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Many felt that the challenges related to COVID-19 were more difficult for students than for faculty and expressed concern for students struggling to manage the impacts of the pandemic. Pandemic privilege is illustrated several ways. First, faculty appreciated the privilege in the fact that, generally, their employment was not at risk. This was stronger for tenure-line faculty than for contract, clinical, and adjunct faculty. However, across the board, faculty expressed that they were privileged in their ability to continue working in meaningful employment and to do so from home. Second, faculty whose children were grown and more independent felt privilege related to the extra burden on colleagues with younger children at home. Additionally, many of the White faculty recognized a racial privilege, both in terms of the virus and more generally as a result of the racial justice movements across the country. And, faculty who were relatively healthy acknowledged the different impact of the virus for those with health-related complications or risk factors. Finally, faculty talked about their privilege in comparison to students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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PurposeThe 2020 election season brought with it a global public health pandemic and a reenergized racial justice movement. Given the social context of the intertwined pandemics of COVID-19 and racialized violence, do the traditional predictors of voter turnout – race, poverty rates and unemployment rates – remain significant?Design/methodology/approachUsing county-level, publicly available data from twelve Midwest states with similar demographic and cultural characteristics, voter turnout in St. Louis City and St. Louis County were predicted using race, poverty rates and unemployment rates.FindingsFindings demonstrate that despite high concentration of poverty rates and above average percentages of Black residents, voter turnout was significantly higher than predicted. Additionally, findings contradict previous studies that found higher unemployment rates resulted in higher voter participation rates.Originality/valueThis study suggests that the threat of COVID-19 and fear of an increase in police violence may have introduced physical risk as a new theoretical component to rational choice theory for the general election in 2020.
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This article explores the linkages between queerness, racialization, activism, and community care in the South Asian diaspora. It examines activism, organizing, and social movement work practiced by queer diasporic South Asians in the UK and the United States. By analyzing the South Asian activist relationship to, and solidarity and partnership with, Black liberation activism, this article conceptualizes a framing of queer South Asian diasporic solidarity. This solidarity is framed through contrasting articulations of joint struggle, allyship, and kinship in queer communities. To articulate this struggle, the article contrasts histories of South Asian racialization, politicization, and queerness in the UK and the United States, and synthesizes first-person activist accounts of modern-day queer South Asian activists in the diaspora. Finally, it argues that queer feminist South Asian activists in both countries are employing a model of queered solidarity with Black activists and Black liberation, though in differing forms in each country, that centers queer intimacies and anti-patriarchal modes of organizing for liberation across queer communities of color.
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Much of our current knowledge about technology in research and learning settings relates to devices and software programs: What types should be purchased?;How many should we buy?;What training is required?;and What return on investment will they produce? The implicit message communicated by this research is that technology transforms learning by simply being introduced into a setting -- and that any technology tool will produce powerful opportunities for learning. Just give youth iPads and results will follow. Over the past several years, groups of learning scientists, critical scholars, and participatory researchers have pushed back against this perspective, arguing that: (a) most traditional technologies utilized by scholars today reproduce problematic "banking" methods of learning (Freire, 1970);(b) scholars, leaders, and educators who rush to integrate technology in formal and informal learning settings often overlook the ways that race, identity, power and privilege shape the technologies that they give youth;(c) context matters -- unlocking the benefits of these new participatory forms of technologies for learning requires a shift in pedagogical approaches, embracing more critical, de-colonizing, and participatory forms like youth participatory action research (YPAR);and (d) new, mobile, interactive, accessible forms of technology have the potential to transform learning by creating a new participatory culture that fosters collaboration, communication, critical consciousness, and creativity. Throughout this dissertation, I use the term participatory technologies to describe these emerging tools. I define participatory technologies as the broad set of technology tools that can allow youth to engage with, critique, and co-create the systems, structures, and environments that shape their everyday lives. Participatory technology tools allow individuals to be both consumers and producers of information;and as the term "participatory" suggests, I argue that it is important for youth to use technology to "read the world" using their own socio-cultural lenses;critique and dismantle systems of power, privilege and oppression;and become active participants in co-creating a more just and equitable world around them. Using participatory technologies, youth can examine, influence, and alter the way that power is conferred and exercised across many arenas ranging from public health (#StayHome), politics (InstagramLive town halls, Arab Spring), civil rights (#BlackLivesMatter), urban planning (Google's Sidewalk Labs), disaster response (Ushahidi), to social justice (#MeToo). In the era of COVID-19, the case for participatory technologies could not be more urgent. As Alain Labrique, director of the Johns Hopkins University Global -mHealth Initiative shares, "The connectivity and participation through technology we have today gives us ammunition to fight this pandemic in ways we never previously thought possible" (A. Park, 2020, para. 3). In the face of this unprecedented global pandemic, colleges and classrooms have rushed onto online settings, physicians