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Following the tragic killing of George Floyd in May 2020, nurse leaders had the opportunity to take advantage of this national moment of collective reflection by establishing or renewing individual and organizational commitments to racial equity. Nursing at the University of California Davis Health used this unique window of sustained attention to develop a training approach that integrated the concept of cultural humility with antiracism and equipped nurse leaders to confront how the nation’s dysfunctional history of race relations continues to undermine achievement of the goal of health equity. This discussion highlights key pivotal leadership decisions that facilitated cocreation of strategies to advance equity in nursing practice and organizational change.

Minoritized communities have long engaged in collective resistance against racism and other forms of injustice in schools. In this article, we highlight the discursive strategies of one such case o...

University-community engagement (UCE) tends to be unequal, yielding greater benefits to the university. This creates mistrust, particularly between the university and African American neighborhoods...

Building leadership capacity centered on the interests and needs of racial and ethnic minoritized communities is critical and complex. This exploratory qualitative case study examined the Minority ...

In this introductory article, we offer a theoretical overview of racial equity and provide the rationale for pursuing an issue related to racial equity in leadership education. We also make the case for examining marginalized institutional contexts as a step toward advancing racial equity in postsecondary leadership education.

This issue highlights leadership development approaches within institutional contexts that have not been well represented in leadership education research. As the first publication in the field to address racial equity through the lens of institutional type in this way, authors were given the challenging task of laying a conceptual, historical, and empirical foundation for readers in the absence of a robust body of literature. What follows is a synthesis of themes observed across each of the articles, concluding with implications for inclusive leadership research and practice.

Addressing racial disparities in school discipline is an urgent and widespread issue facing US schools. One approach to improve racial equity in school discipline practice is to enhance the context...

The escalation of discourse on racial injustice prompts novel ideas to address the persistent lack of racial equity in LIS research. The underrepresentation of BIPOC perspectives contributes to the inequity. Applying the Community Based Participatory Research (CBPR) approach meaningfully engages BIPOC to help guide LIS investigations that identify evolving needs and concerns, such as how systematic racism may contribute to social justice issues like environmental and health inequity. Engaging with BIPOC, using the CBPR approach, can help address racial equity in LIS because it will result in increased racial representation which enables incorporation of the perspectives and priorities of BIPOC. This shift to greater engagement is imperative to respond to escalating attention to social injustice and ensure that these central issues are adequately reflected in LIS research. The discipline is positioned to help detail the drivers and implications of inequity and develop ways to address them. We underscore the importance of working across research disciplines by describing our CBPR experience engaging with BIPOC in LIS research. We highlight the perspectives of community partners who have over two decades of experience with community-based LIS research. We offer lessons learned to LIS researchers by describing the factors that make these initiatives successful and those which contribute to setbacks.

Background A failure to ensure racial equity in response to the COVID-19 pandemic has caused Black communities in Canada to disproportionately be impacted. The aim of the current study was to determine the needs and concerns of Black communities in the Greater Toronto Area (GTA) and to highlight the importance of collecting race-based COVID-19 data early on to address these needs. Methods Six qualitative interviews were conducted with local community health centre leaders who serve a high population of racialized communities within the GTA. Content analysis was used to extract the main themes and concerns raised during the interviews. Results The findings from this study provide further evidence of the disproportionate impact COVID-19 has had on Black and other racialized communities. Difficulty self-isolating due to overcrowded housing, food insecurity, and less social support for seniors were concerns identified by community health leaders. Also, enhanced financial support for front-line workers, such as Personal Support Workers (PSWs), was an important concern raised. In order to lessen the impact of the pandemic on these communities, leaders noted the need for greater accessibility of testing centres in these areas and a greater investment in tailored health promotion approaches. Conclusions Overall, our findings point to the importance of collecting race-based data to ensure an equitable response to the pandemic. The current “one size fits all” response is not effective for all individuals, especially Black communities. Not all populations have access to the same resources, nor do they live in the same conditions (Kantamneni, J Vocal Behav 119:103439, 2020). A deeper consideration of the social determinants of health are needed when implementing COVID-19 policies and responses. Also, a lack of attention to Black communities only continues to perpetuate the under-acknowledged issue of anti-Black racism prevalent in Canada.

