Search Results (196)

Access to traditional financial institutions plays a key role in enhancing positive financial outcomes. However, some consumers within the United States experience discrimination from these same institutions. In particular, discrimination based on race and gender has historically been tied to outcomes such as lower service quality and a lack of access to credit. While the previous literature has discussed some of the discriminatory practices that these groups have faced, there is a lack of research on how these groups respond to discrimination from financial institutions. Through a series of logistic regressions, the authors analyzed how race, ethnicity, and gender are related to reporting experiences of discrimination. The authors then explored how consumers react to discrimination by looking at five reported reactions. Primary results show that Black consumers were more likely than most other racial groups to experience financial discrimination. Additionally, women were less likely than men to report financial discrimination. Race was shown to be a significant factor in four of the five reactions to discrimination, while gender was a factor in two of the reactions. The findings further show that after experiencing financial discrimination, most individuals turned to non-traditional financial services as a direct result of the bias or racism. Full article

Blackness, both as a racial identity and a marker of cultural difference, disrupts the hegemonic norms embedded in dominant forms of cultural capital. This article examines how first- and second-generation Haitian and Jamaican communities in Ontario and Quebec negotiate Blackness within a Canadian context. Drawing from international literature, it introduces distinctly Canadian concepts—such as polite racism, racial ignominy, and duplicity of consciousness—to illuminate local racial dynamics. Using Yosso’s (2005) framework of community cultural wealth, the study analyzes six forms of cultural capital—linguistic, aspirational, social, navigational, resistant, and familial—as employed by Afro-Caribbeans to navigate systemic exclusion. The article expands the limited Canadian discourse on Black identity and offers theoretical tools for understanding how cultural capital is shaped and constrained by race in multicultural democracies. Full article

Background: Ongoing access and equity concerns for culturally diverse populations in mental health warrant a shift from cultural competence to cultural humility training. This review aimed to systematically assess the breadth of conceptual and training literature in peer-reviewed publications drawn from PsycINFO, CINAHL plus, Google Scholar and Scopus, from 2007–2018, utilizing cultural humility as the key search term and its relevance to service provision. Methods: This method utilized a five-stage scoping review framework. Results: Results were that a total of 246 publications were extracted. Following employing an abstract review method and removing duplicates, this resulted in a full-text review of 56 publications. The emerging themes included the following: culturally informed conceptual frameworks; culturally diverse training approaches; racial inequalities in mental health services; culturally informed national and international perspectives; race and international transcultural mental health. Conclusions: Conclusions were that including cultural humility principles in service provision and training enables greater self-awareness towards racial bias and negative cultural stereotypes at both practice and organizational levels, ultimately aimed at enhancing mental health service provision by mitigating the structural barriers encountered by service users. Full article

Health disparities among populations across geographic regions, demographic and socio-economic groups are well documented; however, ecological studies which visually demonstrate health disparities associated with structural racism among racialized populations are limited. The purpose of this study was to examine low birthweight (LBW) as a measurable indicator of disproportionate health impacts across three race/ethnicity groups—non-Hispanic Black, Hispanic and non-Hispanic White–in the United States (US) for visualizing ecological manifestation of this disparity attributed to structural racism. We begin by providing the contextual background of structural racism through a literature review, and then more specifically, we examine LBW as a selected health indicator characterized with a socio-biological pathway of structural racism via socio-economic and politico–legal determinants and associated mediating factors to health disparities, from which we synthesized a visualization model with the indicators of structural racism reported in the literature reviewed. To further visualize these impacts, publicly available US County Health Ranking data for LBW, at the county level in two US states, Tennessee and Ohio, were analyzed to uncover area-based ecological health outcome—LBW. Significant correlation and scatter plots provided evidence of LBW as a racially sensitive health indicator associated with impacts of structural racism. These findings were further notable through examination of socio-economic determinants (e.g., race/ethnicity, income, education, and employment) and environmental factors such as housing issues as well as other underlying health conditions. Our case study has opened a window for visualizing disparity across non-Hispanic Black, Hispanic, non-Hispanic White populations as demonstrated by the prevalence of LBW disparity through its determinants and mediating factors at the county level. Potentially important policy implications for reparative change are drawn through our study findings that are salutary and/or reductive for addressing impacts of structural racism. Further studies are needed to fully understand the comprehensive web of area-based ecological factors impacting various health outcomes through the impacts of structural racism. Full article

