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A theory on the political economy of image production argues that the U.S. film industry, namely, Hollywood, prioritizes financial considerations over racial justice or political correctness. Decisions made in the production and marketing processes are to minimize financial risks, but they often limit the representation of racial–ethnic minority filmmakers and actors. At the same time, Hollywood incorporates foreign-born directors and actors to reach international audiences. This article assesses how Hollywood’s “going global” impacts local racial–ethnic minority politics in the U.S. film business. As a part of a larger study examining the 100 top-grossing films in the United States from 1995 to 2014, we closely examine films where racial–ethnic minorities comprise the majority of the cast or films where minorities are the lead actors. We argue that the incorporation of foreign-born directors and actors undermines U.S. racial–ethnic minority filmmakers’ efforts to tell cinematic narratives from a critical perspective. Also, Hollywood fails to promote black films and black actors based on the assumption that they cannot appeal to international audiences, but our findings illustrate that black films directed by black directors perform well domestically and they show great potential with more support from Hollywood.

We present a historical outline of racial inequality in Virginia's kindergarten through 12th grade educational system focusing on de jure school desegregation and subsequent massive resistance following Virginia's role in Brown v. Board of Education. Currently, standardized tests are used to evaluate students' educational progress and knowledge, evaluate teacher and administrative effectiveness, and measure states' educational efforts. In this article, we use school district-level data to examine racial disparities between black and white students in Virginia in 2010. We find widespread disparities in standardized test score passing rates with the exception of black students' performance in history and social science before high school. Black students are consistently less likely than white students to earn passing scores in all subject areas at each grade level. We use state-level education data such as school district size, teacher-student ratio, and school funding to contextualize the standardized test data. We find that the locale of schools and their close links to white

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