Building Your Character

A Culture of Resistance: Slavery in America 1619-1861" drew my attention because of its historical significance as well as its relationship to the research I have been conducting on how Black lives matter in mathematics education.This work promotes using data on racial profiling, housing equality, voting rights, elections, and historical data related to the Black experience in America (Leonard, 2019).For example, Black men were not allowed to vote until 1867 even though slavery ended with the Emancipation Proclamation in 1863.Blacks continued to be disenfranchised at the ballot box through Jim Crow laws (i.e., literacy tests, poll taxes, and grandfather clauses).Understanding the struggle for voting rights and using technology to find ancestors who voted in 1867 and beyond are powerful experiences that can be used to teach mathematics for social justice.Thus, the museum offered me a new window to continue this work.Visiting the museum brought three thoughts to mind as I drove down Mulberry Street to park in an adjacent car lot.Within the context of the Black struggle in the United States, my first thought was the boycott, which was used effectively in southern cities like Montgomery, Alabama, to protest segregation on city buses.It was not uncommon to find Whites riding in the front of the bus and Blacks in the back.I remember riding in the back of the bus in St. Louis, Missouri, during the early 1960s.A little-known fact, however, is that the first African American woman in Montgomery to refuse to give her seat to a White person was 15-year-old Claudette Colvin on March 2, 1955(Hoose, 2009).Later that same year, the famous boycott of buses began in Montgomery.Jo Ann Gibson Robinson, an English professor at Alabama State College, promoted the boycott by distributing 35,000 flyers in the Black community (Osborne, 2006).Yet, the Montgomery bus boycott, with Rosa Parks as the central figure, lasted from December 5, 1955 to December 20, 1956 and was notably the first large-scale demonstration against segregation in the United States (History.comEditors, 2019).The boycott remains an important tool of protest in the Black community.On October 10, 2019, there was a booth on Mulberry Street that called for a boycott of the museum itself (see Figure 1).

Racial Enclaves and Density Zoning: The Institutionalized Segregation of Racial Minorities in the United States

Beginning in 1966 with publication of Margaret Walker's Jubilee, African American writers—as Barbara Christian, Caroline Rody, and Ashraf Rushdy, among other scholars, have demonstrated—revolutionized genre of historical novel, achieving, in Rody's words, collective return to story of slavery unimaginable in preceding decades and strategic recentering of American in lives of historically dispossessed (157-58). 1 Christian has placed black at forefront of this literary devel- opment, suggesting that Sherley Anne Williams's highly acclaimed Dessa Rose (1986) and, especially, Toni Morrison's masterpiece Beloved (1987) represent aesthetic pinnacle of what Rushdy famously named neo-slave narrative, but that neither (Williams's or Morrison's) novels would be what they are if it were not for previous historical fiction by African American women (338). More recently, Bo G. Ekelund has also credited mainly, but not only, female black writers with mid-century turn in historical novel, af- firming that transition from historical romances featuring white heroes and Southern Belles in antebellum South to serious contemporary fiction centered on histories of discrimination and oppression has permanently transformed American literary landscape (140). Shifting focus of historical novel from larger-than-life heroes to daily lives of an oppressed people, African American brought a new gravity and political engagement to a genre previously associated, according to Ekelund, with an antiquarian and conservative perspective (140). Both Christian and Rody cite Barbara Chase-Riboud's Sally Hemings (1979)—a novel that, as Christian demonstrates, digs into myth (335) of Thomas Jefferson's enslaved concubine—as an important precursor for Morrison's Beloved. Chase-Riboud creates a complex portrait of an African American woman whose role in American history, as Suzette Spencer maintains, had heretofore been constructed in scholarly and public discourse primarily through scandal and through her negation as unhinging excrescence in Thomas Jefferson's sexual history (507). Offering a long-overdue corrective to white-authored portrayals of still-disputed relationship between Jefferson and Hemings, Chase-Riboud humanizes iconic figure of Hemings and provides her, through medium of fic- tion, with a speaking voice. However, author dramatizes historically obscured life of Hemings not as a way of getting at the truth behind controversial legend; this truth, she suggests, remains inaccessible. Instead, Chase-Riboud recreates Hemings's shadowy past as a means of throwing slavery's sinister legacies into sharp relief, as she indicates in author's note to 1994 edition of Sally Hemings: If Thomas Jefferson

