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Recently, U.S. Secretary of Education Arne Duncan suggested that placing Black men in the classroom as teachers is a critical need in the American educational system. Many education policymakers and researchers falsely believe that Black male teachers have a primary responsibility to foster the social development of Black male students. However, increasing the presence of Black male teachers improves the diversity of the profession and should be viewed as a benefit to the system, as they provide quality services to all students regardless of race and/or gender. This edited volume offers sound suggestions for advancing diversity in the teaching profession. It provides teacher education programs with needed training materials to accommodate Black male students, and school district administrators and leaders with information to help recruit and retain Black male teachers. Each chapter will feature policy and practice recommendations and a case example to spur action and increase opportunities for discussion.

\"Education for Empire examines how American public schools created and placed children on multiple and uneven paths to \"good citizenship.\" These paths offered varying kinds of subordination and degrees of exclusion closely tied to race, national origin, and US imperial ambitions. Public school administrators, teachers, and textbook authors grappled with how to promote and share in the potential benefits of commercial and territorial expansion, and in both territories and states, how to apply colonial forms of governance to the young populations they professed to prepare for varying future citizenships. The book brings together subjects in American history usually treated separately--in particular the formation and expansion of public schools and empire building both at home and abroad. Temporally framed by the 1882 Chinese Exclusion and 1924 National Origins Acts, two pivotal immigration laws deeply entangled in and telling of US quests for empire, case studies in California, Hawai°i, Georgia, New York, the Southwest, and Puerto Rico reveal that marginalized people contested, resisted, and blazed alternative paths to citizenship, in effect destabilizing the boundaries that white nationalists, including many public school officials, in the United States and other self-described \"white men's countries\" worked so hard to create and maintain\"--Provided by publisher.

A practical way forward for those who refuse to accept the status quo as the best we can do, with role-specific guidance for teachers, principals, district leaders, and community members committed to racial equity in education.

Background Diversity, equity, inclusion, and belonging (DEIB) are essential in advanced practice education to address systemic racism and health inequities. The American Association of Colleges of Nursing's (AACN) The Essentials: Core Competencies for Professional Nursing Education highlight nursing's role in addressing these challenges and developed a DEI toolkit. Method A symposium was created for nurse practitioner faculty to explore DEIB integration using case studies based on anti-DEIB legislation. Participants applied the AACN DEI Toolkit across institutional viability, access, climate, and education. Results Participant feedback indicated high satisfaction, with increased awareness of anti-DEIB legislation and improved knowledge of the AACN DEI Toolkit. Informal debriefing revealed varying levels of readiness to address DEIB challenges. Conclusion Addressing structural racism in nursing education requires strategies and collaboration. The AACN DEI Toolkit provides a foundation for integrating DEIB into nursing curricula, promoting equitable, culturally competent health care. This initiative is crucial for preparing advanced practice nursing graduates to meet the evolving needs of diverse populations.

Health disparities among populations across geographic regions, demographic and socio-economic groups are well documented; however, ecological studies which visually demonstrate health disparities associated with structural racism among racialized populations are limited. The purpose of this study was to examine low birthweight (LBW) as a measurable indicator of disproportionate health impacts across three race/ethnicity groups—non-Hispanic Black, Hispanic and non-Hispanic White–in the United States (US) for visualizing ecological manifestation of this disparity attributed to structural racism. We begin by providing the contextual background of structural racism through a literature review, and then more specifically, we examine LBW as a selected health indicator characterized with a socio-biological pathway of structural racism via socio-economic and politico–legal determinants and associated mediating factors to health disparities, from which we synthesized a visualization model with the indicators of structural racism reported in the literature reviewed. To further visualize these impacts, publicly available US County Health Ranking data for LBW, at the county level in two US states, Tennessee and Ohio, were analyzed to uncover area-based ecological health outcome—LBW. Significant correlation and scatter plots provided evidence of LBW as a racially sensitive health indicator associated with impacts of structural racism. These findings were further notable through examination of socio-economic determinants (e.g., race/ethnicity, income, education, and employment) and environmental factors such as housing issues as well as other underlying health conditions. Our case study has opened a window for visualizing disparity across non-Hispanic Black, Hispanic, non-Hispanic White populations as demonstrated by the prevalence of LBW disparity through its determinants and mediating factors at the county level. Potentially important policy implications for reparative change are drawn through our study findings that are salutary and/or reductive for addressing impacts of structural racism. Further studies are needed to fully understand the comprehensive web of area-based ecological factors impacting various health outcomes through the impacts of structural racism.

