Browsing by Subject "racism"

Now showing 1 - 10 of 11
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    Communicating with providers about racial healthcare disparities: The role of providers’ prior beliefs on their receptivity to different narrative frames
    (Elsevier, 2018) Burgess, Diana J.; Bokhour, Barbara G.; Cunningham, Brooke A.; Do, Tam; Eliacin, Johanne; Gordon, Howard S.; Gravely, Amy; Jones, Dina M.; Partin, Melissa R.; Pope, Charlene; Saha, Somnath; Taylor, Brent C.; Gollust, Sarah E.; Psychology, School of Science
    Objective Evaluate narratives aimed at motivating providers with different pre-existing beliefs to address racial healthcare disparities. Methods Survey experiment with 280 providers. Providers were classified as high or low in attributing disparities to providers (HPA versus LPA) and were randomly assigned to a non-narrative control or 1 of 2 narratives: “Provider Success” (provider successfully resolved problem involving Black patient) and “Provider Bias” (Black patient experienced racial bias, which remained unresolved). Participants' reactions to narratives (including identification with narrative) and likelihood of participating in disparities-reduction activities were immediately assessed. Four weeks later, participation in those activities was assessed, including self-reported participation in a disparities-reduction training course (primary outcome). Results Participation in training was higher among providers randomized to the Provider Success narrative compared to Provider Bias or Control. LPA participants had higher identification with Provider Success than Provider Bias narratives, whereas among HPA participants, differences in identification between the narratives were not significant. Conclusions Provider Success narratives led to greater participation in training than Provider Bias narratives, although providers’ pre-existing beliefs influenced the narrative they identified with. Practice implications Provider Success narratives may be more effective at motivating providers to address disparities than Provider Bias narratives, though more research is needed.
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    Critical Intersections and Comic Possibilities: Extending Racialized Critical Rhetorical Scholarship
    (2010) Rossing, Jonathan P.
    Communication scholars conducting work on race must engage work from complementary critical communities to bolster their own critiques and further advance progressive racial coalitions. Critical, rhetorical scholarship and Critical Race Theory (CRT) share principle aims that provide significant ground for interdisciplinary racial projects. Together, these interrelated disciplines can find reinforcement in comedic discourse. This essay locates racial comedy as a space for transformational critiques. More specifically, the author argues that critical rhetorical scholarship and CRT taken jointly can illuminate parallel comic discourses and advance their important correctives pertaining to race and racism.
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    Emancipatory Racial Humor as Critical Public Pedagogy: Subverting Hegemonic Racism
    (Wiley, 2016-12) Rossing, Jonathan P.; Department of Communication Studies, School of Liberal Arts
    This essay identifies emancipatory racial humor as a disarming critical public pedagogy that confronts racial hegemony. Acknowledging the interpretive quandaries of humor and the possibilities of racist humor, this essay tells an often overlooked story of the comic “heroes” who struggle against dominant racial meanings, power relationships, and identity constructions. The essay analyzes the pedagogical possibilities of critical humorists who creatively confront hegemonic racism and whose work participates in critical projects of social, political, and cultural transformation. Such emancipatory racial humor serves as a critical public pedagogy that exposes dominant public pedagogies, injects counternarratives into the struggle over hegemony, and subverts naturalized racial meanings and privileges.
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    Factors that Influence Mass Incarceration among African-Americans
    (Office of the Vice Chancellor for Research, 2015-04-17) Egunyomi, Ayobami; Waterhouse, Carlton
    Mass incarceration refers to the high rate of imprisonment among a certain racial group. The problem of mass incarceration is common among African-Americans. The main objective of this study is to identify the major factors that lead to the high rate of incarceration among African-Americans. For years, the issue of mass incarceration has been a subject of controversy. While some believe mass incarceration is a subtle form of racism against African-Americans and a posteffect of slavery, some others view it as an adaptation to the demands of the society. Due to these different assertions on the issue of mass incarceration and also the impact of mass incarceration on the society, it is imperative to conduct research on the causes of mass incarceration prevalent among African-Americans. My primary method of research was through analyzing statistical information while referring to scholarly articles and literature. This study aims at examining the factors that have led to mass incarceration with the hope that it will help minimize the number of African-Americans in incarceration. The goal of this research is to influence subsequent decisions and policies of the key players in the American Criminal Justice System on issues concerning incarceration of African Americans.
