Experiences Of Racism Research Articles

The effects of online and institutional racism on the mental health of African Americans.

Although a wealth of literature has documented the adverse physical and mental health effects associated with exposure to racism, little scholarly attention has focused on the specific impact of online racism. Online experiences of racism have increased significantly over the years, and the intersection of online and "offline" racism makes it difficult for African Americans to find respite from overall experiences of racial discrimination in their daily lives. To address this gap in the literature, the present study was designed to examine the possible compounded effect of online and institutional racism by investigating whether offline institutional racism would serve as a moderator of the effects of online racism on psychological outcomes in a sample of African Americans. One hundred and eighty-two African Americans answered survey data on their experiences of institutional and online racism, as well as their overall mental health. Moderated regressions and simple slope analyses were performed to examine the effects of online, institutional, and the interaction of online and institutional racism on psychological symptoms (i.e., psychological distress and well-being). Online racism was the strongest and most consistent predictor of all outcome variables. The interaction of online and institutional racism was significantly associated with psychological distress but not well-being. Findings suggest that participants who endorsed institutional racism experience increased severity in psychological symptoms in relation to increased exposure to online racism. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Urban post-industrialism's long shadow and lasting spell

The commentaries introduce some important challenges to our provocation, and in other ways, take our critique even further and in new directions. Rather than addressing each commentary sequentially, we structure our response to the commentaries around a few key critical themes that emerged across the group. These are: a) The need to retain post-industrialism as a conceptual framework for understanding urban processes, spaces, lives and change; b) for also differentiating between de-industrialisation and post-industrialisation; and c) for carefully deconstructing (and listening to) who, how, and why post-industrialism is used (i.e., whose voices, stories, histories are included or excluded? What political intentions lie behind the use of post-industrial and related terms such as ‘left-behind?’), with specific attention to the structures and experiences of race, class, and gender. In other words, the focus needs to be on the discursive and symbolic power, politics, and cultural sensitivities when the notion of post-industrialism is evoked.

Reflections on Psychological Critical Race Theory (PCRT) as a framework for disrupting racism in pursuit of social justice

AbstractPsychological Critical Race Theory (PCRT) was introduced in 1998. PCRT illustrates the integral connection of psychological research and theory to the legal framework of Critical Race Theory (CRT). Five tenets of PCRT were described: (1) Spontaneous and persistent influence of race; (2) Fairness is derived from divergent racial experiences; (3) Asymmetrical consequences of racial policies; (4) Paradoxes of racial diversity; and (5) Racial identity requires a multidimensional approach. These tenets are reviewed and updated. A new set of seven PCRT principles are proposed that provide a broad framework within which to examine the PCRT concept and its role in reframing critical approaches to racial justice. Principle 1: Race and culture make each other up; Principle 2: Meaning Matters; Principle 3: Multilevel analysis is critical to unraveling Systemic Racism; Principle 4: Activism is a lever for social change; Principle 5: Power drives racial inequality; Principle 6: Storytelling disrupts status quo narratives; Principle 7: Diversity does not ameliorate systemic racism. PCRT is a 100‐year enterprise of psychological science, offering a complex and comprehensive framework for understanding and ameliorating persistent racial inequality. The comprehensive network of ideas, methods, goals, and strategies can engage and guide this work for years to come.

Racial discrimination and health-care system trust among American adults with and without cancer.

Racial and ethnic minoritized groups report disproportionately lower trust in the health-care system. Lower health-care system trust is potentially related to increased exposure to racial discrimination in medical settings, but this association is not fully understood. We examined the association between racial discrimination in medical care and trust in the health-care system among people with and without a personal cancer history. We examined racial discrimination and trust in a nationally representative American adult sample from the Health Information National Trends Survey 6. Racial discrimination was defined as any unfair treatment in health care on the basis of race or ethnicity. Trust in the health-care system (eg, hospitals and pharmacies) was grouped into low, moderate, and high trust. Multinomial logistic regression models were used to compare low and moderate trust relative to high trust in the health-care system and estimate odds ratios (ORs) and 95% confidence intervals (CIs). A total of 5813 respondents (15% with a personal cancer history) were included; 92% (n = 5355) reported no prior racial discrimination experience during medical treatment. Prior experiences of racial discrimination were positively associated with low (OR = 6.12, 95% CI = 4.22 to 8.86) and moderate (OR = 2.70, 95% CI = 1.96 to 3.72) trust in the health-care system relative to high trust. Similar associations were observed when stratifying by personal cancer history. Respondents who reported racial discrimination during medical encounters had lower trust in the health-care system, especially respondents with a personal cancer history. Our findings highlight the need to address racial discrimination experiences during medical care to build patient trust and promote health-care access.

