ABSTRACT This article makes an empirical contribution to research on racism in education by examining how multiple, interconnected forms of racism operate within the Finnish education system. Drawing on ethnographic observations and interviews with school staff and pupils, we identify and analyze seven forms of racism observed as impacting education: (1) individual, (2) internalized, (3) interpersonal, (4) institutional, (5) structural, (6) systemic, and (7) epistemic racism. To make sense of how these forms interrelate and reinforce one another, we adapt Bronfenbrenner’s ecological systems theory as a conceptual scaffolding. This allows us to situate different manifestations of racism across distinct layers of the education system. We argue that the lack of a systemic understanding of racism has hindered the development of effective antiracist strategies in Finnish education. We conclude the article by outlining concrete, targeted measures for building a more structured and sustainable antiracist culture in education, applicable in Finland and beyond.

ABSTRACT Recently, debates on how structural racism operates in higher education institutions and whether these institutions may be more sensitive to racialised students and faculty are present in multiple arenas. Whereas the existing literature in US and British universities about these matters is increasing, the reality of Southern European universities remains less visible. The aim of this study is to explore what are the challenges and possibilities perceived by racialised students and faculty to carry out several antiracist initiatives within the university. More specifically, we analyse some initiatives developed in a Catalan university aiming to generate a counter narrative towards the existing institutional racism. Fieldwork of this ongoing research consists of twenty-one semi-structured interviews with university leaders as well as racialised students and faculty who have participated and still do in these initiatives over the past ten years to ascertain possibilities for institutional change.

This article analyzes how public policies implemented by the State of Santa Catarina have incorporated the perspective of racial equality and identifies the main challenges and advances pointed out by the Santa Catarina State Court of Accounts (TCE/SC) in addressing institutional racism within public institutions. The theoretical framework is based on studies on structural and institutional racism, public policies for racial equality, and diversity management in the public sector. Methodologically, this is a qualitative documentary study grounded on the analysis of the Operational Audit Report DAE No. 46/2023, complemented by secondary data from IBGE, IPEA, and DIEESE, as well as a specialized literature review. The results indicate the persistent underrepresentation of the Black population in the state public administration, weaknesses in the production and use of race-disaggregated data, the absence or incipient development of structured racial equality policies in several public agencies, and the existence of institutional barriers that hinder substantive equality of opportunities. On the other hand, relevant advances were identified, especially within the TCE/SC itself, such as the implementation of affirmative action in public service examinations, racial literacy programs, and the creation of permanent bodies dedicated to promoting racial equity. It is concluded that, although promising initiatives exist, the incorporation of the racial perspective into state public policies remains fragmented and requires greater institutionalization, strategic planning, and strengthening of external control as a driver of anti-racist practices in public administration.

Structural ableism, defined as the processes, policies, and institutions that privilege able-bodied people over disabled people, is a root cause of health inequalities faced by the disability community. Unlike other forms of structural oppression, there are currently no adequate measurements for structural ableism and its impacts. Therefore, a necessary first step to addressing health inequities that impact the disability community is to create validated measures of structural ableism. This paper outlines the methods of an ongoing project that aims to develop and validate measures of structural ableism. The resulting measures will facilitate the identification of relationships between structural ableism and health outcomes at both an individual and community level. This project will take place across 3 phases. In Phase I, we will characterize the multiple factors that comprise the construct of structural ableism. We will begin by analyzing texts that discuss historical events, ideologies, and the lived experiences of disabled people to inform our understanding of contemporary dimensions of structural ableism. Simultaneously, key informant interviews with advocates and activists from the disability rights and disability justice movements will be conducted to further characterize the dimensions of structural ableism. In Phase II, the findings of Phase I will be used to inform the creation of an individual-level measure of structural ableism. Phase III will result in community-level measures of structural ableism, which will be developed using community-engagement studios with members of the disability community and publicly available datasets. This phase will build on the findings of the first 2 phases. Our methods purposefully include disabled people across all phases of this work, with a focus on maximizing the diversity of disability perspectives by including people across disability types and intersecting identities (eg, race and ethnicity, gender identity, geographic location, and other identities and demographics). Most importantly, our approach is deeply community-informed, drawing on multiple community partnerships from local and national organizations, a diverse advisory committee of disabled activists, advocates, and scholars, as well as researchers with expertise in developing measures of structural oppression, such as structural racism. This project was funded in August of 2024. As of October 2025, our team has read more than 50 texts as part of our historical and policy analysis of the factors that characterize structural ableism. We plan to complete our characterization of structural ableism in the spring of 2026, with individual-level measures of structural ableism being developed by the Winter of 2028 and community-level measures created by the Winter of 2029. The measures developed by this work will lay the foundation for identifying and evaluating novel interventions aimed at dismantling structural ableism, which should be cocreated with the disability community. DERR1-10.2196/86976.