The study investigates the relationship between literature and religion by interpreting the religious and cultural symbols of an international creative work which is “The Alchemist” by the Brazilian writer Paulo Coelho. The study scrutinizes the Islamic, Christian symbols, the mythological effects and heritage of people which contributed to framing the discourse of the novel. The study also strives to implement the analytic, descriptive and contrastive approaches which help fulfill its objectives along with the symbolic analysis of the prominent narrative elements that the writer made use of in the process of building his universal novel and religious philosophy. The study came up to framing the most prominent elements of the religious discourse and the elements of using Islam, Christianity, the Arabic intellectual contributions to the novel and uncovering the image of the Arab/Muslim.

Summary. The purpose of the article is to analyse literary heritage of the Ukrainian lawyers who dealt with literature, to present an overview of its sense and essence with their professional work as a background. The paper aims at disclosing different genres of their literary activity, as well as their creative authenticity. The paper sheds light on the personalities whose literary works were long forgotten due to the Soviet propaganda of the former era. The methodology of the research relies on the historic and objective principles. It includes the historical, historical-comparative, biographical, behavioural, and contrastive methods. The scientific novelty of the paper is revealed by the need to determine and systemize the role and place of the lawyers-writers in the cultural life of Galicia at the turn of two centuries, to understand peculiarities of their professional and creative work and to comprehend their perception of national ideas with their further embodiment in literature. Conclusions. The turn of the XIX–XX centuries introduced a new socio-professional stratum to the public arena of Western lands which were under the Austro-Hungarian Empire rule, and this stratum consisted of the Ukrainian lawyers. Not only its representatives, particularly lawyers, acted as legal defenders of national and civil rights of their compatriots in the local courts, they also took leading positions in the Ukrainian political and public life of Eastern Galicia, and fought for the rights of Ukrainians in both the Austrian Parliament and the Diet of Galicia and Lodomeria. Besides their professional, political and social activity, a significant part of Galician lawyers (as all representatives of the legal professions were called back then) became famous because of their cultural and creative activities which were not a part of their working routine but part-time activities or hobbies. A lot of them took to creative writing as a means of expressing their ideas, and they works appeared in various genres of literature: scientific, journalistic, fiction (poetics, prose, etc.), representing their worldview and beliefs. The list of the well-known literary figures of that time includes such people as an ethnographer and folklorist M. Buchynsky, writers L. Martovych, I. Semanyuk, A. Tchaikovsky, poets M. Kichura and M. Kozoris, a publicist and one of the first Ukrainian futurists A. Kos, literary critics and editors V. Levitsky and M. Mochulsky and others. In fact, literary work was a complementary component of their way of life, a way of self-expression, as their main activity was legal work. Their literary work was an important component of life, a way of self-expression, which complemented their main legal work in a way. Their literary works depicted bitter reality of that time and hard life of fellow stateless people. Yet, they also served to show the best features of Ukrainians in literature.

The article analyses the works of Lyudmila Ulitskaya from the point of view of a dichotomous description of anthropological reality in her new collection of stories The Body of the Soul. The authors come to original conclusions connected with the author’s mythologism, especially with the two-variant narrative line developed by the author in the previous periods of her creative work. We were able to prove that in the case of one of the variants, in the collection The Body of the Soul, the author actually revealed the nature of her religious and theosophical views. At the same time, we have shown that Ulitskaya’s literary imagination is not confined to the existing schemes of the metaphysical world, but, on the contrary, it helps Ulitskaya to present this world more colourfully and vividly. Sometimes, for the sake of plot integrity, the writer deliberately changes the elements in the mosaic of the conceptosphere employed.

