Black, Indigenous, And People Of Color Research Articles

Library Staff Morale Correlates with Having a Sense of Respect and Value for Their Work, Relationship to Direct Supervisors and Colleagues, and Autonomy and Flexibility in Their Work Environments

A Review of:Glusker, A., Emmelhainz, C., Estrada, N., & Dyess, B. (2022). “Viewed as equals”: The impacts of library organizational cultures and management on library staff morale. Journal of Library Administration, 62(2), 153–189. https://doi.org/10.1080/01930826.2022.2026119 Objective – To explore what library organizational factors influence library staff morale. Design – Semi-structured interview, grounded theory. Setting – Academic libraries across the United States during the early months of the COVID-19 pandemic. Subjects – 34 academic library staff, defined by the authors as employees whose positions do not require an MLIS degree and do not include the title “librarian”, from 23 private and public colleges and universities across 16 states, mostly representative of the West and Midwest regions. Methods – In 2020, the authors emailed a call for study participants to library listservs and state library associations across the US, selected a convenience sample of 34 library staff from academic institutions, and conducted structured interviews by phone or by Google Meet over the course of May through June 2020. The authors note that the sample over-represents public and larger institutions in the West and Midwest regions. A student worker transcribed the audio recordings and de-identified transcripts underwent iterative, thematic coding in MAXQDA, a qualitative data analysis tool. The authors used a grounded theory approach to conduct open coding, then identified relationships between themes, and elaborated upon each theme based on its relationship to a theoretical model of morale impact avenues in library organizational structures, which was developed by one of the authors. Main Results –The authors uncovered that most study participants (n = 21) reported having high levels of morale, a surprise to the research team who expected that participants with lower levels of morale would participate in the study. Most participants (n = 27) worked in public and larger institutions, and the majority were female (n = 24), though only 5 were Black, Indigenous, and People of Color (BIPOC). Participants mostly had MLIS degrees or other advanced degrees. The results of the study expanded beyond the original research questions to comprise a broader set of factors that impact morale levels including relationships with colleagues and direct managers, opportunities for advancement, respect, work autonomy, and funding. Respondents emphasized that staff morale was significantly impacted by their relationship with direct managers, noting that micromanagement, defensiveness, and lack of accommodations contributed to lower levels of morale and a sense of disconnection. Managers who were supportive, advocated for staff needs, and were good listeners improved morale. Relationships between staff and their librarian colleagues also impacted morale, with the librarian–staff divide and treatment of staff by librarians being major contributors to influencing morale. Additionally, staff felt that having or lacking respect from librarians and administration and having autonomy and flexibility in their work made a big impact on morale. Having opportunities to meaningfully engage, to advance in the workplace, to receive professional development funding, to participate in decision-making processes, and to feel valued by the institution contributed to higher levels of staff morale. Conclusion – Library staff morale is impacted mostly by staff members’ sense of connection, respect, and value within the institution and among their librarian colleagues, direct managers, and library administration. Having pathways for advancement and professional development, meaningful opportunities to contribute to institutional decision-making, and autonomy over their professional and personal lives contributed to a higher sense of staff morale. The authors highlight several practical recommendations for improving staff morale including fostering a respectful environment, advocating for more flexible and better work environments, and providing opportunities for professional development and growth.

Post-operative neurosurgery outcomes by race/ethnicity among enhanced recovery after surgery (ERAS) participants

