White Colleagues Research Articles

Ethnic minority pharmacists less likely to be promoted, survey suggests

Pharmacists of a minority ethnic background are less likely to be promoted than their white colleagues, indicate data from The Pharmaceutical Journal‘s 2022 salary and job satisfaction survey. The survey data show that overall three-quarters of the 1,395 UK pharmacists (77%) who participated in the survey said they had been promoted at least once during […]

White Skin, Silvered Plate: Encountering Jonathan Walker’s Branded Hand in Daguerreotype

In an 1841 speech in Massachusetts, Frederick Douglass reflected that his white abolitionist colleagues ‘cannot speak as I can from experience; they cannot refer you to a back covered with scars, as I can; for I have felt these wounds’.1 Just a few years later, a white man named Jonathan Walker would emerge to complicate this claim. In 1844, Walker was apprehended along with seven enslaved men – Anthony Catlett, brothers Charles, Leonard, Moses, and Philip Johnson, and brothers Harry and Silus Scott – while sailing from Florida to the Bahamas. This attempted self-emancipation marked only a brief appearance in the historical record for the seven passengers in Walker’s boat, while it made Walker worthy of press and attention for years to come, all the more so because he received an unusual sentence: his right palm was branded with the letters SS for slave stealer. In the following years, he presented his branded hand as physical proof of the brutality of slavery to eager crowds around the Northeast, sometimes appearing alongside Frederick Douglass at abolitionist events. Like Douglass, Walker could speak from experience authenticated by scars, yet the small marks on his hand attested to only eleven months of imprisonment, rather than two decades of enslavement. Looking back on the antebellum era on the occasion of Walker’s death in 1878, Douglass wrote, ‘I well remember the sensation produced by the exhibition of his branded hand. It was one of the few atrocities of slavery that roused the justice and humanity of the North to a death struggle with slavery.’2

A Study of Black Female Principals Leading through Twin Pandemics

In 2020, the United States experienced twin pandemics disproportionately impacting BIPOC communities and their schools and school systems—one new, COVID-19, and one longstanding, that of white supremacy and anti-Black racism. This phenomenological study of 20 Black female principals in two states provides insights into how these leaders, who so often center racial justice and caring for BIPOC children and communities in their leadership practice, grappled with these pandemics and how doing so impacted their leadership and work. Findings suggest that leading through these twin pandemics further cemented these women’s commitments to engage in advocacy and justice work on behalf of their communities and students. They also reported, regarding racial inequity and white supremacy, feeling both a cautious optimism stemming from seeing the work they had long engaged in being taken up at scale, and by white colleagues in particular, and frustration, experiencing this engagement often as “performative” and thus unlikely to lead to real change. And yet they also spoke of their deep commitment to advocacy and social justice moving forward and their role in ensuring that all their students receive the education, opportunities, and outcomes they deserve.

Persistence Despite Structural Barriers: Investigating Work Environments for Black and Latinx Teachers in Urban and Suburban Schools

Research suggests that work environments are associated with turnover patterns for teachers of Color. This study investigates variation in work environments using longitudinal administrative data from 20 large urban and suburban K-12 school districts. Results indicate that teachers of Color are more often employed in “hard-to-staff” work environments compared to their White colleagues. Despite this, findings demonstrate high relative levels of teacher experience in schools where teachers of Color, specifically Latinx educators, represent a majority of the teaching staff. These results have implications for educational policy and practice, specifically in the areas of teacher preparation, recruitment, hiring, and retention.

