challenges of nonprofit board governance across time: before beginning work with constituents, during the execution of the nonprofit's mission, and after problems arise. Furthermore, we introduce the "Resilience-Informed Leadership Approach" (RILA), which expands on the trauma-informed approach by recognizing the trauma of all those involved in the help process, recognizing survivors' resilience, and including the possibility for posttraumatic growth. A multimedia instructor and trainer guide is provided with links to videos, statistics, and popular press articles to illustrate the case. [ABSTRACT FROM AUTHOR]

Mental health diversion under California Assembly Bill (AB) 1810 created a pretrial pathway for individuals to enroll in community-based treatment as an alternative to incarceration if they have a mental illness that played a significant role in the crime for which they were charged. Mental health diversion may be a promising approach to addressing racial disparities in incarceration. This qualitative, community-partnered study examines how racial equity was considered in the design and implementation of mental health diversion under AB 1810 in nine counties across California. We explored five main themes: involvement of community stakeholders; cultural competence of providers; availability of diversion across counties; efforts to monitor demographics; and diversion as an opportunity to address racial disparities in the criminal legal system. We found that, although many legal professionals are optimistic about the capacity of mental health diversion to address racial disparities in incarceration, there have been limited efforts to monitor the demographics of diversion participants, differing understandings of cultural competency, limited community involvement in the design of mental health diversion, and limitations to the availability of services for individuals enrolled in diversion programs. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic pushed millions of Americans into food insecurity. Food policy councils (FPCs) across the country played a vital role in organizing coordinated food responses across multiple sectors. We used a social network analysis (SNA) approach to investigate: (1) the network of partnering organizations and agencies within FPCs; (2) how the characteristics of FPCs' network partnerships (i.e., degree, coreness, and density) related to programmatic, policy, and advocacy actions in response to the pandemic; and (3) how FPCs' use of a racial or social equity framework shifted their network partnerships and responses. Local government agencies and food supply chain actors were core in FPCs' network partnerships, while public utilities, correctional facilities, social justice groups, and others were non-core partners. Network density was more likely to be associated with any action by FPCs, and it was especially pronounced for advocacy actions taken by FPCs; trends were similar among FPCs that reported using a racial or social equity framework. The findings begin to uncover core actors in FPCs' partnerships and opportunities to establish new partnerships, particularly with social justice groups. The results also suggest that network density (interconnectedness) may be more important than other network characteristics when responding to food-related needs. [ABSTRACT FROM AUTHOR]

Sudden unexpected infant death (SUID) rates within the District of Columbia (DC) vary, with rates 3 times higher in certain geographical areas than the cumulative rate in DC and 7 times higher than the national rate. The majority SUIDs are due to unsafe sleep practices. Although safe sleep education and resources are available in these areas, the high sleep-related infant mortality suggests unmet barriers to infant safe sleep. We sought to investigate potential contributions to local infant mortality through focus groups regarding infant sleep practices among DC caregivers. In this qualitative study, caregivers were probed regarding barriers and facilitators of infant sleep practices. Data were collected until thematic saturation was reached, then coded. Themes were developed and revised in an iterative manner. Fifteen caregivers participated in three focus groups. Themes included sources of infant sleep knowledge, challenges for infant sleep, and motivators for infant sleep choice. All caregivers reported knowledge of safe sleep practices. Infant sleep practices varied, and included unsafe practices such as bed sharing, co-sleeping, and use of swings or bouncers for infant sleep. Challenges of adhering to safe sleep practices included infant needs, competing family demands, the overwhelming nature of newborn sleep, threats, and conflicting information. Motivators for infant sleep practices included better sleep, convenience, safety, tradition, and needs of the infant and caregiver. Although caregivers report knowledge of safe sleep recommendations, actual infant sleep practices vary and include unsafe sleep practices. More focused interventions are needed to address this gap between safe sleep knowledge and practice. [ABSTRACT FROM AUTHOR]

