Browsing by Subject "Racial equity"

Now showing 1 - 3 of 3
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    From investigating to engaging families: examining the impact and implementation of family assessment response on racial equity in child welfare
    (2013-08) Semanchin Jones, Annette Marie
    Almost half the states in the U.S. have implemented a differential response approach in child welfare with the goal of keeping children safer by better engaging and supporting families. The differential response track voluntarily engages low to moderate risk families by setting aside fault-finding. To explore yet unanswered questions about this growing approach, this study used sequential mixed methods to examine the implementation and impact of Minnesota's approach, called Family Assessment response. The first phase of the study used logistic regression to analyze administrative child welfare data for cases screened in between 2003 to 2010, to explore whether race was a predictor in these decision points: pathway assignment to either traditional investigation (TI) or family assessment (FA) response; switching pathway assignment from FA to TI; removal of children to out-of-home placement; and re-reporting to child protection within 12 months of case closing. The second phase used a comparative case study approach to explore implementation strategies that might help explain differences in outcomes by county. Data collection for this phase included semi-structured focus groups with workers and interviews with supervisors in the nine counties in the sample. Racial equity outcomes were mixed. Findings indicated that when controlling for poverty and other risk factors, African American, Native American and Multiracial children were less likely to be assigned to FA compared to Caucasian children for some, but not all years in the study timeframe. Disparities around pathway switch from family assessment to traditional investigation completely diminished over time. This study also found several key implementation strategies that were common in counties with positive outcomes, including effective integration of multiple family engaging and safety focused approaches; strong team cohesion to build capacity in family assessment; and a focus on engaging enduring supports for families. Findings of this study underscore the need for jurisdictions to have culturally responsive and financially-related resources to support families, with particular focus on continued resources after the pilot phase of implementation. This study also highlights the importance of applying a racial equity lens in examining new social policies and practices to ensure equitable implementation for all children and families.
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    “Playing Nicely In The Sandbox:” Demystifying Beliefs And Assumptions About Racial Equity In Career Services
    (2024) Buford, Melanie
    American colleges and universities seek to provide education and opportunity to their students, and to support a more informed and equitable society. Career education offices in higher education spaces face increasing pressure to lead life and career preparation efforts for a diverse student body. At the same time, as a result of European colonization and its modern structural remnants, significant racial wealth inequality persists around the world and in the United States. Professional associations, such as the National Career Development Association and the National Association of Colleges and Employers, have called on career education offices to address equity in their practice, and to strengthen career engagement and outcomes for marginalized, underrepresented, BIPOC (Black, Indigenous, People of Color), first-generation, and limited-income students. Though some research has been conducted on social justice efforts in career services offices around the world, limited scholarly attention has been paid to racial equity. Using a qualitative case study framework, this study sought to demystify beliefs and assumptions about race, racism, and career which shape the practice of equity in career education units. Three aspects of this topic were explored: definitions of equity and racial equity; beliefs, narratives, and assumptions about race, racism, and career; and institutional factors which support equity work in career education units. Two theoretical frameworks were drawn upon in analyzing the data: Color-Blind Racial Ideology (CBRI) and Actor-Network Theory (ANT). Findings suggested that aspects of CBRI may be embedded in the beliefs and assumptions about racial equity in career education, and that non-human actors - such as data platforms and career frameworks - inform understandings of the role of race, racism, and equity in career education. Implications and recommendations for research, policy, and practice are discussed.
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    Social cohesion or ‘myth of oneness’?: Implications of the ban on ethnicity statistics in Fiji
    (2024-05-01) Nailatikau, Merewalesi
    Race and ethnicity have played significant roles in Fiji’s political landscape since gaining independence in 1970. Acknowledging the distinction between ‘race’ and ‘ethnicity,’ the terms are often used interchangeably in Fijian nomenclature practice, particularly concerning relations between indigenous Fijians and Indo-Fijians. The Bainimarama regime, following the 2006 military coup, implemented policies erasing ethnic identifiers and mandating ‘Fijian’ for all citizens, while prohibiting the publication of racially disaggregated statistics under the guise of combating racism. This move hindered understanding of poverty experiences among different communities. The newly elected government in 2022 has lifted these restrictions, focusing on economic recovery through a consultative multi-sectoral approach. This paper examines Fiji census data and government addresses to explore the implications of the 16-year ban on publishing ethnically disaggregated statistics on collective memory and data equity. Despite efforts to shape a master narrative, the ban has hindered progress in racial equity and understanding emerging inequality hotspots. Recommendations include advancing an integrated national data system, incorporating data in truth and reconciliation processes, establishing institutional norms to prevent abuse of power, and fostering social cohesion through consensus-building that acknowledges diverse perspectives.