Color-Blind Racial Beliefs Among Dental Students and Faculty
Color-Blind Racial Beliefs Among Dental Students and Faculty
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DOI：
10.21815/jde.017.064
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发表时间：
2017-09-01
影响因子：
2.3
通讯作者：
Behar-Horenstein, Linda S.
中科院分区：
文献类型：
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作者：
Su, Yu;Behar-Horenstein, Linda S.
提供有文化能力的病人护理需要对种族和文化规范的认识以及对种族主义的认识。然而，致力于这一问题的研究却很少。在牙科教育方面，越来越多的注意力集中在消除由于种族和种族而造成的口腔保健差异上。需要进一步调查，以确定色盲态度(未能认识到种族和种族主义对社会正义的影响)与牙科教育者的文化能力之间的关系。这项研究的目的是使用色盲种族态度量表(眼镜蛇)来确定牙科教师和学生基线色盲种族态度量表的分数。这个由20个项目组成的工具测量了色盲种族态度的三个子量表(对种族特权的不认识、制度歧视和公然的种族问题)，并对一所美国牙科学校的学生和教职员工团体进行了测试。在三个学年的245名学生中，235人回答了所有问题，回复率为96%；在受邀参加的77名教职员工中，71人回答了所有问题，回复率为92%。与非少数族裔学生相比，少数族裔代表不足(URM)的教职员工在制度歧视子量表上的得分明显更高，而在不意识到种族特权方面的得分则更低。与女性相比，男性在制度歧视和公然的种族问题上得分明显更高。与白人学生相比，URM学生在所有三个子量表上的得分都较低。这一发现与之前的研究一致，这些研究表明，与男性和大多数学生相比，女性和URM学生对种族主义更敏感。白人教师比白人学生具有更高的种族特权意识，而URM教师比URM学生更少意识到制度性歧视，这一发现提供了新的信息。这些发现表明，牙科教职员工需要职业发展机会，促进对肤色的意识，理解特权和偏见，提供讨论种族和种族主义的模范指导，并超越简短的研讨会。
Providing culturally competent patient care requires an awareness of racial and cultural norms as well as a recognition of racism. Yet, there is a paucity of research devoted to this problem. In dental education, increased attention has focused on eliminating oral health care disparities due to ethnicity and race. Further investigation to determine the relationship between color-blind attitudes (failing to recognize the impact of race and racism on social justice) and dental educators' cultural competence is needed. The aim of this study was to determine dental faculty and student baseline color-blind racial attitudes scale scores, using the color-blind racial attitudes scale (CoBRAS). This 20-item instrument that measures three subscales of color-blind racial attitudes (Unawareness of Racial Privilege, Institutional Discrimination, and Blatant Racial Issues) was administered to student and faculty groups at one U.S. dental school. Out of a total 245 students in three class years, 235 responded to all items, for a response rate of 96%; out of a total 77 faculty members invited to participate, 71 responded to all items, for a response rate of 92%. Underrepresented minority (URM) faculty scored significantly higher on the Institutional Discrimination subscale and lower on Unawareness of Racial Privilege compared to non-URM students. Males scored significantly higher on Institutional Discrimination and Blatant Racial Issues compared to females. Compared to white students, URM students scored lower on all three subscales. The findings were consistent with previous studies indicating that female and URM students were more sensitive to racism compared to male and majority students. The findings that white faculty had higher awareness of racial privilege than white students and that URM faculty were less aware of institutional discrimination than URM students provided new information. These findings suggest that dental faculty members need professional development opportunities that promote becoming color-conscious and understanding privilege and biases, that model instruction on discussing race and racism, and that extend beyond a brief workshop.