Addressing the Cycle of Inaction: A DrPH Student Perspective on the Decolonization of Public Health

Abstract

An expansive body of literature confirms the existence of health inequities in the United States (U.S.), disadvantaging communities of color. These inequities reach beyond medical causes; they are the direct result of unjust sociocultural, behavioral, economic, environmental, and societal inequalities. Health inequities are perpetuated by centuries of bias and discrimination that continue to persist, especially toward communities of color. To address health inequities, Doctor of Public Health (DrPH) students have a role and responsibility to be a nexus for systems-level change across public health practice, research, and education. DrPH students can make significant contributions through research, education, and practice, and lead advocacy efforts within their institutions for the decolonization of public health. Decolonization in public health can occur through the creation of new paradigms for funding agencies and training DrPH students as scholar-activists in ways that ground research, education, practice and dissemination in partnership with communities. A deeper and adaptive understanding of inequities and the needs and resources required along with a collaborative and collective effort across the entire public health system could inspire community-based policies and improve public health interventions.