Despite overall improvements in the accessibility, quality, and outcomes of care in the U.S. health care system over the last 30 years, a large proportion of marginalized racial and ethnic minority (minoritized) groups continue to suffer from worse outcomes across most domains. Many of these health disparities are driven by inequities in access to and the scope of society’s health-affirming structural resources and opportunities commonly referred to as structural drivers or social determinants of health—SDoH. Persistently health-undermining factors in the social environment and the downstream effects of these inequities on neurocognitive and biological pathways exacerbate these disparities. The consequences of these circumstances manifest as behavioral, neurohormonal, immune, and inflammatory and oxidative stress responses, as well as epigenetic changes. We propose a theoretical model of the interdependent characteristics of inequities in the SDoH driven by race-based discriminatory laws, policies, and practices that eventually culminate in poor health outcomes. This model provides a framework for developing and validating multi-level interventions designed to target root causes, thereby lessening health disparities and accelerating improved health outcomes for minoritized groups. Full article

Purpose: Because of shared mechanisms such as decreased access to health care, rurality and poverty may act synergistically to decrease colorectal cancer (CRC) survival. Methods: We conducted a retrospective cohort analysis of SEER data (22 registries) with census tract-level measures of poverty/rurality for the period 2006–2015. Multivariable Cox proportional hazard regressions were applied to examine the independent and intersectional associations of persistent poverty and rurality on 5-year cause-specific CRC survival across five racial/ethnic groups. Results: Among 532,868 CRC patients, non-Hispanic Blacks (NHB) demonstrated lower 5-year survival probability (64.2% vs. 68.3% in non-Hispanic Whites [NHW], 66.5% in American Indian/Alaska Natives [AI/AN], 72.1% in Asian/Pacific Islanders, and 68.7% in Hispanic groups) (p-value < 0.001). In adjusted analysis, CRC patients living in rural areas with poverty were at a 1.2–1.6-fold increased risk of CRC death than those who did not live in these areas in five racial/ethnic groups. In particular, AI/AN patients living in rural areas with poverty were 66% more likely to die from CRC (95% CI, 1.32, 2.08). Conclusions: CRC patients who live in rural or poverty areas in SEER areas in the U.S. have a poorer survival compared with those who do not live in such areas regardless of race/ethnicity. Significantly greater risk of CRC death was observed in AI/ANs. Impact: Patient navigators, community education or screening, and other health care system interventions may be helpful to address these disparities by socioeconomic status, race, and geographic residence. Multi-level interventions aimed at institutional racism and medical mistrust may also be helpful. Full article

We examined the association between perceived discrimination and body mass index (BMI) in Asian American (AA) women before and during the COVID-19 pandemic. The data used were from the Epidemiology/Epigenetics of Asian Women’s Action for Resilience and Empowerment (Epi AWARE) study, which enrolled 157 AA women aged 18 to 59 between December 2019 and September 2022. Two sets of questions measured “everyday” (e.g., “How often do people act as if you are dishonest?”) and “lifetime” (e.g., “unfair treatment due to your race at school”) discrimination. Responses were combined, creating a cumulative score, and dichotomized into “no” versus “any” discrimination. Self-reported height and weight were used to calculate BMI, dichotomized as <25 kg/m² and ≥25 kg/m². Multivariable binomial regression estimated risk ratios (RRs) and 95% confidence intervals (95% CIs). Overall, women reporting any versus no discrimination were more likely to be classified as having a BMI ≥ 25 kg/m² (RR = 2.09; 95% CI: 1.06–4.13). The RR for women who responded during the COVID-19 pandemic (20 March 2020 or later) was 2.65 (95% CI: 0.82–8.58); the RR for pre-pandemic response was 1.93 (95% CI: 0.75–5.01). Our data suggest that experiences of racism may impact BMI among AA women. Further research is needed to identify mechanisms and design appropriate interventions. Full article