Older adults and racial minorities are overrepresented in homeless populations. Shelter and housing options for homeless older adults who have complex health and social needs are necessary, but not readily available. Older homeless adults that require, but do not receive, health-sensitive, age-sensitive, and racial equity housing, remain vulnerable to poor outcomes and premature mortality. Accordingly, this study examines the development of a coalition to better address older adult homelessness within a racial equity framework. A community coalition was established to better address older adult homelessness within the lens of age-sensitivity and racial equity, due to a disconnect between healthcare and senior housing placement programs, creating unaddressed multifaceted health issues/complications. The community coalition development is described, including the coalition process, activities, and outcomes. Local rehoused older adults are also interviewed and described to better understand their central life circumstances.

Promise programs, or place-based tuition-free college policies, have become increasingly popular among policymakers looking to expand postsecondary attainment. In this article, we examine Tulsa Achieves, a widespread, albeit understudied type of promise program that covers the balance of students’ tuition and fees after other aid is exhausted at a single community college. Utilizing a difference-in-differences and event-study design, we investigate the role Tulsa Achieves eligibility plays in promoting or hindering vertical transfer and bachelor's degree attainment across racial/ethnic groups. We find that Tulsa Achieves eligibility is associated with increases in bachelor's degree attainment within 5 years among Native American and Hispanic students and an increased likelihood of transfer within 4 years for Hispanic students.

The spring of 2020 represented a watershed-moment-in-the-making, as broad, inclusive discussions on how to best cultivate discursive and policy mechanisms towards racial equity presaged a reckoning...

This case study follows a district racial equity initiative from policy formulation through implementation, and finally to the review of a high school discipline measure. The initiative had a consistent theme of addressing implicit bias. However, over time, district equity champions expanded the definition of implicit bias beyond its conventional meaning of subconscious prejudices and perceptions that may influence action. These champions came to identify policies, practices, and curriculum that presumed and privileged underlying White norms, and were thus implicitly biased. Hence, implicit bias became evident in powerful structural racism across the school system.

COVID-19 forced many colleges and universities to suspend in-person operations in spring 2020. Students and instructors abruptly shifted to virtual learning and teaching, and most employees began w...

This article theorises and historically contextualises the racialised experiences of a Black male who has attempted to do racial equity work with white teachers in a suburban Minnesota school distr...

In ShortRecent surveys demonstrate that students of color are less satisfied, and more isolated, on their campuses.Students of color are a rapidly growing portion of the total students in higher ed...

In ShortLegal decisions have changed affirmative action policy in ways that sidestep attention to race by requiring a focus on diversity and providing a rationale that encourages universities not t...

In ShortDerrick Bell called for a White leader able to free White people of racism; this article expands on Bell’s idea.Whiteness will always resist the undoing of itself; thus, feelings of guilt, ...

In the context of ongoing antagonism on college campuses, attacks on Critical Race Theory, and widespread backlash against racial justice initiatives, this paper underscores the growing need to recognize co-optation and other counterinsurgent strategies used against racial justice to make room for transformative scholarship. By presenting qualitative interviews from 15 white HBCU students, we illustrate how diversity research, advocacy, and organizing previously used to advocate for racial justice has instead constructed distorted understandings of race and racism and has been used to expand ideologies of whiteness. The findings show what CRT scholars have cautioned about for decades—when left uninterrupted, ahistorical approaches to racial diversity programming and research may lend to the co-optation of justice-focused diversity language and the appropriation of BIPOC strategies of resistance. This not only inhibits and detracts from racial justice work, but can function to expand white supremacy. We relate these narratives to an emerging racial backlash whereby white people attempt to distort understandings of structural racism to claim a “persecuted” status—a delusion that we argue warrants a new ideological frame. We posit this work lays the foundation for advancing equity in one of the most counterinsurgent eras in higher education (Matias &amp, Newlove, 2017).

Automation is changing the nature of work in ways that are profoundly impacting the social and built environments.1 One recent study estimates that 47% of US jobs are at near-future risk of becomin...

This study applies cultural historical activity theory to examine the experiences of 17 professors at a religiously affiliated private university who participated in a 10-month, inquiry-based intervention to change their culture around faculty hiring. The findings illustrate that professors who use race-conscious language and tools to interrogate their campus culture’s historical roots with racism rethought their hiring process. In doing so, faculty perceived racial equity work as an action-oriented, organizational effort to use equity-minded language and create a more equitable hiring structure. The study contributes to the literature on organizational change for racial equity by identifying faculty experiences with racism and critical knowledge about the organizational culture mediating faculty learning and agency.

