Color Research Articles

How intersectional identity and discrimination contribute to depressive symptoms and hair cortisol concentrations among low-income, racially and sexual diverse adults.

Significant gaps remain in our understanding of how minority stress patterns health outcomes for adults at the intersection of ethnicity/ race and sexual orientation. In particular, little is known about how cumulative cortisol (measured via hair cortisol concentration as an indicator of chronic stress; HCC) and depressive symptoms are related to holding an intersectional minoritized identity (e.g., sexual minority people of color; SM-POC) and experiencing intersectional discrimination (e.g., heterosexism and racism). The current study examined the relationship between intersectional identity or discrimination and HCC or depressive symptoms. Participants were (N = 69) low-income, predominantly sexual minority and people of color in the Greater Los Angeles area. Participants completed self-report measures and provided a hair sample for cortisol assay. Intersectional identity was not associated with greater HCC or depressive symptoms. However, differences in HCC emerged based on discrimination type (F (2, 66) = 3.74, p = .03, η2= .10). Participants who reported intersectional heterosexism and racism had greater HCC concentrations (M = 30.71, SD = 29.71) than did participants who reported only a single type of discrimination (i.e., racism only or heterosexism only; M = 15.35, SD = 2.60, p = .03, 95 % CI = [2.01, 28.71]), or than participants who reported neither types (M = 12.40, SD = 16.11, p = .01, 95 % CI [4.85, 31.76]). There were no differences in depressive symptoms by discrimination type. These results provide initial empirical support to largely theoretical arguments about how to investigate mechanisms underlying disparities to understand why and how minority stress is patterned. Findings showing associations between intersectional discrimination and HCC, but not depressive symptoms, provide potential support for theories about examining allostatic load markers to identify stress-related etiological mechanisms linked to health disparities among minoritized populations.

Increasing lung cancer screening education among minoritized populations.

e13740 Background: In 2024, lung cancer remained the leading cause of cancer-related death in the United States. Low dose computed tomography (LDCT) has been shown to reduce lung-cancer mortality by 20% in high-risk populations. Only 5.8% of eligible individuals have undergone lung cancer screening (LCS). Of this 5.8%, only 1.7% are non-Hispanic Blacks and 0.7% are Hispanics, highlighting the disparities within LCS. Improving patient knowledge of LCS is essential to increase LCS utilization, thereby potentially reducing lung cancer deaths in vulnerable populations. Methods: 125 patients eligible for LCS based on the United States Preventive Services Task Force (USPSTF) were consented and enrolled in an LCS education pilot study. Patients were educated about LCS via mailing of factsheets and invitations via phone from study personnel. Of the 125 enrolled, 89 agreed to be referred to the LCS program in coordination with their primary care provider (PCP). The primary aim of this study was to identify LCS eligible patients in a primary care clinic and refer them to an LCS program at a community hospital in Central Indiana. Our secondary aim was to assess patients’ LCS knowledge and barriers to LCS via surveys. Following agreement to LCS referral, 89 participants were contacted by phone to complete a 29-question survey. The survey was created by LCS experts F.D. and E.J. Results: Of the 89 participants, 18 individuals completed the survey. Among respondents, 61% were Black and 6% were Hispanic. Respondents had low education attainment, 28% graduated high school and 39% reached 12 grade or less. Half of the respondents reported an annual income of less than $14,999. Prior to enrollment, 56% of respondents had never heard of LCS. Following our intervention, 100% reported they believe LCS is important and could save their lives. After the intervention, respondents recalled eligibility criteria for lung cancer screening, with 89% correctly identifying eligible age range (50-80 years old), 94% identifying a minimum smoking history of 20 pack-years, and 100% identifying current smokers or those who have quit in the past 15 years. Respondents shared barriers to LCS, 39% cited anxiety about LDCT results and 22% reported difficulty scheduling LDCT. Respondents gave suggestions on improving screening rates among people of color with 88% preferring their PCP include LCS in discussions with other cancer screening such as breast and colon cancer screening and 83% requested more providers of color discussing LCS. Conclusions: This study showed that patient education outside of clinical spaces can improve patient knowledge of LCS and that implementation of patient education programs may increase screening in vulnerable populations. It also revealed barriers to LCS and patient suggestions on how to improve LCS rates. Further studies will need to be done to address the barriers identified and improve LCS uptake in underrepresented communities of color.

