White Female Students Research Articles

Psychological distress in a sample of predominately white female college students: the role of mindfulness and physical activity

Objective: Framed in Reinforcement Sensitivity Theory, this study examined the moderating effects of mindfulness and moderate-to-vigorous physical activity (MVPA) on the relationship between behavioral inhibition system (BIS) sensitivity and psychological distress in college students. Participants: Undergraduate students (n = 183) at a large public university in the United States were included in the study. Methods: Self-reported BIS sensitivity, mindfulness, MVPA, and psychological distress were examined in November 2021. Results: Findings revealed a positive relationship between BIS sensitivity and psychological distress, however, this relationship was conditional on levels of mindfulness and MVPA. Specifically, increased reports of mindfulness and MVPA related to lower psychological distress for participants with higher than average BIS sensitivity. Conclusions: Mindfulness and MVPA are buffers for university students prone to psychological distress. Identifying diverse strategies that effectively lower psychological vulnerabilities in college students can be used to develop targeted interventions that reduce psychopathology and promote mental health.

Suicidal Thoughts and Behaviors Among High School Students - Youth Risk Behavior Survey, United States, 2021.

Suicide is the third leading cause of death among high school-aged youths aged 14-18 years. The 2021 suicide rate for this age group was 9.0 per 100,000 population. Updating a previous analysis of the Youth Risk Behavior Survey during 2009-2019, this report uses 2019 and 2021 data to examine high school students' reports of suicidal thoughts and behaviors. Prevalence estimates are reported by grade, race and ethnicity, sexual identity, and sex of sexual contacts. Unadjusted logistic regression models were used to calculate prevalence differences comparing 2019 to 2021 and prevalence ratios comparing suicidal behavior between subgroups across demographic characteristics to a referent group. From 2019 to 2021, female students had an increased prevalence of seriously considered attempting suicide (from 24.1% to 30%), an increase in making a suicide plan (from 19.9% to 23.6%), and an increase in suicide attempts (from 11.0% to 13.3%). In addition, from 2019 to 2021, Black or African American (Black), Hispanic or Latino (Hispanic), and White female students had an increased prevalence of seriously considered attempting suicide. In 2021, Black female students had an increased prevalence of suicide attempts and Hispanic female students had an increased prevalence of suicide attempts that required medical treatment compared with White female students. Prevalence of suicidal thoughts and behaviors remained stable overall for male students from 2019 to 2021. A comprehensive approach to suicide prevention with a focus on health equity is needed to address these disparities and reduce prevalence of suicidal thoughts and behaviors for all youths. School and community-based strategies include creating safe and supportive environments, promoting connectedness, teaching coping and problem solving, and gatekeeper training.

Racial and Ethnic Disparities in Weight Loss Behaviors Among US College Students.

Weight loss behaviors are prevalent among college students and are associated with adverse physical and psychological outcomes, such as an elevated risk of developing an eating disorder. While cross-ethnic differences have been reported, no consistent pattern has emerged. The purpose of this study was to examine racial and ethnic differences in weight loss behaviors among female and male college students. The American College Health Association-National College Health Assessment (ACHA-NCHA) II-C survey data from the collection periods from 2015 to 2019 was used. A total of 426,425 students participated in the survey. Most participants were White (60%) and female (68.5%). Information on students' age, body mass index (BMI), and self-rated health was also collected. Logistic regression analyses were performed to determine cross-ethnic differences in weight loss methods among female and male students. Students' weight loss behaviors were assessed and included dieting, exercising, vomiting or taking laxatives, and the use of diet pills in the past 30 days. More than half of the participants attempted to lose weight through exercise (53.5%), and 40.3% of students dieted to lose weight in the past month. Purging and the use of diet pills were endorsed by 2.9% and 2.8% of the participants, respectively. With few exceptions, male students from racial and ethnic minority backgrounds were more likely to engage in extreme weight control practices (ie, vomiting or taking laxatives, taking diet pills) than White male students, while female students from racial and ethnic minority backgrounds were less likely to use diet and exercise as weight loss methods than White female students. For all outcomes, Biracial/Multiracial and Hispanic/Latino male students were more likely to attempt weight loss than White male students. Biracial/Multiracial female students more frequently endorsed extreme weight control behaviors than White female students. The results of the present study add to the growing body of literature on the relationship between race and ethnicity and weight loss behaviors. The findings indicate the need for tailored educational and intervention programs on college campuses.