Purpose: This study intends to be a catalyst in preparing school leaders to go beyond the call of social justice, to step into the role of anti-racist school leaders who advocate and actualize systemic changes in the educational landscape. Research Methods: Data were gathered using a mixed method approach, starting with an online survey (ARDSA) of 223 school administrators across Texas followed by in-depth interviews with a representative sample of 19 school administrators. Data analysis techniques included quantitative analysis of surveys to determine school and district administrators' perceptions of racism in schools and need for professional development followed by qualitative analysis to look for patterns and themes. Findings: Women agreed significantly more than men on Perceptions of Racial Inequities, Perceptions of Equitable Expectations, Addressing Racism, Critical Self-Awareness about Race, and Professional Development on Antiracism. Black and Latinx participants placed higher value on Engaging in Dialogues about Race with close connections more than Whites. Latinx and White participants agreed more with the items on remaining silent when witnessing or hearing about racism. Themes that emerged from the qualitative phase of this study included: Fear of Talking about Race, and Lack of Preparation from Educational Leadership Programs to Address Matters of Race. Implications: School districts and educational leadership preparation programs should be intentional about professional development, curriculum, and experiences that support leaders in developing critical awareness about race, understanding positionality and its role in school leadership, critical policy analysis, and engaging in courageous conversations that center race. [ABSTRACT FROM AUTHOR]

Public budgeting scholars and practitioners have developed an approach to formulating and analyzing public expenditures and taxation that has come to be called gender-based budgeting. The case for taking a gender perspective in public budgeting also applies to the explicit consideration of race and ethnicity in addition to gender. However, unlike the case of gender-based budgeting, there does not yet exist a broad conceptual framework for racial equity public budgeting. The purpose of this research is to remedy this gap. The article addresses the following questions: (1) What are the main insights from the development of gender-based budgeting that apply to viewing public budgets with a racial lens? (2) What are the data and administrative requirements of applying a racially-sensitive lens to public budgets? (3) What are the experiences of local governments that have tried to implement various features of racial equity budgeting? We identify several local jurisdictions that are attempting to incorporate racial equity more explicitly into local budgeting. We extract lessons and insights from each of these cases. Particular attention will be given to how adopting a more racially-sensitive lens might lead to changes in budgetary decisions and priorities. [ABSTRACT FROM AUTHOR]

Research has argued that the symbolic benefits of bureaucratic representation for marginalized social groups may come at the expense of the attitudes of the majority group. In this study, we investigate whether recategorization—that is, reframing previously separate groups as an inclusive common ingroup—can shift the majority group's perception of bureaucratic representation from a threat to a benefit. We conducted two vignette experiments with a representative sample of U.S. adults (n = 1,040), in which we tested the same treatments in two policy domains: policing and healthcare. The results support our main hypothesis in the policing context. The effect of police chiefs' race being African American on white respondents' trust in the chief shifted from negative to positive when the chiefs portrayed African Americans discriminated by the police as members of American community, a superordinate common ingroup that encompasses every race, rather than simply as African Americans. [ABSTRACT FROM AUTHOR]

Systemic racism in parks has created significant environmental injustices for people of color. Park leaders including agency directors and policymakers are well positioned to advance environmental justice, but doing so relies on their critical awareness of how systemic racism manifests in parks. We conducted a survey to assess critical consciousness of systemic racism in parks (CCSRP), specifically local parks, among local park leaders in Pennsylvania, explore differences in these perceptions based on leader and community type, and examine the relationship between political ideology and CCSRP. Findings indicate higher critical consciousness among agency directors and individuals working in urban or suburban communities compared to policymakers and those from rural areas. Policymakers with more conservative ideologies exhibited lower CCSRP. Findings provide preliminary evidence of the reliability and validity of the CCSRP measure and baseline evidence of CCSRP that can be used to inform educational initiatives, encourage policy change, and stimulate improved management. [ABSTRACT FROM AUTHOR]

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Research in clinical psychology to date is condemned for adhering to a colonial mentality. This is often an unavoidable consequence of operating within colonial academic structures and a scientific field historically informed by dominant Western narratives. The decolonisation of research encompasses the deconstruction of colonial approaches and generation of novel ideas. This qualitative study aims to capture perspectives on decolonising research in Doctorate of Clinical Psychology (DClinPsy) programmes in the UK. Trainee clinical psychologists and staff members participated in focus groups and interviews. Data was thematically analysed. Participants discussed the meaning-making of the term 'decolonisation' within and outside the field, perceived individual and systemic barriers on decolonising research in clinical training and post-qualification, and practical steps scientist-practitioners can follow to embody the ethos of decolonisation in their research. Concluding, the findings reveal that decolonising DClinPsy research is a nuanced, complex, and emotive area. Future research should focus on disentangling language and terminology on 'decolonisation' in colonial structures and exploring the application of liberation practices within academic and healthcare settings. [ABSTRACT FROM AUTHOR]

