Objective: Non-medical services care coordination for daily activities of living is crucial in improving older adults’ health and enabling them to age in place, but little is known about specific practices and barriers in this space. Methods: Semi-structured interviews were conducted with 41 professionals serving older adults in greater Chicago, Illinois—which consists of diverse urban, suburban, and semi-rural communities—to contextualize non-medical services needs and care coordination processes. Results: In-home care, home-delivered meals, non-emergency transportation, and housing support were cited as the most commonly needed services, all requiring complex coordination support. Respondents noted a reliance on inefficient phone/fax usage for referral-making and cited major challenges in inter-professional communication, service funding/reimbursement, and HIPAA. Conclusions: Non-medical services delivery for older adults is severely impacted by general siloing throughout the care continuum. Interventions are needed to enhance communication pathways and improve the salience and interdisciplinarity of non-medical services coordination for this population.
Long regarded as the “great equalizer” across all social identity categories, including race/ethnicity, class, and gender, the education system plays a pronounced role in the curation and dissemination of knowledge on social stratification. In contemporary times, this role is perhaps no more evident than in academia’s gatekeeping role in discussions of race and racism. Contemporary racial injustice in the U.S. provides raw material for consideration of how the American education system in particular has articulated the forces that give rise to racial injustice and, in turn, how academia shapes--and also places itself inside and outside of--these conversations. Examining the pedagogy of “education on race,” this piece explores whether academia can be expected to meaningfully set a course for addressing systemic and structural racism, or indeed directly address it. Considering Foucault, Freire, and Bonilla-Silva’s interlocking arguments about the persuasive nature of power, we contextualize the emergence of corrosive academic "love languages" on race to explore how educational institutes produce and reproduce systems of oppression through gestures of racial solidarity that stop purposefully short of substantive action. We close with a proposal for using indigenous, empathy-focused interventions to generate impactful dialogue and action towards anti-racism in educational spaces and beyond.
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