Search Results (107)

With increasing attention on DNA ancestry tests, scholars have explored how these tests inform modern understandings of race. Current research reveals the flaws and misinterpretations that arise when DNA tests, such as those offered by 23andMe and AncestryDNA, are used as a proxy for racial identity. While prominent in popular culture, the legitimacy and implications of these tests remain contested in the scholarly literature. Some researchers have explored how the increased availability of DNA tests affects how multiracial individuals identify and disclose their racial and ethnic identities, though this exploration remains limited. As discourse about mixed race identity and ancestry tests becomes more nuanced, I argue for the utility of using diunital perspectives, an expansive lens that resists either/or thinking, to complicate conversations about ancestry tests and multiraciality. This scholarly essay integrates personal narrative and a genealogical deconstruction of monoracialism to explore the question, “How can DNA tests contribute to the unlearning of monoracialism?” I share two personal vignettes to illustrate how these tests can reveal a preference for discrete racial categories. Drawing from Critical Race Theory, strategic essentialism, and diunital perspectives, I examine how DNA tests intersect with identity, family, and monoracialism, concluding with implications for disrupting monoracial logics. Full article

The literature details the healthcare needs of migrant people living with chronic illnesses and the consequent economic, social, and healthcare needs of their caregivers. Similarly, some studies have underscored the social and healthcare needs of 2SLGBTQIA+ (two-spirit, lesbian, gay, bisexual, transgender, queer, and intersex individuals, including diverse sexual and gender identities under the “+” symbol) adults living with chronic illnesses and their caregivers. This narrative review presents the context of migrant 2SLGBTQIA+ unpaid caregivers and how their intersecting identities influence their caregiving roles for family members with chronic illnesses. In this article, caregivers are defined as family members or chosen families who provide unpaid support that may last for three months or longer for people living with chronic illnesses. Most studies and policies overlook 2SLGBTQIA+ migrants who are also unpaid caregivers of individuals living with chronic illnesses, leaving them unsupported through discrimination at the intersection of racism, homophobia, transphobia, ageism, and ableism, forcing them to remain vulnerable to increased emotional and physical strain. There is a presence of pervasive systemic barriers, including a lack of training and education among social and healthcare providers, about the needs of migrant 2SLGBTQIA+ unpaid caregivers. Additional challenges stem from inadequate policies and insufficient targeted resources, particularly for caregivers from marginalized racial and ethnic backgrounds. The findings of this study highlight the necessity for a call to action to address these gaps and improve support systems for these highly marginalized communities. Full article

The feminist perspective is relevant to the understanding, prevention, and treatment of disturbances in eating and body image. However, limited empirical research has explored the relationship between feminist identity and weight stigma. The present study examined the associations between feminist beliefs, externalized weight bias, internalized weight bias, body image, and eating disturbances. Two hundred sixty-five racially and ethnically diverse young women were recruited from a university in the Pacific Rim. Participants completed questionnaires online and interrelationships were examined using a series of regressions. Externalized weight bias was significantly negatively associated with both feminist beliefs and identification as a feminist. However, stronger feminist beliefs and identity were significantly associated with higher internalized weight bias, worse body dissatisfaction, and greater incidence of eating disturbances. The results of the present study suggest that structural change driven by feminist values and principles may be effective for reducing weight bias and possibly other risk factors present in broader society but potentially less effective on an individual level. Longitudinal research is needed to confirm the direction of these relationships and to understand which components of feminist theory and feminist values can be most helpful in reducing weight bias on an individual level, while still addressing structural change. Full article

Ethnic/racial socialization has been identified as a key protective mechanism within minoritized populations towards racism and discrimination within the United States. Prior research has highlighted the importance of the relation between ethnic/racial identity and ethnic/racial socialization practices, but less is known about how these associations manifest across diverse groups. The current study explored the associations between parental ethnic/racial identity and ethnic/racial socialization in a national sample of 414 Black, Latine, and Asian American parents. Racially/ethnically minoritized parents from around the United States reported on their ethnic/racial identity and ethnic/racial socialization practices with their children. Hierarchical linear regressions indicated that racial centrality and private regard were significant predictors of preparation for bias and cultural socialization messages. The implications from this study are that there are myriad factors that influence socialization practices in racially/ethnically minoritized families. Full article