In this virtual special issue (VSI) we curate and reflect upon 22 articles on formal youth mentoring previously published in the American Journal of Community Psychology (AJCP). First, we provide historical context and highlight AJCP's 2002 special issue on mentoring, which played an important role in establishing youth mentoring as a vibrant area of research. Next, we review and discuss findings from subsequent AJCP studies in three interrelated lines of inquiry: (1) the importance of facilitating high‐quality mentoring relationships; (2) associations among youth's presenting needs, relationship quality, and outcomes; and (3) program practices leading to stronger, more impactful relationships. Throughout, we highlight and expand upon critical commentary from AJCP contributors, calling on the field to move away from paternalistic models that overly localize risk with youth and families without interrogating structural oppression. Our recommendations include: (1) centering critical consciousness, racial equity, and social justice in program curricula and mentor trainings; (2) respectfully engaging grassroots programs developed for and by communities of color that are underrepresented in research; (3) making meaningful efforts to recruit mentors from marginalized communities and removing barriers to their participation; and (4) examining youth's racial, ethnic, and other areas of identity development processes during mentoring. Highlights: This VSI includes 22 curated articles on youth mentoring programs previously published in AJCP.We review major findings and make critical reflections through a community psychology lens.Research has helped develop safer, more effective mentoring practices to serve marginalized youth.Scholars must interrogate oppressive social structures that impact youth's presenting needs.We make recommendations for improving programs' cultural responsivity and ecological validity. [ABSTRACT FROM AUTHOR]

Structural racism contributes to homelessness in the United States, as evidenced by the stark racial disparities in who experiences it. This paper reviews research at the intersections of race and homelessness to advance efforts to understand and address racial inequities. Part 1 offers a synthesis of homelessness research from the 1980s to 2015, where several scholars examined the role of race and racism despite mainstream efforts to present the issue as race‐neutral. Part 2 presents the results of a systematic scoping review of research at the intersections of race and homelessness from 2016 to 2021. The 90 articles included demonstrate a growing, multidisciplinary body of literature that documents how needs and trajectories of people experiencing homelessness differ by race, examines how the racialized structuring of society contributes to homelessness risk, and explores how programs, policies, and grassroots action can address inequities. In addition to charting findings and implications, included studies are appraised against research principles developed by Critical Race Theory scholars, mapping the potential of existing research on race and homelessness to challenge racism. Highlights: Research has begun to pay more attention to the role of racism in driving homelessness.I conducted a scoping review to map the methods and findings of recent US‐based research.Recent studies include more qualitative methods; participants describe how race impacts experiences.Research is beginning to examine how homeless services and policies can reduce disparities.Applying critical theoretical frameworks may improve future research. [ABSTRACT FROM AUTHOR]

While facilitating a data dialogue concerning racial opportunity gaps in an elementary school, Evelyn Nguyen, a preservice principal candidate, overheard a disturbing and racialized dialogue among third-grade teachers. Evelyn had to decide whether to move an uncomfortable and emotional discussion forward or segue to the next item on the agenda to manage her discomfort. The value and importance for school leaders to model anti-racist leadership by utilizing race talk while addressing whiteness, power, and positionality are key to the academic and social opportunities of racially minoritized students of color. This case explores equity-centered leadership and racial equity. [ABSTRACT FROM AUTHOR]

This research explores how philanthropic foundations responded to the killing of George Floyd and subsequent Black Lives Matter protests through a critical race theory perspective. Using qualitative content analysis of online statements, the study analyzed messages foundations conveyed about racism and anti‐racism and what commitments they made to address racial equity. The findings suggest half of foundations communicated racist ideas through assimilationist and non‐racist messages, and half expressed anti‐racist ideas by addressing systematic racism. Further, corporate, rather than family or community foundations, conveyed more racist messages and committed to providing funds rather than adjusting organizational orientation to address racial inequity. [ABSTRACT FROM AUTHOR]

Although the social work profession has focused on becoming an anti-racist profession, social work students report being insufficiently prepared to challenge and dismantle racism. Current recommendations for educating social workers on racism use findings from White students and omit the voices of individuals who experience racism. However, this phenomenological qualitative study described graduate students from historically excluded racial and ethnic groups in research along with White students’ experiences learning about the influence of historical and contemporary racism upon Black adolescents. Twelve Black, Latinx, multiracial, and White students participated in either individual interviews or a focus group. Data were analyzed using thematic analysis. Key themes included: feeling uncomfortable as an important aspect of learning about racism, the reason for feeling validated in the course differed for Black and White students; and Black students had concerns about participating in a course on racism. Further, as students discussed how learning influenced their behaviors and perceptions of racism, the following themes emerged: a deeper understanding of racism, enhanced understanding of historical and contemporary racial trauma, greater reflection on policies and procedures, a better understanding of barriers to care, and the importance of trust and genuineness when providing care. Implications for social work education then are presented. [ABSTRACT FROM AUTHOR]

