From Desegregation and Integration to Diversity and Inclusion: The Environment Was Just Ice.

The process of desegregation at Southern schools of pharmacy was long and arduous. Despite persistent protests, struggles, and lawsuits, many schools of pharmacy did not graduate their first Black students until the 1970s. The School of Pharmacy at the University of North Carolina at Chapel Hill unintentionally desegregated in 1962 when its first Black student, William Wicker, was inadvertently admitted. His personal story and those of his fellow pioneers in desegregation, Mona (Boston) Reddick and James Barnes, provide valuable context to Diversity, Equity, and Inclusion efforts. The historical proximity of desegregation affords the pharmacy profession only one or two generations of Black pharmacists trained during an era when Southern pharmacy education was broadly available. These stories personify the legacy of segregation, confront the ongoing impact of structural racism, and meaningfully inform conversations about Diversity, Equity, and Inclusion in pharmacy education.

State-level desegregation in the U.S. South and mid-life cognitive function among Black and White adults.

RATIONALE: Black adults experience worse cognitive function than their White peers. Although educational attainment is an important predictor of cognitive function, other aspects of education, including school desegregation, may also shape this relationship. For Black adults who grew up in the U.S. South in the 1950s-1970s, exposure to school desegregation may have altered life course pathways critical for later cognitive function. OBJECTIVE: We determined if state variation in exposure to school desegregation in the U.S. South was associated with cognitive function at mid-life, if the association varied by race, and if the association remained after adjustment for state-level education quality and respondents' educational attainment. METHODS: We linked historical data on state-level school desegregation to the Health and Retirement Study, a nationally representative sample of U.S. adults aged 50 and older. We restricted our sample to Black (n = 1443) and White (n = 1507) adults born between 1948 and 1963 who resided in the U.S. South during primary school. We assessed three cognition outcomes: total cognitive function, episodic memory, and mental status. We estimated race-stratified linear regression models with cluster adjustment and a final model using state fixed effects. RESULTS: Greater exposure to desegregated primary schooling was associated with higher cognitive function and episodic memory among Black but not White adults. Among Black adults, the association between school desegregation and cognitive function and episodic memory remained after adjustment for state-level education quality and educational attainment. CONCLUSIONS: Our findings suggest that state-level school desegregation efforts played a consequential role in shaping the cognitive function of Black adults who grew up in the U.S. South.

Dr Herman A. Barnett, Black Civil Rights Activists, and the Desegregation of The University of Texas Medical Branch in 1949: "We Ought to Go in Texas and I Don't Mean to a Segregated Medical School".

In May 1949, Herman A. Barnett III, a 23-year-old Black veteran, applied to The University of Texas Medical Branch (UTMB) in Galveston. His application occurred in the wake of Black student protests against the segregationist policies of The University of Texas and of judicial victories by the National Association for the Advancement of Colored People (NAACP) to eradicate racial inequalities in state-financed graduate and professional education. Barnett's application prompted the state to fund a medical school at the Texas State University for Negroes, the only time a state ever attempted to thwart desegregation by financing a separate Black medical school. Barnett was clearly qualified for admission to UTMB, and if the school rejected him, he had agreed to be a plaintiff in an NAACP lawsuit. Legal action was not necessary, however. In August 1949 Barnett was accepted into UTMB, thereby becoming the second African American person to desegregate a Southern medical school. Barnett was technically admitted on a contract basis as a student at the Texas State University for Negroes in Houston and was to have transferred there later. The Black medical school was never built and Barnett graduated from UTMB in 1953. This review analyzes the role that Barnett and Black civil rights activists played in the history of medical education in the US and the dismantlement of racially exclusionary policies in medical schools.

Olhares e produções de saberes: narrativas da psicologia acerca das relações raciais / Gaze and knowledge production: psychology narratives about racial relations / Mirada y producción de saber: narrativas de la psicología sobre las relaciones raciales

Este artigo realiza um percurso histórico das narrativas teóricas construídas pelas elites intelectuais brancas brasileiras sobre as relações raciais no campo psicológico, bem como os efeitos desse processo no desenvolvimento da psicologia enquanto ciência e profissão. Como a maioria de profissionais da área é branca em um país cuja maioria da população é negra, torna-se cada vez mais urgente e necessário revisitar tanto as bases da psicologia acerca das relações raciais quanto o modo como essas relações se dão no cotidiano, com vistas a construir caminhos para pensar teoria e prática comprometidas com a igualdade racial. Nesse sentido, tecem-se considerações sobre as narrativas teóricas acerca das relações raciais no campo científico brasileiro, destacando o lugar da psicologia nesse percurso. Em seguida, discutem-se as relações entre as perspectivas da realidade social e das produções de saberes nesse campo. Ainda mais especificamente no campo da psicologia, evidenciam-se os paradigmas que orientaram os estudos sobre as relações raciais na área e, por fim, aponta-se um caminho possível para a construção de uma ciência psicológica compromissada com a igualdade racial.(AU)