ObjectivePrior work reveals that Enhanced Recovery After Surgery (ERAS) programs decrease opioid use, improve mobilization, and shorten length of stay (LOS) among patients undergoing spine surgery. The impact of ERAS on outcomes by race/ethnicity is unknown. This study examined outcomes by race/ethnicity among neurosurgical patients enrolled in an ERAS program. MethodsPatients undergoing elective spine or peripheral nerve surgeries at a multi-hospital university health system from April 2017 to November 2020 were enrolled in an ERAS program that involves preoperative, perioperative, and postoperative phases focused on improving outcomes through measures such as specialty consultations for co-morbidities, multimodal analgesia, early mobilization, and wound care education. The following outcomes for ERAS patients were compared by race/ethnicity: length of stay, discharge disposition, complications, readmission, pain level at discharge, and post-operative health rating. We estimated the association between race/ethnicity and the outcomes using linear and logistic regression models adjusting for age, sex, insurance, BMI, comorbid conditions, and surgery type. ResultsAmong participants (n = 3449), 2874 (83.3%) were White and 575 (16.7%) were Black, Indigenous, and people of color (BIPOC). BIPOC patients had significantly longer mean length of stay compared to White patients (3.8 vs. 3.4 days, p = 0.005) and were significantly more likely to be discharged to a rehab or subacute nursing facility compared to White patients (adjusted odds ratio (95% CI): 3.01 (2.26–4.01), p < 0.001). The complication rate did not significantly differ between BIPOC and White patients (13.7% vs. 15.5%, p = 0.29). BIPOC patients were not significantly more likely to be readmitted within 30 days compared to White patients in the adjusted model (adjusted odds ratio (95% CI): 1.30 (0.91–1.86), p = 0.15) ConclusionBIPOC as compared to White ERAS participants in ERAS undergoing neurosurgical procedures had significantly longer hospital stays and were significantly less likely to be discharged home. ERAS protocols present an opportunity to provide consistent high quality post-operative care, however while there is evidence that it improves care in aggregate, our results suggest significant disparities in outcomes by patient race/ethnicity despite enrollment in ERAS. Future inquiry must identify contributors to these disparities in the recovery pathway.

Centering Racial Equity in a BSW Program: What We’ve Learned in Five Years

ABSTRACT In response to the 2016 election of Donald J. Trump and calls for antiracist action from activists and communities of color, our Bachelor of Social Work (BSW) program embarked on a process of curriculum revision. In this article, we describe our efforts to center critical and Black, Indigenous, and people of color (BIPOC) scholarship and to better align our curriculum with the experiences of students of color. While we have drawn from feminist and critical race theories, we have also borrowed concepts from literatures not typically associated with antiracism work, such as policy implementation and leadership/management. We present our ongoing work as a case study of, and methodology for, systematic social work curriculum change to promote racial equity and justice.

Long COVID and chronic pain: overlapping racial inequalities

The American Public Health Association (APHA) and prominent U.S. health organizations have acknowledged racism as a central cause of health inequality. In the midst of the COVID-19 pandemic, the U.S. confronts an additional public health crisis: mass impairment from Long COVID. Occupational segregation and institutionalized racism have made working-class Black, Indigenous, and people of color (BIPOC) more likely to experience Long COVID. Medical gatekeepers also prevent equal access to health: BIPOC face more obstacles in their search for disability accommodations and social support. To provide health equity to the Long COVID community, Disability Studies must confront racialized understandings of chronic pain and the consequences of these meanings by centering the lived experiences of BIPOC living with chronic pain.

Racial Differences in Positive Airway Pressure Adherence in the Treatment of Sleep Apnea.

Although data are limited, studies suggest on average lower positive airway pressure use in Black, indigenous, and people of color (BIPOC) compared with Whites in most but not all studies. Most of these observational studies are certainly limited by confounding by socioeconomic status and other unmeasured factors that likely contribute to differences. The etiology of these observed disparities is likely multifactorial, due in part to financial limitations, differences in sleep opportunity, poor sleep quality due to environmental disruptions, and so forth. These disparities in sleep health are likely related to chronic inequities, including experiences of racism, neighborhood features, structural, and contextual factors. Dedicated studies focusing on understanding adherence in BIPOC are lacking. Further research is needed to understand determinants of PAP use in BIPOC subjects and identify feasible interventions to improve sleep health and reduce sleep apnea treatment disparities.