Burnout and Race-Related Stress among BIPOC Women K–12 Educators

Understanding how best to recruit and retain Black, Indigenous, and People of Color (BIPOC) in the education workforce is critical for human resource practice and scholarship. BIPOC educators are consistently shown to positively influence student outcomes, but leave the workforce at a rate 25% higher than their White colleagues. Emerging research points to school climate as a reason that BIPOC educators leave. Relatedly, researchers find that race-based and gender-based discrimination impact job burnout. Guided by the intersectionality scholarship that acknowledges how women of color experience marginalization across multiple identities, the current study examines how race-based stressors, both in daily life and in the work environment, are associated with job burnout for BIPOC women K–12 educators. Multivariate analyses of data disaggregated from an original survey distributed to BIPOC educators in a predominantly White and rural state ( n = 145, 54.6% women) consistently isolate the effect of a racialized school climate on the burnout of BIPOC women educators. Specifically, when BIPOC women educators perceive their schools to be less open to discussing racial conflict, they report greater job burnout. Although there were no differences in the amount of burnout reported across racial groups, there were differences in the levels of daily racial microaggressions experienced. Notably, only school-based racial stressors emerged as a significant predictor of burnout. We discuss implications for organizational policies on diversity, equity, and inclusion as well as the hiring, retention, and promotion of women of color.

Hispanic and Latinx Police Officers’ Perceptions of the Working Environment

The percentage of police officers identifying as Hispanic or Latinx is steadily rising nationwide, yet relatively little research has examined this group’s occupational attitudes. Police culture research has identified officers’ perceptions of danger and cynicism toward the public as core concepts. No research to date has examined whether or how Hispanic and Latinx officers might differ from their White colleagues on these occupational attitudes. The present study uses data from a survey of police officers in a large, municipal department. Hispanic and Latinx officers are compared to White peers on perceived danger and cynicism. Results show that Hispanic and Latinx officers feel higher levels of danger but are less cynical. Implications for research and police policy are discussed.

Embodying antiracist White Latinidad in medieval studies

AbstractThis essay presents an autoethnographic account of my coming to acknowledge my own whiteness while my Puerto Rican mother stressed that I was Boricua above all and my non‐LatinX White grandfather called me “the best kind of mix, a Texa‐Rican.” In my presentation at the inaugural RaceB4Race symposium, which was titled “How to Begin Embodying Antiracist Whiteness in Premodern Studies,” I began with a brief history of the United States Census forms since 1970 to demonstrate the socially constructed nature of the panethnic categories “Latino” and “Hispanic” that led to my mother's emphasis on my Latinidad rather than my whiteness, which, in turn, led to my own ethnoracial confusion. I draw upon research in medieval studies, LatinX studies, critical race studies, raciolinguistics, and critiques of institutional diversity work. One of this essay's goals is to stress that the violent identity erasure that Black LatinX, as well as other Black, Indigenous, People of Color, experience in addition to the racism they face every day is different from the ethnolinguistic exclusion and erasure that I experience. I share my narrative of learning to own my white identity to emphasize our need for truly intersectional practices within scholarship and institutional work with the hope that more White colleagues will reflect on the ways that their whiteness not only hinders their ability to see whiteness as a racial identity, but also contributes to the ongoing violence we perpetuate on our colleagues of color, even those of us who identify as white LatinX. These hindrances prevent us from fully embodying and enacting antiracist practices within medieval studies and academia more broadly.

It Doesn't Have to Protest: A Review of Black or Right: Anti/Racist Campus Rhetorics

