The public relations (PR) industry plays a vital role in shaping corporate reputation, public discourse, and social engagement. However, despite serving diverse audiences, the industry has long struggled with racial equity, representation, and inclusion. This study examines the current state of racial diversity within PR, assessing recent industry initiatives, and persisting challenges, and provides potential solutions to advance meaningful change. Using Critical Race Theory (CRT) as an analytical framework, this research explores structural barriers that impact career advancement for PR professionals of color and evaluates whether existing diversity, equity, and inclusion (DEI) efforts effectively challenge systemic inequities. Through a qualitative analysis of a focus group discussion with influential affinity group, senior-level PR practitioners, this study uncovers key themes, including the role of leadership in fostering DEI, client-driven diversity demands, and the necessity for accountability measures. Findings reveal that while DEI efforts have gained momentum, structural barriers remain pervasive, limiting true progress. This study offers strategic recommendations for PR firms, corporate communication teams, and industry organizations to enhance accountability, create sustainable DEI frameworks, and drive equitable representation across all levels of leadership.

ABSTRACT The TPSR model, developed by Don Hellison, has been widely adopted in PE and YDP to foster life skills such as respect, effort, and self-direction among students, particularly those from marginalised communities. However, through the lens of Critical Race Theory (CRT), this article examines how TPSR’s predominant research focus on racialized minority students – especially Black students – racializes responsibility, positioning racialized minority youth as inherently ‘irresponsible.’ This ‘othering’ process reinforces the deficit-oriented narratives that attribute behavioural and social shortcomings to racialized identities rather than systemic inequities. Drawing on CRT tenets such as the permanence of racism and the critique of liberalism, the analysis reveals how TPSR, despite its emancipatory intentions, perpetuates racial hierarchies by framing Black students as needing intervention to achieve ‘normal’ responsibility (e.g. Boyd, K., Dixon, C., Simon, M., & Bennett, G. (2025). “In the line of fire”: Critical race counternarratives from Black and Latine physical education and teacher education faculty. Journal of Teaching in Physical Education, 1–9. https://doi.org/10.1123/jtpe.2025-0049). This scholarly exploration integrates historical context, empirical research trends, and theoretical critiques, drawing on existing PE literature addressing race and racism (e.g. Abel et al., 2024). Students’ perspectives on racism and anti-racism in physical education: a systematic review. Frontiers in Sociology, 9. https://doi.org/10.3389/fsoc.2024.1374277; Blackshear, T. B., & Culp, B. (2023). Critical race studies in physical education. Human Kinetics; Harrison, L., & Clark, L. (2016). Contemporary issues of social justice: A focus on race and physical education in the United States. Research Quarterly for Exercise and Sport, 87(3), 230–241. https://doi.org/10.1080/02701367.2016.1199166) to advocate for anti-racist adaptations of TPSR. Implications for educators include shifting from deficit models to asset-based pedagogies that centre racial justice.

This article brings together two distinct fields of scholarship—disruptive innovation and equity-minded student success—to analyze a case study of student affairs practice stimulating organizational change. Utilizing examples from the authors' asset-based peer tutoring initiative in a rural Hispanic Serving Institution in the Southeast United States, the article argues that a new conceptualization of “disruption” is necessary for organizational change that supports students from racially and ethnically minoritized groups. As a starting point, the article outlines Clayton Christensen's influential business-oriented theory of disruptive innovation first proposed in 1997. The article then critically analyzes current rhetoric on disruption in higher education by private consulting firms and leaders who wish to portray “executive disruptions” to higher education institutions as an existential necessity. An analysis reveals that this rhetoric is a cynical appropriation of Christensen that leverages the rhetorical power of disruption as a justification for undermining public higher education through ideologically driven program cuts and attenuated student access. As a corrective, this article therefore proposes a reframing of disruption that builds on equity-minded organizational change literature by Estela Bensimon and Adrianna Kezar, Lori Patton's argument for disrupting higher education through a Critical Race Theory (CRT) lens, Victor Ray's theory of racialized organizations, and Lanford and Tierney's identification of the environmental factors and dimensions which support mindful innovation in higher education. Inspired by this literature, the article proposes a conceptualization of ethical disruption which is considered through six frames: philosophy, discourse, agents, instruments, leadership, and organizational impact. The final section of the article depicts a praxis-oriented institutional case study of ethical disruption by identifying three barriers to organizational equity—and the methods used to disrupt them for the benefit of student success.