Racism and hypothalamic-pituitary-adrenal axis functioning in childhood as risks for health disparities across the lifespan.

Racism and hypothalamic-pituitary-adrenal axis functioning in childhood as risks for health disparities across the lifespan.

Measured Tones: The Place of People of Colour in Norwegian Reading Lists

What do Norwegian reading lists in pedagogy in postgraduate teacher-training communicate about race? A content analysis of all reading lists for modules in pedagogy that form part of the Norwegian postgraduate certificate of education and were posted online in autumn 2021 coded 0.2% (75 of the 35,116) of the pages as authored by people of colour; about one in every twenty pages pertained to people of colour and almost all the contributions by authors coded as people of colour concerned people of colour. Compared to statistics regarding students taking these courses that year, people of colour are not only invisible in these reading lists, but their visibility is primarily as an educational concern and only secondarily as intellectual agents. Although reading lists in education communicate concern about people of colour, they do not communicate trust in them as fellow academics.

Media Effects, Emotion, and Race: Extending the Climate Change Risk Perception Model in the United States

ABSTRACT In extant risk and crisis literature, there is evidence that understanding risk perceptions toward a threat can predict related attitudes, behavioral intentions, and behaviors. The climate change risk perception model (CCRPM) argues that climate change risk perceptions are predicted by four broad factors: cognitive, experiential, socio-cultural, and socio-demographic. This extension paper, proposes incorporating media effects literature, specifically the first- and third-person effect, an updated discrete emotion scale, and racial identity, to improve the predictive and explanatory power of the CCRPM. This cross-sectional study applies the CCRPM to a quota sample of United States adults (n = 832). While the results of this study suggest that neither the first-person effect nor the third-person effect are predictors of climate change risk perceptions, data do support a positive relationship between perceived media influence on others and subsequent climate change attitudes. Results also provide evidence that consideration of an emotion scale where discrete emotional responses are included, is the largest predictor of risk perceptions. Finally, consistent with previous scholarship, results suggest that race is a significant predictor of climate change risk perceptions, with people of color having higher risk perceptions than white participants.

Speaking of our silence. An autoethnographic approach to explore emotional labour of women of colour in academia

This study explores the emotional labour of people of colour in academic spaces. We conducted semi-structured interviews with students and researchers of colour in the UK and Germany, alongside auto-ethnographic exploration using the audio-diary method. Framed by decolonial and post-colonial frameworks, our study highlights the prevalence of whiteness in academia. Through our research, we seek to contribute to a nuanced understanding of the emotional landscapes traversed by researchers and students of colour within academia.