are conducting tele-visits through FaceTime and WhatsApp;"non-essential" workforce members, as well as family and friends, are connecting over Zoom;"social distancing" adherence is being tracked by epidemiologists through geo-location data;and global dance parties are being held on Instagram Live. To date, however, the global technology response to COVID-19 has only scratched the surface of what new participatory tools offer. For example, much needed real-time data on where outbreaks are occurring, how many tests are available, and what resources exist in communities in terms of critical health services, tests, or groceries (Where can I buy eggs? Which places take WIC for baby formula? Where are the lines the shortest? Where/when can elders and vulnerable populations shop safely?) (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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This book examines and encourages the increasing involvement of those in the social sciences, including social work, as well as everyday citizens, with environmental injustices that affect the natural ecology, community health, and physical and mental health of marginalized communities. The authors draw on their diverse experiences in research, practice, and education to suggest interdisciplinary strategies for addressing environmental justice, climate change, and ecological destruction on both a local and global scale. This insightful work presents models for action, practice, and education, including field learning, with examples of how programs and schools have integrated and infused environmental justice content across their curricula. Environmental and ecological impacts on local communities as well as the whole ecology of life are examined. Models for engaging civic dialogue, addressing structural oppression, and employing other interdisciplinary responses to environmental injustices are provided. Topics explored among the chapters include: Water, Air, and Land: The Foundation for Life, Food, and Society;Human Health and Well-Being in Times of Global Environmental Crisis;Power and Politics: Protection, Rebuilding, and Justice;Pathways to Change: Community and Environmental Transformation;Decolonizing Nature: The Potential of Nature to Heal;The Intersection of Environmental Justice, Climate Change, Community, and the Ecology of Life equips readers to identify the impact of the global environmental crisis in their own communities. Emphasizing the need for immediate action on ecological, climate, and environmental justice issues, this forward-thinking book assists social science professionals, educators, researchers, and other concerned individuals with the knowledge needed for creating meaningful interdisciplinary responses in their communities as they take action within a rapidly changing context. © Springer Nature Switzerland AG 2021. All rights reserved.
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The field of labour and employment relations covers work and employment from the perspective of workers, as distinct from the management-oriented field of HR. The COVID-19 crisis that spread across the globe in the early months of 2020 deeply affected employment and work in almost all sectors of the global economy. Already, many academic publishers in the field are demanding that articles and book manuscripts address it. More fundamentally, these developments pose challenges to some core assumptions of our field. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Using collaborative autoethnographic techniques, the authors explored the intersectionality of motherhood and academic career life during 2020, which was logistically and emotionally complex and deeply racialized. To engage in active reflexivity, the authors told their stories with the backdrop of their intersectional identities. Beginning with weekly solo journal entries, they sought to co-construct their experiences as wider commentary on several systemic challenges moms working as professors faced during a global health crisis and a racially inequitable country. Analyzed through a critical feminist theoretical lens, the data revealed stories and analyses of systemic injustices and pandemic pedagogy, unpacked using a combination of personal narratives, journal entries, and scholarly contexts, as each topic was experienced both similarly and differently by the authors. The authors found collaborative autoethnography a cathartic and therapeutic practice. One key takeaway was to elevate a humanizing pedagogy in each of their respective classrooms and spheres of influence. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
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Bibliotherapy is an expressive modality that provides knowledge, insight, confidence, support, and a unique avenue for healing while learning. Bibliotherapy utilizes books to help children and adults learn, cope, and explore. The therapeutic use of books appears to have begun in institutional, medical, and correctional facilities in the Middle Ages in Europe to help people cope with mental and physical ailments. Bibliotherapy is an ideal tool for managing difficult issues, such as a child's or parent's illness, end-of-life and bereavement, bullying and school violence, racial justice, and the COVID-19 pandemic. This chapter presents a narrative that explores a path to providing tools to a parent, expanding their options while accepting their initial hopes of being able to protect their child. During difficult phases of illness, around issues of dying, and through bereavement, it is not just children who need support, information, and help with coping skills. Adults are equally in need of support. Bibliotherapy has the potential to afford adults in difficult situations the words and experiences to help children, while at the same time providing themselves comfort and support and perhaps enhancing insight. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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COVID-19 has laid bare the enormous health disparities that still exist in the United States due to racial injustice. Due to these disparities, nondominant racial and ethnic groups have experienced disproportionate rates of infection and death from COVID-19. Social justice is a cardinal value of the social work profession. In response to the COVID-19 pandemic, social workers need to play a role in addressing the health disparities that exist in the United States. This qualitative study examined the perspectives of forty social workers who worked as individuals in integrated healthcare settings during the COVID-19 pandemic. Participants indicated that structural racism was a primary factor that contributed to health disparities during the COVID-19 pandemic.