Anti-Kurdish Racism in Germany: Decolonial Perspectives on the German Education System

Abstract Educational institutions are places of identity formation and reformation, contributing differently to existing identity politics. In the author's biographical narrative interviews with people who position themselves as Kurds, conducted as part of her PhD project, “Experiences of Racism among Kurds in Germany—Functions and Effects of (Not) Speaking About Anti-Kurdish Racism,” the author frequently encounters instances of devaluation of Kurdish identities due to racialization and everyday invisibilization. The professional demands on educational institutions, on the other hand, require them to give resonance and validity to the multitude of identities and diversity of experiences in society and to make these visible. A critical pedagogy of decolonization involves overcoming colonized perspectives and acquiring alternative forms of knowledge. The author adopts a decolonial perspective to acknowledge and problematize the mechanisms of invisibilization and identity erasure, and thus not only shifts the content of hegemonic orders of knowledge but also enables the recognition of different modes of articulation. This article asks, what characterizes anti-Kurdish racism, and how does it impact Kurdish individuals within the German educational system? Through interview excerpts, the author addresses how these questions can be structurally addressed through biographical clues in Germany.

Poverty, race, ethnicity, and survival in pediatric nonmetastatic osteosarcoma: a Children's Oncology Group report.

Children living in poverty and those of marginalized race or ethnicity experience inferior disease outcomes across many cancers. Whether survival disparities exist in osteosarcoma is poorly defined. We investigated the association between race, ethnicity, and proxied poverty exposures and event-free and overall survival for children with nonmetastatic osteosarcoma receiving care on a cooperative group trial. We conducted a retrospective cohort study of US patients with nonmetastatic, osteosarcoma aged 5-21 years enrolled on the Children's Oncology Group trial AOST0331. Race and ethnicity were categorized to reflect historically marginalized populations, as Hispanic, non-Hispanic Black, non-Hispanic Other, and non-Hispanic White. Poverty was proxied at the household and neighborhood levels. Overall survival and event-free survival functions of time from trial enrollment were estimated using the Kaplan-Meier method. Hypotheses of associations between risks for event-free survival, death, and postrelapse death with race and ethnicity were assessed using log-rank tests. Among 758 patients, 25.6% were household-poverty and 28.5% neighborhood-poverty exposed. Of the patients, 21% of children identified as Hispanic, 15.4% non-Hispanic Black, 5.3% non-Hispanic Other, and 54.0% non-Hispanic White. Neither household or neighborhood poverty nor race and ethnicity were statistically significantly associated with risks for event-free survival or death. Postrelapse risk for death differed statistically significantly across race and ethnicity with non-Hispanic Black patients at greatest risk (4-year postrelapse survival 35.7% Hispanic vs 13.0% non-Hispanic Black vs 43.8% non-Hispanic Other vs 38.9% non-Hispanic White; P = .0046). Neither proxied poverty exposures or race and ethnicity were associated with event-free survival or overall survival, suggesting equitable outcomes following frontline osteosarcoma trial-delivered therapy. Non-Hispanic Black children experienced statistically significant inferior postrelapse survival. Investigation of mechanisms underlying postrelapse disparities are paramount.

Applying an intersectional ecological framework to understand ableism and racism in employment among youth and young adults with disabilities

Purpose Youth with disabilities often face many barriers in finding employment. A knowledge gap exists surrounding the experiences of racially minoritized youth with disabilities who arguably encounter multiple and complex forms of discrimination. The purpose of this study was to understand the experiences of ableism and racism in employment among racially minoritized youth and young adults with non-apparent disabilities. Methods Individual semi-structured interviews were conducted with 19 racially minoritized participants aged 17—30 with non-apparent disabilities. Data were analyzed using a deductive thematic analysis approach informed by an intersectional ecological framework. Results Themes that affected racially minoritized youth’s employment included: (1) microsystems (i.e., individual barriers and facilitators to employment); (2) mesosystems (i.e., peers, family, disability, race/ethnicity, and work); (3) exosystems (i.e., workplace policies, healthcare system, educational institutions, community organizations); (4) macrosystems (i.e., ableism, racism, gendered discrimination and intersectional forms of discrimination); (5) the chronosystem (i.e., timing of obtaining employment, diagnosis and discrimination); and (6) ecological niche, which involved the extent to which work environments were safe and inclusive. Conclusion Applying an intersectional ecological framework facilitates our understanding of ableism and racism in employment among youth and young adults with disabilities. Further attention is urgently needed to minimize discrimination and enhance supportive, inclusive and psychologically safe, work environments for minoritized youth with disabilities.