[To predominantly white institutions:] Whose responsibility is it to make our Black community feel like their lives matter here, and what are we purposefully and creatively doing about it [every day] to live up to it? Reflecting critically on my own intimate experiences as a Black doctoral student, college lecturer, and former student affairs professional in predominantly white spaces, I share an insightful review of Louis M. Maraj’s (2020) riveting new book, Black or Right: Anti/Racist Campus Rhetorics. Based on the title, I initially expected Black or Right to be some sort of a guidebook to help campuses learn how to refrain from using racist language in their marketing, programming, classrooms, and ways of interacting with campus constituents and community partners. I speculated that it would teach these same folx how to make Black faculty, staff, and students feel welcomed and equal instead of anxious and hyperaware. I thought about the white colleagues [and students] I could pass this text on to, with the accompanying note, “You might like this!,” which really means, “You need this.” Sigh. While Black or Right is not a guidebook on how to eliminate racist language on college campuses or an explicit outline for how to embrace the Black members on them, it is a beautiful piece of choreographed words that illustrates, examines, and disrupts how decolonized ways of writing, storytelling, and ways of being, teaching, and communicating on college campuses confronts, strategizes, calls out/in, and proclaims notions of Blackness in anti-Black spaces. I argue that this type of work is far more important than a Black person writing another book to teach white people how to talk to and treat us. Black or Right pays homage to and educates readers on the Black academy’s social justice pioneers, whose trailblazing paths and research encourage us to keep running in this race and reminds us we are dynamic. Courageously accepting the baton to complete the next leg, Maraj empowers and pushes us to run alongside him through his creative ability to discuss these topics through literary events, discussions, and assignments he has created in his own safe space, in his classroom. Brother Maraj, thank you for bringing your whole self, multiple identities, and diverse lived experiences to this text. In the spirit of your mother who allowed you to leave the islands to come to the US for greater opportunities - this book is a manifestation of her knowing your worth. Thank you for writing this fascinating piece that reminds us to never forget our worth, to demand our respect, and for educating and engaging all people in this necessary dialogue. Black is right. Black is right. Black is right. But Black folx are always protesting. Dear Brothers and Sisters, never forget: We always mattered.

Breaking the Bamboo Ceiling: Practical Strategies for Asian American and Pacific Islander Counselor Educators

Asian counselor educators in predominantly White institutions face challenges that are not shared by their White colleagues or by other faculty of color. This article outlines the barriers for Asian counselor educators and establishes a call to action for researchers to act in ways that support Asian faculty retention and success.

Ethnic differences in SARS-CoV-2 vaccine hesitancy in United Kingdom healthcare workers: Results from the UK-REACH prospective nationwide cohort study.

BackgroundIn most countries, healthcare workers (HCWs) represent a priority group for vaccination against severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2) due to their elevated risk of COVID-19 and potential contribution to nosocomial SARS-CoV-2 transmission. Concerns have been raised that HCWs from ethnic minority groups are more likely to be vaccine hesitant (defined by the World Health Organisation as refusing or delaying a vaccination) than those of White ethnicity, but there are limited data on SARS-CoV-2 vaccine hesitancy and its predictors in UK HCWs.MethodsNationwide prospective cohort study and qualitative study in a multi-ethnic cohort of clinical and non-clinical UK HCWs. We analysed ethnic differences in SARS-CoV-2 vaccine hesitancy adjusting for demographics, vaccine trust, and perceived risk of COVID-19. We explored reasons for hesitancy in qualitative data using a framework analysis.Findings11,584 HCWs were included in the cohort analysis. 23% (2704) reported vaccine hesitancy. Compared to White British HCWs (21.3% hesitant), HCWs from Black Caribbean (54.2%), Mixed White and Black Caribbean (38.1%), Black African (34.4%), Chinese (33.1%), Pakistani (30.4%), and White Other (28.7%) ethnic groups were significantly more likely to be hesitant. In adjusted analysis, Black Caribbean (aOR 3.37, 95% CI 2.11 - 5.37), Black African (aOR 2.05, 95% CI 1.49 - 2.82), White Other ethnic groups (aOR 1.48, 95% CI 1.19 - 1.84) were significantly more likely to be hesitant. Other independent predictors of hesitancy were younger age, female sex, higher score on a COVID-19 conspiracy beliefs scale, lower trust in employer, lack of influenza vaccine uptake in the previous season, previous COVID-19, and pregnancy. Qualitative data from 99 participants identified the following contributors to hesitancy: lack of trust in government and employers, safety concerns due to the speed of vaccine development, lack of ethnic diversity in vaccine studies, and confusing and conflicting information. Participants felt uptake in ethnic minority communities might be improved through inclusive communication, involving HCWs in the vaccine rollout, and promoting vaccination through trusted networks.InterpretationDespite increased risk of COVID-19, HCWs from some ethnic minority groups are more likely to be vaccine hesitant than their White British colleagues. Strategies to build trust and dispel myths surrounding the COVID-19 vaccine in these communities are urgently required. Emphasis should be placed on the safety and benefit of SARS-CoV-2 vaccination in pregnancy and in those with previous COVID-19. Public health communications should be inclusive, non-stigmatising and utilise trusted networks.FundingUKRI-MRC and NIHR.

