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THE CONVERSATION
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Author: Deborah Francis, PhD Candidate, Rehabilitation and Health Leadership, Queen's University, Ontario
I didn't want a career, or a position as an academic leader.
A graduate student shared this comment with me in her 2016. Reflecting on my academic journey to becoming a Clinical Assistant Professor of Occupational Therapy at her D'Youville College in Buffalo, NY, I realized. We had something in common with each other and with many of her BIPOC people at large universities.
Our conversation about her lack of BIPOC role models in higher education is now the impetus for my doctoral research.
At the Doctor of Science Rehabilitation and Health Leadership Program at Queen's University, I, along with a research team, emphasized the importance of her BIPOC student participation in shaping a campus justice, equity, and diversity resource. Checking it up.
Team Approach
A steering committee of BIPOC researchers (Omar Baboolal, Cortney Clark, Emmanuel Fagbola, David Oteng Pabi, Trinda Penniston) I am investigating the workings of power structures in higher education. Institutions foster racial imbalance. Janet Jull, Yolanda Suarez-Balcazar, and Megan Whelan are members of my PhD Advisory Board and have assisted in discussions during the writing of this article.
The importance of a collaborative team approach to research evolved from understanding the shared decision-making process, the partnership between patients and clinicians used in medicine. did.
Shared decision-making reflects collaboration and communication by positioning patients as experts in their own healthcare. This process provides a way to meet the needs of patients making difficult health decisions. In our work, we use this model as a core in naming how racial inequality manifests itself on campus in order to make the university a more racially just and inclusive space. Including her BIPOC students as collaborators.
Our research is one way to disrupt the system. We focus on collaborative knowledge exchange between BIPOC students and researchers, resulting in the development of anti-racism faculty and staff training resources for use in Queens.
The Negative Effects of Systemic Racism
It has been recorded as feeling invisible and suffering from Imposter Syndrome. These feelings are the result of systemic racism.
Systemic racism, also called systemic racism, refers to how white supremacy is entrenched in institutional policies and practices, resulting in white marginalization in health care, justice, and education.
The term gained prominence after the murder of George Floyd in the United States and Black Lives Matter demonstrations around the world. rice field.
Even in Canada, which has a policy of multiculturalism, systemic racism is evident in institutional policies and processes that maintain racial inequality.
66}In North America, systemic racism is an insidious hallmark of institutions of higher education. University structures, policies, and procedures embody systemic racism.
Critical Race Theory Approach
I decided I needed to get involved. Establishing a steering committee included recruiting a black student leader and her BIPOC students who reached out based on their research interests.
Five steering committee members from different programs and with different career goals provided valuable insight and guidance throughout the research process. BIPOC students typically participate in anti-racism initiatives, such as student-level activist forums, with little or no endorsement from university administration.
The Steering Committee will meet monthly to identify and discuss decisions based on terms of reference guided by the theoretical underpinnings of Critical Race Theory (CRT). verified.
Together we have chosen critical race theory as a research lens focused on understanding the mechanisms of systemic racism and social change. In higher education, CRT interprets how dominant groups perpetuate racism by ignoring the experiences of racism that shape the lives of BIPOC students.
The BIPOC Student's Perspective
Despite recent debates around significant race theory, this theoretical approach is misunderstood.
The CRT reveals how the higher education system undermines opportunities to welcome and include all.
For BIPOC students, the university will create initiatives to improve the campus environment. Yet university administrators often fail to take the necessary steps to change racial inequality.
While most Canadian universities have identified and implemented anti-racism initiatives, many activities address systemic issues facing BIPOC faculty and It focuses on documenting your views as you study systems, structures, and policies. Initiative creation is often not focused on the perspective of BIPOC students.
Student-Created Platform
We Incorporate BIPOC Student Voices to Dismantle Racism in Colleges and Focus on Justice decided that there was a need to identify action steps to promote targeted policies and practices. Equity. Diversity. Inclusion. At Queen's University, some BIPOC students had already created a platform for sharing stories about racism.
In response to social media sites, the Queen government pledged to address systemic racism. The initiative does not meet the needs of her BIPOC students in Queens because the initiative does not educate non-BIPOC students about racism.
The Queen's government's response is an example of how goodwill alone is not enough. Our higher education institutions and leaders need to understand how to work and share power with BIPOC students. This collaboration will find solutions to very important and complex social problems.
Persistent inequalities
Despite years of equal opportunity initiatives in Canadian higher education institutions, inequalities persist. increase. For example, according to her 2016 data from Statistics Canada, 94% of black youth aged 15 to her 25 aspired to earn a bachelor's degree or higher. But only 60% believed he could.
According to education experts, black students participate in the education system, are seen as underrepresented, and receive little encouragement from teachers. Rarely.
Learning resources are essential at all levels of the university, critical to address BIPOC student invisibility and impostor syndrome, and to guide practical changes in structure and leadership.
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Deborah Francis She is funded by the University of D'Youville.
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