Race, Role, and Religion: Exploring Campus Racial Climate Perceptions

Over the past two decades, researchers have shown an increased interest in analyzing the campus racial climates (CRC) of colleges and universities. Despite this growing literature, far too little attention has been paid to the CRCs of a specific institutional sector: Christian higher education. Drawing from survey data of 15 Christian higher education institutions across the United States, this quantitative study analyzed CRC perceptions and experiences across varied educational stakeholders (i.e., students, faculty, and administrators) within Christian higher education contexts. Our findings reveal that people of color (PoC) and Whites perceive their campus racial climates differently; that PoC report being treated unfairly and feeling at a disadvantage due to their race in Christian higher education; and that students, faculty, and staff of color experience a less hospitable campus culture, irrespective of their organizational status. By bringing together the CRC perceptions of these campus groups, we expand upon the shared racialized experiences and challenges of faculty, staff, and students of color. We conclude by offering implications for practice to foster diverse and equitable CRCs in Christian colleges and universities for all campus constituents.

Experiences of racism of Black medical students and residents in Montréal: "I wear my stethoscope around my neck at all times".

Black students and residents experience racism in medical school. This qualitative study documents Black students' and residents' experiences of racism using Critical Race Theory (CRT) and explores their coping mechanisms using the theatrical metaphor. We conducted semi-structured interviews with four Black medical students and residents (two medical students and two residents) studying in Montréal and analyzed their experiences through counter-stories. We identified themes related to their experiences of racism during medical training and their coping mechanisms. Our analysis reveals these experiences of racism occur in academic and clinical settings (classes, internships, social interactions with peers, faculty, and patients, and through the curriculum), in the form of microaggressions. The analysis also indicates that Black students and residents try to cope with racism using a hyper-ritualization strategy to better fit in (e.g., clothing, behaviours). Considering that Black students and residents experience various forms of racism (subtle or explicit) during their medical training, these findings urge us to increase awareness about racism of students, residents, teachers and health care workers in universities and teaching hospitals. Pathways to increase the representation of Black students and residents seem to be part of the solution, but improving the learning environment must be a priority to achieve racial justice in medical training in Québec.

Racial Discrimination and Risk for Internalizing and Externalizing Symptoms Among Black Youths

Racial discrimination is a psychosocial stressor associated with youths' risk for psychiatric symptoms. Scarce data exist on the moderating role of amygdalar activation patterns among Black youths in the US. To investigate the association between racial discrimination and risk for psychopathology moderated by neuroaffective processing. This cohort study used longitudinal self-report and functional magnetic resonance imaging (fMRI) data from Black youth participants in the US from the Adolescent Brain Cognitive Development (ABCD) study. Data were analyzed from January 2023 to May 2024. At time 1 of the current study (12 months after baseline), youths self-reported on their experiences of interpersonal racial discrimination and their feelings of marginalization. Amygdalar response was measured during an emotionally valenced task that included blocks of faces expressing either neutral or negative emotion. At 24 and 36 months after baseline, youths reported their internalizing (anxiety and depressive symptoms) and externalizing symptoms (aggression and rule-breaking symptoms). A total of 1596 youths were a mean (SD) age of 10.92 (0.63) years, and 803 were female (50.3%). Families in the study had a mean annual income range of $25 000 to $34 999. Two factors were derived from factor analysis: interpersonal racial discrimination and feelings of marginalization (FoM). Using structural equation modeling in a linear regression, standardized β coefficients were obtained. Neural response to faces expressing negative emotion within the right amygdala significantly moderated the association between FoM and changes in internalizing symptoms (β = -0.20; 95% CI, -0.32 to -0.07; P < .001). The response to negative facial emotion within the right amygdala significantly moderated the association between FoM and changes in externalizing symptoms (β = 0.24; 95% CI, 0.04 to 0.43; P = .02). Left amygdala response to negative emotion significantly moderated the association between FoM and changes in externalizing symptoms (β = -0.16; 95% CI, -0.32 to -0.01; P = .04). In this cohort study of Black adolescents in the US, findings suggest that amygdala function in response to emotional stimuli can both protect and intensify the affective outcomes of feeling marginalized on risk for psychopathology, informing preventive interventions aimed at reducing the adverse effects of racism on internalizing and externalizing symptoms among Black youths.

