Sharply in focus in the United States right now is the disproportionate COVID‐19 infection, hospitalization, and mortality rates of Black, Indigenous, Hispanic, and Pacific Islanders living in the United States in contrast to White people. These COVID‐19 disparities are but one example of how systemic racism filters into health outcomes for many Black, Indigenous, and other People of Color (BIPOC). With these issues front and center, more attention is being given to the ways that White medical professionals contribute to these disparities, including their socialization to ignore or deny inequities. As such, the present study sought to understand how educating White health‐care pre‐professionals about systemic racism might influence their understanding of and responsibility for disrupting White supremacy. Data were drawn from 49 White‐identified nursing students who participated in a mapping project that uncovered instantiations of systemic racism in the United States. Participant written reflections were analyzed using thematic analysis. Findings revealed that mapping projects can develop White people's knowledge and understanding of systemic racism. We introduce the construct, transformative dissonant encounters, to describe how this project precipitated shifts in world view necessary for White people to confront systemic racism. Implications for nursing educators, psychological researchers, and antiracist activists are discussed.
Building upon self-determination theory (Deci & Ryan, 1985; 2000), this study sought to ascertain the reach of teacher autonomy support beyond its well-documented impact on student autonomy and engagement to include student competence and relatedness, as well as to parse apart specific teacher behaviors that comprise autonomy support (i.e., respect, choice, relevance, coercion) and their unique influences on the multiple motivational outcomes, surrounding the transition to middle school. These questions were examined using information from 224 fifth graders, 339 sixth graders, and 345 seventh graders attending elementary and middle schools in a predominantly Caucasian working and middle class school district. Regression analyses, predicting change in student motivation over time, revealed that students' experiences of their teachers' autonomy support in the fall predicted changes in student competence, relatedness, and engagement from fall to spring. Although teacher autonomy support was positively connected to student autonomy in correlational analyses, it did not predict changes in student autonomy from fall to spring. Unique effect analyses regressing each of these motivational outcomes on all four components of teacher autonomy-support revealed that respect, relevance, and coercion were unique predictors of each outcome concurrently, but that choice only made a unique contribution to autonomy and relatedness. Developmental patterns extracted from multiple regression analyses in all three grade samples indicate that respect is most predictive of fifth grade student motivation, respect and coercion are most salient for sixth grade motivation, and respect, coercion LIST OF TABLES vi
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