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Through a case study of the Black Girl Hockey Club (BGHC) founded by Renee Hess, this doctoral research project investigates how an online sports network operates as a community of resistance to racism, uniting political action with the joy of sport. Hess initially established media sites including a Twitter handle, ' Blackgirlhockey' as a fan account, to attract Black women who enjoyed watching and engaging with hockey cultures. The COVID 19 pandemic and the 2020 global racial uprisings transformed the Black Girl Hockey Club into a site for hockey fandom while simultaneously influencing hockey environments and users of the site to address racism. This dissertation uses mixed-methods to employ an in-depth case study of the BGHC, a not-for-profit organization and digital network with over 30K Twitter followers. The thesis integrates theoretical and methodological frameworks of critical media studies, Black feminist theory, critical race theory, anti-racism, and social movements. The thesis demonstrates that cyber networks can enable participants to initiate social change within their own communities. The effectiveness of hashtag feminist sports activism was demonstrated through an analysis of BGHC's #getuncomfortable campaign. Various outcomes related to involvement with Black Girl Hockey Club were explored including the blurring of on and offline engagement and the development of political consciousness among users of the site. Research participants acquired intellectual empathy, humility and a collective agency related to anti-racism movements. The Black Girl Hockey Club community clearly developed 'networks of hope' that produced visible cracks to the dominant social order (in hockey cultures). Another measured outcome was an increase of social capital, individual and collective agency achieved through active involvement with Black Girl Hockey Club. The research illuminates the effective functionality of feminist cyber networks and supports the plausibility and advancement of anti-racism efforts in hockey cultures both virtually and offline. This thesis broadens sport and social movement literature by exploring how the pleasures associated with sport - in this case the love of hockey-became linked to anti-racist activism in an online community. It reveals how an affective mode, joy, shapes a social movement. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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A first-person narrative essay is presented through a critically reflexive auto-ethnography of a community psychologist's experiences as a member of the Society for Community Research and Action (SCRA) and (as of this writing) co-chair of the Cultural, Ethnic and Racial Affairs council. Through this methodological orientation, an analysis of some of the discourses that circulated within the SCRA listserv in relation to the murder of Mr. George Floyd, and amidst an ensuing pandemic are analyzed and discussed in relation to Anzaldúa's seven stages of conocimiento. The intentions that guide and ground this first-person account are to animate deeper reflection, accountability, and solidarity-in-action, as well as an organizational shift in the culture of the SCRA. Guided by a set of questions-What accounts for the organizational silences within the SCRA? How did the SCRA respond or engage with the murder of Mr. Floyd, anti-Blackness, Black Lives Matter, and related racial justice efforts?-the purpose is to turn a critical social analysis gaze to the SCRA in order to align its purpose, values, and mission with liberation and a decolonial feminist praxis. Anzaldúa's seven-stage framework of conocimiento is utilized to describe the possibilities for an organizational cultural shift in the SCRA that aligns with racial justice and liberatory decolonial feminist praxes.