IntroductionThis article examines the maternity care experiences of Black Sub-Saharan African migrant women living in Belgium during the COVID-19 pandemic, using the lens of Critical Race Theory (CRT). It explores how women describe their interactions with maternal healthcare providers and how intersecting factors-race, migration status, language, and gender - shaped their maternity care.MethodsThe study employed a qualitative, narrative design combining semi-structured, in-depth interviews with 30 women who gave birth in Belgium between 2020 and 2022, alongside participant observation at a Born House. The data were analyzed through a multi-phase thematic analysis that, in line with CRT, focused on counter-stories.ResultsFindings show that the pandemic and the measures to contain it compounded and exacerbated experiences of stereotyping, linguistic racism, and obstetric violence among Black migrant women. Stereotyping contributed to inadequate pain management, delayed diagnoses, and a lack of emotional support. COVID-19 measures - such as mask mandates, teleconsultations, and reduced availability of interpreters - intensified existing language barriers in interaction with maternal healthcare providers, enabling the expression of racist attitudes and reinforcing systemic exclusion from pregnancy-related decision-making. As a result, many women reported feeling wronged or coerced during and after childbirth. Mechanisms of redress did not accompany processes of blame attribution.DiscussionFrom a CRT perspective, we argue that pandemic measures without consideration of the specific needs of racialized migrants and linguistic minorities constitute a form of institutional neglect, reinforcing pre-existing inequities in maternity care. Tackling structural racism is not only a long-term imperative, but also requires acute awareness of the needs of racialized minorities when introducing new, ostensibly universal public health measures in times of crisis. View less

This qualitative case study examined how virtual intergroup dialogue (IGD) courses at a Mid Atlantic  university impacted teaching and learning of power, oppression, and justice. Utilizing case study  methodology and Critical Race theory (CRT), the research team explored the teaching and learning  experiences of four facilitators and three students who taught or participated in IGD courses related to  topics of race, gender, socioeconomic status, and religion and spirituality. Findings from the study  highlighted challenges that facilitators and students faced while navigating a dominant ideology on a  historically white campus, various social identities and educational backgrounds, and sharing a  commitment to social justice outside the classroom with those of differing viewpoints. This study is  significant because it is one of the first of its kind to document teaching and learning of participants in a  virtual IGD course, examined through a CRT lens.

This qualitative case study examined how virtual intergroup dialogue (IGD) courses at a Mid Atlantic university impacted teaching and learning of power, oppression, and justice. Utilizing case study methodology and Critical Race theory (CRT), the research team explored the teaching and learning experiences of four facilitators and three students who taught or participated in IGD courses related to topics of race, gender, socioeconomic status, and religion and spirituality. Findings from the study highlighted challenges that facilitators and students faced while navigating a dominant ideology on a historically white campus, various social identities and educational backgrounds, and sharing a commitment to social justice outside the classroom with those of differing viewpoints. This study is significant because it is one of the first of its kind to document teaching and learning of participants in a virtual IGD course, examined through a CRT lens.

This qualitative case study examined how virtual intergroup dialogue (IGD) courses at a Mid Atlantic university impacted teaching and learning of power, oppression, and justice. Utilizing case study methodology and Critical Race theory (CRT), the research team explored the teaching and learning experiences of four facilitators and three students who taught or participated in IGD courses related to topics of race, gender, socioeconomic status, and religion and spirituality. Findings from the study highlighted challenges that facilitators and students faced while navigating a dominant ideology on a historically white campus, various social identities and educational backgrounds, and sharing a commitment to social justice outside the classroom with those of differing viewpoints. This study is significant because it is one of the first of its kind to document teaching and learning of participants in a virtual IGD course, examined through a CRT lens.

