Particularising 'experiences': Naming whiteness in the academy

Cavanagh, Alice; Jabbar, Amina; Vanstone, Meredith

doi:10.1111/medu.14451

Cited by 3 publications

(2 citation statements)

References 12 publications

(21 reference statements)

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“…Intersectionality theory holds that identities are multilayered and that on each layer of one’s identity, a person can either occupy a position which is privileged and seen as ‘the norm’ in the context of a particular society, or oppressed and seen as the non-normative ‘Other’ 45–47. It thus locates the individual on multiple axes of privilege/oppression that relate to social structures, for example, relating to gender (sexism), ethnic background (racism) or socioeconomic class (classism) 45 48 49. These social structures may influence an individual’s development of agency and self-efficacy: traditional students develop those within social structures which privilege them (as they belong to the ethnic majority and have higher educated parents), whereas non-traditional students must develop agency and self-efficacy in a context of social structures that may not privilege them (eg, as they are ethnic minorities and/or have a lower SES background).…”

Section: Discussionmentioning

confidence: 99%

Influence of social networks in healthcare on preparation for selection procedures of health professions education: a Dutch interview study

et al. 2022

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ObjectivesHealth professions education (HPE) students are often not representative of the populations they will serve. The underrepresentation of non-traditional students is problematic because diversity is essential for promoting excellence in health education and care. This study aimed to understand the perceptions of traditional and non-traditional students regarding facilitators and barriers in preparing for HPE selection procedures, and to determine the role of social networks in their decision-making and preparations to apply.MethodsA qualitative study was conducted with 26 Dutch youth who were interested in university-level HPE programmes. Semistructured interviews and sociograms were analysed using thematic analysis, adopting a constructivist approach.ResultsTwenty-six high school students participated, with traditional and non-traditional backgrounds, with and without social networks in healthcare and higher education. Two themes were constructed. First, four high-impact facilitators helped to overcome barriers to apply and in preparation for selection: access to a social network connection working or studying in healthcare, to correct information, to healthcare experience and to a social network connection in higher education. Lack of information was the main barrier while access to social network connections in healthcare was the main facilitator to overcome this barrier. However, this access was unevenly distributed. Second, access alone is not enough: the need for agency to make use of available facilitators is also essential.ConclusionsThe themes are discussed using intersectionality. Traditional students with access to facilitators develop their self-efficacy and agency within social structures that privilege them, whereas non-traditional students must develop those skills without such structures. Our findings provide recommendations for the ways in which universities can remove barriers that cause unequal opportunities to prepare for the selection of HPE programmes. Along with equitable admissions, these recommendations can help to achieve a more representative student population and subsequently a better quality of health education and care.

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Section: Discussionmentioning

confidence: 99%

Influence of social networks in healthcare on preparation for selection procedures of health professions education: a Dutch interview study

et al. 2022

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“…On each layer, a person can occupy a position which is privileged in their particular society and seen as 'the Norm', or a position which is disadvantaged, and seen as the non-normative 'Other'. This places an individual on multiple hierarchical axes of privilege/oppression relating to social structures [8][9][10]. Each axis, therefore, may relate to structural advantages or disadvantages of students in the educational sphere.…”

Section: Introductionmentioning

confidence: 99%

Inequality of opportunity in selection procedures limits diversity in higher education: An intersectional study of Dutch selective higher education programs

Mulder,

Akwiwu,

Twisk

et al. 2023

PLoS ONE

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Selection for higher education (HE) programs may hinder equal opportunities for applicants and thereby reduce student diversity and representativeness. However, variables which could play a role in inequality of opportunity are often studied separately from each other. Therefore, this retrospective cohort study conducts an innovative intersectional analysis of the inequality of opportunity in admissions to selective HE programs. Using a combination of multivariable logistic regression analyses and descriptive statistics, we aimed to investigate 1) the representativeness of student populations of selective HE programs, as compared to both the applicant pool and the demographics of the age cohort; 2) the demographic background variables which are associated with an applicant’s odds of admission; and 3) the intersectional acceptance rates of applicants with all, some or none of the background characteristics positively associated with odds of admission. The study focused on all selective HE programs (n = 96) in The Netherlands in 2019 and 2020, using Studielink applicant data (N = 85,839) and Statistics Netherlands microdata of ten background characteristics. The results show that student diversity in selective HE programs is limited, partly due to the widespread inequality of opportunity in the selection procedures, and partly due to self-selection. Out of all ten variables, migration background was most often (negatively) associated with the odds of receiving an offer of admission. The intersectional analyses provide detailed insight into how (dis)advantage has different effects for different groups. We therefore recommend the implementation of equitable admissions procedures which take intersectionality into account.

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Extending “Beyond Diversity”: Culturally Responsive Universal Design Principles for Medical Education

Odukoya

Kelley

Madden

et al. 2021

Teaching and Learning in Medicine

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Particularising 'experiences': Naming whiteness in the academy

Abstract: Prompted by Varpio et al.'s exploration of sex‐related experiences in medical education, Cavanagh et al. intertwine race‐based ideology to offer an intersectional lens on the problem.

Cited by 3 publications

References 12 publications

Influence of social networks in healthcare on preparation for selection procedures of health professions education: a Dutch interview study

Influence of social networks in healthcare on preparation for selection procedures of health professions education: a Dutch interview study

Inequality of opportunity in selection procedures limits diversity in higher education: An intersectional study of Dutch selective higher education programs

Extending “Beyond Diversity”: Culturally Responsive Universal Design Principles for Medical Education

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