Teaching (Cooperative) Business: The “Bluefield Experiment” and the Future of Black Business Schools

Vigilante literature tells the stories of individuals who rectify injustice by taking matters into their own hands. Examples of this plot can be found in American literature dating from colonial times, when settlers made an effort to preserve their moral code without the aid of an established justice system. The popularity of this theme finds further currency in tales of the frontier and the Wild West, and more recently, Hollywood has capitalized on its popularity by drawing from the myth of American pioneer culture and the theme of the lone avenger. This project identifies an analogous theme in contemporary fiction by women writers, who in the twentieth century began frequently employing female avatars of vigilante justice to challenge (in an illegal or extralegal fashion) those who violate the economic, social, or political rights of women. This dissertation analyzes a collection of novels and short stories by contemporary American women who employ the avatar of the vigilante woman, and demonstrates how female avengers, warriors, bandits, and killers extend and amend the vigilante tradition in the United States.

This biographical study of Dr. Bess Francis Coleman profiles the experience of an African American woman in the early twentieth century, employing a critical lens to explore how race, gender and class shaped her life and career, and the methodology of microhistory to draw out the ways in which her life exemplifies and signifies the essential work of African American women professionals during this era. Dr. Bess “Bessie” Anderson Francis Coleman (1893-1967) was the first documented African American woman licensed to practice optometry in the United States. A native of Kentucky, Dr. Coleman’s first career was as a schoolteacher in her native Harrodsburg. In 1923, she married pharmacist John B. Coleman, Jr. The Colemans moved to West Palm Beach, Florida in 1923, and then Chicago, Illinois in 1925 where they opened a chain of pharmacies in the Bronzeville neighborhood. Dr. Coleman received her training at the Northern Illinois College of Optometry from 1932-1934. In 1935, she moved back to Kentucky with her son, where she cared for her elderly parents and opened the only optometry practice in Lexington’s Brucetown neighborhood, well-known for its African American physicians. In 1942, she retired to Denver, Colorado’s African American enclave, Whittier. She died in 1967 and was buried in the Maple Grove Cemetery in her hometown.

Spiritual and semantic approach to studying a musical composition

What Kind of Legacy? Between Cultural Assimilation and Race Consciousness

Therapists tend to listen to each other's interpretations of their work. Clients, too, have interesting perspectives which may add valuable ideas to therapists' discussion of therapy. Listening to client voices has a long tradition in systemic therapies and is encouraged by contemporary concerns raised by feminism, cultural and racial awareness, client self-help groups and therapist licensure. The following review suggests that listening to clients' experiences of therapy could become a routine part of therapy rather than an occasional request made to gather information for evaluation, research and publication. Von Foerster (1984) suggests, “Act always so as to increase the number of choices” (p. 308). Clients offer comments on therapy which often increase choices for the musings and metaphors of therapists.

Several essential interactions or experiences that had an influence on preservice teachers’ learning and understanding about urban education and diversity are described and discussed. In particular, the author introduces a developmental typology that was used to analyze the preservice teachers’ learning and understanding as a result of a course designed to help preservice teachers develop the knowledge, skills, dispositions, and attitudes necessary to teach in highly diverse and urban school contexts. These developmental interactions that made a critical difference in the preservice teachers’ learning included cultural and racial awareness and insight, critical reflection, and a bridge between theory and practice. Understanding the influence of courses in teacher education that endeavor to provide learning spaces for preservice teachers is especially important as we document the most salient ways to provide all prospective teachers with what they need to make meaningful and significant differences in P-12 urban classrooms.