Background Inflammatory dermatoses have a varied prevalence and appearance in diverse skin tones. The under-representation of people with skin of colour in medical education and clinical trials is widely acknowledged. However, there has been limited research on experiences from a patient perspective. Aim To explore the experiences of eczema, acne and psoriasis in adults with skin of colour in the UK. Design and Setting A qualitative study of 20 people with eczema, acne and psoriasis and skin of colour, recruited using online methods. Methods Participants took part in online, one-to-one, semi-structured interviews. NVivo qualitative data analysis software was used to code and organise the data. Reflexive thematic analysis was used to generate themes using an iterative approach. Results Participants were mostly female (65%), Asian/Asian British ethnicity (45%) and had eczema (55%). We identified eight themes: (i) delayed or missed diagnosis; (ii) preferences regarding healthcare professionals; (iii) lack of online information and social media use; (iv) misunderstanding in cultural communities; (v) concerns about treatment and lack of research in skin of colour; (vi) complementary and alternative medicine use; (vii) experiences and impact of dyspigmentation; and (viii) challenges with structural racism. Conclusions The themes generated highlight the unique experiences and challenges faced by UK adults with eczema, acne and psoriasis. The findings can help guide diagnostic approaches, culturally sensitive communication and treatment discussions for patients with skin of colour. Further research is needed in this under-represented group.

This paper asks: What kinds of interactions do heterosexual Black women experience along their sexual journeys? And how do these interactions impact their sexual subjectivities? Analysis of intimate life history interviews with Black heterosexual cisgender women ( n = 31), ages 34 to 58, indicates that they experienced hegemonic interpellations and subversive interpellations. Hegemonic interpellations describe interactions in which the women’s sexualities were misrecognized as deviant or exploitable. These interactions constrained their sexual subjectivities. This article introduces the concept subversive interpellations to describe interactions in which the women’s sexualities were recognized as acceptable, worth nurturing, or worth knowing. These interactions expanded the women’s sexual subjectivities. Findings suggest that sexual subjectivity is an interactional process shaped by structural racism, sexism, and heteronormativity. Ultimately, the paper argues that subversive interpellations are an important way that people undermine the social order in interaction.

Social determinants of health (SDOH) barriers and perceived racial discrimination (PRD) tend to cluster in minoritized communities due to structural racism. The relationship between SDOH and PRD among Black and Hispanic stroke survivors is unclear, however. Understanding this relationship has implications for stroke disparities interventions. To determine the prevalence of SDOH barriers and PRD and their relationship among Black and Hispanic stroke survivors. We conducted a cross-sectional analysis of 67 stroke survivors, categorized as Black (N=38), Hispanic (N=17), or White (N=12), from an urban tertiary care center. We hypothesized that PRD differs across minoritized race-ethnic groups, independently of SDOH. Perceived discrimination was assessed using an adapted PhenX tool, and SDOH were evaluated using a modified PhenX survey covering five domains: education, economic stability, healthcare access, neighborhood, and social support. Statistical analyses included ANOVA and multivariable linear regression models adjusting for age, sex, stroke severity, and neighborhood disadvantage. The prevalence of ≥3 SDOH barriers was similar between Black and Hispanic participants and lower in White participants. However, Black participants reported the highest PRD scores (mean=10.4, SD=10.00), compared to Hispanic (mean=4.4, SD=7.01) and White participants (mean-3.3, SD=4.38). Multivariable analysis revealed that Black participants had significantly higher PRD scores than both Hispanic (Beta estimate=-6.90, 95% CI:=-12.38 to -1.42, P=0.0144) and White participants (Beta estimate=-7.72, 95% CI: -13.43 to -1.42, P=0.0089). No significant differences between SDOH domains were found except for neighborhood disadvantage, which was more prevalent among Hispanic participants (P=0.0202). A significant dissociation between PRD and SDOH burden was found among minoritized stroke survivors. Black participants in our study reported the highest PRD, which was more than twice the levels of PRD observed among Hispanic participants despite a similar SDOH burden.White participants had the lowest PRD and SDOH burden. Addressing PRD independently of SDOH may be an important component of interventions designed to reduce race-ethnic disparities in stroke outcomes.