The Forward Movement: Amplifying Black Voices on Race and Orthopaedics-No Room for Bystanders.

The Forward Movement: Amplifying Black Voices on Race and Orthopaedics-No Room for Bystanders.

How to Incorporate Anti-Racism Into Psychiatric Practice

How to Incorporate Anti-Racism Into Psychiatric Practice

62 Patient satisfaction in subspecialty gynecology clinics

To evaluate the impact of a gynecologic subspecialist’s practice location on patient satisfaction. Retrospective cohort study of patients who completed Press Ganey surveys following an encounter with a subspecialty gynecologist who sees patients at multiple practice sites. There were 28 subspecialty gynecologists identified who saw patients at different practice-type locations. Press Ganey survey responses from 11,628 gynecologic subspecialty patient encounters between January 2014 and January 2020 completed on these physicians were evaluated. While there was a difference between aggregate physicians at each location (P<.0001), there was no difference in patient satisfaction for individual physicians across location (P=.6975). When subspecialists were aggregated, there was no difference seen between those practicing at hospital-based clinics (P=.395) and rural locations (P=.112). Urogynecologists were associated with higher patient satisfaction as compared to gynecologic oncologists (P=.003), while no difference was found when compared to minimally invasive gynecologists or reproductive endocrinologists. Asian American physicians were correlated with lower patient satisfaction scores than their white colleagues (P=.046), and no difference was seen when comparing African American and white physicians (P=.558). Female physicians were associated with higher patient satisfaction scores than male colleagues (P=.006). Practice type and location of individual subspecialty gynecologists does not have an impact on patient satisfaction scores though patient bias towards providers may exist towards non-White gynecologic specialists.

“I had to call them out on a very tight rope:” exercising voice with k-12 education colleagues to confront racial injustice

ABSTRACT This paper examines how educators in the U.S. public education system speak to their colleagues about racially oppressive beliefs and practices. Limited research exists that examines the experiences of educators who exercise voice to challenge and engage co-workers and supervisors around issues of racism in their schools. Using data from semi-structured interviews with 25 educators and a flexible coding approach, the authors found that participants described using cautious, covert, and indirect approaches with their White colleagues to increase the likelihood that their messages would be received and to decrease the personal and professional consequences they might face for openly challenging their colleagues’ racist beliefs or actions. This cautious approach serves to reinforce the dominance of Whiteness and White fragility in the context of anti-oppressive practice. Examples of an alternative to a cautious approach are presented and recommendations are made for future research and teacher education.

Dear White Academic Colleague: Black Faculty Lives Matter: Towards Avoiding the Crime of Silence

In this article, motivated by the unjustified and brutal killing of George Floyd by police officers, I write an open letter to faculty members in general and to White faculty members in particular. In the first part of this letter, I recount some of my past traumatic experiences of institutionalised racism, which begun at an early age in England—experiences that led me to leave England for the United States in a naïve attempt to find a place where institutionalised racism was much less. In the second part of my letter, I discuss kneeling as a symbolism for institutionalised racism. In the third part, I personalise institutionalised racism in academia. In the fourth section, I provide a framework for White colleagues looking to promote anti-racism in academia. I conclude with a cautionary tale as well as a message of hope for addressing institutionalised racism.