This paper presents a historical overview of the theoretical narratives constructed by white Brazilian intellectual elites about race relations within psychology and its the effects on the development of Psychology as a science and a profession. As psychology professionals are white, whereas the majority of the population is black, it is increasingly urgent and necessary to revisit the foundations of psychology on everyday life racial relations, towards a theory and practice committed to racial equality. The text presents considerations on the theoretical narratives about race relations in the Brazilian scientific field, highlighting the role played by psychology. It then discusses the relations between social reality and knowledge production in this field. Regarding psychology specifically, it highlights the paradigms that guided studies on race relations in the field and proposes a possible way to develop a psychological science committed to racial equality.(AU)

Este trabajo realiza un recorrido histórico sobre las narrativas teóricas construidas por las élites intelectuales brasileñas blancas sobre las relaciones raciales en el campo de la Psicología, y los efectos de este proceso en el desarrollo de la psicología como ciencia y profesión. Como la mayoría de los profesionales en el área son blancos en un país donde la mayoría de la población es negra, es cada vez más urgente y necesario revisar los fundamentos de la psicología sobre las relaciones raciales, y cómo son estas relaciones en la vida cotidiana, para que podamos construir teoría y práctica comprometidas con la igualdad racial. Primero, se reflexionará sobre las narrativas teóricas de las relaciones raciales en este campo científico brasileño, destacando el lugar de la psicología en este camino. Luego, se discutirán las relaciones entre las perspectivas sobre la realidad social y la producción de conocimiento en este campo. Aún más específicamente en el campo de la psicología, se resaltarán los paradigmas que guiaron los estudios sobre las relaciones raciales en el área y, finalmente, se señalará un posible camino en la construcción de una ciencia psicológica comprometida con la igualdad racial.(AU)

Conditions of Participation: Incorporating the History of Hospital Desegregation.

Our students ought to know about the history of formal hospital segregation and desegregation. To that end, this article urges those who teach foundational health law and policy courses to do three things. First, to teach the Simkins case. Second, to swap out the usual Medicare signing ceremony picture for one that includes W. Montague Cobb, M.D., Ph.D. Third, to highlight how the implementation of that program for the elderly led, in a matter of months, to the desegregation of hospitals throughout the country.

What Would It Take to Desegregate U.S. Metropolitan Areas? Pathways to Residential Desegregation by Race.

Patterns of household mobility across neighborhoods reproduce patterns of racial segregation at the metropolitan level. Substantial literature across the social sciences has explored the scale and predictors of household mobility as well as changes in metropolitan residential segregation over time. This study unifies these two strands of inquiry by connecting the sorting of households across neighborhoods to aggregate changes in segregation levels. Using discrete choice models of intrametropolitan mobility and restricted decennial census and American Community Survey data for 1960-2014, I model the correlates of household mobility and identify the counterfactual scenarios under which lower segregation levels can be achieved. The results show that even though the mobility flows of the White, Black, Hispanic, and Asian populations across census tracts have become more similar over time, U.S. metropolitan areas are far from experiencing large drops in segregation.

Association of Timing of School Desegregation in the United States With Late-Life Cognition in the Study of Healthy Aging in African Americans (STAR) Cohort.

Importance: Prior research suggests schooling differences for Black individuals in the US are associated with worse cognitive aging. It is unknown whether age when experiencing school desegregation is associated with differences in late-life cognition in this population. Objective: To examine patterns of association between age of school desegregation in grades 1 to 12 and late-life cognition. Design, Setting, and Participants: This cohort study analyzed baseline data from the Study of Healthy Aging in African Americans (STAR) cohort collected from 2018 through 2019 in Northern California, primarily in the cities of Richmond and Oakland. Participants were 699 self-identified Black individuals aged 50 years or older who were community-dwelling, long-term members of Kaiser Permanente Northern California and dementia free at baseline. Exposures: Participants reported whether they attended a segregated school in grades 1, 6, 9, and 12 and were placed in 1 of 6 transition categories: (1) always attended integrated schools; (2) integrated between grades 1 through 5; (3) integrated between grades 6 through 8; (4) integrated between grades 9 through 12; (5) ever moved from integrated to segregated school; (6) never attended integrated schools. Main Outcomes and Measures: Executive function, semantic memory, and verbal episodic memory ascertained via the Spanish and English Neuropsychological Assessment Battery and z standardized for analyses. Results: The mean (SD) age of the 699 participants was 68.5 (8.7) years, and 484 (69.2%) were female. Most participants transitioned from segregated to integrated schools owing to historical timing and cohort geography. Compared with 111 participants who never attended integrated schools (reference group), executive function was better among 50 participants who transitioned to integrated schools between grades 1 and 5 (ß = 0.35; 95% CI, 0.08-0.61; P = .01). Semantic memory was better among 435 participants who only attended integrated schools (ß = 0.34; 95% CI, 0.14-0.54; P = .001) or among 50 participants who transitioned to integrated schools between grades 1 and 5 (ß = 0.43; 95% CI, 0.15-0.72; P = .003). However, no significant differences were found by group for verbal episodic memory function (eg, for 50 participants who transitioned to integrated schools between grades 1 and 5: ß = 0.07; 95% CI, -0.22 to 0.35; P = .66). No significant differences were found when testing for potential interactions by sex, Southern birth, or baseline age. Conclusions and Relevance: The STAR cohort data indicated that executive function and semantic memory were higher among Black individuals with some integrated school experience. These results suggest that racially segregated schooling experiences, including de facto segregation present today, may be associated with worse late-life cognition.