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    How racism in US health system hinders care and costs lives of African Americans
    (2020-06-29) Zapolski, Tamika C. B.; Oruche, Ukamaka M.; School of Nursing
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    Internalized Racism and the Pursuit of Cultural Relevancy: Decolonizing Practices for Critical Consciousness with Preservice Teachers of Color
    (Taylor & Francis, 2021-04-05) Jackson, Tambra; Kazembe, Lasana; Morgan, Laryn
    In this article, we explore the need for decolonizing practices in teacher education for developing critical consciousness with preservice teachers of Color (PTOC). We assert that the development of critical consciousness for PTOC must include practices that specifically attend to their racialized experiences in the context of white spaces- their teacher preparation programs, the teaching profession, and society writ large- where they have been subjected to colonized paradigms of what it means to teach children of Color. We use culturally relevant/responsive teacher education to frame our discussion and place emphasis on the construct of critical consciousness.
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    Language vs. Behaviors: A Holistic Approach to Studying Racism
    (Office of the Vice Chancellor for Research, 2013-04-05) Gillard, Laccy
    Racism has always been an issue in the history of the United States. However, this country has evolved and transformed in ways that have greatly limited old time blatant racism. Consequently in today’s age, racism has converted into an implicit and arguably more insidious form, as it is not as obvious to identify. Subtle and implicit racial bias has become all the more difficult to identify or discuss given the popular belief that we will live in a post-racial society. Researchers from different disciplines have taken different approaches to understand and confront these implicit racial biases. In particular, social psychologists are interested in answering questions about social behavior. They seek to objectively and systematically measure and assess implicit racism through the use of experiments and implicit measures. Conversely, rhetoricians are interested in how language and symbols create perceptions of reality and understandings of the world. They aim to understand how language not only shapes our beliefs about racial matters but also reveals our attitudes and ways of thinking. Rhetoricians study language and symbol use in areas such as political discourse, educational discourse, media texts, and sites like civil rights museums which participate in shaping collective memories. This research will highlight the different methods to address implicit racism used by researchers in social psychology and rhetoric. The contribution of this research is not only to consider the unique intellectual insights of each field but also to argue for the necessity of interdisciplinary approaches to studying racism. Social scientific and humanities research complement one another’s aims. Therefore, together they provide a more complete understanding of and way to confront social problems such as implicit racism.
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    Racial and Ethnic Diversity in Grounded Theory Research
    (Nova Southeastern University, School of Social and Systematic Studies, 2014) Burke Draucker, Claire; Al-Khattab, Halima; Hines, Dana D.; Mazurczyk, Jill; Russell, Anne C.; Stephenson, Pam Shockey; Draucker, Shannon
    National initiatives in the United States call for health research that addresses racial/ethnic disparities. Although grounded theory (GT) research has the potential to contribute much to the understanding of the health experiences of people of color, the extent to which it has contributed to health disparities research is unclear. In this article we describe a project in which we reviewed 44 GT studies published in Qualitative Health Research within the last five years. Using a framework proposed by Green, Creswell, Shope, and Clark (2007), we categorized the studies at one of four levels based on the status and significance afforded racial/ethnic diversity. Our results indicate that racial/ethnic diversity played a primary role in five studies, a complementary role in one study, a peripheral role in five studies, and an absent role in 33 studies. We suggest that GT research could contribute more to health disparities research if techniques were developed to better analyze the influence of race/ethnicity on health-related phenomena.
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    Racism and Its Harmful Effects on Nondominant Racial–Ethnic Youth and Youth-Serving Providers: A Call to Action for Organizational Change
    (Elsevier, 2018-08) Svetaz, Maria Veronica; Chulani, Veenod; West, Kimberly J.; Voss, Raina; Kelley, Michele A.; Raymond-Flesch, Marissa; Thruston, Wanda; Coyne-Beasley, Tamera; Kang, Melissa; Leung, Enoch; Barkley, Lisa; School of Nursing
    Racism can exert negative effects on the self-concepts, health and well-being, and life trajectories of both nondominant racial–ethnic (NDRE) youth and youth-serving providers. In the face of growing nationalism, ethnocentrism, xenophobia, and overt expressions of racism, the Society for Adolescent Health and Medicine recognizes the critically important need to address the issue of racism and its impact on both NDRE youth and youth-serving providers. Organizations involved in clinical care delivery and health professions training and education must recognize the deleterious effects of racism on health and well-being, take strong positions against discriminatory policies, practices, and events, and take action to promote safe and affirming environments. The positions presented in this paper provide a comprehensive set of recommendations to promote routine clinical assessment of youth experiences of racism and its potential impact on their self-concept, health and well-being, and for effective interventions when affected youth are identified. The positions also reflect the concerns of NDRE providers, trainees, and students potentially impacted by racism, chronic minority stress, and vicarious trauma and the imperative to create safe and affirming work and learning environments across all levels of practice, training, and education in the health professions. In this position paper, Society for Adolescent Health and Medicine affirms its commitment to foundational moral and ethical principles of justice, equity, and respect for humanity; acknowledges racism in its myriad forms; defines strategies to best promote resiliency and support the health and well-being of NDRE youth, providers, trainees, and students; and provides recommendations on the ways to best effect systemic change.
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