Assessing changes in the underrepresentation of Blacks, Latinx/Hispanics, and Native American doctoral students in U.S. Geography Programs, and a model for change: the Michigan State University model.

This study used critical race theory to examine the changes in awarding of doctoral degrees in Departments of Geography to American citizens who are Black, Latinx, and/or Native American. Data were obtained from the Integrated Postsecondary Education Data System (IPEDS), 1997-2019. The data show that of 4918 doctoral degrees awarded from 1997 to 2019, only 86 or 1.64% were awarded to African American students, 122 or 2.39% were awarded to Hispanic American students, and 25 or 0.53% were awarded to Native American students. The differential awarding of degrees was related to the differential funding by race and ethnicity to support their completion of the doctorate degrees. Critical race theory may lead to consciousness for students to review the practice as disparate impact racial discrimination. If policies and practices in departments of geography are not changed there will continue to be few doctoral degrees obtained by Blacks, Hispanics, and Native Americans. The paper offers a model for change.

Quality of comprehensive HIV care in underserved communities: does clinical training lead to improvement.

The AIDS Education and Training Centers National Evaluation Center led collaborative research to evaluate whether Minority AIDS Initiative (MAI)-funded clinical training changes clinical practice. Chart abstraction and feedback (34 clinics; n = 530) were used to assess adherence to clinical practice guidelines, identify training needs, and assess change in clinical practice (14 clinics, n = 271). Generalized estimating equations were used to account for repeated measures within each clinic. At baseline, clinics displayed 49% (95% confidence interval [CI] = 44-53) adherence to clinical practice guidelines. After feedback associated with the baseline chart review and subsequent implementation of MAI-funded clinical training, an 11% increase (95% CI = 7-16) in adherence to clinical practice guidelines was observed. MAI-funded clinical training was associated with increased adherence to clinical practice guidelines for HIV care. Chart abstraction is useful to assess clinical practice, facilitate conversations about quality improvement, and evaluate the effectiveness of clinical training.