Workplace inequities disproportionately affect African American professionals, with 41% reporting discrimination in hiring, salary negotiations, and promotions due to their racial or ethnic identity. These challenges are further accentuated by gender disparities, as 48% of Black men and 36% of Black women acknowledge experiencing workplace discrimination. Comparatively, smaller proportions of Asian (25%), Hispanic (20%), and White (8%) employees report similar treatment, underscoring the systemic barriers that shape the professional trajectories of marginalized workers in the United States. Addressing these pervasive inequities necessitates a transformative framework rooted in allyship, particularly among White male leaders who occupy positions of significant power and influence. Allyship, a dynamic and relational process, requires intentional advocacy, empathy, and accountability to dismantle exclusionary practices and foster inclusion. This research employs human geography as a metaphor to explore the challenges faced by minority employees in navigating workplaces that often resemble hostile terrains characterized by bias, limited representation, and a lack of psychological safety. The climb to senior leadership for minorities parallels traversing rugged landscapes, requiring resilience and access to critical pathways such as mentorship, sponsorship, and equitable opportunities. As inclusive planners, White male allies can address these systemic barriers by leveraging their privilege to create equitable and supportive environments. Aligning allyship with principles of human geography highlights its potential to address workplace inequities and contributes to broader societal cohesion. This study underscores a pivotal lacuna in the discourse on organizational equity: the insufficient exploration of allyship as a transformative paradigm, particularly when championed by White male leaders who occupy positions of substantial authority and influence. Full article

In Ten Little Indians, Sherman Alexie presents nine poignant and emotionally resonant stories about Native Americans’ struggle with alienation and stereotypes. Instead of focusing merely on the ethnic identity of American Indians, Alexie writes about a particular group of people sharing similar circumstances and addresses their common humanity, namely their search for love and respect in urban spaces. Alexie questions the authenticity of Indian identity and asserts that a “mental reservation” exists in the minds of Indian people which significantly influences their perceptions of self and community. Race, as a medium of seeing “the other” permeates U.S. society, especially in the wake of terrorist attacks. However, racial profiling has proven to be an ineffective means of detecting criminals and criminal activities, and has obstructed social relationships, bringing emotions of fear, loneliness and grief to urban Indians. In response to the modernity crisis, Alexie explores the American Indian cosmopolitanism in Ten Little Indians, and envisions a human social community based on reciprocity and mutual respect. His concerns regarding ordinary people’s life experiences and their ways of forming healthy relationships exhibit his considerable hope for “the triumph of the ordinary”. Full article

Picturebooks have a long history as literature for literacy learning in initial teacher education (ITE) settings. Yet, the practice of “using” picturebooks solely to teach isolated skills becomes more alarming as pre-service teachers encounter classroom picturebook instruction that features diverse racial, linguistic, or ethnic communities as “plugged” into scripted curriculum without opportunities for students to respond to the socio-cultural portrayals encountered. Guidance for ITE programs is needed to ensure that the aesthetic and sociopolitical features of picturebooks are not only considered but deeply taught to pre-service teachers. Drawing from a qualitative analysis of a fifth-grade reader engaging with a picturebook featuring a character with a similar phenotype across ten days, an inductive and iterative process of data analysis identified salient moments of collaborative discussions and the ‘slow looking’ approaches she used to interact with justice-oriented picturebooks. Our findings highlight the visual, material, and multimodal ways these texts serve as mentor resources for writing and drawing, while also acting as identity-affirming texts. To conclude, we offer essential implications for ITE settings, instructors, and their students by unpacking the significance of instruction that matters most for supporting pre-service teachers as curators of justice-oriented picturebooks. Full article