Racial/ethnic variations in the polyvictimization of college women: results from a large-scale campus climate survey

Social scientific knowledge of the extent, distribution, causes, and consequences of various types of gendered interpersonal violence against North American college women has markedly advanced since the early 1980s. Nevertheless, major research gaps still exist, including a conspicuous absence of quantitative and qualitative data on racial/ethnic variations in female students’ polyvictimization experiences. Using results of the Campus Quality of Life Survey conducted at a large doctoral institution in the South Atlantic region of the United States, this article shows that ethnic minority and White female students are equally at risk of experiencing multiple types of victimizations of different kinds, such as stalking, sexual harassment, physical violence, and sexual assault.

A Social Norms and Identity Approach to Increasing Fruit and Vegetable Intake of Undergraduate Students in the United Kingdom.

This study investigated the influence of descriptive norm messages that either communicated that university students eat a sufficient amount of fruit and vegetable (F&V) or that they do not, on F&V consumption, and whether or not any effects are moderated by student identification. An online 2 (Norm: “Sufficient”/“Insufficient”) × 2 (Identification: “Low”/“High”) experimental design was employed. Infographics containing “sufficient”/“insufficient” F&V intake descriptive norms were presented. An identification manipulation was employed to create “high”/“low” student identifiers. F&V intake intentions were assessed after the manipulations; self-reported F&V intake was reported at 2 days post-intervention. Undergraduate students in the United Kingdom (N = 180) reported their intake intentions, of which 112 (62%) completed the behavioral follow-up. Participants were predominantly white female students from Scottish universities, mean age 20.4 (±1.6) years. Baseline mean F&V consumption was high (4.5 ± 2.8). There were no significant main effects of Norm or Identification manipulations on F&V intentions and intake. Significant norm × identification interactions were revealed for fruit intake intentions and vegetable intake at follow-up, indicating half-portion differences (~40 g) between groups. Ironic effects were observed for “high” identifiers, who neither intended to, nor acted in accordance with group norms; “low” student identifiers intended to and followed group norms, whereby the “sufficient”/“low” group intended to consume significantly more fruit portions and consumed more vegetables than the “insufficient”/“low” group. Given the half-portion differences between groups resulting from the norm × identification interactions, future research on a larger sample of young adults with low F&V intake is warranted to further explore the conditions under which moderating effects of identification are observed and the underlying mechanisms.

Bias in online classes: Evidence from a field experiment

Asynchronous, online interactions are increasingly common, particularly in education, but relatively little is known about the influence of social identity in these environments. We test for the presence of race/place-of-origin and gender biases among students and instructors in asynchronous online post-secondary classes by measuring responses to discussion comments posted in the discussion forums of 124 different massive open online courses (MOOCs). Each comment was randomly assigned a student name connoting a specific race/place of origin and gender. We find evidence that assumed identities influenced the likelihood of both instructor and peer responses. The comparative effects by identity indicate that instructor responses consistently privileged White males who were, on average, 94% more likely to receive a response than other students. We also find that White female students were particularly likely to receive a peer response. We discuss the implications of these findings for understanding social-identity dynamics in classrooms and the design of online learning environments.

Ally endorsement: Exploring allyship cues to promote perceptions of allyship and positive STEM beliefs among White female students

Many science, technology, engineering, and math (STEM) domains are White-male-dominated; yet, investigations exploring how White men scientists can counter women’s underrepresentation are lacking. We examined whether exposure to a White male scientist endorsed as an ally by a gender ingroup member (i.e., an allyship cue) encouraged identity-safety and positive STEM beliefs among White female students. Relative to a White male scientist without an allyship cue, participants that viewed an endorsed scientist reported greater perceptions of allyship, identity-safety (Experiment 1–3), interest, and self-efficacy in computer science (Experiments 2 and 3). In Experiment 3, we recruited White women in STEM and found that ally endorsement from a White or Black female, but not a White male, promoted identity-safety. Moreover, the endorsed scientist encouraged perceptions that they possessed a shared reality with participants and recognized the bias that women in STEM face. Allyship cues may help White men attract White female students to STEM.