"Because I Was a Criminal and Drug Addict.": Experiences of Anti-Black Gendered Racism and Reproductive Injustice Among Black Pregnant and Postpartum Women with a Substance Use Disorder and Incarceration and Family Policing Histories.

Racism pervades the US criminal legal and family policing systems, particularly impacting cases involving women with a history of asubstance use disorder (SUD). Laws criminalizing SUD during pregnancy disproportionately harm Black women, as do family policing policies around family separation. Discrimination within intersecting systems may deter Black pregnant women with a SUD from seeking evidence-based pregnancy and substance use care. This convergent parallel mixed-methods study aimed to illuminate how systemic oppression influenced the lived experiences of Black mothers with a SUD, facing dual involvement in the criminal legal and family policing systems. Using convenience and snowball sampling techniques, we recruited 15 Black mothers who were incarcerated, used substances while pregnant, and had a history with family policing systems. We conducted semi-structured interviews and developed and distributed a scale questionnaire to describe participants' experiences navigating overlapping systems of surveillance and control. Drawing on models of systemic anti-Black racism and sexism and reproductive justice, we assessed participants' experiences of racism and gender-based violence within these oppressive systems. Participants described how intersecting systems of surveillance and control impeded their prenatal care, recovery, and abilities to parent their children in gender and racially specific ways. Although they mostly detailed experiences of interpersonal discriminatory treatment, particularly from custody staff while incarcerated and pregnant, participants highlighted instances of systemic anti-Black gendered racism and obstetric racism while accessing prenatal care and substance use treatment in carceral and community settings. Their narratives emphasize the need for action to measure and address the upstream macro-level systems perpetuating inequities.

Toward a resilient, resistant, and reciprocal community: Everyday youth activism of Korean American and migrant students amidst COVID-19

Situated in AsianCrit, which emphasizes centrality of racism among Asians in education as well as youth activism scholarship that denotes the engagement of youth in informal, communal, and everyday political spheres, the current qualitative study aims to center and uplift the voices of Korean American and migrant students who were enthusiastically involved in a Korean Student Organization (pseudonym) since the COVID-19 pandemic. More specifically, this study explores Korean American and migrant students’ motivations, perspectives, and aspirations to participate in the organization at a predominantly white university in the Midwest since the onset of the COVID-19 pandemic. By highlighting how Korean American and migrant students foregrounded their experiences of racism and marginalization at a predominately white university during the COVID-19 pandemic by creating a variety of collective activities, events, and opportunities within and across the campus to survive, resist, and flourish amidst of heightened racist climates, this study will provide several implications for AsianCrit and youth activism scholarship. Together, the goal of this study is to bring attention to everyday youth activism and agency among Asian and Asian American students regarding racial justice and complicate and challenge the hegemonic representations of Asian and Asian Americans as model minorities, forever foreigners, or victims of anti-Asian hate crimes in contemporary U.S. society.

Factors That Contribute to the Mental Health of Black Youth during COVID-19 Pandemic.

The mental health of Black youth during the COVID-19 pandemic is potentially influenced by various systemic factors, including racism, socioeconomic disparities, and access to culturally sensitive mental health support. Understanding these influences is essential for developing effective interventions to mitigate mental health disparities. Our project used a community-based participatory (CBP) research design with an intersectional theoretical perspective. An advisory committee consisting of fourteen Black youth supported all aspects of our project. The research team consisted of experienced Black researchers who also trained six Black youths as research assistants and co-researchers. The co-researchers conducted individual interviews, contributed to data analysis, and mobilized knowledge. Participants were recruited through the advisory committee members and networks of Black youth co-researchers and sent an email invitation to Black community organizations. Forty-eight Black identified were interviewed between the ages of 16 and 30 in Canada. The data was analyzed thematically. We kept a reflexive note throughout all aspects of the project. Participants reported significant challenges with online schooling, including a lack of support and access to resources. Lockdowns exacerbated stress, particularly for those living in toxic living/home environments. Financial burdens, such as food insecurity and precarious employment, were prevalent and exacerbated mental health challenges. Additionally, experiences of anti-Black racism and police brutality during the pandemic heightened stress and anxiety among participants. The findings underscore the complex interplay of systemic factors in shaping the mental health of Black youth during the COVID-19 pandemic. Addressing these disparities requires targeted interventions that address structural inequities and provide culturally competent support to mitigate the impact on mental well-being.