The aim of the article is to reveal the essence of the concept of musical nationalism and the principles of its manifestations in professional compositional creative work. Results. The need for national identity, the desire to express oneself, and the focus on uniqueness drive humanity towards creating certain products of activity in the scientific, research, and creative spheres, collectively shaping the patriotic mentality of the entire nation. Every conscious artist who aims to lobby for national content in the socio-cultural and even political space through his creative work appeals to factors that are reproduced in the audience’s imagination as a symbol, code of the nation. The search for means and forms of expressing originality based on national characteristics, and the desire for cultural autonomy via the reproduction and artistic reinterpretation of typical features, mythology, mentality, folklore, etc. create traditions of the national style. The way this paradigm is expressed depends on the depth of experience of national issues by the author of an art work. Musical nationalism becomes the highest degree of realisation of the national idea in creative work, forms a unique concept, a content of which consists in conscious and purposeful reproduction by artists by means of music of bright national-mental attributes, values, ideas, thinking patterns and philosophising, psycho-emotional characteristics, temperament, world perception, and worldview, etc. Scientific novelty. For the first time in the history of Ukrainian art studies, the term “concept of musical nationalism” is introduced into scholarly discourse, and its meaning and the expediency of its use are explained. Conclusions. The professional musical art of any country becomes a reflection of the cultural heritage of the nation, and is based on the synthesis of the artistic content of the art sample, its emotional message, and those specific means of expression that are most capable of revealing the context of the work. One of the most distinctive identifiers of compositional creativity is the national factor, manifested by the artist in presenting characteristic features of the local society, certain archetypes, and traditions, which are originally interpreted in his heritage. A conscious, purposeful approach to the ideological content of music is the result of the author's creative reflection, a reflection through the prism of his own stylistic preferences and priorities of a number of national ideals, national dreams, centuries-old aspirations of his native people influenced by specific historical and political factors. All this forms the concept of musical nationalism.

