How Should We Approach Faculty Who Create Hostile Learning Environments for Underrepresented Students and Trainees?

Faculty members who demonstrate resistance to or lack of skill in addressing negative bias in practice and learning environments can erode safety, especially among underrepresented students. This commentary on a case suggests how educators and leaders should respond to problematic behaviors of unwilling or unskilled faculty, prevent mistreatment of students and colleagues, and facilitate continuous faculty development. This commentary also considers strategies for motivating equity and building health care cultures of accountability.

Activity Space Assessments to Investigate Neighborhood Exposure to Racism-Related Stress and Related Substance Use Among Young Black Men: Connecticut, 2019.

Objectives. To use activity space assessments to investigate neighborhood exposures that may heighten young Black men's vulnerability to substance use and misuse. Methods. We surveyed young Black men in New Haven, Connecticut in 2019 on the locations (activity spaces) they traveled to in a typical week and their experiences of racism and any alcohol and cannabis use at each location. Results. A total of 112 young Black men (mean age = 23.57 years; SD = 3.20) identified 583 activity spaces. There was significant overlap between racism-related events and substance use (alcohol and cannabis use) at specific locations. Areas with a higher prevalence of violent crime also had a greater frequency of racism-related events and substance use. Conclusions. An activity space approach is a promising method for integrating objective and subjective experiences within neighborhood contexts to better understand the frequency and co-occurrence of racism-related stress and substance use among young Black men. (Am J Public Health. 2023;113(S2):S136-S139. https://doi.org/10.2105/AJPH.2023.307254).

"But I Live Here Too": Social-structural stressors, racial discrimination, and resiliency among urban dwelling black emerging adult men.

For many Black emerging adult men in the United States, social-structural stressors rooted in racial discrimination are daily experiences that place them at greater risk for poor health. Emerging adulthood is a critical life course period marked by greater experimentation with health risk behaviors. Although Black men's health vulnerabilities during this period are connected to their social-structural environments, investigations of these factors among noncollege sampled Black men remain limited. We conduced thirty semi-structured in-depth interviews to examine associations between social-structural challenges and social-structural resources for resiliency. Interviews were audio-recorded, transcribed verbatim, and coded using Dedoose web-based qualitative software. Through open coding, emergent concepts were connected across interviews and major themes were identified. We found three core social-structural stressors: (1) Racial profiling, (2) neighborhood violence, and (3) lack of economic opportunities, and three resilience factors: (1) Positive social networks, (2) community-based resources, and (3) safe environments that foster a sense of community. Collectively, these findings provide insight into developing structural- and community-level interventions tailored to bolster resiliency across multiple levels and counteract the social-structural challenges that young Black men face.

Re-examining the utility and validity of benign ethnic neutropenia: A narrative literature review.

OBJECTIVE: To conduct a narrative literature review of published evidence documenting racial differences in white blood cells (WBCs) resulting in the legitimization of benign ethnic neutropenia (BEN) as a diagnosis. METHOD: A search of English-language U.S.-based articles was undertaken using the following electronic databases: Medline (1860 to 1990); PsycINFO (1860 to 1990); and EMBASE (1860 to 1990), which resulted in a total of eight studies. A narrative literature review of the eight studies was conducted to assess how race was utilized in the study methods. RESULTS: Of the eight studies, several themes emerged within the scientific literature that demonstrate imprecise, problematic use of race in research practice. 1) Researchers embedded flawed notions of biological differences between racial groups (mostly focused on Black people compared to white people) within the research hypotheses, methods, and conclusions, 2) studies were unclear on how racial group membership was defined and identified within the study samples, 3) studies did not adequately account for structural or historical determinants of health that may drive racial differences in immune status (i.e., neutropenia). CONCLUSIONS: Given the limitations in this U.S.-based scientific literature, BEN is a diagnosis of limited construct validity that reinforces false notions of biological race, warrants renaming to remove "ethnic" language (to include "familial" or "hereditary"), and suggests a need for global expansion of the existing absolute neutrophil count reference ranges in the clozapine monitoring guidelines.

Editorial: Racial Battle Fatigue: The Toll of Policing Black Students.

The current pediatric mental health crisis, recently named by AACAP and the American Academy of Pediatrics (AAP),1 is inextricably linked to school-based policies and practices. Fueled by public fears of crime and violence, "tough on crime" approaches took root in the United States during the 1980s, when school systems became an extension of a national-scale punitive apparatus. Punitive policies (eg, zero-tolerance policies) became a reflex response to disruptive behaviors at school, and police presence within schools increased. Envisioned to deter crime and violence, these policies instead too often criminalized routine, nonviolent misbehaviors, producing an intimate connection between school discipline and incarceration systems,2 often referred to as the "school-to-prison pipeline" disproportionately affecting Black students. In the contemporary context of calls for racial justice, local and state officials are re-examining the impacts of school-based police and strict discipline policies to better understand the potential academic and psychological consequences.