ObjectiveTo synthesise and appraise the design and impact of peer-reviewed evaluations of Indigenous cultural safety training programmes and workshops for healthcare workers in Australia, Canada, New Zealand and/or the United States.DesignSystematic review.Data sourcesOvid Medline, Embase, PsycINFO, CINAHL, Cochrane Central Register of Controlled Trials, Cochrane Database of Systematic Reviews, Bibliography of Indigenous Peoples in North America, Applied Social Sciences Index & Abstracts, ERIC (Education Resources Information Center), International Bibliography of the Social Sciences, ProQuest Dissertations & Theses Global, Sociological Abstracts, and Web of Science’s Social Sciences Citation Index and Science Citation Index from 1 January 2006 to 12 May 2022.Eligibility criteriaStudies that evaluated the outcomes of educational interventions for selecting studies: designed to improve cultural safety, cultural competency and/or cultural awareness for non-Indigenous adult healthcare professionals in Canada, Australia, New Zealand or the United States.Data extraction and synthesisOur team of Indigenous and allied scientists tailored existing data extraction and quality appraisal tools with input from Indigenous health service partners. We synthesised the results using an iterative narrative approach.Results2442 unique titles and abstracts met screening criteria. 13 full texts met full inclusion and quality appraisal criteria. Study designs, intervention characteristics and outcome measures were heterogeneous. Nine studies used mixed methods, two used qualitative methods and two used quantitative methods. Training participants included nurses, family practice residents, specialised practitioners and providers serving specific subpopulations. Theoretical frameworks and pedagogical approaches varied across programmes, which contained overlapping course content. Study outcomes were primarily learner oriented and focused on self-reported changes in knowledge, awareness, beliefs, attitudes and/or the confidence and skills to provide care for Indigenous peoples. The involvement of local Indigenous communities in the development, implementation and evaluation of the interventions was limited.ConclusionThere is limited evidence regarding the effectiveness of specific content and approaches to cultural safety training on improving non-Indigenous health professionals’ knowledge of and skills to deliver quality, non-discriminatory care to Indigenous patients. Future research is needed that advances the methodological rigour of training evaluations, is focused on observed clinical outcomes, and is better aligned to local, regional,and/or national Indigenous priorities and needs.

Exploring the role of identitarian politics in the privatization of Newark’s public school system   In Expelling Public Schools, John Arena explores the more than two-decade struggle to privatize public schools in Newark, New Jersey—a conflict that is raging in cities across the country—from the vantage point of elites advancing the pro-privatization agenda and their grassroots challengers. Analyzing the unsuccessful effort of Cory Booker—Newark’s leading pro-privatization activist and mayor—to generate popular support for the agenda, and Booker’s rival and ultimate successor Ras Baraka’s eventual galvanization of the charter movement, Arena argues that Baraka’s black radical politics cloaked a revanchist agenda of privatization. Expelling Public Schools reveals the political rise of Booker and Baraka, their one-time rivalry and subsequent alliance, and what this particular case study illuminates about contemporary post–civil rights Black politics. Ultimately, Expelling Public Schools is a critique of Black urban regime politics and the way in which antiracist messaging obscures real class divisions, interests, and ideological diversity.