The internet has become an everyday tool to communicate and network with people around the globe, but its perceived anonymity, availability, and instant access have made it an environment conducive to spreading hateful content and connecting to like-minded individuals with similar hateful ideologies. Hate speech and other prejudice-motivated behavior, however, need to be considered on a continuum of victimization, and "like other social processes, [be seen as] dynamic and in a state of constant movement and change, rather than static and fixed" (Bowling, 1993, p. 238). It is a social process that is marked by multiple, repeat, and constant victimization (Bowling, 1993), with victims no longer distinguishing between specific hateful events, and rather normalizing experiences of hateful conduct "as an everyday, unwanted but routine reality of being 'different'" (Chakraborti, 2016, p. 581). Understanding hateful behavior and victimization as a process allows us to connect "low-level" incidents of hateful behavior to the more serious and life-threatening incidents at the more extreme end of the spectrum (Bowling & Phillips, 2002). The Christchurch attacks in New Zealand and their link to hateful communication on the online platform 8chan is only one such example of how online hate speech and cyberhate can escalate to "in real life" attacks, leaving the online sphere and spilling into the offline world. As per Allport's (1954) scale of prejudice, more extreme forms of prejudice-motivated violence are founded on "lower level" acts of prejudice and bias, therefore, hateful content online should not be ignored. Intervening online to interrupt or counter hateful behavior already at the lower end of the scale of prejudice becomes important; online interventions which are to be identified and synthesized through this systematic review. Allport's (1954) scale of prejudice will be the basis for this systematic review. Early on, Allport (1954) asserted that individuals with negative attitudes toward groups are likely to act out on these prejudices "somehow, somewhere" (p. 14), and that the more intense such negative attitudes are, the more hostile the action will be. Allport (1954) put forward a scale of acts of prejudice to illustrate different degrees of acting out negative attitudes, a scale that starts with antilocution (or what we call hate speech), described as explicitly expressing prejudices through negative verbal remarks to either friends or strangers (Allport, 1954). Avoidance is the next level on the scale of prejudice, with people avoiding members of certain groups, followed by discrimination, where distinctions are made between people based on prejudices, which leads to the active exclusion of members from certain groups (Allport, 1954). This level of acting on prejudices is routed in institutional or systemic prejudices, for example, in the differential treatment of people within employment or education practices, but also within the criminal justice system, or through social exclusion of certain minority group members. Physical attack is the next level on the scale of prejudice, which includes violence against members of certain groups by physically acting on negative attitudes or prejudices. The last level is extermination, which is the ultimate act of violence against members of specific groups, an expression of prejudice that systematically eradicates an entire group of people (e.g., genocide or lynchings; Allport, 1954). Allport's (1954) scale of prejudice makes it clear how hate speech/cyberhate is connected to more extreme forms of violence motivated by specific prejudices and biases, with hate speech (or antilocutions) being only the starting point on a 5-point continuum (Bilewicz & Soral, 2020). The importance of this scale of prejudice is not only that it clearly illustrates a range of different ways and intensity levels to act out prejudices, but also the "progression from verbal aggression to physical violence or, in other words, the performative potential of hate speech" (Allport, 1954; Kopytowska & Baider, 2017, p. 138). This is where interventions at the lower level of the scale of prejudices, interventions targeting hate speech/cyberhate, become important. There is no universal definition of hateful conduct online, but there is some consensus that hate speech targets disadvantaged social groups (Jacobs & Potter, 1998). Bakalis (2018) more narrowly defines cyberhate as "any use of technology to express hatred towards a person or persons because of a protected characteristic—namely race, religion, gender, sexual orientation, disability and transgender identity" (p. 87). Another definition that also points out the ambiguity and challenges involved with identifying more subtle forms of hate speech, and also making reference to the potential threat of hate speech escalating to offline violence, is that put forward by Fortuna and Nunes (2018), who analyzed various definitions of hate speech "Hate speech is language that attacks or diminishes, that incites violence or hate against groups, based on specific characteristics such as physical appearance, religion, descent, national or ethnic origin, sexual orientation, gender identity or other, and it can occur with different linguistic styles, even in subtle forms or when humour is used" (p. 5). In this systematic review, we also distinguish hate speech/cyberhate specifically from other forms of harmful online activity, such as cyber-bullying, harassment, trolling or flaming, as perpetrators of such online behavior repeatedly and systematically target specific individuals to cause upset, to seek out negative reactions, or to create discord on the internet. In contrast, hate speech/cyberhate is more general and does not necessarily target a specific individual (Al-Hassan & Al-Dossari, 2019), instead hate speech/cyberhate heavily features prejudice, bias and intolerance toward certain groups within society. With the majority of hate speech happening online, interventions that take place online are an important way to challenge prejudice and bias, potentially reaching masses of people across the globe. The unique feature of the internet is that such individual negative attitudes toward minority groups and more extreme hateful ideology can find its way onto certain platforms