Browsing by Subject "racism"

Now showing 1 - 10 of 10
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    Addressing Institutional Racism in Healthcare: A Case Study
    (2020-10) Banks, Barbra
    The extent of health inequities plaguing our nation is well-documented, with Black Americans continuing to experience the largest gaps (U.S. Department of Health and Human Services, 2014). Healthcare organizations cannot achieve racial health equity until they are willing to address institutional racism. With the magnitude of health inequities, particularly racial inequities, healthcare organizations addressing institutional racism as a part of their health equity efforts becomes even more critical. This case study offers an in-depth description of a Midwestern urban hospital birth center’s year-long equity education program, posing the question, “How does a large, urban hospital address institutional racism as a part of their health equity strategy?” Results show three outcomes of the department’s intervention to address racial health inequity and institutional racism: 1) the central features of the intervention’s framework and approach proved instrumental in individual development and change, 2) through double- and triple-loop learning, the department effectively addressed and began to dismantle institutional racism, and 3) the convergence of events leading to the intervention offered a “ripe” time for the creation, planning, and execution of the equity education program. Implications from this study contribute to healthcare, workplace diversity and inclusion, and human resource development scholarship and practice.
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    Antiracism glossary for education and life
    (Journal of College Academic Support Programs, 2021) Arendale, David R; Pokhrel, Richa; Muhammad, Mursalata; Jimenez, Juan; Green, Cassandra; Felber, Sarah; Claybourne, Chardin; Atkins, WyKeshia
    To create an antiracism glossary, a team of scholars from Colleagues of Color for Social Justice (CCSJ) identified and defined 48 terms relating to racism and antiracism based on a careful review of existing race-related glossaries, scholarly articles, and widely-read books on the topic. This glossary of terms illustrates the daily and pervasive nature of racism that people of color experience and fills a demonstrable gap in resources of this type for college learning assistance centers and programs. The purpose is to recognize and explain terms related to attitudes, behaviors, and policies that impact people’s lives, particularly within academia. The glossary lists the terms in alphabetical order with multiple definitions from various resources and easy to understand examples drawn from personal lives, communities, and professional experiences in educational settings
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    Antiracist activities and policies for student-led study groups
    (Journal of College Academic Support Programs, 2022) Arendale, David R.; Abraham, Nisha; Barber, Danette; Bekis, B.; Claybourne, C.; Edenfeld, K.; Epps, K.; Hutchinson, K.; Jimenez, Juan; Killenbeck, K.; Pokhrel, R.; Schmauch, N.; Woodruff, R.
    Issues of race and marginalization do not often intersect with publications related to developmental education and learning assistance. They have been spaces that ignored them these issues. This guide to antiracism policies and practices for student-led study groups is based on a careful review of scholarly articles, books, and existing guides. While much has been written about culturally-sensitive pedagogies for K-16 classroom instruction, little has emerged for guiding peer study groups regarding antiracism practices. This guide helps address this gap in the literature. In addition to its use for academic study groups, this guide is useful for faculty members to incorporate antiracism learning activities and pedagogies into their courses. This guide identifies effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students.
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    Antiracist study group policies and practices
    (2022) Arendale, David R
    My talk had six sections: (a) the influence of campus culture on student persistence, (b) antiracism resources for peer study group programs, (c) selected definitions related to antiracism, (d) highlights from the guide for Course-based Learning Assistance, (e) sample of antiracism policies and practices, and (f) additional resources for peer study group programs. I shared this talk at one of the monthly professional development seminars for the peer study group leaders at the University of Texas at San Marcos.
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    Best practices to strengthen academic relationships with college students and a sense of belonging.
    (2022) Arendale, David R
    My talk had six sections: (a) the influence of campus culture on student persistence, (b) antiracism resources for peer study group programs, (c) selected definitions related to antiracism, (d) highlights from the guide for Course-based Learning Assistance, (e) sample of antiracism policies and practices, and (f) additional resources for peer study group programs. I shared this talk at the annual conference for the Heartland Region for College Reading and Learning Association.