Teacher education is paramount for nurturing democratic, critical, and participative citizenship. Educators should approach identity formation from an intersectional perspective, encompassing sex–gender, racial, and cultural diversities. This perspective highlights social inequalities and challenges the power structures that sustain them. Teachers play a crucial role in shaping and reflecting on these identities since their responsibilities extend beyond knowledge transmission. Their ability to incorporate intersectional perspectives into teaching influences students’ understanding of intersectionality, thereby supporting the development of inclusive identities and promoting democratic citizenship. This article opens with the results of research on how trainee teachers acquire competencies in feminist critical visual literacy. Following this review, we analyzed educational materials to examine stereotypes, racism, and the invisibility of racialized and cultural minority communities. We also addressed the identification and counteraction of hate speech targeting the LGTBIQ+ community as well as different gender-based violence. Comparative data from participating universities provide insights into the critical skills of pre-service teachers across international contexts. This study highlights an urgent need for further research into integrating intersectionality in teacher training, supported by educational policies that strengthen critical competencies through a holistic, gender- and race-sensitive approach aimed at social justice. These initiatives would promote an education system responsive to multifaceted diversities. Full article

This study examines the pervasive and multifaceted nature of racism, police violence, and law enforcement mistrust among immigrant and refugee communities in the Twin Cities, with a focus on the Latinx, Somali, and Karen populations in the Minneapolis/St. Paul metro area following the murder of George Floyd by Minneapolis police officer Derek Chauvin. In-depth interviews were conducted with 32 participants to understand their lived experiences. There were three key findings about the immigrant population’s perceptions and experiences, including experiences of racism, feelings of insecurity, and mistrust toward police. Participants from all three ethnic groups reported experiences of racism and expressed concerns about their safety explicitly related to their race. The findings reveal both shared experiences and unique challenges across the Latinx, Somali, and Karen communities, highlighting the intersection of race, immigration status, and systemic racism in shaping their perceptions of safety and law enforcement. While all three groups expressed fear, mistrust, and a desire for systemic change following the murder of George Floyd, the nuances of their experiences reflect the distinct ways in which racism and police violence manifest in their lives. These findings underscore the urgent need for addressing systemic racism and implementing measures to ensure the safety and well-being of immigrant communities. Full article

Background and Introduction: Race-based social rejection has been found to predict post-traumatic stress and depression symptoms, consistent with previous studies that have shown the negative mental health effects of racism, as well as social rejection in general. While racial identity has been noted as a protective factor among African Americans, the role it plays in the context of race-based social rejection is less clear. Methods: This study examines the relationships among self-reported race-based social rejection, hypothesized protective factors, and negative psychological outcomes among a sample of 230 low-income, urban African American men and women. Results: Multiple regression analyses revealed that racial identity did not moderate the race-based social rejection–depression relationship. However, it exacerbated post-traumatic stress symptoms in the face of race-based social rejection. Discussion: These results suggest that when one perceives such rejection, identifying strongly with one’s group may amplify post-traumatic stress by triggering collective instances of racial trauma. Conclusions: The role of racial identity highlights the unique nature of racial trauma, involving the interplay of individual and social facets, particularly among those who highly identify with their racial group, and call for collective and creative solutions. Full article

In this duoethnography, we examine our own experiences of multiracial fatherhood to disrupt metanarratives about race, multiraciality, and privilege. By synthesizing critical multiracial theory and critical race parenting, we advance three propositions of critical multiracial parenting to attend to the permanence of (mono)racism, the shifting salience of multiraciality across time and space, and the possibilities of expansive pedagogical approaches to challenge racial rigidity. We weave together and disrupt each other’s narratives by presenting two scenes of multiracial fatherhood, complicating our understanding and assumptions of White privilege, multiracial identity, and generational proximity to an interracial union. Our hope is that our duoethnography is not a beginning nor an end; rather, we call on readers to continually add their voices to disrupt and complicate how whiteness works in family systems and multiraciality discourses. Full article

