Racial Representation Research Articles

Missing Base Rates as a Cause of Misinterpretation: A Commentary on Roberts et al. (2020)

In an article in Perspectives on Psychological Science, Roberts et al. (2020) analyzed racial representation among publications and authors within three fields of psychology, restricting their analysis to publications that highlight race. However, Roberts et al. did not present population base rates to provide context for their results. As a result, they interpreted their bibliometric analysis as indicating an over-representation of White authors in social and developmental psychology (in publications that highlight race) with no consideration of base rates. I demonstrate that when base rates are considered, the data suggest White under-representation in recent decades. Roberts and colleagues also report a correlation between non-White editorship, non-White authorship, and non-White participant recruitment, and then conclude that diverse editorship causes an increase in diverse authorship and participant recruitment. They do not consider that demographic change—an overall increase in the proportion of non-Whites in the U.S.—is an alternative explanation for this phenomenon. Secondary problems with the target article are also noted.

Counterstory and Representation Through Media

This essay is an undergraduate student essay responding to the Critical Analysis assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

Mi Mamá, La que Llora

This essay is an undergraduate student essay responding to the Counterstory Seminar Project assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

How Alice Walker Shaped Derrick Bell’s Counterstory

This essay is an undergraduate student essay responding to the Critical Analysis assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

Intersectionality in South Park

This essay is an undergraduate student essay responding to the Counterstory Seminar Project assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

Williams’s Polar Bears

This essay is an undergraduate student essay responding to the Critical Analysis assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

Flesh, Blood, and Counterstory

This essay is an undergraduate student essay responding to the Counterstory Seminar Project assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

New Trek, 90s Trek, & the Permanence of Racism

This essay is an undergraduate student essay responding to the Counterstory Seminar Project assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

Waiting for History

This essay is an undergraduate student essay responding to the Critical Analysis assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

Policing the Black Experience and Critical Race Theory

This essay is an undergraduate student essay responding to the Critical Analysis assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

Critical Essay 1

This essay is an undergraduate student essay responding to the Critical Analysis assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

Beloved

This essay is an undergraduate student essay responding to the Counterstory Seminar Project assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

A Counterstory

This essay is an undergraduate student essay responding to the Counterstory Seminar Project assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

Model M

This essay is an undergraduate student essay responding to the Counterstory Seminar Project assignment associated with the Martinez and Smith article (within this issue 4.1): "Critical Theory, Critical Race Representations: Counterstory as Literary Intervention"

Reporting and Representation of Participant Race and Ethnicity in National Institutes of Health–Funded Pediatric Clinical Trials

Enrolling racially and ethnically diverse pediatric research participants is critical to ensuring equitable access to health advances and generalizability of research findings. To examine the reporting of race and ethnicity for National Institutes of Health (NIH)-funded pediatric clinical trials and to assess the representation of pediatric participants from different racial and ethnic groups compared with distributions in the US population. This cross-sectional study included NIH-funded pediatric (ages 0-17 years) trials with grant funding completed between January 1, 2017, and December 31, 2019, and trial results reported as of June 30, 2022. National Institutes of Health policies and guidance statements on the reporting of race and ethnicity of participants in NIH-funded clinical trials. The main outcome was reporting of participant race and ethnicity for NIH-funded pediatric clinical trials in publications and ClinicalTrials.gov. There were 363 NIH-funded pediatric trials included in the analysis. Reporting of race and ethnicity data was similar in publications and ClinicalTrials.gov, with 90.3% (167 of 185) of publications and 93.9% (77 of 82) of ClinicalTrial.gov reports providing data on race and/or ethnicity. Among the 160 publications reporting race, there were 43 different race classifications, with only 3 publications (1.9%) using the NIH-required categories. By contrast, in ClinicalTrials.gov, 61 reports (79.2%) provided participant race and ethnicity using the NIH-specified categories (P < .001). There was racially and ethnically diverse enrollment of pediatric participants, with overrepresentation of racial and ethnic minority groups compared with the US population. This cross-sectional study of NIH-funded pediatric clinical trials found high rates of reporting of participant race and ethnicity, with diverse representation of trial participants. These findings suggest that the NIH is meeting its directive of ensuring diverse participant enrollment in the research it supports.

‘No one would give me that job in Australia’: when professional identities intersect with how teachers look, speak, and where they come from

ABSTRACT This article investigates how non-native English-speaking teachers’ (NNESTs) professional identities can be affected by their employment experiences in Australia. Hermeneutic phenomenological narrative analyses of the written narratives of lived experiences of a group of NNESTs demonstrate how their professional identities were negatively affected by hiring discrimination, which also had psycho-emotional impacts on their professional selves. Socio-cultural representations of race, language, and other cultural attributes convergingly contributed to their unemployment despite meeting country-specific eligibility criteria to be English as a Second Language (ESL) teachers. The interplay between their professional identities and socio-cultural constructs took shape in modes of power relations enmeshed in the historic processes: economic, political, and cultural, which included discourses of native-speakerism, neo-racism, post-colonialism, neoliberalism, and multiculturalism. Despite these modalities, the NNESTs furthered their hybrid professional actions, recognising the value in the global community of multiple and diverse professional experiences.