0568 Racial/Ethnic Differences in Sleep Outcomes After a Brief Sleep Intervention in USAF Technical Training Students

Abstract Introduction Racial and ethnic minorities in the military experience shorter sleep durations and higher rates of sleep problems compared to their Non-Hispanic White (NHW) counterparts. A group-based, single-session Brief Sleep Intervention (BSI) for United States Air Force Technical Training (USAFTT) students improved sleep duration, sleep quality, and sleep behavior. Sleep health disparities are well documented, thus this secondary analysis examined racial/ethnic differences in sleep outcomes and behavior change engagement following the BSI. Methods Non-randomized intervention assignment included a 2:1 allocation ratio (BSI:active control [brief tobacco] intervention). Participants completed the Self-Assessment of Sleep Survey-Split at baseline and 2-week follow-up for assessment of weekday sleep duration (< 6 vs. ≥6 hours), sleep quality (very poor/poor/fair vs. good/very good), and weekend catch-up sleep duration. At 2-week follow-up, BSI participants reported whether they engaged in their self-selected “Action Step’ during the intervention. Propensity score-adjusted logistic/linear regression models were used to assess the intervention effects among different racial/ethnic groups in the outcomes of interest. Results The sample included 321 USAFTT students (mean age 20.9 ± 3.6; 81.9% men; 51.7% NHW; 24.3% Hispanic; 23.4% non-Hispanic People of Color). Among Hispanic students at follow-up, those in the BSI group were more likely to have a weekday sleep duration ≥6 hours (aOR 12.43, 95%CI, 8.70-17.76) and report good/very good weekend sleep quality (aOR 3.10, 95%CI, 2.48-3.87) compared to those in the active control group. Among those who received the BSI, Hispanic students at follow-up were more likely to have a weekday sleep duration ≥6 hours (aOR 6.28, 95%CI, 5.36-7.37; aOR 9.56, 95%CI, 3.02-30.27) and good/very good weekday sleep duration (aOR 1.83, 95%CI, 1.52-2.19; aOR 2.37, 95%CI, 1.60-3.52) compared to NHW or non-Hispanic People of Color, and have engaged in the ‘Action Step’ chosen during the intervention than NHW (aOR 1.54, 95%CI, 1.25-1.89). No group differences were found in weekend catchup sleep duration after Bonferroni multiple comparison adjustment. Conclusion Within the BSI group, Hispanic students exhibited better sleep outcomes and greater behavior change engagement than other racial/ethnic groups. Further research should explore the mechanisms underlying these differences and identify BSI features that promote treatment success among Hispanic USAFTT students. Support (if any)

Exploring Race in Addiction Treatment and the Need for an Anti-Racist Approach

Extensive literature documents that Black people, Indigenous people, and People of Color (BIPOC) have been historically and systematically discriminated in addiction and substance use disorder treatment and services. This systemic oppression is the result of the creation and intersection of multiple systems that are rooted in White supremacy, which continue to fail to recognize racism as a critical factor in health disparities. The complexities of the structural factors that contribute to these racial health disparities, and opportunities to better address these disparities were reviewed to discuss their impact on BIPOC clients and the necessity for anti-racist approaches to addressing addiction in clinical practice and counselor training. Anti-racist clinical practice and training to promote anti-racist approaches based on the review were discussed and implications for future research are suggested.

Deliberative spaces and permanent affordable housing: The case of Proud Ground Community Land Trust

ABSTRACT Community land trusts (CLTs) fulfill a need for a mechanism that institutionalizes democracy through decision-making processes to bring justice into the distribution of land and land uses. I argue that CLTs ensure social control of land, governance structures, and engagement strategies intent on providing lasting community assets, such as permanent affordable housing options, inclusive of lower-income households marginalized by structural racism through market forces. Research appears to be limited, however, that focuses on the relationships between local or regional political environments and CLTs to challenge structural racism for the advancement of racial equity and social justice. This article contributes to closing that gap. Working across various political and geographical scales to increase social control of land and permanent affordable housing, Proud Ground CLT helped open deliberative spaces that were inclusive and sought to redress past wrongs done to people of color in Portland.

The Healing Through Ongoing Psychological Empowerment Telehealth Intervention With Two Spirit, Transgender, and Nonbinary Clients of Color in the United States: Open Clinical Trial Feasibility and Implementation Analysis.