Assessing Efforts to Diversify Kentucky’s K–12 Teacher Workforce: A Mixed-Methods Analysis of a Grow-Your-Own-Teacher Pathway

We examined the characteristics of 77 high school participants from four school districts who participated in the Teaching and Learning Career Pathway (TLCP) at the University of Louisville during the 2018–2019 school year. The program seeks to support the recruitment of a diverse and effective educator workforce by recruiting high school students as potential teachers for dual-credit courses that explore the teaching profession. Utilizing descriptive and inferential analysis (χ2 tests) of closed-ended item responses as well as qualitative analysis of program documents, Web sites, and students’ open-ended item responses, we compared the characteristics of the participants with those of their home school districts and examined their perceptions of the program. When considering gender and race/ethnicity, our analysis revealed the program was unsuccessful in its first year, reaching predominantly white female high school students who were already interested in teaching. Respondents reported learning about the TLCP from school personnel, specifically, guidance counselors (39%), non-TCLP teachers (25%), or TLCP teachers (20%). We found that the TLCP program has not defined diversity in a measurable way and the lack of an explicit program theory hinders the evaluation and improvement of TLCP. Program recruitment and outcomes are the result of luck or idiosyncratic personnel recommendations rather than intentional processes. We identified a need for qualitative exploration of in-school recruitment processes and statewide longitudinal studies to track participant outcomes in college and in the teacher labor market.

Black and White Female Disproportional Discipline K–12

The school-to-prison pipeline represents an educational environment that allows public schools to push many at-risk children out of school and into the juvenile justice or the adult criminal justice system. Consequently, this study explores the disproportionate rates of discipline when comparing Black and White female students in the national public-school system. Specifically, this research explored discipline outcomes for Black and White female students in kindergarten through 12th grade in five of the best academically performing states in the United States compared with five of the worse academically ranked states in the United States. Using the Civil Rights Data Collection (CRDC) of 2013–2014 data, the exploration found Black female students were disproportionately suspended compared with White female students in both the high and low academically performing states. Similarly, Black female students experienced disproportionality rates (overrepresented) compared with White female students for school-related arrests. Overall, the disproportionality rates for Black female students suspended and arrested compared with White female students were higher in the academically higher ranked states.

Prevalence of Indoor Tanning Among U.S. High School Students from 2009 to 2017.

Indoor tanning exposes users to high levels of ultraviolet radiation, increasing skin cancer risk. The risk is greatest for those who begin indoor tanning at a young age. The objective of this study was to assess changes in indoor tanning prevalence over time among U.S. high school students, by sex, age, and race/ethnicity. We used cross-sectional data from the 2009, 2011, 2013, 2015, and 2017 national Youth Risk Behavior Survey to examine changes in indoor tanning prevalence from 2009 to 2017 and from 2015 to 2017. From 2009 to 2017 indoor tanning declined overall (15.6 to 5.6%; p < 0.001), across all age groups, and among white (37.4 to 10.1%; p < 0.001) and Hispanic (10.5 to 3.0%; p < 0.001) female students, and white (7.0 to 2.8%; p < 0.001) and Hispanic (5.8 to 3.4%; p < 0.001) male students. From 2015 to 2017, indoor tanning declined overall (7.3 to 5.6%; p = 0.04) and among white (15.2 to 10.1%; p = 0.03) and Hispanic (5.8 to 3.0%; p = 0.02) female students, and 16-year-old students (7.2 to 4.7%; p = 0.03). Indoor tanning has continued to decrease, particularly among white and Hispanic female students, dropping well below the Healthy People 2020 target for adolescents. However, continued efforts are needed to further reduce and sustain reductions in adolescent indoor tanning and address remaining research gaps.

An exploratory study on microaggressions in medical school: What are they and why should we care?

IntroductionMicroaggressions and their impact have been documented in minority college students; however, little is known about the experience of medical students. This study reports the prevalence and understanding of microaggressions among medical students at the University of Florida College of Medicine (UFCOM), while gaining insights into experiences of medical students dealing with microaggressions.MethodA nine-question survey was sent out to all medical students at the UFCOM in the spring of 2017 to understand their experiences with microaggressions. The authors used simple statistics and chi-test to analyze the demographic data and an inductive thematic qualitative analysis was performed on the open-ended responses to study medical students’ understanding of the term, experiences, and impact of microaggressions.ResultsThe response rate was 64% (n = 351/545). Fifty-four percent reported experiencing microaggressions, of those the majority were female students (73% compared with 51% among male students, p = 0.0003); for female students from minority backgrounds this was 68% and for white female students 76% (p = 0.2606). Microaggressions are more common in the second year of medical school (30%), followed by the third year (23%). Most students were able to recognize and identify microaggressions, but some denied the concept existed, attributing concerns about microaggressions to a culture promoting oversensitivity and political correctness. Students described microaggressions related to sexism; religion; skin colour; and ethnicity. Students described indifference, emotional reactions and denial of the event as coping mechanisms.ConclusionMicroaggressions are prevalent on a day-to-day basis among medical students with female students from a minority background as well as white female students experiencing more microaggressions. Further research is needed to explore interventions to counter microaggressions in order to ensure a healthy learning environment.