and can instantly connect people sharing similar prejudices. By closing the social and spatial distance, the internet creates a form of collective identity (Perry, 2000, p. 123) and can convince individuals with even the most extreme ideologies that others out there share their views (Gerstenfeld et al., 2003). In addition, the enormous frequency of hate speech/cyberhate within online environments creates a sense of normativity to hatred and the potential for acts of intergroup violence or political radicalization (Bilewicz & Soral, 2020, p. 9). It is, therefore, important to challenge this hate speech epidemic (Bilewicz & Soral, 2020), especially since hate movements have increasingly crossed into the mainstream (Perry, 2000). With hate speech/cyberhate posing a threat to the social order by violating social norms (Soral et al., 2018), perceptions of social norms as either supporting or opposing prejudice has been found to have an influence on how individuals react online (Hsueh et al., 2015). Seeing other people post prejudiced (opposed to antiprejudiced) comments online can lead to the adoption of an online group's biases and can influence an individual's own perceptions and feelings toward the targeted stigmatized group (Hsueh et al., 2015). In addition, research around desensitization also suggests that being exposed to hate speech leads to desensitization, which further leads to an increase in outgroup prejudice toward groups targeted by such speech (Soral et al., 2018). With society increasingly recognizing that it is inappropriate to express prejudices in public settings, many interventions will include some form of social norms nudging to reduce such prejudices; interventions that "nudge behavior in the desired direction" (Titley et al., 2014, p. 60). Therefore, hate speech not only affects minority group members, but also has an influence on opinions of majority group members (Soral et al., 2018), which makes strategies that can elicit change in people's prejudice-related attitudes crucial (see, e.g., Zitek & Hebl, 2007). Governments around the world face increased demand for understanding and countering hateful ideology and violent extremism both online and offline (e.g., the Christchurch Call in New Zealand). The U.S. Government's 2011 CVE Strategy highlights the importance of ongoing research and analysis, the sharing of knowledge and best practices internationally, and the countering of hateful ideologies and propaganda (see also Department of Homeland Security, 2016, 2019). The goal of this systematic review is to use an integrated and interdisciplinary approach to examine the effectiveness of online campaigns and strategies for reducing hate speech and cyberhate. The internet also provides an opportunity to reach masses of people who have been exposed to hateful content and ideology online, therefore, this systematic review will focus on online interventions addressing online hate speech and cyberhate. The specific settings where we would expect to see the online interventions deployed will be on websites, text messaging applications, and online and social media platforms including, but not limited to, Facebook, Instagram, TikTok, WhatsApp, Google, YouTube, and Snapchat. As mentioned previously, many online interventions will be based on social norm nudges to reduce online hate. These interventions aim to change people's online behavior and encourage individuals or groups to conform to established social norms. The communication of social norms can happen through establishing community standards on online platforms themselves (e.g., Facebook, Twitter, etc.), through more formal online training courses, or through anti-hate speech/anti-cyberhate campaigns teaching people to recognize hate, embrace diversity, and stand up to bias. Such prevention campaigns are designed to challenge bias and build ally behaviors by supplying people with constructive responses to combat, for example, antisemitism racism, and homophobia, as well as provide resources to help people explore and critically reflect on current events. Other interventions may add messages to hateful online comments, counter hateful content or extremist ideology, or redirect people to more credible sources. Both peers and parents have been found to foster racial consciousness and identity development, define interracial relationships and cultivate ethnic heritage and culture (Hagerman, 2016). Socialization influences how children understand their group's social position and their membership within that group by providing an understanding of racial, religious, and sexual privilege (Bowman & Howard, 1985). Socialization often reflects peers' and parents' experiences with racism, discrimination, and their ideological perspectives about race, religion, or sexuality (Umaña-Taylor & Fine, 2004). This is important because peers and parents who feel discriminated against or believe that the "other" is a threat may impart their prejudices to their children or friends, which could lead them to interpret the social world with similar discriminatory views and/or behavior. Individuals who feel socially alienated or rejected are especially vulnerable to such socialization practices as they feel that adopting these views will provide them with a sense of acceptance and belonging (Leiken, 2012). Regardless of how an individual develops certain racial, religious, or sexual biases, the online interventions under review are expected to target and reduce the production of original hateful content such as antisemitic Tweets and/or homophobic blog posts as well as the consumption of hate speech material (e.g., watching or reading hate speech videos or blogs). For example, some interventions take a rather broad messaging approach by implementing racial sensitivity and diversity training through Public Service Announcements, peer-to-peer dialogue workshops, or films that provide opportunities for youth and adults to self-reflect and learn about historical oppression, people of color, women, and the LGBTQIA+ community from credible sources. The factual understanding of diverse groups is often supplemented by experiences with people within the group. These educational programs often identify a cultural guide who is willing to introduce youth to new experiences and who can aid in processing