"You can't whoop autism": Intersectional stigma in the Black community.

Health inequalities and biopolitical state racism in the COVID-19 Era: A Foucauldian perspective on Seine-Saint-Denis, France

ABSTRACT This article investigates the complex relationship between racial belonging, academic experiences, and student persistence in Brazilian higher education, a topic of growing relevance given the expansion of access through affirmative action policies. Based on a mixed-methods study conducted with undergraduate students from different institutions, we analyze how identification with one's racial group and academic integration experiences correlate with the decision to remain in university. Quantitative results reveal that, although there are no statistically significant differences in general levels of integration and persistence between white, brown, and black students, correlations between variables demonstrate distinct dynamics. Notably, racial belonging showed greater influence on integration and persistence for white students, suggesting that whiteness operates as an unquestioned norm that facilitates feelings of belonging. Qualitative analyses deepen understanding of the symbolic and material barriers faced by black students, including experiences of institutional and interpersonal racism. We argue that persistence is not merely a matter of material access but is intrinsically linked to social identity processes and how ‘racial otherness’ is negotiated within the university environment. We conclude that consolidating racial democracy in higher education requires policies that go beyond quotas, focusing on promoting a truly inclusive environment that recognizes and values racial diversity while actively combating discriminatory practices that subjectify students and undermine their sense of belonging.

What it takes to be great: ChatGPT's top 5 descriptors of great surgeons by race, ethnicity, gender, and sexual orientation.

Systemic racism has resulted in ongoing health disparities disproportionately affecting Black/Latinx patients. The use of race in medical literature can reinforce ideas of racially distinct mechanisms of illness and lead to differential treatment based on race classifications, further exacerbating inequities. This study used an innovative debate-style curriculum to teach residents how to critically examine race in medical literature using an asthma clinical trial. Ambulatory curriculum. One hundred twenty-four internal medicine residents. A 90-min educational session included a brief article overview followed by a debate. Residents were assigned to an affirmative or opposing team to debate if studying only Black/Latinx patients in the trial was justified. The session concluded by reviewing how racism contributes to health disparities and clinical trial inequities with strategies to address these issues. Pre/post-surveys assessed comfort discussing race, appraisal of race in medical literature, and perceived importance of SDOH in research. The debate-based session enhanced residents' comfort discussing race, promoted critical thinking and perspective-taking, and equipped them with tools to appraise race-consciousness in medical literature and clinical practice.

IntroductionWomen, both cisgender and transgender, experience persistent inequities in sexual and reproductive health (SRH) due to sexism, transphobia, racism, and systemic discrimination. In Canada and globally, these intersecting inequities are exacerbated by limited, biomedical, and colonial models of care that overlook women's needs, leaving them underserved in HIV and sexually transmitted and blood-borne infection (STBBI) prevention. Our study describes the development of the Women-Centred Prevention (W-PREV) Model, designed to integrate HIV/STBBI prevention and SRH through an intersectional, women-led approach.MethodsGuided by the implementation science Knowledge-to-Action Framework, we adapted the existing Women-Centred HIV Care (WCHC) Model to address HIV/STBBI prevention and SRH needs for women. The development process included a rapid scoping review, environmental scan, and stakeholder interviews with women, clinicians, and service providers in two Canadian provinces, Ontario and Saskatchewan.ResultsFindings highlighted that structural barriers such as housing insecurity, stigma, and systemic racism often overshadow women's ability to prioritize HIV/STBBI prevention and SRH. The resulting W-PREV Model addresses these realities by integrating HIV/STBBI prevention within six interrelated domains: SRH care, gender-specific care, mental health care, substance use and harm reduction, social connection and peer support, and individual capacity building. The model's trauma- and violence-aware, person-centred, and culturally responsive foundation ensures prevention is accessible, relevant, and empowering across the life course. W-PREV is distinct in its focus on HIV/STBBI prevention and early intervention, integrating SRH, peer support, and outreach within community and clinical settings.ConclusionsThe W-PREV Model provides a comprehensive, women-centred framework that bridges clinical and community settings to support personalized HIV/STBBI prevention and SRH self-care. By grounding prevention in women's lived experiences and peer support, W-PREV promotes equitable, holistic, and sustainable care for women and gender diverse people in Canada.

ABSTRACT An area of life that is profoundly impacted by anti‐Black racism is the world of work. Black Americans face persistent barriers from hiring to wage inequality to everyday mistreatment. In response, we conducted a critical qualitative investigation to explore how racism manifests in workplaces, uncover overlooked aspects of Black Americans’ work lives, and examine their responses and resistance to racism and white supremacy within hierarchical work‐based structures. Twelve Black‐identifying participants shared their workplace experiences through in‐depth qualitative interviews. Participants’ narratives revealed racism at work as a pervasive, dehumanizing experience characterized by themes such as experiences of institutional racism, stereotypes, and isolation at work. In the face of racism, participants described drawing on social support, personal strengths, and acts of resistance to navigate their work environments. The findings of this study underscore the need for integrative, culturally responsive counseling approach, such as radical healing alongside sustained structural and policy reforms to address systemic racism to improve the working conditions and well‐being for Black workers.