Mindfulness and Paranoia: A Cross-Sectional, Longitudinal and Experimental Analysis

ObjectivesThe purpose of this article was to examine the role of mindfulness, and its facets, in predicting (Studies 1 and 2) and attenuating (Study 3) paranoia in students.MethodsStudy 1 used cross-sectional questionnaire-based methodology (N = 410) to examine the association between mindfulness and paranoia whilst controlling for their shared association with anxiety and depression. Study 2 used longitudinal design to test the prospective influence of mindfulness facets on state paranoia over a 2-week period (N = 84). Study 3 used a single-blind between-group experimental design to examine the effects of 1-week self-administered mindfulness training (N = 34) versus 1-week self-administered guided visual imagery (GVI) training (N = 34) on state paranoia.ResultsIn study 1, controlling for anxiety and depression, low levels of non-judgement were significantly associated with high levels of paranoia (p < .001). In study 2, high levels of non-judgement buffered the impact of trait paranoia on daily experiences of state paranoia, whilst statistically controlling for the influence of rumination (interaction: p = .02). In study 3, both mindfulness and GVI significantly reduced state paranoia (p < .001).ConclusionFindings highlight the importance of mindfulness, and non-judgement specifically, in understanding paranoia in students and provide further evidence for mindfulness and relaxation as effective methods for reducing paranoia. Across studies, participants were predominantly white female students. Findings cannot, therefore, be assumed to generalise to other populations.

Campus Racial Incidents, Hate Crimes, and White Male and Female Students’ Racial Attitudes

ABSTRACTDespite popular claims that the United States has reached a “post-racial” era—one in which race no longer matters for determining one’s life chances—college students continue to have strong views toward whether or not racial discrimination is still a major problem in this country. Utilizing multilevel modeling on data merged from the Cooperative Institutional Research Program’s (CIRP) 2005 Freshman Survey (TFS) and 2009 College Senior Survey (CSS), as well as the Integrated Postsecondary Educational Data System (IPEDS) and the Office of Postsecondary Education Campus Safety and Security database, this study examined individual and institutional predictors of white male and female college students’ senior-year views on whether racial discrimination is still a major problem in the United States, with a particular focus on campus racially biased incidents and hate crimes. Results show that having a reported hate crime on campus did not have a significant association with white students’ senior-year views, while a higher level of news coverage of campus racially biased incidents significantly predicted white women’s senior-year views on racial discrimination. Implications of the findings with respect to higher education research, policy, and practice are discussed.

Committed to STEM? Examining Factors that Predict Occupational Commitment among Asian and White Female Students Completing STEM U.S. Postsecondary Programs.

Although it is well known that women have relatively high rates of attrition from STEM occupations in the United States, there is limited empirical research on the views and experiences of female STEM degree-earners that may underlie their commitment to their chosen fields. Utilizing survey data from 229 women completing STEM degrees at two U.S. universities, the present study examines how perceptions of occupational affordances and interactions with others in the field predict their occupational STEM commitment. Additionally, the study employs an intersectional lens to consider whether the patterns of association are different for Asian women and White women. Multivariate regression analyses reveal that although communal goal affordances do not significantly predict women's occupational STEM commitment, agentic goal affordances are a strong predictor of such commitment. Regarding experiences with others in the field, results reveal that classmate interactions are not associated with STEM commitment, whereas positive faculty interactions do significantly predict such commitment. However, further analyses reveal racial differences in these patterns because agentic goal affordances are much weaker predictors of occupational STEM commitment for Asian women than for White women, and results indicate that faculty interactions are significant predictors of STEM commitment only for White women. Thus, our results strongly suggest that the theoretical models of motivation and support that underlie much of the discussion around women in STEM do not similarly apply to women from all racial backgrounds and that more research is needed that considers how both gender and race simultaneously shape STEM engagement and persistence.

