Rallying Against Racism: Hospitals Join the Fight for Racial Justice

Okaka, Yvonne; AbdelHameid, Duaa; Olson, Rose McKeon; Kwarteng-Siaw, Miriam; Spaños, Nicholas P.; Stone, Valerie E.

doi:10.1007/s11606-020-06291-2

Cited by 8 publications

(7 citation statements)

References 4 publications

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“…“As Kēhaulani Kauanui reminds us, “Racism is a structure, not an event.” The tragic deaths of George Floyd and so many others are symptoms of deeply rooted racism that operates daily in our homes, neighborhoods—and our hospitals.” -Okaka and colleagues 32(p.202)…”

Section: Resultsmentioning

confidence: 99%

Putting on academic armor: How Black physicians and trainees take stances to make racism visible amidst publishing constraints

Johnson

Maggio

Konopasky

2022

Preprint

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Introduction: While there are a growing number of empirical studies of Black physicians' and trainees' experiences of racism, there are still few accounts from a first-person perspective. These personal commentaries or editorials require taking a delicate stance, balancing the professional, social, and individual. Black authors in the medical publishing space, who already experience microaggressions and racial trauma in their work spaces, must put on their academic armor to further experience them in publishing spaces. Medicine and medical education interpellate each of us, including the authors and readers of this piece, as a particular kind of subject. Beginning with a narrative grounding in the authors' personal stances, this study seeks to understand the stances Black physicians and trainees take as they share their personal experiences of racism while protecting the institution of medicine from racism's irreparable harms. Methods: The authors searched four databases identifying 29 articles authored by Black physicians and trainees describing their experiences. During initial analysis, the authors identified three sets of discursive strategies: identification (introducing and tracking themselves throughout the article); intertextuality (dialoguing and drawing on other "texts" beyond the focus of the articles); and space-time (social constructions of space and time linked to a network of social practices). The authors used a Google form to capture these strategies and direct quotes from the articles. Throughout the study, the authors reflected on their own stances in relation to the experience of conducting the study and its findings. Results: Authors engaged in stance taking, which aligned with the concept of donning academic armor, by evaluating and positioning themselves with respect to racism and the norms of academic discourse in response to ongoing conversations both within medicine and in the broader US culture. They did this by (a) positioning themselves as being Black and, therefore, qualified to notice and name personal racist experiences while also aligning themselves with the reader through shared professional experiences and goals, (b) intertextual connections to other related events, people, and institutions that they-and their readers-value and (c) aligning themselves with a hoped-for future rather than a racist present. Discussion: Because the discourses of medicine and medical publishing interpellate Black authors as Others they must carefully consider the stances they take, particularly when naming racism. The academic armor they put on must not only be able to defend them from attack, but help them slip unseen through institutional bodies replete with mechanisms to eject them. In addition to analyzing their own personal stance, authors leave readers with thought provoking questions regarding this armor as they return to narrative grounding.

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Section: Resultsmentioning

confidence: 99%

Putting on academic armor: How Black physicians and trainees take stances to make racism visible amidst publishing constraints

Johnson

Maggio

Konopasky

2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Encouraging critical, place‐based learning about systemic racism for White people is but a part of the greater whole. In that vein, creative collaboration amongst BIPOC community members, organizers, educators, medical professionals, policy‐makers, artists, and psychological, public health, and education researchers (e.g., Fernández et al, 2020; Manton & Williams, 2021; Manzi et al, 2020; Okaka et al, 2021) is essential for producing the transformation needed to unravel the technologies upholding systemic racism.…”

Section: Discussionmentioning

confidence: 99%

Transformative dissonant encounters: Opportunities for cultivating antiracism in White nursing students

Dancis

Coleman

2021

Nursing Inquiry

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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.

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“…The COVID-19 pandemic shed a spotlight on health inequities that have long affected Black and other marginalized communities, with reports across the nation highlighting higher infection and death rates and lower immunizations from COVID-19 (Mackey et al 2021). Cities and health care organizations declared racism a public health crisis and organizations called for increased awareness of persistent historic racial inequities and advocated for change (Mendez et al 2021;Okaka et al 2021). Cleveland and the Cleveland Clinic declared racism as a public health crisis.…”

mentioning

confidence: 99%

Diversity, equity, and inclusion: one model to move from commitment to action in medical education

et al. 2023

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The summer of 2020 riveted the attention of our nation with a sense of urgency to address structural racism. Cities declared racism a public health crisis, and organizations called for increased awareness of persistent historic racial inequities and advocacy for change. In medical education, students and institutional leaders felt compelled to transition from passive advocacy to energetic action in order to build a culture of anti-racism. In our institution, we applied J Mierke and V. Williamson's 6-step framework to achieve organizational culture change which is as follows: 1. Identify the catalyst for change; 2. Strategically plan for successful change; 3. Engage and empower organizational members; 4. Cultivate leaders at all levels; 5. Foster innovation, creativity, and risk-taking; 6. Monitor progress, measure success, and celebrate (even the small changes) along the way. In addition, we noted two key considerations for the success of the process: A. Transparency in communication, and B. Flexibility and adjustment to emerging situations. We share our approach using this framework which we believe is generalizable to other organizations. We draw from literature on organizational psychology and lastly call for the continuation and sustainability of the work that will continue to build a diverse, equitable, inclusive, antiracist and vibrant education community.

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Rallying Against Racism: Hospitals Join the Fight for Racial Justice

Cited by 8 publications

References 4 publications

Putting on academic armor: How Black physicians and trainees take stances to make racism visible amidst publishing constraints

Putting on academic armor: How Black physicians and trainees take stances to make racism visible amidst publishing constraints

Transformative dissonant encounters: Opportunities for cultivating antiracism in White nursing students

Diversity, equity, and inclusion: one model to move from commitment to action in medical education

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