Juvenile justice diversion programs, such as Teen Court (TC), represent an alternative to traditional juvenile justice responses to youth misbehavior and delinquency. However, although TC represents a potential strategy to address disproportionate minority contact, there is a dearth of research examining the extent to which TC programs are racially equitable. To address this gap, the current study examines racial disproportionality in a TC program in Arizona. Results indicated that in a diverse sample of youths involved in a TC program in Arizona, youths who identified as Latinx or American Indian were more likely to receive a severe consequence from the peer jury compared with their non-Latinx, white counterparts. Multiracial youths were less likely to receive a severe consequence compared with white youths. A hierarchical regression model indicated that offense-related variables explained the largest proportion of variance in number of consequence hours assigned. However, disparities for Latinx and American Indian youths compared with non-Latinx, white youths persisted after controlling for other demographics, type of offense, prior offenses, and additional charges. The results of the current study are the first to document racial disparity in the TC process.

Policy responses to gun violence within K-12 school systems have not stopped the increasing frequency of their occurrence, but have instead increased racial and ethnic disparities in multiple forms of discipline. The crisis prevention policies that follow school shootings tend to exacerbate racial and ethnic discipline disparities (a) within schools as practitioners enact policies with discretion and bias, (b) between schools where policy is complicated by racial segregation, and (c) indirectly where academic consequences accrue to those who are not disciplined but attend schools with elevated school rates of discipline. Among the most promising policy alternatives to punitive disciplinary policy is restorative justice.

Purpose Research on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with practicing district leaders, the purpose of this paper is to examine current PS leadership in three districts at various points of engagement in equitable leadership practices and set forth a framework for conceptualizing systems equitable leadership practice. Design/methodology/approach This collaborative study emerged from an EdD course project in which groups of practitioner–scholars identified and collected qualitative interview, survey and artifact data about problems of practice in their districts. University researchers supported data collection and conducted analyses across settings, building on Ishimaru and Galloway’s (2014) equitable leadership practices framework. Findings Equitable PS leadership practices were variable. No district engaged with “proficiency” across all drivers of equitable leadership practice, but the district that engaged in equitable PS practices most deeply framed the work of schooling as a race-explicit endeavor, suggesting that framing is a fundamental driver. Research limitations/implications This paper builds on PS and equity-focused leadership research by adding a systems-level equity focus. Practical implications Findings suggest that districts should focus on equity framing as the foundation for principal support and development. Originality/value This researcher/practitioner–scholar collaboration shows how practitioner–scholars provide focus and expertise to the field unavailable to traditional researchers.

It has been 47 years since Billingsley and Giovannoni penned a pointed analysis of child welfare’s failure of Black children the United States. This conceptual paper asserts that this failu...

Restorative justice (RJ) is expanding in the United States and other Western countries as both a philosophical and practical approach for responding to harm. This seems to reflect an increasingly o...

Police–community relations are strained in the United States, especially along racial lines. This paper assesses community perceptions of crime and the police before and after the implementation of...

This case examines a book study focused on racial equity work at Oak Meadows—a suburban high school with shifting student racial demographics. Two teacher-leaders organize a yearlong book study, initially with the tacit support of school administrators. Book study participants approached their work with great enthusiasm. As the content of the book study shifted to heavier topics such as racialized tracking, teacher colleagues started to withdraw their support, question teacher-leaders’ intentions, and undermine their work. This case explores how teacher-leaders work at the margins for social justice with a school leader who lacks the necessary subjectivities and skill sets to adequately address these issues of racial equity at Oak Meadows.

Introduction: In the wake of George Floyd’s murder, White faculty in our department began to express the desire to gain a greater understanding of structural racism and racial inequity. To facilitate this learning, support allyship, and mitigate the emotional labor and taxation that frequently falls on faculty of color to respond to these appeals, we developed AWARE (Allies Welcomed to Advance Racial Equity), a faculty seminar series primarily designed for and led by a majority White faculty to tackle the topics of structural racism, Whiteness, and Anti-racist action. Methods: We developed a 6-session seminar series, identifying 5 White faculty as lecturers and a cadre of Black and White volunteer facilitators, to lead 60-minute sessions comprised of lecture, facilitated small group reflection, and large group sharing, that reviewed key topics/texts on structural racism, Whiteness, and Anti-racism. Results: Attendance ranged from 26 to 37 participants at each session. About 80% of faculty participated in at least 1 session of the program. The majority of participants (85%) felt “more empowered to influence their current environment to be more inclusive of others” and were “better equipped to advocate for themselves or others.” Most (81%) felt “more connected to their colleagues following completion of the program.” Ultimately, faculty thought highly of the program upon completion with 26/27 (96%) stating they would recommend the program to a colleague. Discussion: We offer a reproducible model to improve departmental climate by engaging in the shared labor of educating our colleagues and communities about structural racism, Whiteness, and Anti-racism to create a point of entry into reflection, dialogue, and deliberate actions for change.