This book compares two challenges made to American public school curricula in the 1980s and 1990s. It identifies striking similarities between proponents of Afrocentrism and creationism, accounts for their differential outcomes, and draws important conclusions for the study of culture, organizations, and social movements. Amy Binder gives a brief history of both movements and then describes how their challenges played out in seven school districts. Despite their very different constituencies--inner-city African American cultural essentialists and predominately white suburban Christian conservatives--Afrocentrists and creationists had much in common. Both made similar arguments about oppression and their children's well-being, both faced skepticism from educators about their factual claims, and both mounted their challenges through bureaucratic channels. In each case, challenged school systems were ultimately able to minimize or reject challengers' demands, but the process varied by case and type of challenge. Binder finds that Afrocentrists were more successful in advancing their cause than were creationists because they appeared to offer a solution to the real problem of urban school failure, met with more administrative sympathy toward their complaints of historic exclusion, sought to alter lower-prestige curricula (history, not science), and faced opponents who lacked a legal remedy comparable to the rule of church-state separation invoked by creationism's opponents. Binder's analysis yields several lessons for social movements research, suggesting that researchers need to pay greater attention to how movements seek to influence bureaucratic decision making, often from within. It also demonstrates the benefits of examining discursive, structural, and institutional factors in concert.

Medical trainee burnout is associated with poor quality care and attrition. Medical students in sexual minority groups report fear of discrimination and increased mistreatment, but the association between sexual orientation, burnout, and mistreatment is unknown. To evaluate whether medical student burnout differs by sexual orientation and whether this association is mediated by experiences of mistreatment. This cross-sectional study surveyed US medical students graduating from Association of American Medical Colleges (AAMC)-accredited US allopathic medical schools who responded to the AAMC graduation questionnaire in 2016 and 2017. Statistical analyses were performed from March 15, 2019, to July 2, 2020, and from November 20 to December 9, 2020. Burnout was measured using the Oldenburg Burnout Inventory for Medical Students, and sexual orientation was categorized as either heterosexual or lesbian, gay, or bisexual (LGB). Logistic regression models were constructed to evaluate the association between sexual orientation and experiencing burnout (defined as being in the top quartile of exhaustion and disengagement burnout dimensions) and to test the mediating association of mistreatment. From 2016 to 2017, 30 651 students completed the AAMC Graduation Questionnaire, and 26 123 responses were analyzed. Most respondents were younger than 30 years (82.9%) and White (60.3%). A total of 13 470 respondents (51.6%) were male, and 5.4% identified as LGB. Compared with heterosexual students, a greater proportion of LGB students reported experiencing mistreatment in all categories, including humiliation (27.0% LGB students vs 20.7% heterosexual students; P < .001), mistreatment not specific to identity (17.0% vs 10.3%; P < .001), and mistreatment specific to gender (27.3% vs 17.9%; P < .001), race/ethnicity (11.9% vs 8.6%; P < .001), and sexual orientation (23.3% vs 1.0%; P < .001). Being LGB was associated with increased odds of burnout (adjusted odds ratio, 1.63 [95% CI, 1.41-1.89]); this association persisted but was attenuated after adjusting for mistreatment (odds ratio, 1.36 [95% CI, 1.16-1.60]). The odds of burnout increased in a dose-response manner with mistreatment intensity. Lesbian, gay, or bisexual students reporting higher mistreatment specific to sexual orientation had and 8-fold higher predicted probability of burnout compared with heterosexual students (19.8% [95% CI, 8.3%-31.4%] vs 2.3% [95% CI, 0.2%-4.5%]; P < .001). Mediation analysis showed that mistreatment accounts for 31% of the total association of LGB sexual orientation with overall burnout (P < .001). This study suggests that LGB medical students are more likely than their heterosexual peers to experience burnout, an association that is partly mediated by mistreatment. Further work is needed to ensure that medical schools offer safe and inclusive learning environments for LGB medical students.