Differential perceptions of a hypothetical sexual assault survivor based on race and ethnicity: Exploring victim responsibility, trauma, and need for social support

Objective: Explore the ways in which a sample of college women interpret racially/ethnically coded vignettes to understand their perceptions of responsibility and trauma experienced by a hypothetical female sexual assault survivor and her need for social support. Participants: Convenience sample of college women (N = 51) attending a large, predominately white university in the Southeastern United States recruited between January and March 2013. Methods: Participants were randomly assigned one of three vignettes describing a hypothetical date rape scenario. Vignette scenarios were identical except for discrete statements coded to signify either an African American, Latina, or white female student. Participants responded to open-ended questions that gauged their interpretations of responsibility, trauma, and social support. Results: Qualitative analysis of open-ended responses revealed six overarching themes, including overt victim blaming/shaming, justification of the sexual assault, and perceived need for social support. Conclusions: Findings point to the significance of including race in discussions about and programs that address sexual assault on college campuses to ensure that all women who experience sexual violence receive the support that they need.

Toward a nuanced understanding of nondisclosure in psychotherapy supervision.

Previous research indicates that trainees often withhold important information related to their clients' progress and their reactions to supervision. Moreover, factors associated with the occurrence of supervisee nondisclosure (SND) are not well established. As one of the few studies to compare clinically related with supervision-related nondisclosure, we tested the relation of these two dimensions of the construct, as measured by Siembor and Ellis's (2012) Supervisee Nondisclosure Scales, to three important process variables: perceptions of (a) the supervisory alliance, as measured by Bahrick's (1989) Working Alliance Inventory-Trainee; (b) collaborative supervision, as measured by Rousmaniere and Ellis's (2013) Collaborative Supervision Behavior Scale; and (c) explicitly relational supervisor behaviors, as measured by Shaffer and Friedlander's (2017) Relational Behavior Scale. Participants were 257 North American trainees, predominately White female doctoral students receiving supervision in a practicum or internship setting. As hypothesized, the three process variables inversely contributed to the multivariate composite of SND, jointly accounting for roughly one quarter of the variability; alliance and relational behavior were uniquely significant contributors (24.5% and 7%, respectively). Follow-up analyses indicated that only alliance perceptions contributed unique variance (23%) to supervision-related nondisclosures, which were endorsed much more frequently than clinically related nondisclosures in this sample. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Sexual Harassment at Institutions of Higher Education: Prevalence, Risk, and Extent.

Sexual harassment is a pervasive problem on college campuses. Across eight academic campuses, 16,754 students participated in an online study that included questions about sexual harassment victimization by a faculty/staff member or by a peer since enrollment at their Institution of Higher Education (IHE). Utilizing an intersectional theory and hurdle models, this study explored the effects of gender, race/ethnicity, sexual orientation, age at enrollment, student status, and time spent at institution on students' risk for peer- and faculty/staff-perpetrated sexual harassment victimization, as well as the extent of victimization for students who experience harassment. Across institutions, 19% of students reported experiencing faculty/staff-perpetrated sexual harassment and 30% reported experiencing peer-perpetrated sexual harassment. Hypotheses related to intersectional impacts were partially supported, with most significant findings in main effects. Time at institution was found to increase both risk and extent of victimization of both types of harassment. Traditional undergraduate students, non-Latinx White students, female students, and gender and sexual minority students were found to be at increased risk for harassment. Being female increases the odds of experiencing both faculty/staff and peer sexual harassment by 86% and 147%, respectively. Latinx students and students with an ethnicity other than White reported less victimization, but those who reported sexual harassment faced greater extent of harassing behaviors. A discussion of these findings for institutional program planning and policy is explored.

Mindfulness as a Moderator of the Association Between Eating Disorder Cognition and Eating Disorder Behavior Among a Non-clinical Sample of Female College Students: A Role of Ethnicity.

The present cross-sectional study examined whether mindfulness moderated the association between eating disorder cognition and eating disorder behaviors among Asian American, Black American, and White American female college students in the United States. Participants (N = 463, age range = 18–25 years) completed self-report measures online. Results revealed that mindfulness moderated the association between eating disorder cognition and eating disorder behavior in the White American group, but not in Asian American or Black American samples. Future research should replicate these differential findings across ethnic groups and investigate the factors that may contribute to this group difference.

