Designing Publicly Engaged First-Year Research Projects: Protest Art and Social Change

CONTEXT: Structural factors are fundamental drivers of racial health inequity. Structural competency (SC) offers a paradigm for training health professionals to recognize and respond to the impact of structural factors. Despite national advocacy, curricula have been inconsistently implemented and evaluated. OBJECTIVE: To study the incorporation of Anti-Racism structural competency curricula and how it impacts Black, Indigenous, and people of color (BIPOC) vs non-BIPOC learners. STUDY DESIGN AND ANALYSIS: A cross-sectional mixed-methods study. Grounded theory analysis on the open-ended responses identified key themes. Both quantitative and qualitative analyses are by BIPOC vs non-BIPOC. SETTING: Pre and post survey was disseminated using Qualtrics in the 2021-2022 academic year. POPULATION STUDIED: All first year medical students at an academic medical teaching hospital. INTERVENTION: Adapted structural competency curriculum from Bay Area Working Group. Curriculum was delivered in six 2-hour teaching sessions, involving a mix of whole-classroom presentations and self-selected racial affinity small discussion groups, and were accompanied by pre-reading, follow-up informal discussion groups, and post-session written reflective assignments. OUTCOME MEASURES: Knowledge, attitudes, career choice, burnout, empowerment, and empathy. RESULTS: 182 completed surveys: PRE: 36 BIPOC and 48 Non-BIPOC and POST: 46 BIPOC and 52 Non-BIPOC. Both groups had similar knowledge and attitudes towards the SC curriculum. Regarding more time being dedicated to these topics, the percent who responded Strongly Agree for BIPOC and Non-BIPOC increased by 36% (33 to 69%) and 22% (42 to 64%) from pre to post surveys, respectively. BIPOC students reported an increase in commitment to medicine rather than a change in career choice, and Non-BIPOC students indicated the course helped them better understand their profession. Many students noted they entered medicine because of their values related to equity and justice, though BIPOC-identified students noted more often-feeling burnout. Non-BIPOC students reported awareness of their BIPOCs’ peer burnout. Finally, we found an increase in empathy for patients and in self-empowerment across both groups. CONCLUSIONS: SC curriculum at this scale and early in the curriculum remains critical to creating a community of practice addressing racial equity in medicine.

Background and ObjectivesAbundant evidence documents racial/ethnic disparities in access, quality of care, and quality of life (QoL) among nursing home (NH) residents who are Black, Indigenous, and people of color (BIPOC) compared with White residents. BIPOC residents are more likely to be admitted to lower quality NHs and to experience worse outcomes. Yet, little is known about processes for differences in QoL among residents receiving care in high-proportion BIPOC NHs. This study presents an examination of the processes for racial/ethnic disparities in QoL in high-proportion BIPOC facilities while highlighting variability in QoL between these facilities.Research Design and MethodsGuided by the Minority Health and Health Disparities Research Framework and the Zubritsky framework for QoL in NHs, we employ a concurrent mixed-methods approach involving in-depth case studies of 6 high-proportion BIPOC NHs in Minnesota (96 resident interviews; 61 staff interviews; 614 hours of observation), coupled with statewide survey data on residents’ QoL linked to resident clinical Minimum Data Set assessments.ResultsQuantitative findings show that BIPOC residents experience lower QoL than White residents across various domains. Qualitative findings reveal variability in BIPOC residents’ QoL between high-proportion BIPOC facilities. In some facilities, BIPOC residents experienced worse QoL based on their race/ethnicity, whereas in others BIPOC residents QoL was not directly affected by their race/ethnicity or they had mixed experiences.Discussion and ImplicationsThe findings highlight variability in racial/ethnic disparities in QoL across NHs with a high proportion of BIPOC residents. We identify health equity initiatives, including engaging with community BIPOC organizations and volunteers, and providing more resources to high-proportion BIPOC facilities to support staff training, additional staffing, and culturally specific programming. Given the increasing racial/ethnic diversity of NHs, ensuring equity in QoL for BIPOC residents is an urgent priority for NHs to remain relevant in the future.

