Racial Disparities in the Education System

Dohrmann, Elizabeth Howell; Porche, Michelle V.; Ijadi-Maghsoodi, Roya; Kataoka, Sheryl H.

doi:10.1016/j.chc.2022.01.001

Cited by 9 publications

(5 citation statements)

References 62 publications

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“…In recent years, emphasis has been put on the structural and systemic nature of racism and the role that it plays in systems such as health, 22 , 23 employment, 24 education, 25 socioeconomic status, 26 housing, 27 transportation, 28 the built environment (zip codes), 29 and food access. 30 These systems (not exhaustive) are in alignment with the social determinants of health (SDOH) framework—a public health framework that aims to identify and understand how conditions in the places where people live, learn, work, and play affect a wide range of health risks and outcomes.…”

Section: Methodsmentioning

confidence: 99%

Advancing Equity Through Centering Societal Values to Operationalize Racism as a Public Health Crisis: The KKey Values Inequities Model

Key,

Carrera,

McMaughan

et al. 2023

Health Equity

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Background: The past two decades have been marked by increased efforts to advance equity in various disciplines, including social sciences, public health, environmental health, and medicine. In 2020, a national movement of municipalities declared racism a public health crisis. These efforts have coincided and likely shaped a growing sphere of federal and philanthropic funding for health equity, which frequently calls for practical interventions toward reducing and ultimately eliminating disparities. Disparities in health such as maternal mortality, infant mortality, diabetes, cancer, and stroke have been linked to root causes such as racism. Often, root causes are also linked to disparities in other sectors (i.e., finance/wealth attainment, educational attainment, career attainment, and home ownership). In 2021, in a study published in the New England Journal of Medicine, suggested that racist policies were root causes of U.S. racial health inequities. While racism, sexism, and classism, etc., are characterized as root causes, we posit that there is a deeper driver that has yet to be advanced. This presents a disparity–inequity model that maps disparities and inequities to the societal value system, not root causes. Methods: The KKey Values Inequities Disparities Model described in this article combines a case study of the Flint Water Crisis to explore the historic impact of human devaluation and its role in systemic racism and classism, which ultimately creates and exacerbates inequities that produce disparities in communities. The model integrates the value system and its contribution to societal causes (formerly known as root causes). Conclusions: A broadly defined values–inequities–disparities model will allow researchers, practitioners, decision makers, lawmakers, and community members to (1) assess the core root of inequities and disparities; (2) identify solutions in the human value domain; (3) design appropriate course corrective programming, interventions, processes, and procedures; and (4) create actions to integrate new systemic procedures and practices in our laws and governance to advance equity.

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Section: Methodsmentioning

confidence: 99%

Advancing Equity Through Centering Societal Values to Operationalize Racism as a Public Health Crisis: The KKey Values Inequities Model

Key,

Carrera,

McMaughan

et al. 2023

Health Equity

View full text Add to dashboard Cite

show abstract

“…However, this needs to be done with proper stakeholder engagement, so that communities take ownership of the facilities that are given to them. Dohrmann, Porche, Ijadi-Maghsoodi & Kataoka (2022) propose that addressing these persistent disparities to move toward educational equity requires clinicians, educators and school administrators to collaborate in reducing barriers and increasing support for minoritized students through innovative policy and practice change.…”

Section: A Pedagogical Case For Utopian Educationmentioning

confidence: 99%

Freirean Utopian Didactic: A Retrospective View of Education in the South African Education Environment

Pietersen

Plaatjies²

2023

JCVE

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This study investigates how the utopian didactic in education can be achieved in South Africa. It is foregrounded by Brazilian educator Paulo Freire’s collective and forward-looking dreams about what education, in the shattered sense of the “now”, can look like if teachers and students participate democratically in the learning process. Education, in a general sense, is a form of learning in which knowledge, skills and habits are transferred and nurtured from one generation to the next. But, in the Freirean utopian didactic, education involves so much more than the mere transfer of knowledge. It is about transformation, both internal (the individual) and external (society). By allowing students to critically reflect and engage in honest dialogue with their teacher, education can lead to social injustices being challenged and, hence, being overcome. Freire’s utopian vision of education is one in which hope and imagination are celebrated in the quest for a better world. This vision is sorely lacking in South African educational environment today, which is still bruised by decades of inequality. Using a literature review, this conceptual article explored whether a Freirean utopian didactic can be applied to the current education system in South Africa and bring about the much-needed transformation. We have examined whether a utopian education can be considered a basic right in South Africa, according to the Constitution, and whether it can be applied more broadly to the African continent. For education to meet the needs of all learners in the education system, a utopian education system based on quality educational skills, values and equal distribution of resources is highly recommended.

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“…2 Prior studies have shown evidence of racial and ethnic differences in DSME participation. 8,17 That is, being Hispanic or Black is associated with less likelihood of DSME participation compared to being White. 9,18,19 These studies, however, either relied on state-level data or did not make race and ethnicity a central component of their analyses.…”

mentioning

confidence: 99%

“…In the US, racially and ethnically minoritized groups, including Hispanics/Latinos and Black Americans, disproportionately experience reduced access to quality education and health care compared to their White counterparts. 16,17 Diabetes prevalence is also higher among American Indians/Alaskan Natives (14.5%), non-Hispanic Blacks (12.1%), and Hispanics (11.8%) compared to non-Hispanic Whites (7.4%). 2 Prior studies have shown evidence of racial and ethnic differences in DSME participation.…”

mentioning

confidence: 99%

Investigating Racial and Ethnic Differences in Diabetes Self-Management Education Among Adults With Diabetes

Akyirem

Choa

Poghosyan

2023

The Science of Diabetes Self-Management and Care

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Purpose: The purpose of this study was to examine racial and ethnic differences in diabetes self-management education (DSME) participation among adults with diabetes. Methods: Population-based, cross-sectional data from the 2020 Behavioral Risk Factor Surveillance System diabetes module were analyzed. Study cohort included 9881 adults age 18 years or older with self-reported diabetes living in 11 US states, Washington, DC, and Puerto Rico. The outcome variable was participation in DSME. Weighted descriptive statistics and multivariable logistic regression were computed to investigate the association between race and ethnicity and participation in DSME, adjusting for self-reported social determinants of health factors (eg, sex, education, employment, health insurance). Results: Overall, 19.3% self-identified as non-Hispanic Black, 16.5% as Hispanic, and 59.9% as non-Hispanic White. Of participants, 44.3% were between 66 and 80 years old, and 50.4% were women. Half (50.1%) reported participating in DSME, and 78.5% had seen clinicians for diabetes-related care 1 to 5 times in the past year. Hispanic participants were less likely to report participation in DSME (28.5%) compared to non-Hispanic Black (60.3%) and non-Hispanic White (53.4%) participants ( P < .001). Adults with diabetes who were less likely to participate in DSME tend to be unmarried, have high school or lower-level education, and not exercise regularly. Conclusions: Racial and ethnic differences exist in DSME participation. Because DSME has been shown to improve diabetes outcomes, there is a need to develop strategies promoting equity in DSME participation, particularly among Hispanic populations, to reduce health disparities in diabetes care.

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Racial Disparities in the Education System

Cited by 9 publications

References 62 publications

Advancing Equity Through Centering Societal Values to Operationalize Racism as a Public Health Crisis: The KKey Values Inequities Model

Advancing Equity Through Centering Societal Values to Operationalize Racism as a Public Health Crisis: The KKey Values Inequities Model

Freirean Utopian Didactic: A Retrospective View of Education in the South African Education Environment

Investigating Racial and Ethnic Differences in Diabetes Self-Management Education Among Adults With Diabetes

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