Getting at the Root: Structural Racism, Policing, and Youth Firearm Homicide.

Abstract: WHEN A BLACK MAN DIES investigates father-daughter relationships within the context of generational violence and trauma caused by interpersonal and societal racism, and offers the traditional black family, and the presence of love that come from it, as a countermeasure to oppression. HYPERBOLIC OVEREXAGGERATION IS MY VICTIMIZATION is a first-person, voice-driven or language-driven poem that confronts how the presence of racism informs and, perhaps, corrupts, how "well-meaning" white people behave deceptively toward black people (and one another) and are culpable in maintaining a system of oppression that sacrifices truth and honesty for false platitudes of love.

Structural racism is ubiquitous, causes substantial harms and often reveals itself in interpersonal discrimination against Aboriginal and Torres Strait Islander peoples. The Australian health system isnot immune from the perpetuation of racism, which has become increasingly prevalent in recent years. This article offers guidance for health practitioners on meeting their responsibilities to provide culturally safe care for Aboriginal and Torres Strait Islander peoples. Addressing racism requires acknowledgement of its existence and impacts, structural change across societal systems, and ongoing resistance to the evolving ways in which it manifests. Animportant part of these efforts is for health practitioners and institutions to fulfil their responsibilities to provide culturally safe care and culturally safe working environments for Aboriginal and Torres Strait Islander peoples. Central to cultural safety is ongoing reflective practice and action to address power differentials andthe way that practitioner attitudes, knowledge and practising behaviours affect care delivery and practice environments.

"You're too this, you're too that": Memorable messages from family members about Cuban, Dominican, and Puerto Rican women's bodies.

Scholars have debated why crime rates are consistently higher in some ethnoracial neighborhoods than in others for nearly a century. We move beyond prior research to test the hypothesis that disparities in violent crime are a function of racialized income segregation, a central mechanism of structural racism. Drawing from the second wave of the National Neighborhood Crime Study, which documents recent sociodemographic conditions and violent crime in 8,227 neighborhoods nested within 61 cities circa 2008-2016, we estimate multilevel models with controls at the neighborhood- and city-levels. Consistent with the racial invariance thesis, the models reveal that racialized income segregation fully explains heightened violence in Black, Latinx, minority, and multi-ethnic neighborhoods relative to White. We conclude that Massey’s (1996) image of an increasingly polarized world, one in which the trend is towards race and income segregation, does indeed have profound implications for explaining ethnoracial disparities in violent crime.

Forced displacement has reached unprecedented levels, with over 120 million people uprooted globally and more than 100,000 refugees resettled in the United States in 2024. Refugees arrive with diverse cultural identities, prior professional roles, and experiences of trauma, yet often face systemic barriers, clinician bias, and unmet health needs. This article offers a practical framework grounded in holistic, person-centered values for delivering palliative nursing care to refugee communities. It outlines the complex resettlement journey and highlights how structural inequities, institutional racism, and communication barriers can undermine trust and care delivery. Cultural humility is defined and proposed as a guiding principle. Through real-world examples, communication strategies, and evidence-based insights, the authors demonstrate how care grounded in this principle can promote dignity, build trust, and improve outcomes. Special attention is given to interpreter use, social integration, and the importance of recognizing both cultural differences and individual strengths. When combined with the interdisciplinary, person-centered principles of palliative care-such as symptom management, effective communication, and cultural and spiritual respect-a strengths-based approach can enhance how care is delivered to displaced populations. By understanding the sociocultural and systemic factors that shape the refugee experience, nurses can better meet the complex needs of these patients and their families.

This grounded theory study examines how socioeconomically disadvantaged and predominantly Black fathers construct fatherhood identity amid systemic adversity. Drawing on 11 focus groups with 40 fathers enrolled in a U.S. Midwestern fatherhood program, the study explores the multidimensional nature of fatherhood and the ways in which structural, interpersonal, and identity-based factors shape paternal engagement. Using iterative coding and comparative analysis, findings reveal three central themes: (a) evolving dimensions of engaged fatherhood that transcend biological ties and traditional patriarchal norms; (b) navigation of intersecting structural challenges, including incarceration, racism, and financial instability, that constrain father involvement; and (c) the role of trauma, social support, and cultural identity in fostering resilient fatherhood. Using a trauma-informed, life-course framework in combination with intersectionality and critical race theory, this study develops a conceptual model illustrating how marginalized fathers balance systemic pressures with sources of strength, such as peer support, co-parenting, and emotional growth. The analysis challenges deficit-based narratives by highlighting fathers' adaptive strategies and internal motivations to remain present in their children's lives. Implications include the need for culturally responsive, trauma-informed programming and policies that affirm marginalized fathers' capacity to nurture, guide, and advocate for their children despite structural inequities.