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    Birthing Minnesota: The Associations of Structural Racism and Neighborhood Characteristics with the Health of Minnesota’s Birthing Population, Pregnancy through Postpartum
    (2021-12) Mentzer, Kari
    Structural racism in Minnesota communities may be associated with adverse birth outcomes such as preterm birth, low birthweight, severe maternal morbidity, and death for birthing people. This dissertation provides a comprehensive report on the birthing outcomes of Minnesota people who gave birth 2011-2019 including the rates of prenatal risks (e.g. inadequate prenatal care, diabetes, and hypertension), adverse pregnancy outcomes (e.g. premature birth, low birthweight, fetal death), maternal morbidity (e.g. transfusion, unplanned hysterectomy, admission to ICU), and death (e.g. pregnancy-related, pregnancy-associated, all-cause after the first year). The relationship between structural racism in Minnesota and the health outcomes experienced by birthing people, specifically Black and American Indian people, during the perinatal period and in the years following childbirth is examined using the Index of Concentration at the Extremes (ICE) in a treatment effects model. In areas with the highest exposure to structural racism (according to ICE measures), neighborhood characteristics (e.g. access to healthy food, presence of green spaces, available quality education) may be associated with better than expected outcomes when the quality and number of resources are high. A logistic model was used to detail the association of increasing neighborhood resources to birth outcomes for individuals exposed to high levels of structural racism.
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    Guidelines for the Development of Diversity Leadership and Education: A 'How-To' Manual for Communities and Schools
    (2003) Fennelly, Katherine; Harrison, Mary; Milgrom, Marsha; Wang, Jun-Li; Anderson, Sharon
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    Lessons Learned and Moving Forward: Antiracist policies and practices for peer learning programs
    (2022) Arendale, David R
    My talk had six sections: (a) the influence of campus culture on student persistence, (b) antiracism resources for peer study group programs, (c) selected definitions related to antiracism, (d) highlights from the guide for Course-based Learning Assistance, (e) sample of antiracism policies and practices, and (f) additional resources for peer study group programs. I shared this talk at a regional conference for Supplemental Instruction hosted by Texas A&M University.
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    Moving forward with diversity, equity, and inclusion: Changing the culture of postsecondary education
    (2022) Arendale, David R
    My talk had six sections: (a) definitions of diversity, equity, and inclusion; (b) sample DEI statements; (c) what we know about campus culture; (d) definitions of key antiracism terms; (e) antiracist behaviors and policies for learning assistance; and (f) additional resources for DEI, peer learning programs, and other learning assistance activities. I shared this talk at the annual conference of the New York College Learning Skills Association. NYCLSA is focused on best practices for developmental-level courses, peer study programs, tutoring, and learning centers. This profession has already been making significant changes to implement antiracist practices.
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    Uneven Access: Dual enrollment programs and students of color in Minnesota
    (2016-05) Trost, Jennifer
    A mixed methods analysis was used to identify whether or not dual enrollment programs perpetuated or disrupted structural racism for Minnesota’s students of color. The quantitative analysis reviewed state-wide patterns of dual enrollment participation by students of color. Disparities in participation existed for students of color throughout the state, regardless of school type, composition, and location suggesting a perpetuation of structural racism. The quantitative analysis led to the selection of cases for the qualitative analysis, a multi-site case study. This multi-case study focused on two urban, high-minority high schools. The analysis reviewed the policies and practices utilized in promoting and recruiting students into dual enrollment programs, emphasizing the college-going culture and the vision or direction of the dual enrollment program. The qualitative study’s findings suggest strength of the college-going culture, vision and placement of dual enrollment courses, and composition of the courses effected access and enrollment for participants of color. Overall, Minnesota’s students of colors are often overlooked for advanced or dual enrollment courses, but some high-minority high schools have implemented practices to overcome structural racism. Thus, uneven access and participation occurs for the state’s students of color.