“Imposter syndrome” is a term used to describe feelings of pervasive self‐doubt despite evident success. It is the lay version of “imposter phenomenon,” a concept that was proposed as an explanation for why highly accomplished (mostly white and middle‐ to upper‐class) women persisted in believing that their success was due to luck or a mistake despite evidence to the contrary. However, the experience of imposter syndrome in genetic counseling, particularly among Black, Indigenous, and People of Color (BIPOC) individuals, remains underexplored. This study investigates the etiologies and impacts of imposter syndrome among BIPOC genetic counseling students with the aim of elucidating how the term is used and identifying potential interventions. We conducted semi‐structured interviews with 26 participants who were part of a longitudinal constructivist grounded theory study investigating the training experiences of BIPOC genetic counseling students. Using reflexive thematic analysis, we constructed themes related to self‐doubt, classroom and clinical performance, identity, and disclosing imposter syndrome feelings to others. Participants described imposter syndrome as arising from concerns that they were unprepared for their training program, less qualified than their peers, or admitted by accident or due to their BIPOC identity. Some participants attributed imposter syndrome to being a BIPOC student in a predominantly white profession. Comparisons to classmates and practicing genetic counselors, academic struggles, and anxiety about clinical rotations exacerbated imposter syndrome. Our findings underscore the multifaceted nature of imposter syndrome among BIPOC genetic counseling students and the need for a multipronged approach to mitigate its harmful effects. For BIPOC students, training programs should recognize that imposter syndrome is intertwined with racial inequities within the field that position them as imposters. We propose that supportive relationships with classmates, BIPOC mentors, and other BIPOC students can reduce imposter syndrome and enhance student well‐being and academic success.

Science communication has taken center stage in Science, Technology, Engineering, and Math (STEM) disciplines in the context of public outreach and citizen science. Developing practical communication skills is imperative for all scientists to be highly successful in their careers and more so for underrepresented and Black, Indigenous, and People of Color (BIPOC) professionals in STEM. The program, led by the Engineering and Science Librarian at the University of Victoria (UVic) Libraries, aimed to equip students and early career scientists with critical communication skills by leveraging the unique voices and lived experiences of BIPOC speakers in STEM disciplines. Through this program, a unique toolkit with engaging modules consisting of 30 short videos, each three minutes long (30 x 3) by BIPOC speakers was created to provide broad foundational skills in verbal and visual communication, using an Equity, Diversity, Inclusion, and Social Justice (EDISJ) lens. A two-day conference offered networking and communication development opportunities to students and early-career scientists in STEM disciplines by connecting them with BIPOC STEM leaders and visionaries who promote STEM advocacy. This paper will discuss the methods used in the creation of the toolkit and conference using an EDISJ lens.

Reports an error in "Defining racial allies: A qualitative investigation of White allyship from the perspective of people of color" by Cassandra L. Hinger, Cirleen DeBlaere, Rebecca Gwira, Michelle Aiello, Arash Punjwani, Laura Cobourne, Ngoc Tran, Madison Lord, Jordan Mike and Carlton Green (Journal of Counseling Psychology, 2023[Nov], Vol 70[6], 631-644). An additional citation was added for the structure of the definition of White allies in the second paragraph of the introduction. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2024-23216-002.) While interdisciplinary scholars and activists urge White allies to engage in racial justice work led by the voices of Black, Indigenous, and people of color (BIPOC), to date, most research on racial allyship has centered exclusively on the perspective of White allies themselves. Thus, the purpose of this study was to create a framework of racial allyship from the perspective of BIPOC. Utilizing constructivist grounded theory (Charmaz, 2014), focus groups were conducted to understand how BIPOC describe the knowledge, skills, and actions of White allies. Participants across eight focus groups described allyship as an ongoing interpersonal process that included a lifelong commitment to (a) building trust, (b) engaging in antiracist action, (c) critical awareness, (d) sociopolitical knowledge, (e) accountability, and (f) communicating and disseminating information. The findings of this study point to several avenues through which White counseling psychologists can incorporate racial allyship in their research, training, clinical, and advocacy work that align with our field's emphasis on social justice, multiculturalism, and prevention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Children in America are suffering from an abundance of trauma that many bring to school with them daily. Children, teens, and their families, who are Black, Indigenous, and People of Color (BIPOC), may have experienced historical racial trauma which is unique to students of color. Professionals working with students of color (SOC) must develop cultural competency around racial trauma in their understanding of trauma informed pedagogy to meet the needs of student populations that are becoming increasingly diverse. The overall purpose of this chapter is to provide professionals working with BIPOC children and teens the necessary skills to meet their needs.