Inequitable Care Delivery for COVID-19 Positive People of Color and People With Disabilities

<h3>Research Objectives</h3> To explore provider observations of inequitable care delivery towards COVID-19 positive patients who are Black, Indigenous, and People of Color (BIPOC) and/or have disabilities and to identify ways health providers may be contributing to and compounding inequitable care. <h3>Design</h3> Qualitative research design using thematic analysis of data collected via individual semi-structured interviews between April and November 2021. <h3>Setting</h3> Hospitalized and ambulatory care. <h3>Participants</h3> A total of 19 pandemic frontline health care providers including nine physicians, five nurses, three rehabilitation professionals, and two nurse practitioners from Washington, Florida, Illinois, and New York were recruited through convenience and snowball sampling. The majority of participants were female (n=12) and White (n=11). <h3>Interventions</h3> Not applicable. <h3>Main Outcome Measures</h3> A semi-structured interview guide included questions regarding equity in treatments among COVID-19 patients who are BIPOC or have disabilities and perceptions around stigma related to COVID-19. <h3>Results</h3> Discriminatory treatment included decreased care (i.e., less explanation due to communication barriers, less interaction with health care providers, no access to telehealth follow-ups), delayed care, and fewer options for care. Health care providers' bias and stigma (racism, ableism, and ageism), patient mistrust and provider-patient disconnect, lack of resources (e.g., staff, interpreter services, funding, or collaboration across health systems), fear of transmission, and burnout were mentioned as drivers for discriminatory treatment. COVID-19 related health system policies such as visitor restrictions and telehealth follow-ups also inadvertently resulted in discriminatory practices towards BIPOC patients and patients with disabilities. <h3>Conclusions</h3> BIPOC patients and patients with disabilities may experience lower quality of healthcare related to COVID-19 due to factors such as providers' biases, fear, burnout, and lack of needed resources in their work settings. In addition, COVID-19-related restrictions and policies compounded existing inequitable care for these populations. <h3>Author(s) Disclosures</h3> Authors do not have conflicts to disclose.

A prospective birth cohort study of maternal prenatal cigarette smoking assessed by self-report and biomarkers on childhood risk of overweight or obesity.

Most studies on the association of in utero exposure to cigarette smoking and childhood overweight or obesity (OWO) were based on maternal self-reported smoking status, and few were based on objective biomarkers. The concordance of self-report smoking, and maternal and cord blood biomarkers of cigarette smoking as well as their effects on children's long-term risk of overweight and obesity are unclear. In this study, we analyzed data from 2351 mother-child pairs in the Boston Birth Cohort, a sample of US predominantly Black, indigenous, and people of color (BIPOC) that enrolled children at birth and followed prospectively up to age 18 years. In utero smoking exposure was measured by maternal self-report and by maternal and cord plasma biomarkers of smoking: cotinine and hydroxycotinine. We assessed the individual and joint associations of each smoking exposure measure and maternal OWO with childhood OWO using multinomial logistic regressions. We used nested logistic regressions to investigate the childhood OWO prediction performance when adding maternal and cord plasma biomarkers as input covariates on top of self-reported data. Our results demonstrated that in utero cigarette smoking exposure defined by self-report and by maternal or cord metabolites was consistently associated with increased risk of long-term child OWO. Children with cord hydroxycotinine in the fourth quartile (vs. first quartile) had 1.66 (95% confidence interval [CI] 1.03-2.66) times the odds for overweight and 1.57 (95% CI 1.05-2.36) times the odds for obesity. The combined effect of maternal OWO and smoking on offspring risk of obesity is 3.66 (95% CI 2.37-5.67) if using self-reported smoking. Adding maternal and cord plasma biomarker information to self-reported data improved the prediction accuracy of long-term child OWO risk. This longitudinal birth cohort study of US BIPOC underscored the role of maternal smoking as an obesogen for offspring OWO risk. Our findings call for public health intervention strategies to focus on maternal smoking - as a highly modifiable target, including smoking cessation and countermeasures (such as optimal nutrition) that may alleviate the increasing obesity burden in the United States and globally.

