Developing Modules to Address Microaggressions and Discriminatory Behaviors

开发模块来解决微侵犯和歧视行为

基本信息

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
项目类别：
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

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

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项目摘要

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.

项目摘要/摘要背景：结构性种族主义，定义为社会通过种族歧视的所有方式加强不平等的教育，医疗保健和就业体系，体现在宏观侵略中，其中包含在为生物医学科学服务的机构中的政策和实践中。这些大量侵略促进并永久性地歧视性信念和实践，这些信念和实践不仅损害科学生物医学研究中的生产力和新发现，也是族裔的职业发展轨迹少数群体和社区。具体而言，大型攻击需要个人，尤其是那些处于权力和领导地位的人会改变他们的偏见和行动。因此，干预措施大型侵略和结构性种族主义必须认识并解决种族和种族偏见，并且在个人层面上出现的歧视，称为种族微攻击。种族危害交叉时，微侵略会复杂（与其他边缘化背景有关性别，出生状态等），因此产生了压迫的重叠系统。为了创造一种文化有利于在一系列生物医学研究环境中发生变化，受训者及其主管需要更好地理解并承认自己的背景以及如何形成他们的观点基于他们的生活经历的结合，与浸入结构史的文化相互作用种族主义。为了促进政策和程序的机构层面变化，这些政策和程序不成比例地影响那些来自少数背景的人，重要的是，机构领导者也是积极的变革代理。目的：该提案的主要目标是创建一系列自我指导的自定进度学习生物医学研究受训者，主管和组织领导者可以用来更好的模块了解结构性种族主义会影响自己的偏见和行为以及使用策略的方式当它们是种族和相交微攻击的目标，旁观者或肇事者时，并使用这些策略在解决机构层面政策方面的策略，指示了种族和交叉路口大攻击。其他目标包括收集定性和定量数据以评估新模块对一系列参与者的可行性，可接受性，可访问性和最初影响。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基于经验科学，理论上是基于经验的，包括来自一系列关键利益相关者群体（例如生物医学学员，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器条件将用于确定教育模块是否与知识的增加有关适当处理种族和相互宏观攻击和显微攻击的自我效能。