Developing Modules to Address Microaggressions and Discriminatory Behaviors

项目摘要/摘要 背景：结构性种族主义，定义为社会通过以下方式培养种族歧视的所有方式 强化不公平的教育、医疗和就业制度，表现为宏观侵略性， 它们包含在为生物医学科学服务的机构内的政策和实践中。这些 大侵略滋生并延续歧视性的信念和做法，不仅损害科学 生物医学研究的生产力和新发现，以及来自种族的人的职业轨迹 小规模的团体和社区。具体地说，大攻击性要求个人，特别是 那些处于权力和领导地位的人改变了他们的偏见和行动。因此，干预措施 宏观侵略和结构性种族主义必须承认和解决种族和族裔偏见， 在个人层面上出现的歧视，称为种族微侵犯。种族歧视的危害 当相交时(与其他边缘化背景有关，如 性别、出生地身份等)并因此制造了重叠的压迫制度。为了创造一种文化 有助于改变一系列生物医学研究环境，受训者和他们的主管需要 更好地了解和承认他们自己的背景以及他们的观点是如何形成的 基于他们与浸泡在建筑历史中的文化互动的生活经历的结合 种族主义。为了促进机构一级政策和程序的改变，这些政策和程序产生了不成比例的影响 对于那些来自小规模背景的人来说，重要的是机构领导人也必须是积极的改革推动者。 目的：该提案的主要目标是创建一系列自我指导、自定进度的学习 生物医学研究实习生、主管和组织领导人可以使用的模块，以更好地 了解结构性种族主义如何影响他们自己的偏见和行为，以及如何使用 当他们是种族和跨部门微侵犯的目标、旁观者或犯罪者时，并使用 在处理机构一级的政策方面的这些战略表明种族和跨部门 宏大的攻击性。其他目标包括收集定性和定量数据以评估 新单元的可行性、可接受性、可及性和对一系列参与者的初步影响。 方法和设计：将使用基于社区的参与性研究(CBPR)方法来确保 新的教育模块以经验科学为基础，以理论为基础，包括 来自一系列关键利益相关者群体(例如，生物医学实习生、主管和领导者)的迭代反馈。 一项初步评估，包括随机将参与者分配到干预和对照条件 将用于确定教育模块是否与知识的增长和 适当处理种族和跨界别的大攻击和微攻击的自我效能感。

Project Summary/Abstract Background: Structural racism, defined as all the ways in which society cultivates racial discrimination through reinforcing inequitable systems of education, healthcare, and employment, is manifested in macroaggressions, which are contained within the policies and practices within institutions serving the biomedical sciences. These macroaggressions foster and perpetuate discriminatory beliefs and practices that impair not only scientific productivity and new discoveries in biomedical research but also the career trajectories of those from ethnic minoritized groups and communities. Specifically, macroaggressions necessitate that individuals, especially those in positions of power and leadership change their prejudices and actions. Thus, interventions for macroaggressions and structural racism must recognize and address racial and ethnic prejudices and discrimination that arise on an individual level, known as, racial microaggressions. The harm of racial microaggressions is compounded when intersectional (relating to other marginalized backgrounds such as gender, nativity status etc.) and thus creates overlapping systems of oppression. In order to create a culture conducive to change within a range of biomedical research environments, trainees and their supervisors need to better understand and acknowledge their own backgrounds and how their perspectives have been shaped based upon a combination of their lived experiences interacting with a culture steeped in a history of structural racism. In order to facilitate institutional-level change in policies and procedures that disproportionately impact those from minoritized backgrounds, it is important that institutional leaders also be active change agents. Purpose: The primary objective of the proposal is to create a series of self-directed, self-paced learning modules that biomedical research trainees, supervisors, and organizational leaders can use to better understand ways that structural racism influences their own biases and behaviors as well as strategies to use when they are a target, bystander, or perpetrator of racial and intersectional microaggressions, and to use these strategies in addressing institutional level policies indicative of racial and intersectional macroaggressions. Additional objectives include collecting qualitative and quantitative data to evaluate the feasibility, acceptability, accessibility, and initial impact of the new modules on a range of participants. Methods and Design: A community-based participatory research (CBPR) approach will be used to ensure that the new educational modules are based upon empirical science, are theoretically-grounded, and include iterative feedback from a range of key stakeholder groups (e.g., biomedical trainees, supervisors, and leaders). A preliminary evaluation including random assignment of participants to intervention and comparator conditions will be used to determine whether the educational modules are associated with increases in knowledge and self-efficacy in appropriately handling racial and intersectional macroaggressions and microaggressions.