Perceptual Barriers to Becoming a Plastic Surgeon among Underrepresented Medical Students.

The field of plastic surgery has experienced difficulty increasing diversity among trainees, despite significant efforts. Barriers to recruitment of underrepresented in medicine (URM) students are poorly understood. This study assesses URM students' exposure to plastic surgery, access to mentors and research opportunities, and the importance of diversity in the field. A survey was designed and distributed to members of the Student National Medical Association over 3 months. Survey data were collected using Qualtrics and descriptive statistics, and logistical regressions were performed using SAS. Of the 136 respondents, 75.0% identified as Black (n = 102/136), and 57.4% (n = 66/115) reported a plastic surgery program at their home institution. Of the total respondents, 97.7% (n = 127/130) were concerned about racial representation in plastic surgery, and 44.9% (n = 53/114) would be more likely to apply if there were better URM representation. Most respondents disagreed that there was local (73.4%, n = 58/79) or national (79.2%, n = 57/72) interest in URM recruitment. Students whose plastic surgery programs had outreach initiatives were more likely to have attending (OR 11.7, P < 0.05) or resident mentors (OR 3.0 P < 0.05) and access to research opportunities (OR 4.3, P < 0.05). URM students feel there is an evident lack of interest in recruiting URM applicants in plastic surgery. Programs with outreach initiatives are more likely to provide URM students access to mentorship and research opportunities, allowing students to make informed decisions about pursuing plastic surgery.

Neither Words nor Images: Health Departments' and Hospitals' Use of Twitter During COVID-19 Had Limited Racial Representation and Content on Disparities Decreased Over Time.

To determine the degree to which hospitals and state health departments used written content or visual representation on social media to draw attention to racial disparities during the COVID-19 pandemic. A retrospective analysis, using Twitter content (words and images) between May-June 2020 and May-June 2021 from organizations in the 5 states with the largest documented racial disparities in COVID-19-related mortality. All tweets and retweets (n = 6790) were coded along several lines. For May-June 2020 and May-June 2021, posts were coded as pandemic related (yes/no) and disparities related (yes/no). Open-coding methods categorized pandemic-related content into content areas, including COVID-19 education, hospital or public policy, and addressing misinformation. After self-identifying their own race/ethnicity, survey respondents (n = 100) coded pandemic-related Twitter images (n = 198) as including individuals of a similar race/ethnicity (yes/no). In May-June 2020, health departments posted more pandemic-related content than hospitals (μ = 204 and 71 tweets, respectively; P = .03), including more about health disparities (μ = 14.3% and 2.11% of tweets, respectively; P = .03). Between May-June 2020 and May-June 2021, content addressing health disparities decreased for both groups (47% decrease for health departments and 69% decrease for hospitals). Black respondents were more likely to feel represented in images from health departments than in those from hospitals (44.3% and 23.7% of images, respectively; P = .05). Both hospitals and health departments were more likely to use images where White respondents felt represented (hospitals = 76.1% of images; health departments = 59.7%) than images where respondents from racial/ethnic minorities felt represented (hospitals = 19.3% of images; health departments = 21.4%) ( P ≤ .001 for hospitals; P = .004 for health departments). Health education ideally comes in a variety of ways. Hospitals used social media for this purpose less than health departments, and neither group increased such content during the COVID-19 pandemic even as evidence of racial disparities grew.

The Effect of the Board and Staff Racial Representation on Grantmaking in Community Foundations

The Effect of the Board and Staff Racial Representation on Grantmaking in Community Foundations

Evaluating student evaluations: evidence of gender bias against women in higher education based on perceived learning and instructor personality

Given student evaluations are an integral part of academic employment and progression in higher education, it is crucial to explore various biases amongst students that may influence their ratings. Several studies report a clear gender bias in student evaluation where male instructors receive significantly higher ratings as compared to female instructors. However, there is very limited research about gender biases in underrepresented samples such as South Asia and the Middle East. We examined whether perception of male and female instructors differed in terms of how they facilitate learning and level of engagement, using an experimental design. Six hundred and seventy-one university students were asked to watch a video of an online lecture on psychology, delivered by either a male or female lecturer, after which they were asked to evaluate their experience and instructor personality characteristics. To ensure consistency across content, tone, delivery, environment, and overall appearance, photorealistic 3D avatars were used to deliver the lectures. Only gender as a factor was manipulated. Given the racial representation in the region, a total of four videos were developed representing males (n = 317) and females (n = 354) of White and South Asian race. Overall, male instructors scored significantly higher in variables representing personality characteristics such as enthusiasm and expressiveness compared to female instructors. Participants did not however view male and female instructors to be different in terms of presentation and subject knowledge. Findings related to facilitating learning suggest that male instructors were perceived to have made instructions more interesting, kept participants' attention for longer, and were more interesting compared to female instructors. In terms of engagement, male instructors were perceived to be more expressive, enthusiastic, and entertaining, compared to female instructors. Given the experimental design, these findings can clearly be attributed to gender bias, which is also in line with previous research. With an underrepresented sample, an online platform delivery, and inclusion of multiple races, these findings significantly add value to the current literature regarding gender stereotypes in higher education. The results are even more concerning as they provide strong evidence of gender bias which may contribute to subconscious discrimination against women academics in the region.