There is a notable lack of psychotherapeutic services tailored to the needs of Two Spirit, transgender, and nonbinary (2STNB) people of color; research indicates that 2STNB clients who are people of color report a lack of competence and cultural humility on the part of their therapists. The purpose of this study was to report the feasibility and acceptability of the Healing Through Ongoing Psychological Empowerment (HOPE) teletherapy intervention using deductive content analysis. We used an open clinical trial design (testing one intervention without a comparison group) to test the feasibility and acceptability of the HOPE intervention. At baseline, 51 clients were enrolled in the open clinical trial, with 49 2STNB clients who are people of color starting and completing the HOPE intervention. Clients were recruited primarily from social media and therapist waitlists. Clients completed up to 15 free face-to-face telehealth psychotherapy sessions that were provided by nine 2STNB therapists who are people of color. Feasibility and acceptability interviews were conducted prior to the intervention, immediately following the intervention, and at 6 months after completing the intervention. The HOPE intervention demonstrated high feasibility and acceptability, specifically regarding data collection, psychometric adequacy, interventionist recruitment or training or retention, delivery of the intervention, acceptability of the intervention to clients, and client engagement with the intervention. These findings propose HOPE as a potentially feasible, culturally specific therapeutic approach for the 2STNB community who are people of color. Future randomized controlled trials comparing HOPE to existing evidence-based treatments are needed.

Censorship as Placemaking: Untangling Knots of Access, Protection, and Moral Panic

ABSTRACTIn recent years, there has been a dramatic increase in the number of book challenges in educational contexts in the United States. Books representing sexual and gender diversity have been particularly targeted, as have books by and about people of color. Further, many states restrict or censor curricula and discussions of sexual and gender diversity, as well as race, ethnicity, politics, and history. Inspired by previous scholarship on censorship describing it as a knot intertwining knowledge with power, we turn to three “knots” with respect to anti‐LGBTQIA+ censorship: access, protection, and moral panic, all prominent themes in conversations—both mainstream and scholarly—about censorship. In these conversations, access to particular content is restricted under the guise of protecting youth, and in order to get this work done, a moral panic is induced. We argue, however, that censorship is less about restricting access to texts and curricular and conversational content and more about making sorts of places where certain people, even types of people, can exist and others cannot. The importance of thinking about censorship as placemaking is that it is not the only sort of placemaking available. Placemaking is contested terrain. Just as some people are making communities where some knowledge of gender, sexuality, and race are (un)knowable, (un)speakable, (un)intelligible, (in)actionable, and (im)possible, others are knowing, speaking, and acting possibilities into existence. Doing so, though, requires reflection on the present in relation to the past and future; it demands that we engage in deliberate placemaking.

Beyond 'Where Do You Really Come From?':

Engaging with the complex dynamics of positionality, racialisation, and social demarcation, this study situates itself at the intersection of critical race theory (CRT) and understandings of reflexivity and positionality. It aims specifically to challenge and expand traditional understandings of ‘positionality’, which have largely centred on introspective concerns, such as how researchers’ individual experiences influence their methodological choices. As such, the paper argues for a more nuanced application of positionality, beginning from the Nordic exceptionalist post-colonial context where the societal self-perception is that Nordic countries are free of colonial legacies and uniquely progressive and egalitarian. To this end, the study employs a reflexive methodology deeply rooted in the authors’ own intersectional lived experiences. The paper critically engages with the potent, yet often unspoken question, frequently posed to people of colour in Nordic countries: ‘Where do you really come from?’ This intrusive curiosity is not just one of geographic origin but is intricately tied to perceived racialised positionality (PRP), highlighting a clear connection between the question and assumptions about identity and belonging. Furthermore, the query serves as a mechanism of social demarcation that separates ‘us,’ the presumed native Nordics, from ‘them,’ the racialised ‘Other.’ By focusing on this divisive question, the paper aims to dissect the social, ethical, and methodological implications of ‘perceived racialised positionality’ (PRP) – a term which captures the essence of how others’ perceptions of our racial identity can influence teaching and research specifically, and more generally processes and outcomes of scholarly enrichment of the ethical and intellectual landscape in Nordic settings and beyond. The paper critically engages with the potent, yet often unspoken question, frequently posed to people of colour in Nordic countries: ‘Where do you really come from?’ This intrusive curiosity is not just one of geographic origin but is intricately tied to perceived racialised positionality (PRP), highlighting a clear connection between the question and assumptions about identity and belonging. Furthermore, the query serves as a mechanism of social demarcation that separates ‘us,’ the presumed native Nordics, from ‘them,’ the racialised ‘Other.’ By focusing on this divisive question, the paper aims to dissect the social, ethical, and methodological implications of ‘perceived racialised positionality’ (PRP) – a term which captures the essence of how others’ perceptions of our racial identity can influence teaching and research specifically, and more generally processes and outcomes of scholarly enrichment of the ethical and intellectual landscape in Nordic settings and beyond.