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A crucial reckoning was initiated when the COVID-19 pandemic began to expose and intensify long-standing racial/ethnic health inequities, all while various sectors of society pursued racial justice reform. As a result, there has been a contextual shift towards broader recognition of systemic racism, and not race, as the shared foundational driver of both societal maladies. This confluence of issues is of particular relevance to Black populations disproportionately affected by the pandemic and racial injustice. In response, institutions have initiated diversity, equity, and inclusion (DEI) efforts as a way forward. This article considers how the dual pandemic climate of COVID-19-related health inequities and the racial justice movement could exacerbate the "time and effort tax" on Black faculty to engage in DEI efforts in academia and biomedicine. We discuss the impact of this "tax" on career advancement and well-being, and introduce an operational framework for considering the interconnected influence of systemic racism, the dual pandemics, and DEI work on the experience of Black faculty. If not meaningfully addressed, the "time and effort tax" could contribute to Black and other underrepresented minority faculty leaving academia and biomedicine - consequently, the very diversity, equity, and inclusion work meant to increase representation could decrease it.
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Social workers and public health professionals in the U.S. were profoundly impacted by COVID-19, systemic racism, and the 2020 U.S. presidential election. This study examined their external job support, burnout, and job satisfaction in the context of these circumstances. The findings suggest respondents, who had graduate degrees in social work or public health, overemphasized their job satisfaction and underemphasized their burnout. While social work and public health professionals felt satisfied with their labor, not acknowledging burnout limits the amount of support they may access to effectively continue the work. Interestingly, participants who had more administrative functions reported higher job satisfaction scores and lower burnout scores. Traditionally, those in administrative positions have more control over their schedule and work responsibilities. Findings suggest that more training, opportunities for self-care, and discussions about safety and systemic racism are needed in the workplace for social workers and public health professionals.
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INTRODUCTION: United States medical schools continue to respond to student interest in global health (GH) and the evolution of the field through strengthening related curricula. The COVID-19 pandemic and superimposed racial justice movements exposed chasms in the US healthcare system. We sought to explore the possible relationship between the pandemic, US racial justice movements, and medical student interest in GH to inform future academic offerings that best meet student needs. METHODS: A novel, mixed-methods 30-question Qualtrics survey was disseminated twice (May-August 2021) through email and social media to all current students. Data underwent descriptive and thematic analysis. RESULTS: Twenty students who self-identified as interested in GH responded to the survey. Most (N = 13, 65%) were in preclinical training, and half were women (N = 10, 50%). Five (25%) selected GH definitions with paternalistic undertones, 11 (55%) defined GH as noncontingent on geography, and 12 (60%) said the pandemic and US racial justice movement altered their definitions to include themes of equity and racial justice. Eighteen (90%) became interested in GH before medical school through primarily volunteering (N = 8, 40%). Twelve (60%) students plan to incorporate GH into their careers. CONCLUSIONS: Our survey showed most respondents entered medical school with GH interest. Nearly all endorsed a changed perspective since enrollment, with a paradigm shift toward equity and racial justice. Shifts were potentially accelerated by the global pandemic, which uncovered disparities at home and abroad. These results highlight the importance of faculty and curricula that address global needs and how this might critically impact medical students.
Subject(s)
COVID-19 , Racism , Students, Medical , Female , Humans , Male , Curriculum , Global Health , Pandemics , Schools, Medical , Surveys and Questionnaires , United StatesABSTRACT
Globally daily news podcasts have exponentially grown in popularity. To build on the increased interest in this podcast format, this study examines three distinct programmes in this genre. The focus of our research specifically highlights the significant news events during the summer of 2020: the killing of George Floyd, and subsequent Black Lives Matter protests, and the COVID-19 pandemic. Using a set of genre conventions adapted and expanded from previous podcast and radio news scholarship, this research analyses the impact podcasting has on daily audio news production. Our findings indicate the podcast host's empathy and intimacy, coalesced into powerful, immersive deep dive discussions. Those kinds of conversations have strongly influenced and transformed daily news production, while still maintaining journalistic ethics and aesthetics.
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Before our interview, Ntobeko Ntusi, Chair and Head of the Department of Medicine at the University of Cape Town (UCT) and Groote Schuur Hospital, South Africa, had been doing a bedside tutorial with students. South Africa's energy crisis has led to a rolling programme of blackouts and meant that "White affluent individuals are able to purchase additional energy generating capacity, so that they are relatively shielded from the impact of these blackouts”, but Black communities face "the absence of electricity for Black children to study at home, the decreased ability for people to use medical equipment at home, and the over-reliance on biofuels to cook, boil water, or keep the house warm, which increases their risk of tuberculosis, chest infections, cardiovascular disease”, he says. Sumaya Mall, Associate Professor in the Division of Epidemiology and Biostatistics, School of Public Health, Wits University, and a collaborator of Ntusi's, says he is "deeply engaged in discussions about race and racism in South African universities” and "well placed to empathise with staff and students who may feel alienated given his own historical experiences in South Africa and abroad”.
