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Timothy Curran, Analisa Arroyo, Jessica Fabbricatore & Jian Jiao. (2023) White privilege critical consciousness, racial attitudes, and intergroup anxiety among parents and adult children in White families. Communication Monographs 90:2, pages 246-270.
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Rashawn Ray. (2020) Setting the record straight on the Movement for Black Lives. Ethnic and Racial Studies 43:8, pages 1393-1401.
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Milagros Castillo-Montoya, Joshua Abreu & Abdul Abad. (2019) Racially liberatory pedagogy: a Black Lives Matter approach to education. International Journal of Qualitative Studies in Education 32:9, pages 1125-1145.
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Jenn M. Jackson. (2019) Breaking Out of the Ivory Tower: (Re)Thinking Inclusion of Women and Scholars of Color in the Academy. Journal of Women, Politics & Policy 40:1, pages 195-203.
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Sarah Elwood & Agnieszka Leszczynski. (2018) Feminist digital geographies. Gender, Place & Culture 25:5, pages 629-644.
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Articles from other publishers (7)
Chandell Gosse, Victoria O’Meara, Jaigris Hodson & George Veletsianos. (2023) Too rigid, too big, and too slow: institutional readiness to protect and support faculty from technology facilitated violence and abuse. Higher Education 87:4, pages 923-941.
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Theo Kindynis & Jennifer Fleetwood. (2024) Information security for criminological ethnographers. Crime, Media, Culture: An International Journal.
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Rob Eschmann, Saida Grundy, Allen G. Harbaugh, Lei Guo, Noor Toraif & Jacob Groshek. (2023) Digital Rage: Testing “the Obama Effect” on Internet-Based Expressions of Racism. Social Media + Society 9:4.
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Shaneda L. Destine & Shaina V. Destine. 2022. Research Anthology on Racial Equity, Identity, and Privilege. Research Anthology on Racial Equity, Identity, and Privilege
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Victoria F Burns, Anne Blumenthal & Kathleen C Sitter. (2018) How Twitter is changing the meaning of scholarly impact and engagement: Implications for qualitative social work research. Qualitative Social Work 19:2, pages 178-191.
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Richard J. Reddick. (2018) Reclaiming Our Time: A 21st-Century Response to Banks’ “Afro-American Scholars in the University”. Urban Education 55:2, pages 238-266.
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