This qualitative case study examined how virtual intergroup dialogue (IGD) courses at a Mid Atlantic university impacted teaching and learning of power, oppression, and justice. Utilizing case study methodology and Critical Race theory (CRT), the research team explored the teaching and learning experiences of four facilitators and three students who taught or participated in IGD courses related to topics of race, gender, socioeconomic status, and religion and spirituality. Findings from the study highlighted challenges that facilitators and students faced while navigating a dominant ideology on a historically white campus, various social identities and educational backgrounds, and sharing a commitment to social justice outside the classroom with those of differing viewpoints. This study is significant because it is one of the first of its kind to document teaching and learning of participants in a virtual IGD course, examined through a CRT lens.

This paper examines how school board governance can be a transformative vehicle for achieving educational equity and access. Grounded in critical race theory (CRT) and practical leadership experience, it explores the intersection of governance structures, systemic barriers, and community representation. Drawing on foundational research from Ladson-Billings, Sampson, Horsford, and others, the paper analyzes the challenges and opportunities in fostering inclusive decision-making. It presents strategies used by equity-minded school board members to address governance gaps and concludes with a call to action for educational leaders, researchers, and policymakers to disrupt exclusivity and reimagine equity-centered governance.

Through the lens of Critical Race Theory (CRT) composite counter-storytelling, this manuscript explores the academic, social, and mental health issues faced by adolescent Chicanas, and the impact of internalized and institutionalized racism and sexism on their development. Four Mexican archetypal female characters—La Llorona, La Virgen, La Malinche, and La Adelita—representing the majoritarian narrative inform a school counseling intervention grounded in literature on anti-racist and emancipatory school counseling, narrative therapy, and cuento therapy. The counterstory focuses on the transformative impact of the group counseling experience and the potential for increased self-awareness and capacity for meaningful connection, resistance, and self-determination for Chicana adolescents.

In the UK, Black women are disproportionately impacted by adverse pregnancy and maternal outcomes whilst also being underrepresented in research. Understanding their experiences of being offered prenatal screening and diagnostic genetic testing (prenatal testing) for a range of genetic and chromosomal conditions is critical for offering equitable prenatal care. This qualitative descriptive study used semi-structured interviews to examine the experiences of prenatal testing amongst 39 women of Black and mixed Black heritage living in England. Discussions were analysed using thematic analysis and examined using a Critical Race Theory lens. Four themes were identified: (1) An emotional journey from screening to results, (2) Navigating unequal systems, (3) Anchors and absences, and (4) Envisioning better care. Screening was valued but often accepted because it was viewed as routine. Discussions about potential outcomes were perceived as limited, leaving some women unprepared for high-chance results. Diagnostic testing was pursued to reduce uncertainty and to prepare emotionally and practically—especially in the context of sickle cell. However, some felt pressured in their choices. Invasive procedures were described as frightening, waiting for results was a time of high anxiety and outcomes brought either intense relief or devastation. Care received was inconsistent: experiences of compassion contrasted with paternalism, and racism. Faith and family sometimes provided strength, but the lack of referral to structured support during testing represented a significant gap in care. Black women valued prenatal testing for the choice it offered, but their experiences could be undermined by routinisation, paternalism, clinician knowledge gaps, and structural racism. Strengthening pre-test counselling, training, and support pathways is essential to ensure prenatal testing services are equitable and raise standards of care for all families.

Failure to thrive: A QuantCrit analysis of academic failure and everyday discrimination in undergraduate nursing education.

The social work profession stands at a critical juncture where financial and regulatory mechanisms intersect with its core values of equity, justice, and empowerment. This think piece examines these intersections through the lens of Critical Race Theory (CRT), focusing on the tenets of intersectionality and interest convergence. It explores the inequities in licensure pass rates, shedding light on the compounded barriers faced by marginalized groups, where race, class, gender, and other social identities intersect to exacerbate disparities. Specifically, it analyzes how factors such as exam construction, educational preparation, and financial barriers disproportionately affect these groups, contributing to their lower pass rates. The historical context of how learning is acquired in social work is framed within an understanding of systemic oppression, emphasizing the tension between transactional operations and the profession’s commitment to transformative impact. The tenet of interest convergence highlights how changes in licensure processes may only occur when the interests of marginalized groups align with those of dominant groups, underscoring the need for structural reform that addresses systemic inequities and professional advancement opportunities. The discussion proposes strategies to mitigate these inequities, ensuring that licensure processes are accessible, just, and equitable for all social workers, particularly those from historically underrepresented communities.