Variegated racism: exploring experiences of anti-Black racism and their progression in medical education.

Addressing anti-Black racism in medical education in Canada has become increasingly urgent as more Black learners enter medical institutions and bring attention to the racist harms they face. We sought to gather evidence of experiences of racism among Black medical learners and to explore the contexts within which racism is experienced by learners. Drawing on critical race and structural violence theories, we conducted interviews with Black medical faculty, students, residents, and staff at the University of Saskatchewan College of Medicine between May and July 2022. We thematically analyzed interviews using instrumental case study methodology. Thematic analyses from 13 interviews revealed 5 central themes describing experiences of racism and the compounding nature of racist exposures as learners progressed in medicine. Medical learners experienced racism through uncomfortable encounters and microaggressions. Blatant acts of racism were instances where patients and superiors harmed students in various ways, including through use of the N-word by a superior in 1 instance. Learners also experienced curricular racism through the absence of the Black body in the curriculum and the undue pathologizing of Blackness. Medical hierarchies reinforced anti-Black racism by undermining accountability and protecting powerful perpetrators. Finally, Black women medical learners identified intersecting oppressions and misogynoir that compounded their experience of racism. We propose that experiences of racism may worsen as learners progress in medicine in part because of increases in the sources of and exposure to racism. Anti-Black racism in medical education in Canada is experienced subtly through microaggressions or blatantly from different sources including medical faculty. As Black learners progress in medicine, anti-Black racism may become worse because of the compounding effects of exposures to a wider range of sources of racist behaviour.

“One of These Things Is Not Like the Other”: Racial Identity Perception Among Elementary Students of Color

This qualitative, grounded theory research study explored the impact of school environment on racial identity among 36 elementary school students of color. The use of an expressive-arts-based questionnaire allowed for rich description of participants’ racial identity perception. Findings yielded three themes: racial identity awareness, racial identity incongruence, and school environment, and three interconnecting subthemes: consequences of underrepresentation, experiences of racism, and premature resilience development. This article discusses the emergent theory and model that resulted from the analysis of the data and provides implications for school counselors’ advocacy against race-neutral classrooms.

Exploring discrimination and racism in healthcare: a qualitative phenomenology study of Dutch persons with migration backgrounds

ObjectiveTo explore and characterise the discrimination and racism experienced in healthcare from the perspective of Dutch patients with a migration background.DesignThis was a qualitative phenomenological study incorporating an inductive thematic...

The Connection between Objective and Subjective Attributions of a Migration Background with Perceived Discrimination and Racism

The criteria-oriented assessment of the population with a migration background that is common in Germany is currently being criticized from a social science and methodological perspective, among others. In particular, its usefulness as an indicator of perceived discrimination against the population with a migration background can be critically questioned based on the current state of research METHOD: Based on a population-representative data set (N=1,989) for the city of Berlin, the subjective perception of a migration background based on self-attribution and anticipated external attribution of a migration background was recorded in addition to the objective assessment of a migration background. Furthermore, socio-demographic and migration-specific characteristics as well as perceived discrimination were assessed. Using descriptive and inferential statistical methods, differences between the objective and subjective assessment of a migration background and their relationship with perceived discrimination were analyzed. Less than half (38%, 154/400) of the respondents identified as having a migrant background using the criterion-oriented approach reported describing themselves as migrants. 36% (144/405) reported that they believed that others in Germany described them as a person with a migrantion background. Respondents with a migration background are significantly more likely to experience discrimination on grounds of skin color, religion or country of origin compared to respondents without a migration background. Furthermore, it was found that both the self-attribution and the anticipated attribution by others as a migrant are positively associated with experiences of discrimination and racism. The results suggest that migration-sensitive research should not simply differentiate between people with and without a migration background according to official criteria. Rather, the subjective perceptions of one's own attribution as a migrant seem more suitable as indicators of discrimination and should be taken into account in future research or surveys on experiences of discrimination.