“What they allow us to learn”: exploring how white English teachers cultivate students’ critical literacies through curriculum and pedagogy

PurposeThis qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can cultivate students’ critical literacies regarding race and oppression through classroom literature. As research and practice in the field of critical literacy has yet to effectively center black, indigenous, and people of color (BIPOC) lives and histories, this study aims to expand on existing critical literacy research by examining how literature teachers disrupt the perpetuation of whiteness through literature instruction that explicitly grapples with race and structures of oppression.Design/methodology/approachThis research examines the pedagogical practices of two white English teachers through a yearlong investigation of classroom instruction and curriculum in an urban high school in a large Northeastern city. The overarching question of this study asks, how do white English teachers cultivate students’ critical literacies regarding race and social justice through classroom literature? Additional questions that guided this study are: How do students in these classes learn about structures of oppression? What language is used in these classrooms to discuss ideas about power? What texts and materials do these teachers use to engage students in critical literacy practices?FindingsThe findings of this study provide insight as to how white English teachers can foster students’ critical literacy development regarding race and oppression through their pedagogy and curriculum. The two teachers’ introduction of critical language and frameworks in the classroom supported students’ ability to critically engage with classroom literature and with their own social worlds. In addition, these teachers’ practices emphasize the need for white teachers to decenter their own knowledge and identities to effectively foster students' critical and sociopolitical development.Originality/valueThis research responds to McLean et al.’s (2021) call for a disruption of the “perpetuation of Eurocentric, hegemonic perspectives by white scholars” in the field by centering race in approaches to critical literacy development in the classroom. By analyzing data from classrooms in the same school with distinct curricular approaches, this study examines not only what but also how educators are teaching in classrooms designed to cultivate students’ critical and sociopolitical development through English Language Arts. This study offers hope for developing critical and culturally sustaining pedagogies among non-BIPOC educators who teach Black and Latinx populations.

Award for Distinguished Professional Contributions to Institutional Practice: Gayle Y. Iwamasa.

This award is intended to recognize outstanding practitioners in psychology. Nominations are considered for psychologists working in a wide variety of institutional practice settings (e.g., schools, military, state hospital, Department of Veterans Affairs). Services provided to diverse client groups or patient populations, including but not limited to children/ adolescents/adults/older adults, urban/rural/ frontier populations, minority populations, and persons with serious mental illness, are considered. Contributions are judged distinguished by virtue of peer recognition, advancement of the public's recognition of psychology as a profession, relevant professional association honors, or other meritorious accomplishments denoting excellence as a practitioner, including improvement of institutional service delivery systems or development of psychologically informed public policy. Gayle Y. Iwamasa is recognized for her strong contributions to service delivery to veterans, Black, Indigenous, and People of Color (BIPOC) veterans, and BIPOC mental health providers. Dr. Iwamasa is credited for a lifelong commitment to the advancement of diversity, equity, and inclusion. For example, Dr. Iwamasa coleads the diversity, equity, and inclusion efforts for the Office of Mental Health and Suicide Prevention, and she has received numerous awards and honors for her many contributions. She is also recognized for having founded the Association of VA Psychologist Leaders' Psychologists of Color and Allies Special Interest Group, where she ensures that VA psychology maintains its commitment to diversity, equity, and inclusion. Dr. Iwamasa's research focuses on multicultural mental health across the life span, and she has given national and international presentations, authored many journal articles and book chapters, and coedited Culturally Responsive Cognitive Behavioral Therapy: Practice and Supervision, Second Edition (2018). Prior to her career with the VA, she spent 16 years in academia, educating and training clinical psychology graduate students where she, likewise, made meaningful contributions to advancing education, training, and practice. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Secretary's Report, 2022 : American Society of Naturalists.