This article draws on ancestral practices of storytelling and weaving to conceptualize a Critical Race Wāhine ʻŌiwi (Native Hawaiian women) Epistemology for contemporary scholars. Foundational ways of knowing and being central to Kanaka ʻŌiwi (Native Hawaiian) and wāhine ʻŌiwi are introduced and placed in conversation with a Kanaka ʻŌiwi Critical Race Theory lens that exposes settler colonialism and occupation as root causes of contemporary social inequities for the Lāhui Hawaiʻi (Hawaiian nation). Through this interweaving, I call forth an innovative epistemological framework that attends to intersectionalities across culture, race/ethnicity, and gender. By reflecting on this framework’s application in a qualitative study on resistance to internalized oppression among Kanaka ʻŌiwi students and their families, this article identifies strengths of a Critical Race Wāhine ʻŌiwi Epistemology for community-engaged inquiries and recommended practices for scholars looking to (re)generate resistance and survivance through a critical and culturally-informed research approach.

Background: Despite Canada’s universal healthcare system, Black Canadians continue to experience inequitable access to services. While much of the literature has examined urban centres such as Toronto and Montreal, little is known about experiences in mid-sized cities where healthcare systems are less resourced and culturally diverse. This study explores how structural racism and intersecting barriers shape healthcare access for Black Canadians in Kingston and London, Ontario. Methods: We conducted a qualitative secondary analysis of 25 semi-structured interviews with Black parents and caregivers (2023–2024) from a mixed-methods study on early learning and childcare. Although the parent study focused on childcare, participants frequently described healthcare challenges, which prompted a re-analysis of these narratives. Using a hybrid inductive and deductive thematic analysis, transcripts were coded through the lens of Critical Race Theory (CRT) and Structural Violence Theory (SVT), emphasizing both systemic inequities and community-based strategies of resilience. Results: Five overarching themes emerged: (1) Institutional Racism and Cultural Incompetence, where participants reported dismissal, disbelief, and lack of culturally responsive care; (2) Structural Violence and Delayed Access, where immigration-linked exclusions, long wait times, and economic barriers limited access; (3) Intersectionality, where race, gender, immigration, and socioeconomic status compounded disadvantage, with Black women describing gendered racism in maternal care; (4) Informational and Communication Barriers, where newcomers relied on informal networks and Google due to weak institutional guidance; and (5) Community-Based Resilience, where churches, diaspora networks, and midwifery care provided culturally safe alternatives to formal systems. Conclusion: Findings demonstrate that healthcare inequities for Black Canadians in smaller cities are not incidental but structurally embedded. CRT and SVT reveal how systemic racism and bureaucratic inaction reproduce harm while communities develop parallel infrastructures of care. Addressing these inequities requires race-conscious health policies, investment in culturally safe services outside metropolitan centres, and intentional inclusion of Black voices in healthcare planning.

Roma are faced with various levels of marginalization, discrimination, and even hostility throughout Europe. This poses a challenge at all levels of governance and is being remedied through a patchwork of law and policy measures facilitated – among others – by national equality bodies. However, the Roma-related efforts of equality bodies are rather uneven. Throughout their work, equality bodies interpret the law as it applies to the Roma, defining and clarifying grounds for discrimination such as ‘race’. In this context, this article seeks to investigate how equality bodies in a selected number of European states tackle the racialization of and racial discrimination against Roma. From a Critical Race Theory approach, the analysis highlights uneasiness towards discussing race in the context of discrimination faced by Roma. While some equality bodies show discomfort with using race and instead prefer ethnicity or other grounds, others are prevented by national legislation from using race altogether, attesting to a broader context of European colour-blindness. Critical Race Theory provides a lens through which such phenomena become visible. Even if there are no apparent consequences of grounding interpretation in ethnicity and not in race, the language used does perpetuate a feeling of discomfort and the avoidance of an important concern.