Serious Illness Care Exclusion, Disclosure, & Trust For Older Gay Men & Caregivers in the Deep South.

Black children and youth in Canada often hold high educational aspirations; however, systemic biases, deficit-based perceptions, and structural barriers limit their opportunities. These challenges, linked to anti-Black racism, migration-related disruptions, and socioeconomic inequities, contribute to lower engagement, underrepresentation, and reduced access to equitable educational resources. This scoping review examines these intersecting factors to inform equity-focused policy and practice. Following the Arksey and O’Malley framework and reported according to PRISMA-ScR guidelines, this review analyzed 96 studies published from database inception to May 2024, including 55 qualitative, 37 quantitative, and 4 mixed-methods studies. Bibliometric analysis was used to summarize study characteristics, while a thematic synthesis guided by intersectionality identified patterns in barriers, experiences, and interventions. Findings indicate that Black children and youth face persistent barriers, including systemic racism, disproportionate disciplinary practices, and Eurocentric curricula, with inequities further shaped by intersections of race, immigration status, and socioeconomic position. At the same time, mentorship, sponsorship, and community networks support academic resilience. Reported interventions include anti-racism training for educators and school stakeholders, culturally responsive curricula, mentorship initiatives, mental health supports, and financial aid. Advancing equity for Black children and youth in Canada requires systemic reform, culturally responsive pedagogy, and intersectionality-informed policies. Future research should prioritize participatory and longitudinal designs to generate evidence on effective and scalable strategies that foster educational opportunity and well-being.

ABSTRACT Black male youth in the foster care system are disproportionately exposed to trauma, including experiences of abuse, neglect, systemic racism, and community violence. These experiences can have profound impacts on their psychological well-being, identity development, and long-term life outcomes. This conceptual article explores the culturally informed implementation of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) tailored specifically for Black male youth within the foster care system. By integrating culturally relevant practices, such as community healing traditions, affirming racial identity, and engaging with culturally competent therapists, this research seeks to improve treatment engagement and outcomes. A case study is provided to offer insights into best practices for delivering trauma-informed care that acknowledges the cultural and systemic factors affecting Black male youth in foster care, ultimately contributing to more equitable and effective mental health interventions.

The environmental justice (EJ) movement in the United States has long focused on water quality due to the threats that polluted surface and groundwaters pose to human health in historically marginalized communities. Recently, several advocacy groups, state agencies, and community-based organizations throughout the US have been working to rehabilitate urban rivers towards ecological and hydrological functioning through riparian and instream habitat improvements, channel modification, bank stabilization, dam removal, and other interventions. Many of these projects are attempting to integrate EJ concepts and practices into their river restoration efforts to make the project design, implementation, and outcomes more equitable and participatory. The goal of this paper is to examine how different elements of EJ–procedural, distributive, and recognitional understandings of justice–are (or are not) being integrated into restoration efforts across several urban settings. Employing a combination of textual analysis, semi-structured interviews, and participant observation, we examine cases drawn from cities participating in the Urban Waterways Federal Partnership program, an initiative coordinated through the Environmental Protection Agency (EPA) that highlights justice as a critical component of successful urban stream restoration. This study’s central question is how the discourse and aspirations of EJ are shaping contemporary efforts at urban river restoration. Drawing on three study sites—projects on the Grand River (MI), the Bronx River (NY), and the Los Angeles River (CA)—our findings suggest that EJ is being incorporated into urban river restoration projects in the United States in innovative ways, most visibly through procedural and distributive justice initiatives. We also find evidence of progress towards articulating and achieving recognitional justice, but these achievements are particularly challenging in cities with historical legacies of institutional racism, raising questions about the limits of environmental restoration projects to address structural inequities in an urban context.

ABSTRACT In this article, I explore how 36 Norwegian anti‐racist activists of colour negotiate emotions when engaging with the white majority population. Much recent research on racist ideology draws on Bonilla‐Silva's framework of colour‐blindness, arguing that the white majority nowadays is more likely to deny systemic racism. However, few studies have explored the relationship between micro‐level interactions and colour‐blind ideology beyond the realm of language. Using Ahmed's theory on affective economies along with decolonial perspectives on emotions, I empirically demonstrate how an unequal distribution of emotions across racial divides works as a central mechanism in the development of colour‐blind ideology. This finding reveals the need to incorporate the role of emotions within the literature on colour‐blindness more broadly, as similar tendencies may be prevalent in other Western societies.

"They don't care": The implications of systemic racism on Black women's help-seeking during the COVID-19 pandemic.

Comparing service providers and youth advice on coordinated service delivery in Ontario's child welfare system.