Secretary's Report, 2022 : American Society of Naturalists.

Gender and Race-Based Health Disparities in COVID-19 Outcomes among Hospitalized Patients in the United States: A Retrospective Analysis of a National Sample.

COVID-19 has brought the disparities in health outcomes for patients to the forefront. Racial and gender identity are associated with prevalent healthcare disparities. In this study, we examine the health disparities in COVID-19 hospitalization outcome from the intersectional lens of racial and gender identity. The Agency for Healthcare Research and Quality (AHRQ) 2020 NIS dataset for hospitalizations from 1 January 2020 to 31 December 2020 was analyzed for primary outcome of in-patient mortality and secondary outcomes of intubation, acute kidney injury (AKI), AKI requiring hemodialysis (HD), cardiac arrest, stroke, and vasopressor use. A multivariate regression model was used to identify associations. A p value of &lt;0.05 was considered significant. Men had higher rates of adverse outcomes. Native American men had the highest risk of in-hospital mortality (aOR 2.0, CI 1.7-2.4) and intubation (aOR 1.8, CI 1.5-2.1), Black men had highest risk of AKI (aOR 2.0, CI 1.9-2.0). Stroke risk was highest in Asian/Pacific Islander women (aOR 1.5, p = 0.001). We note that the intersection of gender and racial identities has a significant impact on outcomes of patients hospitalized for COVID-19 in the United States with Black, Indigenous, and people of color (BIPOC) men have higher risks of adverse outcomes.

Student trainee and paid internship programs have positive results but do little to influence long-term employee diversity in the USDA forest service.

Women and Black, Indigenous, and People of Color (BIPOC) employees are underrepresented in science and natural resource management institutions. Student and recent graduate trainee and internship programs have been used to try to address this in United States federal agencies over the last few decades. Our study evaluates how effective such programs are at improving U.S. federal workforce diversity. We used a comprehensive employee dataset from the United States Department of Agriculture (USDA) Forest Service-which has the largest natural resource management workforce in the country-to analyze the demographic characteristics and career paths of paid interns from 1996-2017. We found that a majority of employees who started as interns later converted to permanent employment with the USDA Forest Service. In addition, Black and Hispanic interns were, respectively, 5 and 3 times more likely than White interns to work for the agency in permanent positions after their internships. However, people who started as interns had significantly shorter USDA Forest Service careers than those who started in permanent positions. White women entering directly into permanent positions typically advanced to higher pay grades through promotion faster than White women who entered as interns. Finally, male BIPOC interns involuntarily separated (i.e., were fired) at significantly higher rates than all other employees. Our study suggests that while internship employment programs can be an effective tool for hiring a diverse workforce, they are not sufficient to close the overall workforce diversity gap. In addition, only a small percentage of new hires every year are interns. To achieve a level of representation that mirrors the civilian labor force, our study suggests that internship programs need to focus on long-term employee retention and be of significantly larger scale.

Sustaining Textual Passions: Teaching With Texts Youth Love

Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We listened to how affective encounters with the popular text Grey's Anatomy unfolded across the class, with a particular focus on Black, Indigenous, and People of Color (BIPOC) focal students’ experiences. We found derision and dismissal of certain texts and experiences by peers (undergirded by dominant narratives about fandom and literary taste) dampened affective resonance. All the same, collective intensities were sustained through respectful discourse between fans and potential fans as well as BIPOC women's fugitive literacy practices resisting dampening practices of White students.

