Educational experiences of health professionals from marginalized groups: “It definitely takes more work”

Pride, Tara M.; Beagan, Brenda L.; MacLeod, Anna; Sibbald, Kaitlin R.

doi:10.1080/15595692.2022.2149485

Cited by 3 publications

(2 citation statements)

References 62 publications

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“…The experiences of learners marginalised by our current HPE practices suggest all research in the field must attend to JEDI matters urgently. [29][30][31][32] Our privileged position as researchers demands we engage using new and potentially uncomfortable approaches to advance inclusivity and activate the power of human difference, rather than erase it. 33,34 We call in researchers to adopt a JEDI lens, courageously, to collectively dismantle oppression and transform the field of HPE.…”

Section: Discussionmentioning

confidence: 99%

“…Moving forward, we encourage you to explicitly describe and justify how you engaged in JEDI practices in each stage of your research. The experiences of learners marginalised by our current HPE practices suggest all research in the field must attend to JEDI matters urgently 29–32 . Our privileged position as researchers demands we engage using new and potentially uncomfortable approaches to advance inclusivity and activate the power of human difference, rather than erase it 33,34 .…”

Section: Discussionmentioning

confidence: 99%

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How to … bring a JEDI (justice, equity, diversity and inclusion) lens to your research

Jain,

Nimmon,

Bulk

2023

The Clinical Teacher

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Scholars are increasingly called to incorporate a justice, equity, diversity and inclusion (JEDI) lens into health professions education (HPE) research. [1][2][3][4][5] These and other terms are described in Table 1 and bolded throughout the paper. The complexity of this work can feel overwhelming, leading researchers at any career stage to avoid it altogether saying, 'what I do is not JEDI research'. The pressure to incorporate JEDI 'correctly' may also dissuade researchers who prefer to 'stay in their lane' of expertise. While these tendencies may be understandable, they present a problem: HPE scholarship may fail to recognise vast ways of being, knowing and doing. Every area of research is steeped in a sociohistorical context and shaped by power dynamics (e.g. racism, ableism, colonialism and hetero/cis/sexism), meaning JEDI concerns are always at play. Research not engaging with these complexities risks ignoring scholars' influence on processes and outcomes, thus omitting diverse perspectives and experiences. 6 Consequently, constructions based on the norm prevail and researchers may, unintentionally, reconstruct knowledge from an exclusionary position. How can you do research in ways that unearth diverse per-

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

How to … bring a JEDI (justice, equity, diversity and inclusion) lens to your research

Jain,

Nimmon,

Bulk

2023

The Clinical Teacher

View full text Add to dashboard Cite

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“As a psychiatry resident I am invited to explore my identity. But when I accept that invitation, I still encounter a wall.” A qualitative study on inclusion experienced by psychiatry residents with a migration background, sexual minority identity and/or working-class background

Muller

Verdonk

Grift

et al. 2023

Adv in Health Sci Educ

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Diversity in terms of class, sexual identity and migration background among medical students in high income countries has increased greatly in recent decades. Some research into the experiences of these new groups of doctors has been performed. However, no previous research into the experiences of psychiatry residents specifically, is known. This qualitative study investigates how psychiatry residents, from these minoritized groups, experience their training regarding inclusion. Inclusion is defined as the degree to which one’s needs for connection and for being valued in one’s uniqueness, is satisfied. In-depth interviews with 16 psychiatry residents were conducted. These interviews were transcribed and coded using MaxQDA software. Initial themes that were constructed, were explored further in subsequent interviews and linked to literature. Finally, the developed themes were ordered in a model conceptualizing inclusion. Participants reported high belongingness within psychiatry training. Their experienced value in uniqueness, however, was generally quite low. Participants reported to experience little interest in and sensitivity for their perspectives and lived experiences from their co-workers. When faced with stigmatization and discrimination, participants reported lack of support from their colleagues. Assimilation was found to be the most frequently used coping strategy in dealing with diversity. Participants seemed to conform to the ‘neutral’ norm and experienced barriers in expressing themselves. Through this mechanism of assimilation, the added value that participants might bring with their unique knowledge and lived experiences was not used, both in patient care and in creating an inclusive climate within the organization. Moreover, assimilation is associated with psychological strain.

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Affirmative action and employment equity in the professions: Backlash fueled by individualism and meritocracy

Beagan,

Sibbald,

Goree

et al. 2024

Canadian Review of Sociology

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In the 40 years since federal employment equity initiatives were launched in Canada, they have faced persistent backlash. This backlash is grounded in and fueled by conceptualizations of justice and equality that are rooted in ideologies of individualism and meritocracy. Here we draw on 140 qualitative interviews with members of six professions from across Canada, who self‐identify as Indigenous, Black or racialized, ethnic minority, disabled, 2SLGBTQ+, and/or from working‐class origins, to explore tensions between concepts of justice grounded in group‐based oppressions and those grounded in individual egalitarianism. Though affirmative action and employment equity opened up opportunities, people were still left to fight for individual rights. This push to individualism was intensified by persistent hostile misperceptions that people are less qualified and in receipt of ‘unfair advantages.’ Through discursive misdirection, potential for transformative institutional change is undermined by liberal discourses of individualism and meritocracy.

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Educational experiences of health professionals from marginalized groups: “It definitely takes more work”

Cited by 3 publications

References 62 publications

How to … bring a JEDI (justice, equity, diversity and inclusion) lens to your research

How to … bring a JEDI (justice, equity, diversity and inclusion) lens to your research

“As a psychiatry resident I am invited to explore my identity. But when I accept that invitation, I still encounter a wall.” A qualitative study on inclusion experienced by psychiatry residents with a migration background, sexual minority identity and/or working-class background

Affirmative action and employment equity in the professions: Backlash fueled by individualism and meritocracy

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