thoughts, feelings, and behaviors. These interventions intend to dispute and contradict negative stereotypes associated with specific cultures, people, and institutions by sharing different points of view based on human rights values such as openness, respect for difference, freedom, and equality (Gomes, 2017). Moreover, such interventions tend to involve blanket bans on specific behaviors enforced through the public promotion of norms or individual sanctions enforced by moderators. Other interventions, such as the "Redirect Method," are narrower in their messaging. These interventions generate curated playlists and collections of authentic content that challenge hate speech/cyberhate narratives and propaganda (Helmus & Klein, 2018). For instance, people who are directly searching for extremist content online may be linked to videos and written content that confronts such claims. These videos are designed to be objective in appearance instead of containing material that explicitly counters extremist propaganda. The underlying goal of this type of interventions is to provide credible content that effectively undermines extremist messaging but does not overtly attack the source of propaganda. In addition to confronting hate speech narratives, these interventions provide users with links to numerous social services such as anger management training, drug and alcohol treatment, and mental health resources. Online platforms, such as Twitter and Facebook, have also started to employ a similar method, redirecting people who comment on or share "fake news" or conspiracy theories, which often are fraught with prejudicial undertones and are harmful to minority groups, to more credible content and news sources. The aforementioned interventions are designed to counter-balance these biased perceptions (e.g., unsupported claims of the Black community as criminal or the LGBTQIA+ community as pathologized) Blacks as criminals, LGBTQIA+ as pathologized) by blunting the occurrence of racist discourse and reducing the likelihood these individuals will internalize and normalize racial, religious, and/or sexual prejudices (Qian et al., 2019). Being in new situations is uncomfortable and often awakens fears and apprehensions that can block our experiential development. Acquiring information or being exposed to minority-run businesses, poverty, and writings from minority authors allows a person to understand the thoughts, hopes, fears, and aspirations of the people outside their racial perspective rather than from the perspective of the majority society (Dunham et al., 2013; Lee et al., 2017). Doing so, counters racist programming by challenging hegemonic beliefs, which can lead to the acceptance of tolerant attitudes and the reduction of hateful expressions online. Findings from the proposed review will enhance our understanding of the effectiveness of online anti-hate speech/anti-hate interventions, will help ensure that programming funds are dedicated to the most-effective efforts, and will play a critical role in helping individual programs improve the quality of service provisions. It will inform governments and policymakers of the current state of such online efforts, what works and which modes of interventions to implement, and help guide economically viable investments in nation-state security. Our search of the scholarly literature identified one review, Blaya (2019), as similar to the proposed topic. Blaya's (2019) review, however, focused on the prevalence, type, and characteristics of existing interventions for counteracting cyberhate and did not include a meta-analysis. Two other similar reviews focused on exposure to extremist online content (Hassan et al., 2018) and communication channels associated with cyber-racism (Bliuc et al., 2018). A search of the Campbell Library using key terms (hate OR radical*) returned two protocols and one review identified for further inspection to assess potential overlap. The protocols include "Psychosocial processes and intervention strategies behind Islamist deradicalization: A scoping review" by de Carvalho et al. (2019) and "Police programs that seek to increase community connectedness for reducing violent extremism behavior, attitudes and beliefs" by Mazerolle et al. (2020). A further review on a similar topic is a recently completed Campbell review (January 2020), "Counter-narratives for the prevention of violent radicalization: A systematic review of targeted interventions" by Carthy et al. (2018) at the National University of Ireland, Galway. Our proposed review is distinguished from the de Carvalho et al. (2019) review in that we are focusing on hate speech and cyberhate generally without delimiting our approach to a specific type of radicalization (e.g., Islamist). Furthermore, we are electing to complete a systematic review and meta-analysis. Likewise, the protocol by Mazerolle et al. (2020) focuses on interventions involving police officers either as initiators, recipients, or implementers of community connectedness interventions. Our review will focus specifically on any online intervention, which may or may not involve police, but police will not be the focus nor be the basis of the online intervention strategy. Judging from Carthy et al. (2018) protocol, we anticipate our review will also capture counter-narrative interventions, but will differ based on setting, timing, and scope of interventions. Specifically, we are interested in online interventions that extend beyond counter-messaging campaigns to include a broad array of interventions outlined above and extend beyond radicalization to include everyday hate and prejudice. In addition to conducting a meta-analysis, the proposed review would build on Blaya's (2019) work by expanding the population parameters to include both adolescents as well as adults. Blaya (2019) limited her search to include interventions aimed toward youth, young people, children, young adults, adolescents, children, and teenagers and did not focus on extremism. The main objective of this review is to synthesize the available evidence on the effectiveness of online interventions aimed at reducing the creation and/or consumption of online hate speech/cyberhate material. To what extent are online interventions effective in reducing online hate speech/cyberhate? How