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Limiting viral transmission, improving treatment, and vaccine development are the top priorities, while assuring healthcare capacity and the economic health of our communities, as cases continue to increase, present competing priorities. Since the onset of the pandemic in the U.S. on January 22, 2020, the fall-out has changed what "normal life" looks like. [...]as students entered back into the healthcare environment to continue their clinical phase of training on June 20, we are facing challenges like no other as we tackle a surge in cases. Since the pandemic onset 178 days ago, July 18 brought with it, a global record for number of new cases-260,000 in one day with 74,000 of those new cases across the U.S. Hospitalizations and deaths from COVID-19 are again on the rise as the median age of those infected decreases owing to a rise in cases in younger people. Limiting viral transmission, improving treatment, and vaccine development are the top priorities, while assuring healthcare capacity and the economic health of our communities, as cases continue to increase, present competing priorities.
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This article examines how Chinese international students perceived U.S. racial justice movements, such as Black Lives Matter and Stop Asian Hate protests, given the sociopolitical context of U.S.-China geopolitical tensions, the COVID-19 pandemic, and the surging tides of anti-Asian racism and violence. Through semistructured interviews and follow-up exchanges with 21 Chinese international undergraduate students at a U.S. public research university, this article argues that students' understanding of grassroots racial justice movements is jointly shaped by their political socialization in mainland China and by their observation of the United States' lack of explicit action to dismantle racism and discrimination. Both of these are in turn mediated by these students' elite social status. More specifically, the research finds that Chinese students perceive United States' racial justice activism as merely an emotional outlet, which cannot address racial inequality and social injustice in multiracial America. The research further indicates that, despite being racialized in the United States, Chinese students do not show much interest in fighting against racism and xenophobia. This article contributes a transnational perspective and intersectional analysis of how Chinese international students with different valued social statuses-as both economic elites and racialized others-understand racial tensions and class struggles in the United States. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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As a public health nurse educator, I was deeply disappointed when our advanced public health nursing (APHN) master's program shuttered in the late 2010s. I therefore found Harris et al.'s description (p. S231) of the evolution oftheir APHN program and health policy specialty at the University of California San Francisco (UCSF) to be an inspiring example that should compel nursing education leaders nationwide to consider how they can garner support for APHN education in their own institutions and communities. As evidence mounts regarding the influence of social determinants of health and our world continues to endure a time of upheaval that has magnified inequities on multiple fronts (e.g., the COVID-19 pandemic, climate change, racial injustice, violent geopolitical conflicts), our moral obligation to prepare a workforce that can effectively address structural drivers of health is stronger than ever. If nursing is to reach its potential in influencing health equity, we must teach nurses how systems outside the human bodywork (e.g., political systems) as well as how systems within the human body work (e.g., the cardiovascular system). We cannot do this without nursing faculty who have advanced preparation in public and population health nursing.1,2Although analyzing the future of APHN education is not their primary purpose, Harris et al. briefly recommend expandingthe number of APHN and policy programs nationwide. Their recommendation-which I wholeheartedly support-compels me to reflect on and amplify what others have said regardingthe state of APHN education, including our struggle within nursing to recognize the value of the APHN specialty.2,3 If nurses are to effectively step up as the systems-level practitioners that this pivotal point in history demands, we must begin by advocating for support for APHN education and the value of the specialty from both within and outside the profession.
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[...]In 2020 the NIH Office of AIDS Research and the National Institute of Mental Health, Division of AIDS Research developed and Implemented a deliberative process to actively engage researchers, community members, and government officials In a rigorous review of the concepts, theories, measurements, and Interventions that address HIV-related Intersectional stigma and discrimination. The co-occurring amplification of the COVID-19 pandemic and persistent racial Injustices further exposed the Intersecting effects that racism, economic disenfranchisement, gender Inequity, heterosexism, and other forms of systemic discrimination have on people belonging to multiple socially oppressed groups and the reality that people experiencing multiple forms of oppression suffer the greatest harms to their health. Genuine community-based participatory approaches respect the Innate knowledge ofthe community with its inherent strengths and assets while engaging community members as partners to Inform the entire research process-from framing the research questions to designing, conducting, analyzing, and Interpreting findings- which benefits from research and community perspectives.