Essay Three - Assignment Two

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Cincinnati State Technical and Community College *

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102

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English

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Apr 3, 2024

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Doyin Abimbola Professor Jakubovic English 102 July 10, 2023 ESSAY THREE /ASSIGNMENT TWO Thesis: The speaker in the TedTalk emphasized the importance of social justice and the socioeconomic determinants of health for medical practitioners. I believe that in order to achieve health equity, it is essential to address socioeconomic determinants of health. These variables include things like socioeconomic position, housing, work prospects, and access to healthcare, among other things. We can try to ensure that everyone has an equal chance to live a healthy life and lessen health inequalities in the population by addressing these underlying causes.

Introduction: Social justice promotes fairness and equality in healthcare access and delivery. Medical practitioners should strive to provide equitable care regardless of a patient's socioeconomic background, race, ethnicity, or other demographic factors. Paragraph 1: Recognizing the influence of social determinants on health allows medical practitioners to adopt a more holistic approach to patient care. Addressing non-medical factors that affect health, like housing, nutrition, and education, can lead to better treatment outcomes. Paragraph 2: Medical practitioners play a vital role in advocating for policies that address social justice and health disparities. By speaking out on behalf of their patients, they can influence policymakers and contribute to broader societal improvements in health and well-being. Paragraph 3 - Counterargument: Critics argue that healthcare workers should focus solely on their medical responsibilities and maintain professional boundaries. Engaging in social justice

issues may divert their attention and time away from patient care. Concerns may also arise about healthcare workers bringing their personal biases into social justice initiatives, potentially compromising the objective and impartial nature needed in medical settings. Conclusion: In conclusion, medical practitioners must be mindful of social justice principles and the impact of socioeconomic determinants on health. By incorporating these considerations into their practice, they can contribute to a more equitable and healthier society. Works Cited

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1) Chaney, Kimberly E., et al. “Dual Cues: Women of Color Anticipate Both Gender and Racial Bias in the Face of a Single Identity Cue.” Group Processes & Intergroup Relations , vol. 24, no. 7, Oct. 2021, pp. 1095–1113. Academic Search Complete , EBSCOhost, https://doi.org/10.1177/1368430220942844. Integrating past research on women of color, stigma transfers, and generalized prejudice, the present research examined the extent to which threats and safety cues to one identity dimension (e.g., gender) results in threat or safety to women of color's other stigmatized identity dimension (e.g., race). Across three experimental studies, the present research found support for a dual cue hypothesis, such that Black and Latina women anticipated gender bias from a racial identity threat (Studies 1 and 2) and anticipated racial bias from a gender identity threat (Study 2) resulting in greater overall anticipated bias compared to White women (Study 3). Moreover, Black and Latina women anticipated racial identity safety from a gender identity safety cue (Study 3) supporting a dual safety hypothesis. These studies add to work on double jeopardy by extending a dual threat framework to anticipation of discrimination and highlighting the transferability of threat and safety cues for women of color.

2) Geyton, Taylor A., et al. “Magnifying Inequality: How Black Women Found Safety in the Midst of Dual Pandemics.” Journal of Social Issues , vol. 79, no. 2, June 2023, pp. 716–734. Academic Search Complete , EBSCOhost, https://doi.org/10.1111/josi.12565. In 2020, COVID‐19 in tandem with racial tensions spurred by various occurrences throughout the nation proved detrimental to minoritized persons. Black women, who are often the heads of households, familial and communal caregivers, and organizers, were tasked with protecting themselves, their families, and their communities from racialized violence and infection. This article explores the idea of safety and the responsibilities of Black women to ensure, secure, and maintain safety. The intersection of these two forces creates dual inequities. Whether sacrificing safety for the sake of racial equality or experiencing medical racism while seeking treatment for COVID‐19, the duality of Being black and a woman during two prevalent threats exacerbate existing inequities. Using symbolic interactionism to illustrate the function of structures and roles in defining Black women's positionality and intersectionality to examine the policies and systems that act on the lives of these women, we discuss the ways in which Black women created safety for themselves and their families at the intersection of both threats emphasizing the inequity in home, health, and financial outcomes among Black women.