Learning Within Socio-Political Landscapes: (Re)imagining Children’s Geographies

In this special issue, we bring together educators and researchers to (re)imagine what it means to teach and learn within the immediacy of the here and now, an orientation crucial to confronting contemporary threats to children’s lives, democracy, and the planet. We seek to extend and broaden Mitchell’s original conceptualization by centering the past and future alongside the immediacies of the now, elevating Black, Indigenous, and People of Color (BIPOC) perspectives in children’s geographies and exploring potentialities of mapping in analog as well as emerging digital forms. We also aim to carry forward her commitments to listening to children with curiosity and care, rooted in a belief that young people know a lot about the world already and that they are fully capable of delving deep into complex processes and problems. As such, this collection situates young peoples’ here and now within sociopolitical landscapes, the wider nested systems and structures that constitute and reconstitute land, place, and children’s geographies.

Implementation of Open Science Practices in Communication Sciences and Disorders Research With Black, Indigenous, and People of Color.

Open science that is truly accessible and transparent to all will enhance reproducibility. However, there are ethical and practical concerns in implementing open science practices, especially when working with populations who are systematically excluded from and marginalized in communication sciences and disorders (CSD) research, such as Black, Indigenous, and People of Color (BIPOC) from clinical populations. The purpose of this article was to discuss these concerns and present actionable steps to support open science in CSD research with BIPOC. In the movement toward open and reproducible science, the discipline of CSD must prioritize accessibility and transparency, in addition to the implementation of individual scientific practices. Such a focus requires building trust with BIPOC not only as research participants but also as valued leaders of the scientific community.

Who Is Planning for Environmental Justice—and How?

Problem, research strategy, and findings Environmental justice (EJ) seeks to correct legacies of disproportionately burdening low-income and Black, Indigenous, and people of color (BIPOC) communities with environmental hazards that contribute to health inequalities. Federal and state policies increasingly require plans to assess and incorporate EJ principles. The current lack of accessible data and plan evaluation on EJ has been a barrier to policy setting and benchmarking. We created a framework for analyzing content across a large corpus of plans by using quantitative text analysis on 461 California city general plans, also known as comprehensive plans. To verify results and identify specific policies, we conducted content analysis on a subset of seven plans. Demonstrating the broad applicability of EJ principles in planning, policies spanned all required elements of general plans: housing, circulation, land use, health, safety, open space, air quality, and noise. We found that the most headway in EJ planning has been made in cities with a majority population of color and well before the 2018 California state mandate to address EJ. Policies were primarily focused on preventing adverse exposures as opposed to correcting for legacies of inequality. Further, although all policies address vulnerable populations and places, very few specifically address race or racism. Thus, EJ has been largely operationalized as health equity. Takeaway for practice We identified 628 EJ policies focused on vulnerable populations across the seven city plans included in content analysis. The smorgasbord of policy approaches provides fodder for cities across the United States to incorporate an EJ approach to planning. Gaps in focus areas reveal room for policy innovation (e.g., emphasis on language justice, formerly incarcerated individuals, and noise ordinance policing). We invite planners and community advocates to search across California’s plans for EJ policy inspiration and to use the appendix of EJ policies cataloged in this research as a benchmark of city-level innovation.

“I’m Gay With an Asterisk”: How Intersecting Identities Influence LGBT Strengths

ABSTRACT Research attributes health disparities between sexual minority (those whose sexual orientation and/or practices differ from society, [SM]) and heterosexual populations to social marginalization. LGBT strengths (e.g., resiliency derived from LGBT identity) may reduce the impact of social marginalization. However, it is unclear how LGBT strengths are impacted by SMs’ other identities (e.g., racial/ethnic and/or gender). To address this knowledge gap, the present study examined data from the LGBT Stress/Strength project, a qualitative research study investigating minority stress and LGBT strengths in relation to drinking. Participants (N = 22) were self-identified SMs in the northeastern U.S. Transcripts from in-depth interviews were coded using thematic analysis. Participants reported social support from other SMs and empathy toward others were forms of LGBT strength. Sampled SMs assigned female at birth had more intergenerational friendships and relied more on social support than those assigned male at birth. In addition, Black, indigenous, and people of color (BIPOC) participants described social marginalization from within the LGBT community, which reduced their reliance on social support. Our results suggest that LGBT strengths are influenced by LGBT community members intersecting identities. More research can expand upon these results by investigating how the confluence of SMs identities and LGBT strengths impact health disparities.