Telegroup Parent Behavior Management Training for Disruptive Behavior: Mixed-Methods Comparison of Effectiveness and Engagement for White and BIPOC Caregivers

ABSTRACT Background Parent Behavior Management Training (PBMT) is the first-line psychosocial intervention for child disruptive behavior, though research documents disparities in PBMT engagement and effectiveness between Black, Indigenous, and People of Color (BIPOC) and White families. Objective This study aimed to quantitatively compare clinical outcomes and satisfaction ratings of telegroup PBMT and qualitatively identify themes related to engagement and challenges among White and BIPOC caregivers. Method Data from 177 caregivers (78% White; 22% BIPOC) of children aged 5 to 12 referred for treatment of disruptive behavior and/or ADHD were collected as part of measurement-based care (MBC) before and after participation in a nine-week one-hour PBMT telemedicine group. Data included caregiver report of their child’s inattention, hyperactivity and oppositional behavior, functional impairment and parenting behaviors. Post-treatment, caregivers provided satisfaction ratings and written open-ended suggestions to improve the group. Results White caregivers attended significantly more sessions than BIPOC caregivers; thus, all analyses controlled for attendance. Both groups of caregivers reported significant reductions in children’s oppositional/defiant symptoms and functional impairment following group. Compared to BIPOC caregivers, White caregivers reported significant reductions in their child’s inattentive and hyperactive/impulsive symptoms and decreased use of inconsistent discipline. Overall satisfaction was high and did not differ across White and BIPOC caregivers. Qualitative feedback indicated that specific PBMT skills and group discussions/support were the most helpful aspects of the group. Themes related to specific PBMT content, timing (pace of group, scheduling), and other logistic barriers to participation were the most frequently reported unhelpful aspects or suggested improvements for group. Conclusion This study highlights the importance of MBC and assessment of caregivers’ feedback to improve the programming of PBMT and access to equitable care. Our findings provide many realistic, scalable solutions to consider when implementing PBMT to better serve BIPOC families.

Afrofuturist worlds: identity, technology, and resistance in Andrea Hairston’s Redwood and Wildfire

ABSTRACT The African-American author and filmmaker Ytasha Womack defines Afrofuturism as a prominent aesthetic and literary movement that explores the merging of Black culture with elements of imagination, liberation, technology, and mysticism. Writers within this genre strive to imagine future scenarios that integrate Black cultural perspectives, addressing present-day challenges faced by people of colour. They also critique dominant White interpretations of the past and the future, emphasising racial and identity politics. Afrofuturist literature creates fictional worlds where advanced technologies harmonise with traditional forms of knowledge, offering insights into how Black protagonists navigate their exclusion from envisioned future realms. This paper aims to analyse the novel Redwood and Wildfire (2011) by African-American writer Andrea Hairston within the framework of Afrofuturism. It will explore how the novel constructs its speculative world by blending elements of the twentieth-century technological landscape with African or diasporic cultural elements, folklore, mysticism, and history. It also seeks to explore how the novel critiques colonial legacies and manifests traits of liberation, empowerment, and resistance against oppression through erstwhile colonised and characters of colour who seek to negotiate their identity in the contemporary scenario and utilise their cultural traditions and magic/supernatural elements to assert their agency in a world governed by Western epistemology and Eurocentric assumptions.