Objectives: Experiences of racial discrimination within the healthcare system are potentially traumatic events (PTEs) that have been associated with lowered perceived trust in healthcare providers, ongoing symptoms of PTSD and depression, and anticipated healthcare avoidance. Based on the BITTEN trauma impact model, we test a pathway such that greater past healthcare discrimination would be associated with anticipated future healthcare avoidance among BIPOC college students. We posited that this direct relationship would be sequentially mediated by healthcare institutional betrayal (HIB) during one’s worst healthcare event and subsequently reduced trust in healthcare. Methods: Our model was tested in a subsample of undergraduate students, all of whom self-identified with at least one minoritized racial or ethnic identity (n = 472). Participants reported on their past experiences with racial discrimination in healthcare. Each then chose and described their worst and/or most traumatic previous healthcare experience. Subsequently, they indicated if this experience included acts of HIB and/or led to medical mistrust. Finally, they reported on the degree to which they anticipated engaging in future healthcare avoidance. Results: Our model explained 31% of the variance in anticipated healthcare avoidance. As hypothesized via BITTEN, greater HIB during one’s worst or most traumatic healthcare experience and resulting mistrust in healthcare sequentially mediated the relationship between past experiences of healthcare racial discrimination and anticipated future healthcare avoidance. However, a direct relationship between racial discrimination in healthcare and anticipated healthcare avoidance was retained. Conclusions: Racial discrimination is a potentially traumatic experience associated with deleterious health outcomes. Current results suggest that healthcare discrimination may drive BIPOC college students’ future healthcare avoidance both directly and through experiencing increased healthcare institutional betrayal during one’s worst healthcare experience and resultant mistrust in healthcare. Due to the crucial role both discrimination and HIB experiences may play in healthcare outcomes, greater organizational adoption of anti-racist trauma-informed healthcare and the enactment of deliberate system-level repair strategies post discrimination and/or HIB is critical. Understanding the interplay of racial discrimination, HIB, and medical mistrust is also likely to help us address and repair system-level factors leading to anticipated healthcare avoidance behavior among BIPOC emerging adults. Full article

This scoping review provides clarity on the landscape of evidence-based and High-Leverage Practices that have been shown to be effective with students with disabilities and have the potential to meet the needs of marginalized students across lines of difference. Of 672 articles screened, 85 met eligibility criteria, including 46 studies, 11 systematic reviews, and 28 conceptual papers. Among included articles, instruction practices were the most frequently reported High-Leverage Practice category (89.4%), followed by social, emotional, and behavioral practices (37.6%), and assessment practices (25.8%). A wide variety of specific evidence-based practices were identified in the literature. Marginalized student identities represented included English language learners, students with disabilities, neurodivergent students, racially or ethnically marginalized students, students with health disabilities, and students with behavioral or emotional difficulties. Future research should consider further examining the effectiveness of different practices to inform data-driven decision-making to improve educational outcomes for marginalized students. Full article

Black children in the U.S. learn from scaffolded parental teachings to help manage racial discrimination. Middle childhood is an understudied developmental period for this research. This paper builds upon research on culturally informed practices Black caregivers use to rear their young with a healthy identity and socio-emotional skills to navigate racism Guided by a phenomenological qualitative approach, we conducted focus groups with 39 Black children (Mean_age = 7.67, 54% girls, 46% boys). Children reported that their parents imparted a sense of positive identity in terms of their cultural heritage, skin, and hair—areas in which they experienced frequent bullying. A uniqueness of our study is that Black children also reported learning emotion-centered coping strategies that focus on their inner strengths and private speech. They adopted a range of adaptive coping mechanisms such as kindness, ignoring perpetrators, centering their positive identity, identity framing, and fighting back. Through children’s voices, we build upon previous research integrating racial–ethnic socialization (RES) with socio-emotional competencies in response to discrimination. We underscore the importance of exploring racial–ethnic identity development and socialization in childhood, a developmental period in which these processes are understudied. Full article