Picture a Scientist: Insights into Gender and Racial Harassment of Women Scientists

Mankind’s technological progress and transition into an industrialised society is intended for the welfare of society, including women. But due to patriarchy’s construction of multiple gender binaries (men/women, reason/emotion), the field of science and technology has become male occupied and dominated. Therefore, in the present scenario, the underrepresentation of women in science, due to gender bias, discrimination, and harassment exists across science disciplines and research worldwide. Women scientists’ work in the STEM field includes visiting and working in remote field sites that require extensive hiking and camping, late nights in observatories, working with male colleagues, etc. National Academies of Science, Medicine, and Engineering in STEM fields report (2018) states that “about 50% of women faculty and staff experience sexual harassment” (PAS1:20:06-19:59) in which sexual harassment as a form of gender harassment comprises “subtle exclusions, being left off an email, not being invited to collaborate, vulgar name-calling, obscene gestures, hostility, passed over for promotions, relentless pressure for dates” (PAS1:18:41-26), etc. The present paper attempts to study the various facets of gender and racial discrimination, and harassment experienced by both white women and women of colour scientists/researchers/faculty members in the science disciplines by analysing the testimonios of three women scientists in Cheney and Shattuck’s documentary Picture a Scientist (2020). In Picture a Scientist biologist Nancy Hopkins, chemist Raychelle Burks, and geologist Jane Willenbring share their day-to-day life experiences of gender inequality and racial discrimination in their professional field. These women’s narratives not only expose the bias of the patriarchal mindset in the male dominated field of science which drifts women scientists toward gender and racially biased unequal scientific society but also provide new perspectives on how to make science more diverse, equitable, and bias-free for women.

Embedding Racialized Selves into the Creation of Research-Practice Partnerships

ABSTRACT There is a great need to understand how we might leverage research-practice partnerships (RPPs) to change K–12 school practices, organizations, and policies that continue to reflect structural racism in schooling. In this paper, we present case vignettes of RPPs that aim to create educational improvement efforts but focus on building from the racialized understandings of student and educator experiences. The case vignettes explore the tensions and obstacles that RPPs might face in this context and how partnerships might operationalize processes to create conditions for positive change when putting racial experiences at the center of their work. We illustrate how the creation of RPPs and the moves we made helped us understand the connection between race and the personal, interpersonal, and systemic dynamics of partnership work. These cases contribute a deeper conceptual understanding that may be transferable to other RPP contexts and inform the work of other RPPs.

CPR RACISM: A Guide for Health Care Providers to Safely Address Racism in a Health Care Setting

Racism is a form of violence that results in poorer health outcomes for First Nation, Métis, and Inuit (FNMI) Peoples and is a barrier toward achieving equitable healthcare. There is growing recognition that FNMI Peoples experience racism in health care and with the highly publicized deaths of Brian Sinclair and more recently the death of Joyce Echaquan in Canada, there has been an outcry to end racism in health care. With the growing numbers of nurses and nursing students learning about the impact of racism on health outcomes there is a need for a concrete, practical, and visual guide to assist with teaching an intervention for when racism is witnessed. As part of creating and supporting a speak-up culture to address unsafe care related to racism in health care, the writer offers the following guide - CPR RACISM. Health care providers are all familiar with cardiopulmonary resuscitation (CPR), capable of saving a life during cardiac arrest — when the heart stops beating or is unable to effectively circulate blood to the brain and other vital organs. CPR instructors advocate for everyone to be prepared for moments that matter by taking a CPR class to help save a life. Similarly, there needs to be a plan to save lives lost related to racism. The writer selected the name of this guide, CPR RACISM, as a way to underscore the urgency to address racism in health care as FNMI Peoples’ lives are at risk. Just as CPR is meant to be a set of actions to save lives when the heart stops beating, CPR RACISM is a guide to prepare healthcare providers to save lives when they witness racism in healthcare. The CPR RACISM guide was created in response to the common questions the writer has heard from nursing students and colleagues: Where do I begin? How can I address racism in healthcare? How do I teach my nursing students to effectively intervene when they witness racism? To address this gap in praxis, the writer suggests CPR RACISM as an additional resource to disrupt and dismantle racism in health care. Key Words: racism, health care, advocating, teaching, equity, Indigenous, First Nation, Métis, Inuit, Aboriginal, intervening.