Background: Growing recognition of racism perpetuated within academic institutions has given rise to anti-racism efforts in these settings. In June 2020, the university-based California Preterm Birth Initiative (PTBi) committed to an Anti-Racism Action Plan outlining an approach to address anti-Blackness. This case study assessed perspectives on PTBi's anti-racism efforts to support continued growth toward racial equity within the initiative. Methods: This mixed methods case study included an online survey with multiple choice and open-ended survey items (n = 27) and key informant interviews (n = 8) of leadership, faculty, staff, and trainees working within the initiative. Survey and interview questions focused on perspectives about individual and organizational anti-racism competencies, perceived areas of initiative success, and opportunities for improvement. Qualitative interview and survey data were coded and organized into common themes within assessment domains. Results: Most survey respondents reported they felt competent in all the assessed anti-racism skills, including foundational knowledge and responding to workplace racism. They also felt confident in PTBi's commitment to address anti-Blackness. Fewer respondents were clear on strategic plans, resources allocated, and how the anti-racism agenda was being implemented. Suggestions from both data sources included further operationalizing and communicating commitments, integrating an anti-racism lens across all activities, ensuring accountability including staffing and funding consistent with anti-racist approaches, persistence in hiring Black faculty, providing professional development and support for Black staff, and addressing unintentional interpersonal harms to Black individuals. Conclusions: This case study contributes key lessons which move beyond individual-level and theoretical approaches towards transparency and accountability in academic institutions aiming to address anti-Black racism. Even with PTBi's strong commitment and efforts towards racial equity, these case study findings illustrate that actions must have sustained support by the broader institution and include leadership commitment, capacity-building via ongoing coaching and training, broad incorporation of anti-racism practices and procedures, continuous learning, and ongoing accountability for both short- and longer-term sustainable impact. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to use Victor Ray's theory of racialized organizations (TRO), and multiple applied exemplars, as a framework and call to action for community college researchers and policymakers. In doing so, we provide a meso-level analytic view on how and why the most accessible postsecondary pathway for minoritized students is also the most chronically under-resourced sector of higher education in the United States. Argument: Understanding community colleges as a type of racialized organization opposes traditional meritocratic perspectives that view these institutions as culturally neutral spaces, guided by open access and unrestricted credential choice. Decades of research suggest that egalitarian principles attached to community colleges do not necessarily translate into equitable student experiences and outcomes. Responses to these inequitable outcomes, however, primarily assign blame to individual dispositions. Without deep consideration of contextual conditions that shape organizational policies and practices, outcome disparities are viewed as a condition of cultural deficits rather than structured impotence. Conclusions: This paper advances our collective attunement, as community college scholars, to organizational arrangements that perpetuate and weaken white supremacy. In short, we use a racialized organizational lens to think in new ways about how community colleges, as an institutional type, are often as marginalized as the students they serve. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and heightened awareness of police violence against Black Americans in 2020 reverberated throughout educational institutions including private, non-religious schools. This survey study (n=242) sought to understand the impact of these crises on independent schools' Diversity, Equity, and Inclusion (DEI) leaders. Results indicate that while 45% of included schools had a robust DEI practice pre-2020, these crises created an environment of these competing crises. Many schools experienced reductions in resources and increasing resistance to DEI. Overall, pre-2020 robustness of a DEI practice did not predict school responses to the crises. Implications for DEI policy and leadership are discussed. [ABSTRACT FROM AUTHOR]

In this editorial, we address the concepts of diversity, multiculturalism, equity, racial equity, racism, anti-racism, and intersectionality in urban planning. Despite their significance, these concepts have not received sufficient attention in the mainstream planning discourse. We argue that prioritizing anti-racism is essential for fostering effective anti-racist praxis in planning, leading to institutional and structural change. The special issue introduces key terms and papers, highlighting the importance of context, intersectionality, and Black, Indigenous, and People of Color (BIPOC)/community-led initiatives. In addition, we emphasize the need for reparative planning practices to address historical injustices and disrupt structural racism in the planning field. We call on urban planners to integrate anti-racism as a core principle in their praxis. By dismantling entrenched systems of racism and embracing intersectional approaches, the field of urban planning can contribute significantly to the pursuit of equitable and inclusive urban environments for all. Prioritizing anti-racism, embracing intersectionality, and incorporating reparative planning practices are crucial steps for urban planners to create institutional and structural changes in the planning field. Integrating anti-racism as a core principle can lead to more equitable and inclusive urban environments, addressing historical injustices and promoting positive transformations. [ABSTRACT FROM AUTHOR]

