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Racism and white supremacy have always existed in higher education. However, recent events have demonstrated that university leaders are utilizing neoliberal ideologies in their response to racism on campus. This is part of a higher education policy reaction process that deliberately neglects the critical importance of race and places more value on the commodification of diversity for institutional public image and racial capital. Our paper reviews racial incidents at two major research universities in the U.S. to demonstrate the responses to these incidents of racism are a form of racial evasion or racial avoidance by university presidents, chancellors, and provosts. This is due to the neoliberal influence in higher education and emboldened politically conservative forces such as boards of trustees and state legislatures that are exerting increasing influential power and decision making over matters involving the culture wars against marginalized diverse populations in the academy.

Critical race theory (CRT) in education has been used to expose and analyze racism in K-12 schooling and higher education. However, the theory has been underutilized as an inventory lens applied to school leadership practice. Our paper takes on this inquiry by highlighting the work done by an administrative leadership team at a majority racially diverse middle school in the Mountain western region of the U.S. Through an examination of the practice of racism as whiteness as property through teacher expectations, classroom instruction and teacher-student and parent interactions and by implementing changes in areas of student discipline, and color-blind teacher perceptions, the leadership team developed racial equity pathways which served as an important implementation of CRT leadership.

The research presented in this study focuses on Educational Cultural Negotiators (ECNs). The participants were teachers, administrators, and graduate students in an after-school program in the Midwest and a community-based school/university partnership in the Western U.S. We posit that the roles of the ECNs function as advocacy leaders to invoke racial affirmation, and academic intervention on behalf of African-American and Latina/o students at these school sites. Relying on critical race theory as the methodological analysis of the findings, this study seeks to identify the role of the ECNs as advocates for students in these settings to promote their academic and personal growth and success. This work illustrates how these particular educational leaders provide academic direction and challenge racial neglect and color-blindness within the public school system.

The Society of Radiologists in Ultrasound convened a panel of specialists from a variety of medical disciplines to reach a consensus about the recommended imaging evaluation of painful shoulders with clinically suspected rotator cuff disease. The panel met in Chicago, Ill, on October 18 and 19, 2011, and created this consensus statement regarding the roles of radiography, ultrasonography (US), computed tomography (CT), CT arthrography, magnetic resonance (MR) imaging, and MR arthrography. The consensus panel consisted of two co-moderators, a facilitator, a statistician and health care economist, and 10 physicians who have specialty expertise in shoulder pain evaluation and/or treatment. Of the 13 physicians on the panel, nine were radiologists who were chosen to represent a broad range of skill sets in diagnostic imaging, different practice types (private and academic), and different geographical regions of the United States. Five of the radiologists routinely performed musculoskeletal US as part of their practice and four did not. There was also one representative from each of the following clinical specialties: rheumatology, physical medicine and rehabilitation, orthopedic surgery, and nonoperative sports medicine. The goal of this conference was to construct several algorithms with which to guide the imaging evaluation of suspected rotator cuff disease in patients with a native rotator cuff, patients with a repaired rotator cuff, and patients who have undergone shoulder replacement. The panel hopes that these recommendations will lead to greater uniformity in rotator cuff imaging and more cost-effective care for patients suspected of having rotator cuff abnormality.

The purpose of this research was to examine the disconnect between urban school expectations and actual lived realities of marginalized students. Taking into consideration the conversation surrounding the definitions of urban education, and the importance of school connectedness with youth, we chose to focus on the lives of five former high students navigating their education. Our qualitative study found that the students' lives presented challenges to linear pathways to school success. Drawing from the student's stories, recommendations are proposed to disrupt the deficit definition of urban education and educational leaders initiate critical school connections to students lived realities. [ABSTRACT FROM AUTHOR]

Our study presents some of the voces of Latinas/os/xs undergraduates in a western U.S. business school to explore the concept of "working identity" in employment discrimination law under Title VII of the 1964 Civil Rights Act. While overt racial discrimination is outlawed, racial salience through factors such as phenotype, accent, demeanor, associations and assimilation all impact the way employers see potential applicants and fit with future corporate job roles. We used this conceptual framework to gain insights into ways that some Latinas/os/xs students initially experienced the pressure of "working identity" through their education in schools of business. We selected students majoring in business because it is a popular major and diversity, equity and inclusion efforts have taken hold in business school contexts. The five participants in our study were majoring in accounting, business administration and management, and preparing for their future as employees in the business world. The first part of our paper provides an overview of the context of business schools and diversity; research on Latina/o/x student experiences in higher education, and the significance of the "working identity" concept; followed by our methods section, results and interpretation of how the pressures to perform working identity negatively impacts Latinas/os/x students. [ABSTRACT FROM AUTHOR]

Race and racism are topics typically silenced, muted, or reframed toward a discussion of color blindness. In 2008, the historic election of the nation's first African American president prompted increased proclamations that the nation had "moved past race." In the moments immediately after the major networks called the 2008 presidential election for Barack Obama, political pundits and mainstream journalists alike ushered in a dominant narrative that framed the first 2 1/2 years of the Obama presidency and cemented the notion of a color-blind society at the forefront of political discourse. Many presupposed that the mere election of the first president of color erased the pervasive and institutionalized racism that has historically oppressed Americans of color since the creation of the nation. This framing has resulted in the solidification of a de-contextualized and deraced analysis of some of the most important economic and social issues and policies of the last several generations. This article centers on the politics of race and racism, and squarely questions the notion that individuals live, educate school-children, and engage in policy-making in a new, post-racial era. Despite President Obama's election, the authors reject the color-blind, majoritarian political discourse notion that race and racism are decentered. The authors aim to center analysis and discussion of race and racism and the role that they continue to play in schools, postsecondary education, communities, and nation today and to challenge the dominant narrative that we have reached an all-encompassing, utopian plateau in the history of this nation, created by rhetorical declarations that Americans are somehow a postracial society after the election of President Obama. (Contains 2 footnotes.)