Psychedelic-assisted psychotherapy (PAP) is gaining renewed interest as a treatment for various mental disorders. However, there has been limited Black, Indigenous, and People of Color (BIPOC) representation in PAP clinical trials, signaling the need for culturally consonant communication about the efficacy and safety of PAP. We randomly assigned 321 BIPOC and 301 non-Hispanic White participants to four different modes of psychoeducation (didactic, visual, narrative, hope-based) and tested effects on likelihood of seeking and referring others to PAP using ANCOVAS. The influences of different psychoeducation components on these likelihoods were also tested using hierarchical regression modeling. Regardless of psychoeducation mode, BIPOC participants were more likely to seek PAP than non-Hispanic White participants after psychoeducation. Further, information on physical safety and success rate of PAP uniquely predicted BIPOC participants’ likelihood of seeking and referring others to PAP after psychoeducation. Our findings suggest that once provided psychoeducation, BIPOC participants are receptive to seeking or referring others to PAP. BIPOC participants also appear to prioritize physical safety and rate of success of PAP in these decisions. Stigma against PAP is likely not the primary barrier to recruitment of BIPOC individuals into PAP trials. Instead, researchers should conduct more psychoeducational outreach to diversify future trials.

Advancing Antiracism in Community-Based Research Practices in Early Childhood and Family Mental Health

In observance of July as Black, Indigenous and People of Color (BIPOC) Mental Health Month, Mental Health America (MHA) has commenced its public education campaign dedicated to addressing the needs of this population. This year's theme, “Strength in Communities,” highlights alternative mental health supports created by BIPOC and queer and trans BIPOC (QTBIPOC).

The act of living in the world for Black, Indigenous, and people of Color (BIPOC) is a creative one. Creative acts have been a premise for BIPOC theories of survival, thriving, and movement away from entanglements with whiteness or “creative disruptions.” Creativity, we argue, is a premise for theorizing and engaging in education research. In this paper, we make a case for creativity and stitch together word and image as an exploration of the importance of BIPOC arts in theories of justice in educational research. We explore the political importance of the serious engagement of BIPOC youth arts as well as the use of arts by BIPOC scholars in their analysis and theory building. Connected to this ability to see and resist differently through art, is joy and healing. Creativity promotes healing and allows our work to persist, grow, and transform ourselves (and others) and to transform systems.

BackgroundCannabis social equity programs intend to redress inequities experienced by low income and Black, Indigenous, and People of Color (BIPOC) during cannabis prohibition in the United States. In Los Angeles County (LA), the approach is to increase cannabis outlet licensure and employment for low income and BIPOC communities. Monitoring locations of both licensed and unlicensed outlets over time is critical to informing how local social equity programs may affect communities.MethodsWe identified locations of licensed and unlicensed cannabis outlets in LA, from February to April 2019 and again from March to April 2020, and calculated the number and type of outlets by socio-demographic characteristics of census tracts (race/ethnicity, poverty, education, unemployment) using the 2013–2017 American Community Survey 5-year estimates.ResultsLicensed outlets increased in LA from 162 in 2019 to 195 in 2020; unlicensed outlets decreased from 286 to 137 over the same time period. In 2020, more licensed outlets were in tracts with majority white residents and adults with at least a bachelor’s degree; fewer licensed outlets were in tracts with larger Latinx or Black populations, whereas 71% of unlicensed outlets in 2020 were in low-income tracts, and more unlicensed outlets were in predominately Latinx tracts, high poverty and high unemployment tracts, and tracts with more single female-headed households.ConclusionsNeighborhood-level analyses are an important first step, but more data are needed for comprehensive evaluations of social equity programs—from individual businesses to the communities living nearby—to understand the impacts on low income and BIPOC populations.

