From triple quandary to talent quest: The past, present, and future of A. Wade Boykin's contributions to psychology.

A. Wade Boykin's scholarship has provided key insights into the psychological realities of racially minoritized people and catalyzed revolutionary changes in psychology and education. Combining insights from personal and research experiences, Boykin authored the foundational triple quandary (TQ), a framework describing how Black Americans must navigate the often conflicting values and priorities of dominant mainstream society, the heritage culture of Black communities, and dynamics associated with being racially minoritized. TQ describes the unique developmental challenges faced by Black children, for whom misalignment between home cultural socialization and U.S. schooling often leads to pathologizing mischaracterizations of their attitudes and behaviors, resulting in chronic academic opportunity gaps. Boykin used his training as an experimental psychologist to empirically test the validity and explanatory utility of the TQ framework and to determine whether Black cultural values could be leveraged to improve student learning. Focusing on cultural values such as expressive movement, verve, and communalism, studies with his collaborators consistently supported Boykin's framework and predictions for improving Black student achievement-related outcomes. Beginning in the early 2000s, Boykin and his colleagues began to scale the lessons of decades of empirical work into the talent quest model for school reform. The TQ and talent quest continue to evolve in their application, as scholars and practitioners have found them relevant to a diverse range of minoritized populations in American society and beyond. Boykin's work continues to bear on the scholarship, career outcomes, and day-to-day lives of many scholars, administrators, practitioners and students across disciplines and institutions. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Racial/Ethnic Disparities in Maternal Vaccine Knowledge, Attitudes, and Intentions.

OBJECTIVES: Although disparities in maternal vaccine acceptance among racial/ethnic groups are well documented, the reasons for these disparities are unclear. The objective of this study was to describe differences in pregnant women's knowledge, attitudes, beliefs, intentions, and trust regarding maternal and infant vaccines by race/ethnicity. METHODS: We collected survey data from 1862 pregnant women from diverse prenatal care practices in Georgia and Colorado from June 2017 through July 2018. We performed multiple logistic regressions to determine differences in intentions, knowledge, attitudes, beliefs, and trust by race/ethnicity and calculated odds ratios (ORs) and 95% CIs. RESULTS: Compared with White women, Black and Hispanic women were less confident in vaccine safety and efficacy and less likely to perceive risk of acquiring vaccine-preventable diseases, report provaccine social norms, indicate having enough vaccine knowledge, and trust vaccine information from health care providers and public health authorities. Black women were the least confident in the safety of the maternal influenza vaccine (OR = 0.37; 95% CI, 0.27-0.49); maternal tetanus, diphtheria, and acellular pertussis vaccine (OR = 0.37; 95% CI, 0.27-0.52); and infant vaccines overall (OR = 0.40; 95% CI, 0.28-0.58), and were least likely to intend to receive both maternal vaccines (OR = 0.35; 95% CI, 0.27-0.47) or all infant vaccines on time (OR = 0.45; 95% CI, 0.34-0.61) as compared with White women. CONCLUSIONS: Understanding differences in behavioral constructs integral to vaccine decision making among women of different races/ethnicities can lead to tailored interventions to improve vaccine acceptance.

Social disadvantage, linguistic distance, ethnic minority status and first-episode psychosis: results from the EU-GEI case-control study.

BACKGROUND: Ethnic minority groups in Western countries face an increased risk of psychotic disorders. Causes of this long-standing public health inequality remain poorly understood. We investigated whether social disadvantage, linguistic distance and discrimination contributed to these patterns. METHODS: We used case-control data from the EUropean network of national schizophrenia networks studying Gene-Environment Interactions (EU-GEI) study, carried out in 16 centres in six countries. We recruited 1130 cases and 1497 population-based controls. Our main outcome measure was first-episode ICD-10 psychotic disorder (F20-F33), and exposures were ethnicity (white majority, black, mixed, Asian, North-African, white minority and other), generational status, social disadvantage, linguistic distance and discrimination. Age, sex, paternal age, cannabis use, childhood trauma and parental history of psychosis were included as a priori confounders. Exposures and confounders were added sequentially to multivariable logistic models, following multiple imputation for missing data. RESULTS: Participants from any ethnic minority background had crude excess odds of psychosis [odds ratio (OR) 2.03, 95% confidence interval (CI) 1.69-2.43], which remained after adjustment for confounders (OR 1.61, 95% CI 1.31-1.98). This was progressively attenuated following further adjustment for social disadvantage (OR 1.52, 95% CI 1.22-1.89) and linguistic distance (OR 1.22, 95% CI 0.95-1.57), a pattern mirrored in several specific ethnic groups. Linguistic distance and social disadvantage had stronger effects for first- and later-generation groups, respectively. CONCLUSION: Social disadvantage and linguistic distance, two potential markers of sociocultural exclusion, were associated with increased odds of psychotic disorder, and adjusting for these led to equivocal risk between several ethnic minority groups and the white majority.

Saúde, currículo, formação: experiências sobre raça, etnia e gênero / Salud, currículum, educación: experiencias sobre raza, etnia y género / Health, curriculum and education: experiences about race, ethnicity and gender

O racismo gera iniquidades na saúde, caracterizando-se como importante fator de violação de direitos. As políticas curriculares de ação afirmativa e a Política Nacional de Saúde Integral da População Negra (PNSIPN) apontam que a formação dos profissionais de saúde é um campo estratégico para a alteração desse quadro. Este texto apresenta um relato sobre a experiência exitosa de um Grupo Temático (GT) 28 - Saúde, currículo, formação, composto por integrantes do GT Racismo e Saúde, da Associação Brasileira de Saúde Coletiva (Abrasco). Ao pautar a formação de profissionais da saúde, a política de saúde da população negra e a educação das relações étnico-raciais, o GT mobilizou esforços para promover formação, levantamento de propostas formativas e divulgação de experiências, que resultaram na organização e na publicação de um dossiê. O relato revela uma metodologia de trabalho colaborativo e expressa desafios e possibilidades para a formação em saúde da população negra. (AU)

El racismo genera iniquidades en la salud, caracterizándose como importante factor de violación de derechos. Las políticas curriculares de acción afirmativa y la Política Nacional de Salud Integral de la Población Negra señalan que la formación de los profesionales de salud es un campo estratégico para la alteración de este cuadro. Este texto presenta un relato sobre la experiencia exitosa de un grupo temático (GT 28 - Salud, currículum, formación) compuesto por integrantes del GT Racismo y Salud, de la Asociación Brasileña de Salud Colectiva (Abrasco). Al pautar la formación de profesionales de la salud, la política de salud de la población negra y la educación de las relaciones étnico-raciales, el GT movilizó esfuerzos para promover formación, levantamiento de propuestas formativas y divulgación de experiencias, que resultaron en la organización y publicación de un dosier. El relato revela una metodología de trabajo colaborativo y expresa desafíos y posibilidades para la formación en salud de la población negra. (AU)

Racism creates inequities in health and a major reason for the violation of rights. Curriculum policies that cover affirmative actions and the Brazilian National Policy for Integral Health of the Black Population stress that the education of health professionals is a strategic field for changing this situation. This article reports the successful experience of a working group (WG 28 - Health, Curriculum, Education) composed of members of the Abrasco Racism and Health Working Group. By discussing the education of health professionals, health policies for the black population, and the education on ethnic-racial relations, the WG mobilized efforts to promote education, survey educational proposals, and disseminate experiences that resulted in the organization and publication of a dossier. This report reveals a collaborative work methodology and presents the challenges and possibilities for Health Education of the black population. (AU)