On December 2, 2020, the Institute of Education Sciences (IES) published a summary report from their technical working group titled “Increasing Diversity and Representation of IES-Funded Education Researchers.” A major barrier to diversifying funded researchers described was that many scholars did not believe the institute funded researchers “like them.” In this article, we sought to better understand this perception by analyzing funding patterns of IES between the years of 2008 and 2022. Specifically, we analyzed the data generation methods (e.g., quantitative, qualitative, or mixed) funded to better understand IES priorities accordingly. Interpreting our results through a lens of critical race theory, we show that knowledge generated through methods that include stories and narratives are marginalized by IES funding priorities.

ABSTRACT This study explores the employment challenges faced by highly-skilled refugee women in the UK, a group often overlooked in research and policy. Despite their qualifications and experience, these women encounter significant personal and structural barriers. Here, we report on nine qualitative interviews with highly-skilled refugee women in the UK. Drawing on thematic analysis, we examine the personal and structural barriers encountered by these women throughout their displacement trajectories, including feelings of inadequacy and systemic inequalities. The lens of Critical Race Theory and Intersectionality allows us to unpack the multiple factors that can result in compounded disadvantages for displaced women.

Due to systemic racism, Black children and families are disproportionately represented in child welfare at an alarming rate and suffer disparate outcomes as compared with their white counterparts at every decision point. This conceptual paper explores the issues through the lens of critical race theory and provides an overview of various efforts at the service and policy levels that have yet to yield sustained improvements. Informed by empowerment theory, community engagement, and antiracism organizing principles, Community Accountability Boards are proposed as a macro-level intervention to contribute a solution for the issue of disproportionality, which has implications for both the impacted communities and the social workers employed in child welfare systems. As such, the implications for practice and recommendations for future evaluation are provided.

Over a century ago, 15 states enacted alien land laws designed to deprive Japanese immigrants of property rights. It took half a century for these laws to be repealed. Today, alien land laws are experiencing a strong revival in America. Twelve states have enacted new versions targeting the Chinese community, with seventeen states preparing to follow suit. This Paper provides a comprehensive analysis of this revival, tracing its legal roots to early 20th-century Supreme Court cases that upheld the constitutionality of the old alien land laws. These cases, referred to as “zombie cases,” remain on the books despite being irreconcilable with contemporary constitutional jurisprudence, particularly the Equal Protection Clause of the Fourteenth Amendment. This Paper explores the power dynamics behind alien land law revivals through the Critical Race Theory (“CRT”) lens, particularly the Interests Convergence Theory. The widespread repeal of alien land laws in the 1960s was primarily due to the convergence of interests between mainstream America and the Japanese community, driven by a Cold War need to build alliances in Asia against the Soviet Union. Today, such convergence no longer exists. The revival of alien land laws occurred in a new geopolitical context: the New Cold War between China and the United States. Unlike the Japanese community, the interests of the Chinese community do not align with those of mainstream America. Instead, the strong adversarial stance towards China has reshaped the Chinese community’s racial identity in America, leading to a nationwide effort to enact theatrical anti-China laws, often with a bipartisan consensus to ignore their constitutional defects and discriminatory impact on the Chinese community. Compared with many other minority groups, mainstream America has demonstrated a higher tolerance toward civil rights violations against the Chinese community—a phenomenon this Paper refers to as the Chinese Exceptionalism. In the New Cold War, everything revolves around China, which is particularly damaging for the Chinese. Thus, this Paper proposes a modification to C.J. Kim’s Racial Triangulation Theory. The Chinese deserve their own spot on this triangulation: they are racialized as a community that is much more foreign than many other Asian communities due to their presumed connections with a geopolitical rivalry, and they are also considered culturally inferior due to the association with communism, which often operates as a negative racial identity that reinvents and justifies orientalism during a geopolitical crisis.