Josh Seldess provides an honest look at hiring practices in schools through an equity lens, suggesting that schools have a moral obligation to hire and retain a racially diverse workforce. He offers five key concepts towards deepening racial consciousness around your school’s hiring practices that support the broader work of systemic racial equity transformation in schools. Seldess argues that making sure we have racially conscious educators, and effective processes for hiring them, is one small, but important, step toward institutional racial equity transformation.

More than one-third of US children live in families with three or more children. The contemporary impact of larger family size on children’s family resources remains an under-explored point of inequity. Larger family size is not only more common among Black and Hispanic children, but Black and Hispanic children in larger families (Black children, especially so) face higher poverty risks relative to White children in larger families. This analysis uses children’s number of siblings and children’s race and ethnicity to chart the intersectional aspects of disparity in the risk and incidence of poverty and the anti-poverty effects of large federal cash supports, the Earned Income Tax Credit and Child Tax Credit. It draws upon 2014–2017 Current Population Survey data and the NBER TAXSIM calculator to apply 2018 tax law, inclusive of the Tax Cuts and Jobs Act of 2017. It reveals well-documented disparities in poverty rates and benefit access and receipt experienced by children of color are further exacerbated by policy structures that discriminate against an under-acknowledged aspect of children’s family life: their family size. Racial bias in policy design that sees tax credit access mechanisms and earnings and benefit structures disproportionately exclude that Black and Hispanic children also disproportionately exclude Black and Hispanic children by their family size. Without reforms that tackle both inequities, policy action that closes the poverty gap between larger and smaller families will see the racial gap in child poverty remain.

Despite efforts to advance diversity, postsecondary institutions globally have found themselves in the midst of campus protests. Central to increased activism is the failure of postsecondary institutions to create decolonised spaces both in and out of the classroom where minoritised students can engage in learning that suggest their lives and lived experiences really matter. This chapter presents a conceptual framing for decolonised academic spaces that move beyond diversity to promote racial equity and inclusion. We address four guiding concepts: (1) decolonising the mind through ways of knowing and knowledge construction; (2) decolonising pedagogy; (3) decolonising structures, policies and practices; and (4) reimagining the academy from a decolonised lens. Thereafter, we discuss what these may look like in praxis and the implications on decolonising academic spaces.

Research has shown that white people in the United States support the principle of racial equity, but oppose most practical efforts to advance it. Less is known about how whites respond to social actors who push for these efforts. Building on theories of racial policy attitudes, this research addresses the following questions: How do whites respond emotionally to actors who push for (and against) racial equity? Does the race of the actor matter? And what influence, if any, do these reactions have on subsequent policy evaluations?To begin answering these questions, I conducted three experiments (n = 1255) with self-identified white respondents recruited from Prolific Inc. In each of the studies, respondents reported their emotional reactions to an article designed to look like an online opinion piece. In the first and second studies, I varied the author���s race and whether or not the author supported or opposed race-targeted COVID-19 related economic stimulus. In the third experiment, I examined whites��� emotional reactions to Black and white advocates pushing for (or against) a presumably race-neutral policy���carbon taxing. My findings show that the author���s race does influence reactions, particularly when the policy has racial implications. Whites tended to direct more anger toward a Black advocate of the economic relief than they did when a comparable white advocate made the same claim. But whites showed more warmth toward the Black author when he argued against the relief. In both cases, the Black advocate promoted greater opposition to the policy by way of the emotional response. However, when the policy was race-neutral, the advocate���s race did not much influence emotional responses, suggesting that the response is, in part, related to the presumed effect the policy would have on reducing the social gap between Blacks and whites. The results of this research shed light on how white people react to demands for racial equity, and if the race of the messenger has any influence. It extends on previous research by focusing on emotional responses to these demands���both positive and negative���and the influence they have on policy opinions.

