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The ISHM CAN‐AM Chapter recently organised a half‐day programme of paper presentations followed by a tour of a local hybrid facility. The event took place on 26 April at the Holiday Inn, Montreal (Pointe Claire), Quebec, with the theme of the papers concentrating on advances in hybrid manufacturing processes and some coverage of SMT.

An accessible resource on the role of teachers in perpetuating inequality through Prevent Duty, with guidance on how to change teaching practice to empower Muslim students.

The paper uses critical race theory (CRT) to interrogate power and Whiteness in the interaction of teachers and students when complying with Prevent Duty and delivering lessons on fundamental British values. This is illustrated through a constructed narrative between three characters in a London school, and offers a Freirean approach to empowering students through Prevent delivery.

A disproportionately White profession is acting in what they perceive to be the best interest of their students, while failing to interrogate their own position of power and not creating opportunities to be guided by Muslim voices. As a consequence Muslim students continue to be oppressed.

Teachers can disrupt Prevent Duty while complying with its legal obligations by interrogating their own position of Whiteness. They can work with students to ensure Muslim voices lead discussion around Prevent and the inequality in society that is being reproduced by Prevent Duty.

There is potential for good teaching practice to overcome the structural racism and continued inequality experienced by diverse Muslim communities.

The paper is an accessible application of CRT to Prevent Duty, a resource for teachers, students and activists. It can help in the recognition of the potential for even well-meaning teachers to act in ways that perpetuate inequalities. It provides a clear set of suggestions for teaching practices that can overcome this.

The Internet and social media have fundamentally transformed the ways in which individuals find jobs. Relatively little is known about how demand-side market actors use online information and the implications for social stratification and mobility. This study provides an in-depth exploration of the online recruitment strategies pursued by human resource (HR) professionals. Qualitative interviews with 61 HR recruiters in two southern US metro areas reveal two distinct patterns in how they use Internet resources to fill jobs. For low and general skill work, they post advertisements to online job boards (e.g., Monster and CareerBuilder) with massive audiences of job seekers. By contrast, for high-skill or supervisory positions, they use LinkedIn to target passive candidates – employed individuals who are not looking for work but might be willing to change jobs. Although there are some intermediate practices, the overall picture is one of an increasingly bifurcated “winner-take-all” labor market in which recruiters focus their efforts on poaching specialized superstar talent (“purple squirrels”) from the ranks of the currently employed, while active job seekers are relegated to the hyper-competitive and impersonal “black hole” of the online job boards.

Drawing on an intersectional perspective on racial, migrant and entrepreneurial identities, this paper investigates the identity work of racial minority entrepreneurs with native-born and migrant backgrounds, confronted to experiences of othering in a White entrepreneurial ecosystem.

The study takes a qualitative-interpretivist approach and builds on six cases of racial minority entrepreneurs in nascent stages of venture development within the Dutch technology sector. The dataset comprises 24 in-depth interviews conducted over the course of one and a half year, extensive case descriptions and online sources. The data is thematically and inductively analysed.

Despite strongly self-identifying as entrepreneurs, the research participants feel marginalised and excluded from the entrepreneurial ecosystem, which results in ongoing threats to their existential authenticity as they build a legitimate entrepreneurial identity. Minority entrepreneurs navigate these threats by either downplaying or embracing their marginalised racial and/or migrant identities.

The study contributes to the literature on the identity work of minority entrepreneurs. The paper reveals that, rather than “strategising away” the discrimination and exclusion resulting from othering, racial minority entrepreneurs seek to preserve their sense of existential authenticity and self-worth, irrespective of entrepreneurial outcomes. In so doing, the study challenges the dominant perspective of entrepreneurial identity work among minority entrepreneurs as overly instrumental and market-driven. Moreover, the study also contributes to the literature on authenticity in entrepreneurship by highlighting how racial minority entrepreneurs navigate authenticity threats while building legitimacy in a White ecosystem.

Although several articles of progress exist that indicate various levels of improvement in race relations in America—perhaps the most notable being the election of the country’s first African American president--racism is far from over. News reports have highlighted the resurfacing of hate groups, and some even suggest that the political dissension that exists on Capitol Hill is directly correlated to the color of the President’s skin. This article looks at schools as one possible source of this problem and as a possible place for solutions. It includes a study done in three public schools in southeast Michigan that evaluated acceptance levels of African American teachers and White teachers of one another. The study showed that in their most personal and intimate actions or dating, sharing confidences and sexual relations, neither group is accepting of each other. The article also gives some suggested approaches to improve relations between African American and White teachers.

Two studies in the context of English‐French relations in Québec suggest that individuals who strongly identify with a group derive the individual‐level costs and benefits that drive expectancy‐value processes (rational decision‐making) from group‐level costs and benefits. In Study 1, high identifiers linked group‐ and individual‐level outcomes of conflict choices whereas low identifiers did not. Group‐level expectancy‐value processes, in Study 2, mediated the relationship between social identity and perceptions that collective action benefits the individual actor and between social identity and intentions to act. These findings suggest the rational underpinnings of identity‐driven political behavior, a relationship sometimes obscured in intergroup theory that focuses on cognitive processes of self‐stereotyping. But the results also challenge the view that individuals' cost‐benefit analyses are independent of identity processes. The findings suggest the importance of modeling the relationship of group and individual levels of expectancy‐value processes as both hierarchical and contingent on social identity processes.

This chapter provides an overview of prominent theories about areas in which college students develop and how they do so, as well as factors that hinder students’ growth. Although there are a multitude of theories about college student development, such as those that describe students’ moral or cognitive growth, this chapter will focus on theories that are most closely related to students’ mental health and wellbeing. The seven domains in which college students grow, according to Chickering, are reviewed first, followed by Sanford’s theory that posits that college students need a proper balance of challenge and support to develop. Next, the chapter explores Baxter Magolda’s theory of self-authorship, which proposes that college students are responsible for becoming adults by actively narrating their own beliefs, identities and relationships. The chapter concludes by examining various models of cultural identity development. Although these models are not specific to college students, virtually all students will develop their identities along one or more cultural dimensions before they graduate. Models of ethnic identity development, White racial consciousness and faith development are presented in detail.

The racial reckoning of 2020, alongside the collective trauma of the global Covid-19 pandemic, led to a proliferation of DEI (diversity, equity, and inclusion) offerings within the US higher education system. At the same time, university social justice spaces found a reduction in their staffing, restriction of their work, and an increase of outsourced DEI contributions from non-justice focused locations. This research based, and semi-autobiographical chapter situated Buolamwini's work on coded bias, is grounded in the work of Spivak and Butler, and O'Neil's contributions on mathematical mismanagement. It charts the systematic dismantling of social justice efforts at one mid-sized regional public university as their work was replaced with invalidated and outsourced DEI efforts and gamed with numerical retention requirements, which did little to remedy the genuine inequity built within higher education systems. This chapter offers inferences regarding what those changes mean for inclusion efforts within higher education writ large, particularly with regard to students with marginalized identities (queer, trans, and BIPOC students) who face systemic oppression in the higher education system.