An intersectional review of discrimination and harassment experiences in pharmacy: Findings from the 2019 National Pharmacist Workforce Survey

BackgroundMost pharmacists in the United States are women, and the profession is becoming more racially diverse. The recent increase in political and social movements in the United States has heightened our awareness of the importance of better understanding the experiences of underrepresented individuals and groups. Little is known about discrimination and harassment in the profession of pharmacy in the United States. ObjectivesThe purpose of this study was to provide evidence that discrimination and harassment exist in the pharmacy profession and explore differences in discrimination and harassment using the intersectionality of race and sex. MethodsThe 2019 National Pharmacist Workforce Survey (NPWS) utilized an electronic survey that was distributed using a 3-contact Dillman approach by email to a randomized sample of 96,110 licensed pharmacists from all 50 U.S. states using the National Association of Boards of Pharmacy Foundation e-profile system. The 2019 NPWS included a new battery of questions to assess the prevalence of discrimination and harassment in pharmacy. ResultsThe most common bases of discrimination experienced were based on age (31.2%), sex (29%), and race or ethnicity (16.6%). The most common type of harassment experienced was “hearing demeaning comments related to race or ethnicity” at 15.6%. The intersectionality analysis revealed different experiences among sex or race combinations. Black and Asian male pharmacists had the highest rate of “hearing demeaning comments about race or ethnicity.” Nonwhite pharmacists were more likely to experience harassment from customers or patients compared with their white colleagues. Black female pharmacists had the highest rate of being “very unsatisfied” with the results of reporting discrimination and harassment to their employer. ConclusionDiscrimination, including harassment and sexual harassment, is illegal, immoral, and unjust. As the profession of pharmacy continues to become more diverse, there must be a conscious, systemic, and sustained effort to create and maintain workplaces that are safe, equitable, and free of discrimination.

Complementary Review of the Literature on Attrition and Retention Patterns of Special Education Teachers of Color: What We Know and How We Move Forward

Abstract The attrition and retention of special education teachers of color (SETOC) is a concern for school district leaders who are seeking racially and ethnically minoritized teachers to work with students of color with disabilities. We reviewed 47 articles from 2002 to 2020 regarding factors related to the attrition and retention of special education teachers (SET) to better understand the racial characteristics of the participants in the studies and to compare and contrast whether SETOC provide reasons for why they stay or leave that vary from reasons provided by their White colleagues. We found that researchers examining SETs have mostly ignored race and ethnicity when analyzing factors in the attrition and retention of SETs. Although empirical research on the topic is scarce, the articles that were analyzed in this review that also included an analysis of the experiences of SETOC often was framed using a racial lens in understanding factors that may cause them to stay in or leave the profession. We conclude with a discussion of major takeaways from the literature and recommendations for promoting a more robust research agenda on this topic for future considerations.

Taking offense: An emotion reconsidered

Taking offense: An emotion reconsidered

The sisters of sport psychology: An examination of the professional black female experience

Historically, the experiences of female practitioners have been overlooked within applied sport psychology literature, and thus, the field continues to be male-dominated. Despite calls for more racially diverse literature and utilization of diverse methodologies within sport psychology, studies pertaining to the female experience draw heavily from a White/Caucasian female narrative, further perpetuating the historical invisibility of women of color within the sport context. Using feminist methodology to inform the research process, the current study explored the professional experiences of women of African descent within applied sport psychology through a Black feminist lens. The results of the study demonstrate the integral influence of race and gender on one’s professional experiences in applied sport psychology, adding greater depth to the extant literature. Emergent themes included the interplay of personal and professional identity, a sense of responsibility to others and a vigilance with White colleagues. Implications and recommendations are provided, as well as directions for future research including increased representation within the larger sport and performance psychology field, a call for greater cultural awareness and humility within practice and research, and greater recognition of service as part of professional practice.

Remembering in the Second Shift

Remembering in the Second Shift