Dependency courts across the country have adopted a goal to reduce or eliminate racial disparities and disproportionality in child welfare. For some, this has meant the creation of a committee to regularly review disparity and disproportionality numbers. For others, it has meant reshaping dependency hearings and judicial practice in those hearings. And for some, it has meant working off-the-bench to convene and lead multidisciplinary collaborative teams to consider how race intersects with decisions to refer families to the dependency court, with decisions to remove children from their homes and with decisions to return children back to their parents. For juvenile dependency judges to make an impact on racial disparities and disproportionality, they will need to move beyond the bench and bring together stakeholders and communities to talk about how they understand, hold, and weigh the full ecology of every child and family that comes before them.

Racism is a most persistent, pervasive and pernicious driver of health disparities in the U.S. (Institute of Medicine Committee on Capitalizing on Social Science and Behavioral Research to Improve ...

We are pleased to present these five case studies delving into racial equity, diversity, and inclusion in governance. They provide wonderful learning tools for use in the classroom and training workshops and have been designed for instructors, consultants, students, board members, and executive directors. The set of cases is followed by a study guide for use in conjunction with all the cases. The guide includes instructortrainer and student-training participant sections with activities, discussion questions, and a list of print and electronic resources. Subscribe to JNEL

This paper is about the shift in perception of the disadvantages of blacks in America and how segregation exacerbates this racial attitude. Both white and black Americans are affected by segregation. There are views suggesting that racism has ended. However, my analysis proves the opposite. Only the way it is expressed has changed. Raw data is utilized from the General Social Survey (GSS) between 1972 and 2006 to verify this change in perception. The analysis confirms that a majority of Americans still do not see discrimination as a reason for the disadvantages of blacks, and that segregation increases this view. This study aims to raise awareness so that civil and political leaders can take relevant steps to achieve racial equity. This paper closes with study limitations and suggestions.

Although problem identification and understanding the root causes of racism in its many forms is important, this yearbook identifies institutional structures, processes, and practices that are critical in working towards racial equity across the educational pipeline, with each chapter offering foundational perspectives for doing so. We need scholarship that identifies how and why racism in education is still a problem, as it is the first step towards developing solutions to address these inequities. Even so, more research is needed that goes beyond just identifying the problem of racism and moves forward with systemic action toward rectifying it. As such, the chapters in this yearbook give clear, well-defined recommendations for what institutional change is necessary to make solutions for racial equity a reality. Racial equity is a systemic outlook that ensures racially diverse perspectives are equally embedded in institutional culture, structures, and policies. Finally, the authors in each chapter emphasize that doing racial equity work is not a one-time initiative, but systemic, ongoing, and a goal that is nonnegotiable.

The purpose of this multimedia research is to provide a blueprint for change that is centered on an alternative disciplinary approach referred to as restorative justice or restorative practices. First, we provide a short overview of the problem of racially based discipline practices in American schools. Then, we share the philosophical underpinnings of restorative justice, describe key components essential to its implementation, and provide links to videos that illustrate the successful implementation of restorative practices in authentic school settings. Thereafter, we offer what we believe is vital for institutional change: understanding the role Whiteness plays in disparate treatment and engaging in anti-racist school leadership. In the final section of the paper, we share specific strategies educators can use to navigate the change processes necessary to work toward racial equity in school discipline.

To achieve racial equity in education not only do individuals’ mindsets need to be shifted to a more anti-racist ideology, but the institutions in which they work need to make profound anti-racist changes as well. Therefore, we revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity. However, we do acknowledge the limitations of each body of research. Anti-racism research is more so ideological and theoretical and does not operationalize specifically how to take action against racism, and the organizational change research largely overlooks equity discussions, especially race. Yet, when combined, the two sets of research offer a more actionable framework for educational leaders. Thus, we merge key concepts from anti-racism and the organizational change literature to present a conceptual framework that leaders in both PK–12 and higher education institutions can use to be accountable for facilitating broad level systemic anti-racist change.

Racial equity, providing equal opportunities and equal access to all members of an organization, is an important topic in higher education. The imperative for racial equity is particularly important for faculty of color, who often encounter challenges with respect to recruitment and hiring, promotion and tenure, and access to mentoring relationships that can help to facilitate their career success. Racial equity is directly related to several issues in higher education: increasing campus-wide racial diversity, increasing the pipeline of tenured faculty of color, and increasing the retention rates for faculty of color. Higher education administrators are important to the process of facilitating a campus culture that values, promotes, and practices racial equity.