Decoloniality and anti-racist pedagogy: sport students’ experiences of enhancing their racial literacy

ABSTRACT Undergraduate sports courses can often emphasise colonial biases around ‘race’ that foster essentialist thinking about ethnic groups and people of colour. This article explores university sports students’ experiences of being taught decolonised content delivered through anti-racist pedagogy and the impact this had on their understanding of ‘race’ and racial inequalities within sports and broader society. Drawing on interviews with fourteen undergraduate students and four alumni from one university in Northern England, the research investigated how these participants engaged with decolonial ideas and anti-racist teaching methods. Through a postcolonial lens, we thematically analyse how such ideas and pedagogy enhanced students’ racial literacy by problematising the concept of ‘race’ and unpacking complexities surrounding discrimination in sports. Centralising student reflections, we found (a) students had a limited understanding of ‘race’ and racial discrimination before attending university, (b) students’ experiences of being taught theories related to postcolonialism and decoloniality enhanced their understanding of how colonial ideas have instrumentalised thinking about ethnic groups in society and sports, and (c) how constructivist anti-racist approaches to pedagogy enabled students to better understand ‘race’ and the promotion of anti-racist ideas in both society and sports. These findings serve as a timely reminder of the value of sociology and social-justice-themed modules within all sports courses during a period in the UK whereby mainstream sociology university courses are being challenged and withdrawn, and sports courses are increasingly becoming vocation-orientated.

Wellness in the invisible workforce: a pilot well-being study in black, indigenous, and people of color (BIPOC) women faculty in the pharmacy and pharmaceutical sciences

BackgroundBlack, Indigenous, and other People of Color (BIPOC) women faculty are underrepresented in biomedical sciences and higher education. This disparity has been highlighted in previous studies to harm productivity, career progression, and well-being. This pilot study aimed to assess the perceived impact of a longitudinal well-being program for BIPOC women faculty, estimating its effects on well-being, burnout, and self-efficacy.MethodsFull-time faculty in pharmacy or pharmaceutical science, identifying as BIPOC women, participated in this pilot repeated cross-sectional study of participants in a Well-Being Initiative, with the first cross-sectional study coming before a pilot intervention and the second cross-sectional coming after the pilot intervention. Cohort 1 engaged in a two-year program, while Cohort 2 participated for one year. Open-text questions assessed program impact on well-being, and inductive coding identified themes. Well-being, burnout, and self-efficacy were measured using the General Well-Being Index (WBI), Maslach Areas of Worklife Survey (AWS), 2-items from the Maslach Burnout Index-Human Services Survey (MBI-HSS), and General Self-Efficacy Survey (GSES). Descriptive statistics were calculated for primary and secondary outcomes.ResultsSixteen participated in Cohort 1, and 18 participated in Cohort 2. Both cohorts reported a positive impact on well-being and a sense of community as a result of the program. Post-intervention median WBI decreased, and burnout and well-being risk declined (MBI: 24% and 28% point decrease at risk for burnout, WBI: median score 4 to 3 with 20% decreased risk for poor well-being, and median score 3 to 0.5 with a 61% point decrease at risk for poor well-being, for Cohorts 1 and 2, respectively). The AWS community subscale (Cohort 1) median score increased from 2.67 to 3.5, and values subscale (Cohort 2) median score increased 3.17 to 3.67, the largest increases. Cohort 2 exhibited improved self-efficacy (GSES median score change of 30 to 34). Participants reported the sense of community and connection built over the year(s) of the program, the ability to share of experiences from those further along in their career, having a safe space to be authentic with fellow participants, and the various sessions on creating self-care plans and maintaining core values as top themes of how program most benefited their well-being. Lessons learned and opportunities for improvement are addressed.ConclusionParticipants reported many of the key impacts were the program’s ability to foster a sense of community and help them develop skills for personal and professional well-being. While higher baseline risks of poor well-being and burnout persist for BIPOC women faculty, positive trends emerged post-intervention. This study contributes to innovative strategies focused on supporting the well-being of BIPOC women faculty and lessons learned may inform and help refine future research.Clinical trial numberNot applicable