3) Howard, Barbara L., et al. “The Intersectionality of Gender and Race for Black Women in STEM and STEM Education: Women RISE.” Researcher: An Interdisciplinary Journal , vol. 30, no. 2, 2022, pp. 141–148. Academic Search Complete , EBSCOhost. Many programs for recruiting and retaining students focus on the students themselves, while the role of faculty in those efforts has not been explored. However, the Women RISE (Research in STEM and STEM Education) program took a different approach. The Women RISE program focused on the better positioning of Black women faculty as facilitators in recruiting and retaining Black women students in STEM. Currently, women receive more than 50% of all terminal degrees in academia but are still disproportionately low in the ranks of faculty (Cardel et al., 2020) Furthermore, the latest report from the Status of Women in Mississippi (2015) reflected that approximately 32.9% of people working in STEM fields in Mississippi are women. When adding race to the equation, the percentages decrease nationally to around 7% (Blackburn, 2017; Mississippi Clarion-Ledger, 2018), which places the problem at the intersection of race and gender.

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4) Lewis, Jioni A., and Helen A. Neville. “Construction and Initial Validation of the Gendered Racial Microaggressions Scale for Black Women.” Journal of Counseling Psychology , vol. 62, no. 2, Apr. 2015, pp. 289–302. Academic Search Complete , EBSCOhost, https://doi.org/10.1037/cou0000062. The purpose of this study was to develop a measure of gendered racial microaggressions (i.e., subtle and everyday verbal, behavioral, and environmental expressions of oppression based on the intersection of one's race and gender) experienced by Black women by applying an intersectionality framework to Essed's (1991) theory of gendered racism and Sue, Capodilupo, et al.'s (2007) model of racial microaggressions. The Gendered Racial Microaggressions Scale (GRMS) was developed to assess both frequency and stress appraisal of microaggressions, in 2 separate studies. After the initial pool of GRMS items was developed, we received input from a community-based focus group of Black women and an expert panel. In Study 1, an exploratory factor analysis using a sample of 259 Black women resulted in a multidimensional scale with 4 factors as follows: (a) Assumptions of Beauty and Sexual Objectification, (b) Silenced and Marginalized, (c) Strong Black Woman Stereotype, and (d) Angry Black Woman Stereotype. In Study 2, results of confirmatory factor analyses using an independent sample of 210 Black women suggested that the 4-factor model was a good fit of the data for both the frequency and stress appraisal scales. Supporting construct validity, the GRMS was positively related to the Racial and Ethnic Microaggressions Scale (Nadal, 2011) and the Schedule of Sexist Events

(Klonoff & Landrine, 1995). In addition, the GRMS was significantly related to psychological distress, such that greater perceived gendered racial microaggressions were related to greater levels of reported psychological distress. Implications for future research and practice are discussed 5) Stitt, Rashunda L., and Alison Happel-Parkins. “‘Sounds Like Something a White Man Should Be Doing’: The Shared Experiences of Black Women Engineering Students.” Journal of Negro Education , vol. 88, no. 1, 2019, pp. 62–74. Academic Search Complete , EBSCOhost, https://doi.org/10.7709/jnegroeducation.88.1.0062. Black women engineering students often find themselves in an uninviting space in a field dominated by White men. Thus, as Black women matriculate toward completion of their engineering degrees, they encounter instances of racism, sexism, and prejudice that result from the intersection of their race and gender. In an effort to identify and understand their similar experiences, the present study used Black feminist theory and intersectionality. Nine undergraduate Black women engineering students at a predominantly White institution engaged in semi-structured life history interviews. The interviews revealed two themes that exposed how others view participants, how participants view themselves, the similarities among Black women

engineering students' experiences, the different ways Black women can be oppressed, and the ways in which Black women experience and respond to different forms of prejudice.

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