Abby as Ally: An Argument for Culturally Disruptive Pedagogy

This article re-stories the navigation of one White female student, Abby, enrolled in a 12thgrade ethnic studies course titled Native American literature. Abby reveals tensions, disruptions, and self-discoveries within a course that recentered Indigenous histories and literacies while, concurrently, decentered dominant knowledge systems. Her story addresses this article’s central question: How does Whiteness operate in an ethnic studies course? Eleven vignettes trace Abby’s critical consciousness development within and beyond this course. Relying on Paris and Alim’s (2014, 2017) culturally sustaining pedagogy and McCarty and Lee’s (2014) culturally revitalizing pedagogy, I offer culturally disruptive pedagogy to argue that as educators, researchers, and community members seek ways to sustain and revitalize cultural practices, we must also consider the ways hegemonic norms—as perpetuated by ideologies of whiteness—require a needed disruption.

What's Your Emergency?: White Women and the Policing of Public Space

766 Feminist Studies 44, no. 3. © 2018 by Feminist Studies, Inc. Justin LOUIS Mann What’s Your Emergency?: White Women and the Policing of Public Space On Tuesday, May 29, 2018, Starbucks closed eight thousand stores so that its nearly one hundred seventy-five thousand employees could undergo racial bias training. The company scheduled the training after a Philadelphia store manager, a white woman with a history of calling the police on black customers, called 9-1-1 on Rashon Nelson and Donte Robinson. The arrest sparked outrage when video of the incident was posted on social media (Melissa DePino, a customer in the coffee house at the time, filmed the arrest and posted the video to Twitter where it was shared four million times in forty-eight hours). Although different from the types of police encounters that have dominated news reports— encounters that often end in the murder of black people—this episode, and the many others like it that have come to light in the months since, is equally important to understanding contemporary race relations in the United States. Here and in other incidents in which white people, especially white women, make false reports to the police accusing black people of criminal activity where none is present, gender often plays a pivotal role in producing notions of fear and safety. In this essay, I am most interested in how discourses of security and rights enable and sublimate racism, encouraging white women to call the police on black people. The implications of such acts are magnified in a context where police encounters often end in the violent death of innocent “suspects.” News and Views 767 I also want to consider the unique response engendered by social media, in which accusers are lampooned and turned into memes. In the time since Nelson and Robinson were arrested, numerous other incidents in which police were called on innocent black people have been reported in the press. Although recounting all of these incidents would be impossible—especially because we might imagine that each story that garners media attention eclipses countless others that do not—a few examples reveal a compelling set of consistencies. At Yale University and more recently at Smith College, white female students called police on black students who were using common areas to study or sleep. A white woman called the police on Kelly Fyffe-Marshall, Donisha Prendergast, and Komi-Oluwa Olafimihan as they moved out of their Airbnb, and former Obama-administration staffer Darren Marten was questioned by police while he moved into his apartment in New York City. In Pennsylvania, a white man called the police on five black women while they golfed. His complaint: the women were playing too slowly.1 A woman in Oakland called the police on two black men who were barbequing in a public park in Lake Merritt. This incident was also filmed and posted to the internet where it went viral, with viewers dubbing the woman #BBQBecky. Her image was also digitally edited so that she appears standing behind Martin Luther King on the steps of 1. See Cleve R. Wootson, Jr., “A Black Yale Student Fell Asleep in Her Dorm’s Common Room. A White Student Called Police,” The Washington Post, May 2018, https://www.washingtonpost.com/news/grade-point/wp/2018/05/10/ablack -yale-student-fell-asleep-in-her-dorms-common-room-a-white-studentcalled -police/?noredirect=on&utm_term=.e7cac4497128; “‘All I Did Was Be Black’: Someone Called the Police on a Student Lying on a Dorm Couch,” The Washington Post, August 2018, https://www.washingtonpost.com/news /grade-point/wp/2018/08/05/all-i-did-was-be-black-someone-called-the-policeon -a-student-lying-on-a-dorm-couch/?utm_term=.d0f1afbe4e75; Patricia Mesachio, “Bob Marley’s Granddaughter Donisha Prendergast Demands Police Protocol Changes After Airbnb Run-In,” Billboard, May 2018, https:// www.billboard.com/articles/news/8455886/bob-marley-granddaughter-donisha -prendergast-airbnb; Julica Jacobo and Erica Y King, “‘Profiling Is Real’: Former Obama Staffer Mistaken as Burglar While Moving into New York City Apartment,” ABC News, May 2018, https://abcnews.go.com/Politics /profiling-real-obama-staffer-mistaken-burglar-moving-york/story?id=54877597; Christina Caron, “5...