Witherspoon and Beattie on the Philosophy of Common Sense Abolitionism

This article examines the philosophy of common sense abolitionism in the thought of John Witherspoon and James Beattie. It explores the timely question of how Witherspoon reconciled his moral philosophy with his complex relationship to slavery. Witherspoon baptised a runaway slave, taught anti-slavery sentiments in his course of lectures on moral philosophy, personally tutored three black freemen, enslaved at least two people of colour, and voted against the immediate abolition of human bondage in New Jersey. These activities seemingly appear to be contradictions. However, the transatlantic contexts of an emerging abolitionist movement during the American War of Independence harboured radically different approaches to abolish the institution of chattel slavery. Witherspoon drew from the example of another Scottish Enlightenment moralist, Beattie, on emancipation. Like Beattie, Witherspoon consistently advanced a belief in the divinely inspired self-evident or ‘common sense’ understanding of universal liberty, which applied to all races, in response to David Hume’s mitigated scepticism and racism. They shared a gradual approach to preparing enslavers and enslaved for the inevitable end of human bondage as a condition deemed incompatible with Christianity. This article argues that their philosophy of common sense abolitionism exemplified Scottish Enlightenment thought on either side of the Atlantic. By exploring the philosophical origins and pedagogy of their anti-slavery and gradual approach to abolishing the institution of chattel slavery, this comparative case study sheds new light on the legacies of Witherspoon at Princeton and Beattie at Marischal College, Aberdeen.

Parent Perceptions of Book Bans, Materials Selection, and Reading in School Libraries and Public Libraries

ABSTRACT This report details the findings of a survey series conducted to better understand parent and guardian views of public and school libraries and the library profession. Between September and November of 2023, The EveryLibrary Institute and Book Riot polled 3,206 parents and guardians of children under eighteen about their perceptions of library book content and the professional trust placed in public and school librarians to curate library collections and library spaces. One survey focused on perceptions of school libraries, one on perceptions of public libraries, and a third on perceptions of librarians as a profession. The results indicate that libraries are generally seen as safe and librarians as trustworthy. Opinions are divided on the need for policies that restrict access to library materials, as well as the implementation of content ratings and increased external oversight of libraries. The controversy surrounding book bans and censorship has increased in the United States since the November 2021 elections in Virginia and Texas, when parents’ rights bills won at the state level and began to gain national momentum. The issue of “parents’ rights” has since dominated political and social discussions about book bans and censorship, with numerous pro-censorship groups claiming “parental concerns” about book themes, topics, and characters as their authority to justify book bans and censorship. To better understand if the attitudes of American parents and guardians toward book bans, censorship, and library practices line up with these special interest groups’ rhetoric, The EveryLibrary Institute and Book Riot conducted an extensive survey of parents and guardians of children under eighteen across the United States. The survey series was fielded in three parts during September, October, and November 2023. It aimed to uncover the truth about the current political and social moment for libraries and librarians, as well as to provide a more nuanced understanding of public opinion that might not be represented in mainstream media or political rhetoric. We asked parents and guardians across America about their attitudes toward school and public libraries, their attitudes toward and their comfort with library book contents. The findings indicated that most American parents oppose book bans and censorship. They value the expertise of librarians and believe that these professionals play an important role in helping children navigate sensitive content. Furthermore, the survey results highlighted the importance of parental involvement in children’s reading and education. Most parents believe they, the parent, should have the final say in what their children read and that they should also be involved in selecting books for school and public libraries. Survey results showed deep divisions on how to handle books with topics repeatedly challenged in libraries. This includes books with Black, Indigenous, People of Color, and LGBTQ+ characters; those discussing race, racism, and social justice; and those about puberty and sexuality. Some parents indicated wanting these books banned entirely from libraries; others felt they should be available with adequate labeling or permission. Still, others believed children should have unrestricted access to age-appropriate books on these topics (EveryLibrary Institute, 2023b). The nuanced responses underscore the complexity of public opinion compared to the more polarized views often presented by so-called parents’ rights groups. These results have important implications for policymakers, educators, librarians, and the public. The survey offers data to support librarians’ professional expertise and help them gauge their level of support from parents. The results can also guide policymakers and educators in making decisions that reflect the actual views of parents rather than those of special interest groups. Sharing the results contributes to a more informed discussion among the general public about the role of libraries and the nature of censorship.

