ABSTRACT

Black and other BIPOC students face substantial psychological and material harms from racism across predominantly white institutions of U.S. higher education. Drawing on interviews with Black organizers at the University of Missouri, this article asserts the centrality of space to the workings of student racial justice organizing. I examine some of the spaces that interviewees described—including official campus spaces as well protest spaces created by students—that contributed to their well-being and organizing success, and argue that students produced valuable knowledge and spaces through collective struggle that helped to foster a psychological shift toward power, pride, and unapologetic Blackness. I use these examples to argue that the liberatory tools and practices of student racial justice organizers are being increasingly dismantled, punished, and criminalized in the United States, most visibly in the prohibition of programs, policies, and content intended to foster racial equity and inclusion and in efforts to crush the multiracial student movement against war and genocide in Palestine.

Abstract

The Tīpuna Project is a creative community-based collaboration between Tangata Whenua (Indigenous) and Pākehā (White settler) researchers, artists and activists in Aotearoa to experiment with the decolonial possibilities of communing with our Indigenous and settler ancestors. In this performative piece we, the co-leads of The Tīpuna Project, attempt to tell our stories of how we arrived here, honouring our ancestors as co-researchers in our ‘participatory action research’ (PAR) process, considering and enacting our emerging relationship with each other and with darkness and te pō.

Darkness and te pō help us to exist both because and in spite of a colonial episteme that is violently inhospitable to the more-than-human. With them, we move into the cracks, into spaces of entanglement where our senses are heightened and where we are less able to be commanded by binaries, urgency and mastery. And with them, those of us who are Tangata Whenua also move into the caves, into spaces of rest, rhythm, story and breath. These cracks and caves protect us from an (En)light(ened) pollution that otherwise stops us from seeing the stars, enabling us to be (with) our shimmering otherworldly guides – our ancestors, our tīpuna.

In turn, both our project and our collaborative relationship are also (more) sheltered from a colonial hierarchy of Knowing, Knowledge, Knower that structures the colonial episteme. Calling on darkness and te pō, then, is how we struggle for freedom within the colonial academy – an academy within which Indigenous scholars in particular are both disappearing and Still Here.

ABSTRACT

This review proposes future directions for gender and negotiation research in light of two important labor market trends: workforces that are increasingly diverse and career advancement that is more often required to be self-directed. I argue that these two trends have implications for research, both in terms of places where the field seems to be moving and new areas that could be ripe for exploration. I begin by underscoring the importance of context when making claims about gender and negotiation. Then, using two broad banners, diversity and careers, I review discussions that are arising from novel intersections as well as the ways that the changing workplace is shaping future research directions.

Social and Personality Psychology Compass, Volume 19, Issue 1, January 2025.

No abstract is available for this article.

ABSTRACT

Despite the numerous intervention efforts that have been made both at the federal and state levels, racially biased policing remains a significant issue that disproportionately affects people of color. One of the most used intervention strategies has been associated with the implementation of body-worn cameras by police. When initially implemented, it was anticipated that the accountability and transparency associated with their use would have significantly curtailed instances of racially biased policing. However, recent research has not shown consistently positive results that were expected. To improve the effectiveness of body-worn camera usage in racially biased policing intervention, a conceptual model is proposed which is informed by research-based anti-racism educational theories that have been shown to stem racial bias in schools. Further supported by criminal justice automated decision-making research, the proposed model recommends a conceptual real-time auditing framework that, if integrated into body-worn camera technology, can more effectively resist racially biased policing in the United States.