In recent years, there has been a surge of discussion, debate, and research on the topic of implicit bias. Implicit bias has become the go-to form of racial bias that many academics, practitioners, and policy makers have identified as important and timely to study (Eberhardt et al., 2004; Levinson and Smith, 2017). Interventions to address implicit racial bias in policing have been particularly popular (Fridell 2008). Arguably, combatting implicit racial bias presents itself as a tool for protecting civil rights. This essay examines the emergence of the implicit bias paradigm as a way to address racial bias in justice system outcomes. The first part provides an overview of implicit bias, including how it is defined, how it is measured, and how it impacts the justice system. The second part examines the term “implicit bias.” This section assesses implicit bias as a social problem and considers whether the label illuminates or obscures the reality of racial bias in the criminal justice system. The discussion considers whether “implicit bias” is viewed as a more appealing approach for dealing with racial bias because it does not assign racial blame. The third part considers the contours of the relationship between implicit bias and explicit bias. The discussion highlights the interconnectedness between the two forms of racial bias. Is the implicit bias approach a signal of racial retrenchment? The final section considers how elementary and secondary education could be used as a proactive strategy for addressing implicit racial bias.

This paper examines how a nonprofit organization prepares low-income Black and Latino/a students to attend elite boarding high schools. Using ethnographic data, I investigate how the program engineers the experience of academic and emotional struggle for students, how students experience these struggles, and what students learn from this process. I find that the program’s academically-induced emotional rollercoaster serves to strengthen students’ confidence in their academic skills and their ability to persist in the face of academic challenges—a valuable emotional asset for the students as they enter elite boarding schools. However, I argue, the feeling students emerge with of having earned their successes (and failures) may ultimately serve to reproduce the individualistic, meritocratic discourses that support the patterns of social inequality the program helps its students sidestep.

In recent years, we have witnessed various efforts by the federal government to advance our justice system and improve public safety. Collaborations across justice and service agencies and research on what works in criminal justice policy have been central in criminal justice reform activities. Within the juvenile justice arena, reducing rates of victimization and delinquency, as well as implementing strategies to reduce racial and ethnic disparities remain priorities. In this essay, I discuss how research on neuroscience and brain development, and racial and ethnic disparities in justice system outcomes has informed juvenile justice policy and procedural protections for youth. I also review how school policies and practices can perpetuate racial and ethnic disparities in justice outcomes. Throughout the essay, I discuss the federal government’s role in supporting research to advance policies and practices designed to reduce these harms. I highlight the implications of these activities and ways in which data and research can continue to play a key role in realizing equal opportunity and justice for all youth, especially as they are the most vulnerable members of society.

Using data from a mixed methods study with suburban Detroit, middle-class mothers as participants, we explore the relationship between racial microaggressions and the racial battle fatigue experienced by Black mothers with young daughters attending predominantly White schools. We find that Black mothers are regularly subjected to racial microaggressions by the White teachers, administrators, and parents with whom they interact. When experiencing slights, insults, and indignities, mothers report taking direct action—borne from African American motherwork—to combat the racial microaggressions. In the context of predominantly White schools, Black mothers enact aesthetic presence, maintain a visible presence, and are strategic in their interactions with school personnel. Racial battle fatigue is evident as they experience and combat racial microaggressions. To extend understanding of racial microaggressions, we apply the sociological concept of the Du Boisian Veil to our analysis. We discuss how the Veil—a barrier which protects the Black psyche by grounding the racialized self while simultaneously precluding racial equality by sustaining racial oppression—can induce the racial battle fatigue that is manifested when one is deluged by racial microaggressions.

In this article I investigate how a group of Black men in college worked together to learn and practice the professional pose—professional styles and behaviors meant to navigate professional settings. I argue that these behaviors were adopted to preempt any potential discriminatory acts and would ideally disassociate them from the negative labels associated with Black men. Specifically, I examine how leaders of the group Uplift and Progress (UP) prepared other members and recruits by teaching them how to present themselves as professional Black men who were familiar with White middle-class practices. To further encourage their success, group members sought out opportunities to practice these styles in public. By cultivating this professional pose, they were able to claim their place at a White institution and distance themselves from the unfavorable stereotypes of Black men. This strategy also bolstered their reputation on campus and would ideally prepare them for the predominantly White workplace.

We ask how Black Protestants frame the connection between religion and science, analyzing fifty in-depth interviews with Black Protestants of different socioeconomic backgrounds who attend churches in two U.S. cities. Although individuals across the sample observe some tension, or incompatibility, between religion and science, Black Protestants from lower socioeconomic backgrounds tended to perceive much more tension when compared with those from higher socioeconomic backgrounds. However, when science is thought to contribute to improving health conditions (e.g., medical improvements to diagnose or prevent birth defects), individuals from both SES backgrounds framed religion and science as compatible. This lack of tension in regards to medicine challenges prevailing wisdom about lower-income African Americans’ attitudes towards medicine. We draw out the implications of these findings for larger discussions about trust toward science and scientific communities, elucidating Black Protestant particularities and perspectives in tensions between science and religion as a foundation for further research.