Developing Modules to Address Microaggressions and Discriminatory Behaviors

开发模块来解决微侵犯和歧视行为

• 批准号: 10650653
• 负责人: Andrea Freeman Duncan
• 金额: $ 9.52万
• 依托单位: CHILDREN'S HOSP OF PHILADELPHIA
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-21 至 2026-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10650653
• 关键词: Address; Awareness; Behavior; Belief; Biomedical Research; Data; Decision Making; Discrimination; Education; Educational Curriculum; Educational process of instructing; Employment; Ensure; Environment; Equilibrium; Ethnic Origin; Evaluation; Faculty; Feedback; Force of Gravity; Fostering; Gender; Goals; Health; Healthcare; Hospitals; Hour; Impairment; Individual; Inequity; Institution; Institutional Policy; Intervention; Knowledge; Language; Leadership; Learning; Learning Module; Mediating; Methods; Minority; Minority Groups; Mission; Modeling; National Institute of General Medical Sciences; Outcome; Participant; Patient Care; Pediatric Hospitals; Personal Satisfaction; Philadelphia; Physicians; Policies; Positioning Attribute; Prejudice; Procedures; Process; Productivity; Program Effectiveness; Psychologist; Race; Randomized; Recording of previous events; Research; Science; Self Direction; Self Efficacy; Series; Sex Orientation; Shapes; Societies; Structural Racism; System; Trainers Training; Training; Training Activity; Underrepresented Minority; Underrepresented Populations; United States National Institutes of Health; Voice; Workforce Development; animation; anti-racism; career; career development; combat; community based participatory research; design; disability; disadvantaged background; effectiveness measure; equity, diversity, and inclusion; ethnic minority population; evidence base; experience; innovation; iterative design; microaggression; minority communities; minority trainee; pediatric department; perpetrators; pilot test; programs; racial discrimination; racism; recruit; skills; user-friendly; violence prevention; vocalization

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.

项目概要/摘要 背景：结构性种族主义，被定义为社会通过以下方式培育种族歧视的所有方式： 强化教育、医疗保健和就业体系的不平等，表现为宏观侵略， 这些内容包含在生物医学科学服务机构的政策和实践中。这些 宏观侵略助长和延续歧视性信仰和做法，不仅损害科学 生物医学研究的生产力和新发现，以及来自少数民族的职业轨迹 少数群体和社区。具体来说，宏观侵略需要个人，尤其是 那些掌握权力和领导地位的人会改变他们的偏见和行为。因此，干预措施 宏观侵略和结构性种族主义必须承认并解决种族和族裔偏见 个人层面上出现的歧视，称为种族微侵犯。种族的危害 当交叉（与其他边缘化背景相关，例如 性别、出生状况等），从而创造了重叠的压迫系统。为了创造一种文化 有利于改变一系列生物医学研究环境，学员及其导师需要 更好地理解和承认他们自己的背景以及他们的观点是如何形成的 基于他们与沉浸在结构历史中的文化互动的生活经验的结合 种族主义。为了促进对政策和程序产生不成比例影响的机构层面的变革 对于来自少数群体背景的人来说，机构领导人也必须成为积极的变革推动者，这一点很重要。 目的：该提案的主要目标是创建一系列自主、自定进度的学习 生物医学研究实习生、主管和组织领导者可以使用这些模块更好地 了解结构性种族主义影响他们自己的偏见和行为的方式以及使用的策略 当他们是种族和跨部门微侵犯的目标、旁观者或肇事者时，并使用 这些战略在处理表明种族和交叉的机构层面政策时 宏观侵略。其他目标包括收集定性和定量数据以评估 新模块的可行性、可接受性、可访问性以及对一系列参与者的初步影响。 方法和设计：将采用基于社区的参与性研究（CBPR）方法来确保 新的教育模块以实证科学为基础，有理论基础，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。 初步评估，包括将参与者随机分配到干预和比较条件 将用于确定教育模块是否与知识和知识的增长相关 适当处理种族和跨部门宏观侵犯和微观侵犯的自我效能。