This essay analyzes The Untitled Othello Project (UOP) created by Keith Hamilton Cobb. Originating out of conversations around his play American Moor and coinciding with George Floyd’s murder and the period of racial unrest and reflection in the United States, UOP is a transformative approach to Shakespeare studies around issues of pedagogy and performance. Rooted in Cobb’s frustration with systemic racism and exclusion in the capitalist American theater as depicted in American Moor, UOP applies a method called “untitling”, a collaborative and reflective process of dismantling and reimagining Shakespeare’s Othello beyond its origins. This essay examines UOP’s interdisciplinary methods. As a collaborator and witness to UOP residencies at Sacred Heart University, I argue that the untitling methodology deploys phenomenological hermeneutics, reparative reading, and critical pedagogy, drawing on Ricoeur, Sedgwick, Boal, and Freire in the context of recent developments in critical race studies, especially through scholars of RaceB4Race and #shakerace. The untitling process requires slow, collective readings of Othello, focusing on identity, language, and the racist, patriarchal, and ableist social constructs propping up Shakespeare’s play. By inviting diverse voices—including actors, scholars, students, and audiences—to the table, UOP privileges the human beings in the room over the canonical text. UOP resists universalizing readings of Shakespeare’s play and, with a spirit of inquiry, encourages collaborative authority to lift up marginalized perspectives. This essay establishes UOP within the context of Shakespeare performance pedagogy, seeking to define its affordances for humanities study at the college level. Full article

This study investigates the experiences of Afro-Dutch Muslim women facing anti-Black racism within Dutch Muslim communities, illuminating the complexities of their identities as they navigate the intersections of race, religion, and belonging. Utilising in-depth narrative interviews with nine participants, alongside an online qualitative survey (n = 45), the research captures how the participants encounter exclusion, inferiorisation, and stereotyping, often feeling marginalised in spaces expected to foster inclusivity. Through the lens of intersectionality, the findings reveal a sense of conditional acceptance based on religious identity that erases part of their racialised experiences, leading to feelings of alienation within certainMuslim communities. The study explores the concept of religious innocence, an attitude adopted by some (Muslim) religious adherents who perceive themselves as immune to racism by virtue of adhering to religious (Islamic) doctrine, which they view as inherently anti-racist, thereby perpetuating injustices within their own practices. By contextualising these experiences within the framework of the Ummah, the study highlights the disconnection between Islamic ideals of unity and the realities of intra-Muslim racism. The implications underscore the need for greater inclusivity and equity within religious practices, challenging the existing racial hierarchies. Ultimately, the research aims to amplify the voices of marginalised Afro-Dutch Muslim women, contributing to an enhanced understanding of their unique challenges and resilience in the face of systemic discrimination. Full article

Kara Walker’s art, known for its stark depictions of race, history, and power dynamics, offers an invaluable entry point for discussing race in higher education. Integrating Walker’s work into the humanities classroom allows for critical engagement with historical and contemporary issues of race, ethnicity, and systemic oppression. Through her use of silhouettes and narratives that expose the brutal legacies of slavery, racism, and colonialism, Walker’s art challenges students to confront uncomfortable truths and foster deeper conversations about intersectionality. Discussing Walker’s art can lead to explorations of how race intersects with class, gender, sexuality, and disability, revealing the layered and compounded experiences of marginalized groups. Through the flipped classroom approach, students were introduced to Kara Walker’s work outside of class through assigned readings and materials. During class time, discussions were facilitated by students themselves, enhancing peer-to-peer learning. The session was led by a pupil responsible for elaborating on Walker’s work and guiding the discussion. In-class time was dedicated to small-group discussions where students critically engaged with the themes in Walker’s art. These groups provided space for more intimate, reflective conversations. After small-group discussions, insights were shared in a larger panel discussion format. This allowed students to synthesize ideas, compare perspectives, and engage with a wider range of interpretations of Walker’s art. By engaging with Walker’s work, students develop a more nuanced understanding of oppression and social justice, making her art a powerful tool for transformative education. Full article

Many Black, Asian, and ethnic minoritised students on university courses leading to professional qualifications face racism on placement. Our own institutional review at one UK university highlighted differential placement outcomes for students in the Schools of Social Work, Education, and Health Sciences. To investigate, a qualitative study was conducted between April to October 2024, using focus groups and interviews with 20 students and 19 staff (lecturers and placement supervisors from the NHS, County Council, and schools). Researchers used NVivo to support the thematic analysis of the qualitative data. Key findings identified various enabling factors, including the significance of supervisory placement support and the quality of placement environment. However, our data further confirmed several inhibiting factors, including power dynamics, systemic failures, and broken trust, contributing to racialised and oppressive placement conditions. We recommend that the university and placement providers have a dedicated system for reporting race-specific incidents to a dedicated person/team who are trained and accountable for tackling and preventing racists incidents on placements. Full article