ABSTRACT Black Americans have experienced disproportionate overdose deaths due to structural barriers inflicted by systemic racism, particularly among individuals who co-ingest opioids and stimulants. Despite efforts to improve overdose prevention resources on a national level, Black Americans continue to have lower access to naloxone for overdose reversal, are less likely to have received naloxone training, and have lower engagement in other overdose prevention strategies. Community engaged and culturally informed approaches are needed to ensure equitable provision of overdose education and naloxone distribution (OEND). Using empirically supported community engaged methods, the current study centers perspectives of stakeholders with lived experience to identify cultural adaptation needs for OEND programs that specifically target Black adults who use opioids and stimulants. Semi-structured qualitative focus groups revealed several themes that provide insights on cultural adaptation needs, including: centering Black overdose experiences, changes to structure and format, dispelling naloxone myths, coping strategies and alternatives to drug use, motivations for wellness, and sharing with others. Findings can inform more effective dissemination of OEND in Black communities impacted by high overdose rates.

Managing More Than Diabetes: The Self-management Experiences of Black Older Adults Living in the Suburbs With Prediabetes or Diabetes.

Intersectionality, as applied to health, provides a framework for understanding how overlapping social identities, such as ethnicity, gender and socioeconomic status, shape differential health outcomes and healthcare experiences. Individuals who occupy multiple marginalised identities often experience compounded disadvantages. Ethnic minority (EM) populations, defined here as social groups who are numerically smaller and/or socially marginalised within a given national or regional context based on ethnicity, race, culture, language, ancestry, or related heritage (often overlapping with racialised identities), frequently experience systemic exclusion, racism and structural barriers that also contribute to persistent disparities in morbidity, mortality and healthcare access. However, much health research relies on single-axis analyses, which can obscure within-group variation and may inadvertently reinforce inequities. Despite growing recognition of intersectionality, its empirical application to EM health remains limited. This systematic review aims to synthesise evidence on how intersectionality theory has been conceptualised and applied to understand health outcomes and healthcare utilisation among EM populations globally. This systematic review will follow Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the PRISMA-Equity Extension. Comprehensive searches of peer-reviewed databases and grey literature, including MEDLINE, EMBASE, CINAHL Plus, Scopus, Web of Science and ProQuest will identify quantitative, qualitative and mixed-method empirical studies published from 2000 to 2026. Eligible studies must implement intersectionality theory to EM health or healthcare utilisation outcomes. Two independent reviewers will screen titles, abstracts and full-text articles. Data extraction will also be conducted independently and discrepancies will be discussed with input from a third reviewer. Guided by the PROGRESS-Plus equity framework, findings will be synthesised thematically, implementing a mixed-method convergent integrated synthesis design. This review only analyses previously published data, thus it does not require ethical approval. Findings will be presented at relevant academic or professional conferences and submitted for publication in a peer-reviewed journal. CRD420251248887.

Addressing Racism as a Clinical Competence: Robert Wilson, Jr. (1867-1946).

Promoting safe and supportive school climates for all students is an essential role of school psychologists. However, like other social institutions, schools engender overt and covert systemic racism that marginalizes youth of color. Thus, it is critical that school psychologists conduct research at the intersection of racism and school climate. In this systematic review, we identified and synthesized studies investigating both racism and school climate for K-12 students in the school psychology literature. We queried all articles published in 10 major peer-reviewed journals published between 2011 and 2021 and identified 33 studies that explored school climate with regard to race. The majority of studies employed survey methods using a cross-sectional design and explored community (i.e., relational and school attachment) dimensions of school climate. Most studies included Black and Latinx participants, with relatively fewer including Asian and Indigenous participants. Findings explored school climate in relation to (a) academic outcomes, (b) behavioral outcomes, (c) mental health outcomes, (d) school-level factors, (e) racial identity and discrimination, and (f) psychometric properties of specific measures. Implications for research on school climate and racism are discussed. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

In Australia there are disproportionately higher rates of Aboriginal infant removals often occurring in a hospital-setting. It is a highly sensitive and traumatising time for mothers, fathers, families, and communities. This study explored the social and cultural care practices within a hospital in the lead up to and following the removal of Aboriginal Australian infant/s. This study involved the review of 71 mother's casefiles involving all 75 Aboriginal infants removed in a South Australian specialist birthing hospital in Australia from 2019 to 2022. Decolonising critical research, employing a multiple-case study design was conducted through case-file review. This allowed for questioning practices and assessing the impact of broader societal factors on individual cases. The data extraction tool was co-developed by researchers and the Aboriginal Health team. Cross-case analysis was reported using frequency distributions and a decolonising critical lens was used to interpret the data examining how voices may be silenced or excluded. The study found even though 60% of mothers presented to the hospital in the first two trimesters of their pregnancy, mothers were rarely advised of the possible or imminent removal of the Aboriginal infant. There were patterns of deficit-based assessments and documentation. There was a lack of documented evidence that attempts were made to engage the mother, Aboriginal kinship systems or Aboriginal Healthcare Providers in the provision of cultural and social care throughout the mothers' perinatal journey, suggesting systemic racism. This has implications for the provision of patient-centred care respecting the rights and dignity of the mother and the attachment needs of the Aboriginal infant.