Racial disparities in HIV incidence and PrEP non-adherence among gay, bisexual and other Men who have Sex with Men (MSM) and transgender women using oral PrEP in Brazil: Results from the ImPrEP study.

Cannabis legalization and cannabis and opioid use in a large, multistate sample of people who inject drugs: A staggered adoption difference-in-differences analysis.

This article explores the importance of fostering intentional antiracism in social work supervision, emphasizing the need for supervisors to address and challenge racism within the supervisory process. As members of a profession rooted in social justice, supervisors must confront systemic inequalities, particularly racial inequities that affect service delivery, student learning, and workforce dynamics. Supervision is critical in shaping values, perspectives, and practices, making it an ideal space to cultivate antiracist frameworks. Intentional antiracism in supervision requires a proactive approach, where supervisors address individual and structural racism within current and historical contexts. Open dialogues about race, power, and privilege can help social workers develop the cultural sensitivity and self-awareness necessary to combat racial injustice in their own practice with individuals, families, and communities, as well as in their decision making. The article also highlights existing frameworks for integrating antiracist principles into supervision reflective practice, continuous professional development, and the use of antioppressive models. Through these efforts, social work supervision can serve as a transformative process, equipping practitioners to engage in culturally responsive, equitable, and just practices that better serve diverse populations. Ultimately, the authors endorse intentional antiracism in supervision using skilled dialogue to promote accountability, inclusivity, and ethical practice in the profession.

This article calls for librarians to expand our understanding of information literacy to include the connections between structural racism and information production, dissemination, and organisation. It begins with an examination of some of the ways libraries have recorded and replicated inequities endemic in Western society. These issues are connected to both the field of critical information literacy and the #BlackLivesMatter movement. The author then provides an overview of how these issues are taught in a credit bearing information literacy course.

In this article we provide a critical race theory-informed analysis of an early childhood studies programme at an English university from the perspective of the students. The article contributes to wider research on anti-racism and decolonisation in universities, since there are few studies of early childhood studies in higher education focusing on race, especially in the UK, and little research which includes student perspectives. We co-constructed a study between staff and students and drew on critical race theory, both as a lens to analyse the data and as a framework to develop an anti-racist approach to early childhood studies in higher education. Our results suggest the programme could be seen to reproduce white supremacy, understood here as a normalised system of institutionalised racial oppression and privilege, rather than a form of extremism: deeply engrained, oft subtle and potentially hard to identify. The programme does this by maintaining an assumption of whiteness and practising tokenism and essentialisation. We argue that an anti-racist framework for early childhood studies should involve an understanding of structural racism, a diversification of voices and materials, a challenge to essentialisation, engagement with inclusive and critical pedagogies and an understanding of different racial positioning.

ABSTRACT This timely article presents a much-needed comparative analysis of recent curriculum and assessment reforms across the four UK nations of England, Northern Ireland, Wales, and Scotland, through the combined lenses of Critical Race Theory and Critical Whiteness Studies. Drawing on key government policy documents, it interrogates the extent to which each nation’s curriculum explicitly engages with systemic racism, racial representation, and whiteness as an institutional norm. Using Critical Anti-Racist Discourse Analysis, the study reveals significant divergences in reform trajectories. England and Northern Ireland largely adopt race-evasive, technocratic framings that obscure structural racism under broad categories like “disadvantage” or “diversity”. In contrast, Wales and Scotland demonstrate comparatively stronger commitments to equity and anti-oppressive education, though they, too, stop short of fully embedding decolonial or race-explicit frameworks in their core curriculum guidelines. The analysis highlights the critical need for “Conscientization”, arguing that the omission of explicit racial discourse sustains white ignorance and erases the lived experiences of racially minoritised communities. The article concludes with policy recommendations aimed at radical structural transformation, including the decolonisation of curriculum knowledge, mandatory anti-racist teacher education, and intersectional accountability measures. Ultimately, this important and original paper calls for a shift from rhetorical commitments to racial equity toward substantive, system-wide change across UK education.