Formation of Climate Community for People of Colour on Digital Platforms: The Importance of Anonymity, Safety and Representation

Digital climate actions are an important aspect in centring voices in climate activism and therefore, it is important to study how digital channels support or hinder the actions of climate activists. Specifically, due to identity-related factors, people of colour (POC) could feel marginalised and othered, making it difficult to fit in in climate communities but online anonymity might help relieve these concerns. However, little research informs us what digital platforms POC actually use for building and engaging in climate communities including social media platforms (e.g., Facebook and Instagram), instant messaging channels (e.g., WhatsApp and Telegram), microblogging (e.g., Twitter), online newsletters and petitions and how these platforms and their anonymity features support or do not support their participation. Therefore, the current mixed-methods survey study was conducted to investigate what POC's choices of digital platforms are and how anonymity features support their participation in digital climate actions including their sense of safety and belonging. The results from 264 participants of five racial backgrounds i.e., White, Black, South Asian, Central, East and South East (CESE) Asians and mixed race, showed that there were different patterns in digital platform usage where most participants of colour had more distributed platform choices than White participants who were more likely to engage on identified sites such as Facebook and petitions. We also found that POC are more likely to engage on encrypted communication channels such as Telegram and WhatsApp and some anonymous actions than White participants. Results understanding the effects of anonymity reinforced that anonymity is important for POC's engagement because of safety reasons, however, being able to identify other POC is also important to their engagement as they might feel safer, giving them more courage to engage unanonymously. POC's need for anonymity, therefore, presented a contradictory but interesting paradox. Our study contributes to highlighting the importance of pluralistic and inclusive frameworks including trauma-informed computing and intersectionality in technological design which emphasises aspects of individual safety, community and digital platform trust and community support, collaboration and intersectional needs.

Finding a Place to Belong: Barriers and Solutions for Supporting Trans People of Color on Reddit

Historically, transgender people of color (TPOC) have been silenced in white trans spaces for not fitting into transnormativity - the typical white, binary, skinny, and privileged image of trans people, and for raising concerns related to race, culture, and ethnicity. Social media and online communities serve as supportive spaces for transgender (shortened to trans) individuals; however, trans people of color require even more support combating systematic oppression, managing increased levels of discrimination, and navigating their cultural backgrounds. In order to understand how TPOC use social media, we explore the experiences of TPOC on Reddit. We used the Reddit API to obtain Reddit posts from four prominent transgender subreddits (r/ftm, r/mtf, r/trans, and r/Non-Binary) which included the phrase "people of color" or the abbreviation "POC", resulting in a total of 145 posts and 2867 comments. Thematic analysis was then used to identify three themes of discussion - alienation, support, and existing in physical spaces, which informed our design considerations. Experiences shared in the Reddit posts indicated that TPOC feel overshadowed by white trans individuals in online communities and desire to build connections with other TPOC both online and in person. We propose design recommendations for both Reddit as a platform and subreddit moderators that regulate online trans communities to encourage growing networks among TPOC, improve communication among users and moderators, and design spaces that center POC voices within subreddits, all of which provide a much more supportive online environment for TPOC.