Public opinion, race, and levels of desegregation in five Southern school districts.

Many of the nation's school systems that were once desegregated have resegregated by race and socioeconomic status-some more so than others. We investigate the relationship between public opinion about school diversity and levels of resegregation in five Southern school districts with varying amounts of resegregation: Charlotte, NC; Louisville, KY; Nashville, TN; Raleigh, NC; and Rock Hill, SC. Drawing upon case studies of the five districts and a unique public opinion dataset of over 5000 respondents, we find the relationship between attitudes toward diverse education and levels of desegregation strengthens when we control for respondents' race. In all five locales, we find a strong positive correspondence between Whites' attitudes and actual levels of desegregation. At the same time, we observe a negative relationship between Black respondents' attitudes toward school diversity and desegregation levels. We explore possible reasons for these relationships.

Desegregating Medicine: Edith Irby Jones, MD, Broke Barriers in All-White Medical Schools in the South.

Houston internist Edith Irby Jones, MD, broke barriers in all-white medical schools in the South and in her hometown of Houston.

"The Living Monument": The Desegregation of Grady Memorial Hospital and the Changing South.

Grady Memorial Hospital is a pillar of public medical and surgical care in the Southeast. The evolution of this institution, both in its physical structure as well as its approach to patient care, mirrors the cultural and social changes that have occurred in the American South. Grady Memorial Hospital opened its doors in 1892 built in the heart of Atlanta's black community. With its separate and unequal facilities and services for black and white patients, the concept of "the Gradies" was born. Virtually, every aspect of care at Grady continued to be segregated by race until the mid-20th century. In 1958, the opening of the "New Grady" further cemented this legacy of the separate "Gradies," with patients segregated by hospital wing. By the 1960s, civil rights activists brought change to Atlanta. The Atlanta Student Movement, with the support of Dr. Martin Luther King Jr., led protests outside of Grady, and a series of judicial and legislative rulings integrated medical boards and public hospitals. Eventually, the desegregation of Grady occurred with a quiet memo that belied years of struggle: on June 1, 1965, a memo from hospital superintendent Bill Pinkston read "All phases of the hospital are on a non-racial basis, effective today." The future of Grady is deeply rooted in its past, and Grady's mission is unchanged from its inception in 1892: "It will nurse the poor and rich alike and will be an asylum for black and white."

Desegregation and the retreat of clinical psychoanalysis.

This article examines the racial politics that reshaped psychoanalytic psychotherapy and ushered in a community mental health paradigm during the U.S. Civil Rights Era. Policymakers in the 1960s adopted the language of social justice to condemn psychoanalysis for its inability to treat psychotics and its unwillingness to treat black patients; yet the community psychiatry model of treatment that replaced it compounded the denial of the black subject's clinical needs. Challenging the extant historiography that appraises psychoanalysis as a victim of neoliberalism and psychopharmacology, this paper examines how and why Freudian practitioners beat their own retreat from the specter of desegregation.

Edith Irby: A Hidden Figure in the History of Medical Education.

Edith Irby entered the University of Arkansas School of Medicine in September 1948, becoming the first African American to desegregate a Southern medical school. Seventy years later, she has become a hidden figure in the history of medical education.The author provides a brief biography of Irby (later Jones) and analyzes the factors that led the University of Arkansas to admit Irby, most notably her scholastic excellence and an innovative legal strategy launched by the National Association for the Advancement of Colored People to eliminate racial inequalities in graduate and professional education. Irby's admission prompted intensified efforts by medical civil rights activists to desegregate all U.S. medical schools.The author concludes that the 70th anniversary of Irby's groundbreaking accomplishment provides an opportunity to acknowledge her significant contribution to the history of medical education and to recognize the continued need to erase persistent racial inequalities in the physician workforce.

Psychiatric Jim Crow: Desegregation at the Crownsville State Hospital, 1948-1970.