Keys to Survive/Thrive as African American Women at PWIs

Although the issues of diversity and representation are often discussed within academic librarianship in Canada and the United States, the field has made little headway in being inclusive of the Black, Indigenous, and People of Color (BIPOC) who work within it. If academic libraries are to become truly authentic and inclusive spaces where BIPOC are central not only to shaping the values of a library but also to determining how those values are accomplished, we must examine the traditional ways in which libraries function. One of these traditions is a reliance on bureaucracy and its associated practices such as structured group work and meetings, which are presumed to be inherently neutral and rational ways of working. Critical examinations of bureaucracy within higher education reveal how its overadoption is absurdly at odds with the social justice–oriented missions of most libraries. Furthermore, not all who are involved in libraries are equally harmed through this overreliance on bureaucracy; this article employs Critical Race Theory to uncover the insidious and specific deleterious impacts bureaucracies can have on BIPOC library workers. The antithesis of a neutral system, bureaucracy instead functions to force assimilation into a system entrenched in whiteness.

In recent years, public discourse on pesticide impacts has increasingly recognized institutional and structural racism as key drivers of health disparities in Black, Indigenous, and People of Color (BIPOC) communities. While pesticides are vital for crop protection from causing yield losses, extensive research highlights their adverse effects on environmental quality and human health. These impacts disproportionately burden BIPOC populations, making pesticides a major environmental justice (EJ) concern like many other environmental pollutants. Despite progress in understanding these effects and advancing EJ, significant technical, social, and policy gaps remain. The objective of this review is to systematically examine critical gaps in technical, social, and policy dimensions, as well as the environmental and human health impacts of pesticide exposure on BIPOC communities in the United States, through the lens of environmental justice. This review synthesizes 128 sources peer-reviewed articles, books, reports on pesticides, EJ, and BIPOC communities in the U.S. Key findings reveal uneven distribution of pesticide-related health and environmental burdens along racial, ethnic, and socioeconomic lines. Non-Hispanic Blacks and Mexican Americans exhibit higher pesticide biomarkers and greater exposure risks than non-Hispanic Whites. Structural racism and classism, rooted in historical systems, perpetuate these inequities, compounded by regulatory failures and power imbalances. In addition, the EPA has flagged 31 pesticide manufacturing facilities for “Significant Violations” of key environmental laws, including the Clean Air Act, Clean Water Act, and Resource Conservation and Recovery Act. These systemic issues underscore urgent needs for transparency, accountability, and equitable policy reform. An EJ framework exposes critical knowledge gaps and calls for structural changes to ensure equal protection and responsive policies for the most affected communities.

To the Editor: The structural racism uncovered by the COVID-19 pandemic is not new. But one thing is for certain: the climate crisis will continue to exacerbate these unconscionable inequities, falling heavily on the shoulders of Black, Indigenous, and People of Color (BIPOC) populations. As medical education institutions strive to address these issues, the intersection of climate change and environmental racism cannot be overlooked. Health professionals should be encouraging more action on climate change. Although 67% of Americans trust health professionals for information and guidance on climate change, only 19% of Americans have heard about this issue from their physicians. 1 Since climate change is discussed in less than 15% of medical schools worldwide, current and future physicians may be unaware of the health consequences. 2 As founding leaders of Medical Students for a Sustainable Future (MS4SF), an international coalition of over 400 medical students dedicated to catalyzing action on climate issues, 3 we see that medical students are demanding change. An important aspect of MS4SF’s work centers around educating medical students about the intersection of climate change and health and preparing them to care for patients in the context of our changing environment. Medical student participants in MS4SF recognize that BIPOC and low-income communities have historically lived near landfills and industrialized centers, contributing to higher rates of cancer, cardio-pulmonary diseases, and adverse birth defects. 4 They experience 38% higher levels of outdoor air pollution when compared with the White population. 5 Yet, racial and climate health injustices are not discussed in medical education. The MS4SF Curricula Guide offers best practices to incorporate these teachings into the medical school curriculum. MS4SF also supports the work of the Planetary Health Report Card, which offers a standardized rubric to assess where there are opportunities for improvement in these areas. Outside of curriculum reform, medical student participants engage in work across advocacy, research, climate-smart health care, plant-based health, ocean-health, partnerships, and communications. The students center justice in their innovations and projects and encourage medical colleges to do the same. Without preparation through undergraduate and graduate medical education, we cannot serve as effective climate justice messengers. Ignoring the health implications of environmental racism and climate change not only hurts our BIPOC patients but also our health systems and communities. Our training should alert us to the warning signs of these crises. Our rapid response is long overdue. Acknowledgments: The authors would like to thank the many leaders working to address environmental justice who have inspired this piece.