In this article, I argue that Eurafricans’ invisibility in Zambia’s national census, history, and social framework is an echo of colonial whiteness stemming from the destructive legacy of illegitimacy perpetuated by British officials in Northern Rhodesia (present-day Zambia) during the colonial era (1924–64), which continues to the present day. This is evidenced by the absence of Eurafricans in the Zambia national censuses. This contribution calls for the British government to apologise to the Eurafrican community for the legacy of illegitimacy and intergenerational racial trauma it bestowed on the community. Zambia’s tribal ‘ethnic’ and ‘linguistics’ census classification options prevent a comprehensive understanding of Zambia’s multi-racial history and the development of a hybrid space that embraces a ‘mixed-race’ Eurafrican (of European and African heritage) Zambian identity. Through an autoethnographic account of my Eurafrican uncle Aaron Milner, I reflect on Zambian Eurafricans’ historical racial positioning as ‘inferior interlopers’, which has contributed to their obscurity in Zambia’s national history and census. However, my reflection goes beyond Milner’s story in Zambia. It is my entryway to highlight how race and colonial whiteness interconnected and underpinned racial ideology in the wider British Empire, and to draw attention to its echoes in various contemporary sociopolitical contexts, including census terminology in Australia and Zambia and Western nations’ anti-Black immigration policies. Full article

Instructors make day-to-day decisions grounded in their own experiences, and this practice may be appropriate for the students who share similar experiences and backgrounds. But for students who come from a different socioeconomic status, nationality, racial or ethnic identity, gender or sexual identity, or ability status, the instructor’s experiences may be insufficient to provide guidance for how to create an inclusive space for all learners. This manuscript describes interviews collected with students with disabilities regarding their experiences having their disability accommodations implemented in their courses. From these interviews and personal reflections on teaching, the author piloted and refined several teaching practices to improve the accessibility and inclusion in her own classroom. The author summarizes the principles underlying these pedagogical decisions as five commitments toward equity in teaching. Full article

The purpose of this project was to examine the impact of participation in an online peer mentoring program on peer mentees in an effort to broaden participation of racially and ethnically minoritized women in science, technology, engineering, and mathematics (STEM) degree programs. A total of 22 students identifying as women who were enrolled in STEM degree programs at one of two participating historically Black institutions participated in the program. After participating in an online peer mentee training program and engaging in peer mentoring relationships over the course of one academic year, interviews and focus groups were conducted to determine the impact of participation in the program on mentees’ STEM self-efficacy, sense of community, STEM identity, and intent to persist in their STEM degree programs. Following a case study approach, findings demonstrated that peer mentees reported overall positive outcomes from participation in the program to include increased STEM self-efficacy, increased sense of belonging, increased STEM identity, and increased intent to persist. Implications and suggestions for future research are discussed. Full article

The central question of this article is, how can preachers in multicultural congregations develop an interculturally competent homiletical framework for explications of racial–ethnic identity? This question will be answered in two parts with a special interest in how identity is shaped in minoritized communities: first, through the recognition of intercultural identity construction in dialog with social psychology of race and intercultural communication theory, and, second, through the redistribution of knowledge and wisdom in these fields to build an interculturally competent homiletical framework. In the conclusion, we will consider the implications of this study and discuss opportunities for further research. Full article

Rising rates of depression among youth present a growing mental health crisis. Despite growing concerns regarding the risks of air pollution exposure on youth mental and physical health, associations between ambient air pollutants and depression have been largely overlooked in youth. In this cross-sectional study, we investigated associations between ozone, particulate matter, and depressive symptoms in adolescents across 224 Colorado census tracts (average age of 14.45 years, 48.8% female, 48.9% of minority race/ethnicity). Students in participating schools reported depressive symptoms and demographic information, and school addresses were used to compute ozone and particulate matter levels per census tract. Possible confounding variables, including sociodemographic and geographic characteristics, were also addressed. Exploratory analyses examined demographic moderators of these associations. Census tracts with higher ozone concentrations had a higher percentage of adolescents experiencing depressive symptoms. Particulate matter did not emerge as a significant predictor of adolescent depressive symptoms. Secondary analyses demonstrated that associations with ozone were moderated by racial/ethnic and gender compositions of census tracts, with stronger effects in census tracts with higher percentages of individuals with marginalized racial/ethnic and gender identities. Ultimately, this project strengthens our understanding of the interplay between air pollution exposures and mental health during adolescence. Full article