is effectiveness related to the type of online hate speech/cyberhate intervention used? How is effectiveness related to the characteristics of individuals experiencing the online hate speech/cyberhate intervention (e.g., age, gender, race/ethnicity, offense history, childhood trauma)? Both experimental and quasi-experimental quantitative studies will be included. These study designs will address research questions #1 to #3. Eligible quantitative study designs include the following: Eligible experimental designs must involve random assignment of participants to distinct treatment and control group(s). Designs that involve quasi-random assignment of participants such as alternate case assignment are also eligible and will be coded as experimental designs. All eligible quasi-experimental designs must include a comparison group of participants compared to participants in the treatment condition. Eligible studies include those that report matching procedures (individual- or group-level) and statistical procedures employed to achieve equivalency between groups. Statistical procedures may but are not limited to, analysis, and Furthermore, in of a limited quantitative evidence we will also include quasi-experimental studies with comparison groups that provide of for both groups. will also be included. Eligible include designs with a control group and designs with or without a control group than quasi-experimental designs include studies that a comparison group of participants who either to in the study or who in a but out to the of a Eligible comparison include other online interventions or in which participants not or an online Both youth and participants of any gender sexual orientation, or will be eligible for this review. The eligible youth population will be study participants with a of through The eligible population will be study participants with a of and in which only a of the is eligible for example, a study in both online and offline hate speech be not anticipate studies based on as our will be and we will take to studies that only online interventions. will of the of a study for through and be we will elicit the of a the of and studies will be these studies will be they will be and be in the and any related Blaya's (2019) of intervention strategies to the potential of eligible interventions. The intervention is the of responses to hate speech/cyberhate, which includes the countering of violent extremism and to address online interventions that are eligible range from hateful content online specific (e.g., of social media to to online hate using targeted strategies (e.g., through hateful of studies focusing on online include the and of online and content online content and & 2018), hateful online comments to comments et al., 2018), and to users out of online are also interested in interventions such as the of 8chan this online platform linked to "in real life" attacks in New Zealand and the and interventions that further hateful online content and radicalization similar events. hateful content online such has up speech as well as around online users and hateful groups on to other online to hateful content online using targeted strategies therefore, been as an effective online include using the from & 2020), the use of to online responses to in online where hate speech has been (Qian et al., 2019), and redirecting online users to videos for example, Our systematic review will include a range of online interventions, many of which have only recently Two other strategies identified by Blaya (2019) are the and of hate speech/cyberhate using technology as well as the creation of online and These interventions include online counter-narrative the and/or use of online counter online interventions, online training, and online narrowly to address extremist ideologies and hate speech that incites targeted violence and In such interventions seek to or the occurrence of violent extremism or the of hate speech and extremist by channels and opportunities to such groups. The and intervention eligible for this systematic review educational programs for example, provide people with online and challenge 2019). will include online programs with an online (e.g., and and educational and online interventions. of these interventions may by individuals no longer in the creation and/or consumption of cyberhate and extremist material online. These online interventions may be by and internet service or or in the case of interventions. The comparison may be routine exposure and to hate speech/cyberhate or online The of is the creation and/or consumption of hateful content online. By we to the production and of original hateful content such as antisemitic racist and/or homophobic blog The consumption of hate speech material may include or being a of a hate watching or reading hate speech videos or being a target of online hate speech/cyberhate, or hate speech material. of include and of study participants such as and attitudes toward hate Eligible studies must report a or (or to be included. There will be no exclusion on the source of for the and can be from any institutional or completed by will include any of from strategies to increase the scale of of potentially effective anti-hate speech and interventions for These could include to or to the creation of and behaviors. can also include such as a of hate speech/cyberhate to other platforms instead of a reduction of hate All described in eligible studies will be in the will focus on the between and the current The starting with the when the internet to a and community et al., are for an approach in the lower end of our search to the may be it is hate speech/cyberhate online through or and some studies may capture Our population of studies will also be limited to studies in and but of studies completed in any as we are focused on online content that can be and across and nation-state The language parameters reflect the language of the review Our will where studies the of study in will be between the members of the review These will be and as a from the protocol in the review. In the of a change in we will search online OR OR internet OR Twitter OR OR 8chan OR OR OR OR OR OR OR OR OR OR speech" OR cyberhate OR OR OR OR OR speech OR OR OR OR OR OR OR OR OR OR OR OR OR OR OR OR OR OR OR peer-to-peer OR OR OR