Planning history in the United States is deeply intertwined with Black history. Yet, mainstream planning history narratives center White male planners and either ignore or present Black communities as passive victims. Inspired by the periodization defined by June Manning Thomas, this review provides a counternarrative of dominant planning history by centering Black experiences. This review reframes planning history across five periods: the Progressive era, the Great Migration, public housing after 1937 including World War II housing and postwar urban renewal, the civil rights era, and the 1970s and beyond. The authors suggest an extension of the final period to include mass incarceration and ongoing police violence. Centering Black experiences in planning history highlights the agency, power, and resiliency that Black communities have enacted despite dominant racist planning policies and practices. With an understanding of planning history from the perspective of those oppressed by traditional planning, the oppressed will no longer be dismissed as passive victims but will be understood as active players in their lives and communities. Instead, the political, social, psychological, and cultural power dynamics are acknowledged and demonstrate the ongoing determination of an oppressed group to fight for empowerment and joy. This allows for power dynamics to be reimagined for a better future of planning with, for, and by Black communities and any marginalized communities. [ABSTRACT FROM AUTHOR]

Broader power imbalances across race, class, and age hamper anti-racism in planning. Here, we show how the youth of color–led Invest in Youth Coalition in Long Beach (CA; IIY-LB) pushed the city to implement co-production and youth co-governance in budget planning, strategic planning, and city program development. We drew from participant observation, semistructured interviews, and secondary sources to highlight youth organizing (YO) strategies, including leadership development, political education, electoral organizing, and storytelling. Youth leaders redefined budgetary agendas through participatory research and other strategies that highlighted disinvestment in, and criminalization of, youth and communities of color. They successfully won city attention and resources for positive youth development. Building on partnerships cultivated with the city, IIY-LB also secured more equitable representation and decision-making power of low-income queer youth and youth of color in strategic planning processes. The coalition amassed and flexed electoral power of systemically disenfranchized communities, winning a local ballot measure to secure and fund an Office of Youth Development. Finally, IIY-LB has collaborated with the city to enact youth co-governance in the office's implementation. This case study advances co-production and youth engagement literatures by illuminating specific YO strategies to achieve elusive models of authentic community collaboration and co-governance. IIY-LB shows how planners can concretely share power with youth and communities of color, especially YO groups, at all stages of planning. Funders and planners can divert resources directly to youth and community organizing groups, whether via multiyear, unrestricted grants or directly resourcing YO groups to lead capacity building. Planners should build longer, more flexible timelines and collaborative spaces to support substantive youth decision making. Planning educators can support promote service learning and internships with YO groups to develop planners' understanding of organizing. [ABSTRACT FROM AUTHOR]

Individuals who are Asian or Asian American, Black or African American, Native American or American Indian or Alaska Native, Native Hawaiian or Pacific Islander, and Hispanic or Latino (i.e., presently considered racial ethnic minoritized groups in the USA) lacked equal access to resources for mitigating risk during COVID-19, which highlighted public health disparities and exacerbated inequities rooted in structural racism that have contributed to many injustices, such as failing public school systems and unsafe neighborhoods. Minoritized groups are also vulnerable to climate change wherein the most severe harms disproportionately fall upon underserved communities. While systemic changes are needed to address these pervasive syndemic conditions, immediate efforts involve examining strategies to promote equitable health and well-being-which served as the impetus for this study. We conducted a descriptive analysis on the prevalence of culturally tailored interventions and reporting of sample characteristics among 885 programs with evaluations published from 2010 to 2021 and recorded in the Blueprints for Healthy Youth Development registry. Inferential analyses also examined (1) reporting time trends and (2) the relationship between study quality (i.e., strong methods, beneficial effects) and culturally tailored programs and racial ethnic enrollment. Two percent of programs were developed for Black or African American youth, and 4% targeted Hispanic or Latino populations. For the 77% of studies that reported race, most enrollees were White (35%) followed by Black or African American (28%), and 31% collapsed across race or categorized race with ethnicity. In the 64% of studies that reported ethnicity, 32% of enrollees were Hispanic or Latino. Reporting has not improved, and there was no relationship between high-quality studies and programs developed for racial ethnic youth, or samples with high proportions of racial ethnic enrollees. Research gaps on racial ethnic groups call for clear reporting and better representation to reduce disparities and improve the utility of interventions. [ABSTRACT FROM AUTHOR]