The Crownsville State Hospital, located in Maryland just outside of Annapolis, provides a thought-provoking example of the impact of desegregation in the space of the mental hospital. Using institutional reports, patient records, and oral histories, this article reconstructs the three phases of desegregation at Crownsville. First, as a result of its poor conditions, lack of qualified staff, and its egregious mistreatment of patients, African American community leaders and organizations such as the NAACP called for the desegregation of the care staff of Crownsville in the late 1940s. Second, the introduction of a skilled African American staff created unprecedented and morally complex issues about access to psychiatric therapeutics. Last, in 1963, Health Commissioner Dr. Isadore Tuerk officially desegregated patients in all Maryland state hospitals. Though desegregation brought much needed improvements to Crownsville, these gains were ultimately swamped by deinstitutionalization and the shift towards outpatient psychiatric care. By the 1970s, Crownsville had returned to the poor conditions that existed during segregation.

The association between the end of court-ordered school desegregation and preterm births among Black women.

Racial segregation, and in particular school segregation, likely plays an important role in affecting health outcomes. To examine this connection, this paper explores the relationship between the end of court-ordered school desegregation and preterm births among Blacks using birth certificate information between 1992 and 2002 (n = 183,178). The end of court-ordered oversight has important implications for the level of racial segregation in schools: If residential segregation remains high, neighborhood-based student assignment plans would naturally increase school segregation. A rise in school segregation may lead to worse educational, labor, and health outcomes among Blacks. Using multiple difference-in-differences framework that exploits variation in exposure to schools that declared unitary status, it finds that school districts' release from court oversight is associated with a 0.8 percentage point increase in preterm births among Black mothers. This paper contributes to literature that finds that the end of court-ordered school desegregation in the 1990s have negative implications for Blacks. More research should be conducted to understand the causal relationship between school segregation and infant health.

The effects of school desegregation on infant health.

This paper examines the effects of school desegregation on infant health using birth certificate data from 1970 to 2002 and a multiple difference-in-differences approach that exploits variation in the timing of desegregation across counties. Using cohort fixed effects and county fixed effects, I find that among black mothers in Southern regions, school desegregation reduces preterm births by 1.7 percentage points. These results are robust to county-specific cohort trends, county-specific year trends, and state-specific cohort fixed effects. In addition, school desegregation increases maternal education and prenatal care in the first trimester and decreases the likelihood of the child having a teenage father. These may be important pathways to improved infant health. This paper adds to the growing literature on the importance of school desegregation in areas beyond academic achievement.

Análisis de las políticas de desegregación e inclusión social en el contexto español / Análise das políticas de desagregação e inclusão social no contexto espanhol / Analysis of the desegregation and social inclusion policies in the Spanish context

Resumen En España, muchas actuaciones de erradicación del chabolismo se centraban únicamente en la eliminación de los aspectos más visibles del problema, generando desacuerdo social. Este trabajo analiza en qué medida las nuevas políticas de realojo y dispersión aplicadas recientemente en los poblados chabolistas del noroeste de este país fomentan actitudes favorables hacia la inclusión social de las personas desplazadas, la mayoría de etnia gitana. Para ello se ha realizado un cuestionario que recoge las percepciones tanto de los afectados por los realojos como de las personas que los acogen en sus vecindarios. Mediante el análisis cuantitativo y exploratorio de los datos, se ha detectado una buena predisposición social hacia la inclusión social de las personas chabolistas en las viviendas normalizadas, identificando aquellos aspectos en los que es necesario reforzar este tipo de intervenciones.

Na Espanha, muitas ações de erradicação de favelas foram focadas apenas na eliminação dos aspectos mais visíveis do problema, criando discórdia social. Este artigo analisa em que medida as novas políticas de reassentamento e dispersão recentemente implementadas nas favelas do noroeste do país promovem atitudes favoráveis à inclusão social das pessoas deslocadas, a maioria ciganos. Para isso, foi feito um questionário que captura as percepções de dois grupos: os que foram reassentados e as pessoas que os recebem em seus bairros. Por meio da análise de dados quantitativos e exploratória, temos detectado uma boa predisposição social para a inclusão social dos moradores de favelas em habitações normais, identificando os aspectos que necessitam de reforço dessas intervenções.

Abstract In Spain, many experiences in slum clearance have been focused solely on eliminating the most visible aspects of the problem, creating social dissatisfaction. This article analyzes the extent to which new policies of relocation and dispersion recently applied in the slum areas of northwest Spain, foster favorable attitudes towards social inclusion of the displaced persons, who are mostly Roma. A questionnaire was applied in order to capture the perception of both those affected by relocations and those who receive the displaced persons in their neighborhoods. By quantitative, exploratory data analysis, we have detected a good social predisposition towards social inclusion of underprivileged people in the process of adaptation to live in houses with appropriate infrastructure, identifying those aspects needed to strengthen these kinds of interventions.