Disparities in access to specialty care and emergency department use after hospital discharge to a skilled nursing facility.

Patterns in access to specialists among patients in skilled nursing facilities (SNFs) have not been previously described. To measure access to outpatient specialty follow-up and subsequent emergency department (ED) visits by patient characteristics, including race/ethnicity and those who received specialty care during the hospitalization that preceded the SNF stay. This retrospective cohort study used the minimum data set and 100% Medicare fee-for-service claims for beneficiaries admitted to an SNF between 2012 and 2014. Hospital stays for surgical procedures were excluded. The associations between ED visits, follow-up, and race/ethnicity were measured using logistic and linear regression, adjusting for patient demographic and clinical characteristics. The sample included 1,117,632 hospitalizations by Medicare beneficiaries ≥65 with a consult by a medical subspecialist followed by discharge to SNF. Of the sample, 85.4% were non-Hispanic White (NHW) and 14.6% were Black, indigenous, and people of color (BIPOC), according to Medicare beneficiary records. During the SNF stay, BIPOC patients had lower odds of specialty follow-up compared to NHW patients (odds ratio [OR]: 0.96, 95% confidence intervals [CI]: 0.94-0.99, p = .004). BIPOC patients had higher rates of ED visits compared to NHW patients (with follow-up: 24.1% vs. 23.4%, and without follow-up: 27.4% vs. 25.9%, p < .001). Lack of follow-up was associated with a 0.8 percentage point difference in ED visits between BIPOC and NHW patients (95% CI: 0.3-1.3, p = .003). There is a racial/ethnic disparity in subspecialty follow-up after hospital discharge to SNF that is associated with a higher rate of subsequent ED visits by BIPOC patients.

Identifying Nursing Homes With Diverse Racial and Ethnic Resident Compositions: The Importance of Group Heterogeneity and Geographic Context.

Racial/ethnic composition of nursing home (NH) plays a particularly important role in NH quality. A key methodological issue is defining when an NH serves a low versus high proportion of racially/ethnically diverse residents. Using the Minimum Data Set from 2015 merged with Certification and Survey Provider Enhanced Reports, we calculated the racial/ethnic composition of U.S.-based NHs for Black or Hispanic residents specifically, and a general Black, Indigenous, and People of Color (BIPOC) grouping for long-stay residents. We examined different definitions of having a high racial/ethnic composition by varying percentile thresholds of composition, state-specific and national thresholds, and restricting composition to BIPOC residents as well as only Black and Hispanic residents. NHs with a high racial/ethnic composition have different facility characteristics than the average NH. Based on this, we make suggestions for how to identify NHs with diverse racial/ethnic resident compositions.

Disrupting White Supremacy

Social workers must participate in ongoing anti-racist and culturally attuned approaches to disrupt white supremacy in our profession, institutions, and society. Our social work mission, values, and ethics demand that we engage in social work education, practice, and scholarship that seeks social justice for all people. In line with these expectations, social work doctoral education is tasked with training the next generation of social work scholars by providing doctoral education that is responsive to society's most pressing social problems. While disrupting white supremacy is an aspirational goal, we argue that white supremacy infiltrates social work education, manifests itself in diverse ways over time, often isolating Black, Indigenous, and People of Color (BIPOC). We use testimonios to explore these issues and describe four BIPOC women’s experiences navigating their social work doctoral programs. From these insights, we contend that social work doctoral education continues to uphold white supremacy by promoting Western epistemologies and theories above other equally valid forms of knowledge, including non-Western schools of thought created by and for BIPOC scholars. We provide recommendations for alternative theories and epistemologies for social work curricula and offer implications to support BIPOC students in social work doctoral education.