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Much has been written about the school-to-prison pipeline and the larger punitive turn within schools in the United States. This research has documented disturbing racialized disparities and disproportionate impacts on youth who are diagnosed with disabilities. While this scholarship has highlighted how marginalized youth encounter exclusionary forms of punishment, what is often missing is an understanding of how practitioners experience the policies, practices, and consequences of the school-prison nexus. In this study, the unique career experiences of individuals who worked as both teachers and juvenile justice practitioners in the Southwestern United States are analyzed. The reflections of practitioners who worked at both ends of the school-to-prison pipeline uncover a range of exclusionary practices in schools that is broader than what current conceptions suggest. This study adds important nuance to the literature by revealing how some educators facilitate school dropout through passive modes of racialized exclusion in addition to those that actively push out minoritized students. The article outlines three distinct categories of racialized school exclusion, examines their impacts, discusses how subtle modes of exclusion may relate to more overt punishments, and explores the broader context under which this range of "passive" to "active" modes of educational exclusion develops and operates. [ABSTRACT FROM AUTHOR]

Background: Indigenous Peoples in Canada bear a disproportionate burden of disease and experience poorer health outcomes as compared to non-Indigenous populations within Canada; these conditions are said to be mediated and exacerbated by pervasive and uninterrupted anti-Indigenous racism. Third and fourth-year medical students at a Canadian medical school were asked to reflect on their experiences working with Indigenous patients in clinical settings, and how their preclinical Indigenous health curriculum impacted these experiences. Method: Phenomenology was used, guided by Goffman's theory of social stigma. Eleven undergraduate medical students were recruited using purposeful sampling. Semi-structured phone interviews were conducted to gain an in-depth understanding of the participants' experiences. Interviews were recorded and transcribed verbatim. Data were analyzed using the four main processes for phenomenological analysis. Results: Four main themes emerged from students' descriptions of clinical experiences involving Indigenous patients: 1) students describe how their Indigenous patients encounter the health care system and their own lack of cultural sensitivity in this context; 2) racism was evident in students' clinical interactions with Indigenous patients, but students do not always perceive these biases nor the impact of this on patient care; 3) identifying the impact of racism on care is complicated by situational clinical encounters; and 4) practicality of preclinical Indigenous health education is desired by students to prepare them for working with Indigenous patients in the clinical setting. Conclusions: In their clinical experiences, students witness racism against Indigenous peoples yet are unprepared to stand up against it. Findings highlight the importance of enhancing undergraduate medical training to allow students to better understand the unique experiences and perspectives of Indigenous patients. The results support the need for ongoing Indigenous health education, to foster culturally sensitive experiences while learning about Indigenous patients. [ABSTRACT FROM AUTHOR]

The objective of this study was to estimate the effect of geographic variation in historic slavery on perinatal outcomes (chronic hypertension, hypertensive disorders of pregnancy [HDP], very preterm birth [VPTB], or very low birth weight birth [VLBW]) among Black people living in states where slavery was legal in 1860; and to test mediation by Black homeownership. We linked data on the proportion of enslaved residents from the 1860 Census to natality data on outcomes (2013-2021) using resident county. The percentage of Black residents in a county who owned their home was a potential mediator. We fit log binomial models to estimate risk ratios (RRs) representing total and controlled direct effects (accounting for Black homeownership) of the proportion enslaved on outcomes, accounting for potential confounding, using marginal structural models. Among 2 443 198 included births, 8.8% (213 829) experienced HDP, 4.1% (100 549) chronic hypertension, 3.3% (81 072) VPTB, and 2.6% (62 538) VLBW. There was an increase in chronic hypertension and VPTB risk, but not HDP or VLBW, in counties with a 10% greater proportion of enslaved residents in 1860 (adjusted RR [95% CI], chronic hypertension: 1.06 [1.02-1.1]; VPTB: 1.02 [1.00-1.05]; HDP: 1.00 [0.98-1.02]; and VLBW: 1.01 [1.00-1.03]). There was not evidence of mediation by Black homeownership. We conclude that historic slavery remains relevant for perinatal health. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the American Institute for Conservation is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Until 1962, Canada was legally a Eurocentric racial state. After abandoning state-sanctioned racism in 1967, politicians soon realized that institutional entrenchment of racism would need more than laws-based anti-racism. Today, institutional racism, however, remains entrenched in Canadian institutions despite various mitigating processes by all levels of governments since the 1970s. In this qualitative paper, we analyze the marginalizing effects of system anti-Black racism and the dissonances between strategies and attitudes of system professionals and African-Canadian grassroots youth workers. From our findings, we conclude that effective youth workers prioritize behavior-in-time (experience-based) over behavior-in-discourse (text-based) in service provision. [ABSTRACT FROM AUTHOR]

Objectives: To examine the association between social mobility and tooth loss in adults from the 1982 Pelotas Birth Cohort Study and whether race modifies this association. Methods: The Oral Health Study used data from 541 individuals who were followed up to 31 years of age. Social mobility, composed of the participants' socioeconomic position (SEP) at birth and at age 30, was categorized as never poor, upwardly mobile, downwardly mobile and always poor. The outcome was the prevalence of at least one tooth lost due to dental caries when the participants were examined at 31 years of age. The effect modifier was race (Black/Brown versus white people). Log‐binomial regression models were used to estimate crude and sex‐adjusted prevalence ratios (PR) and to determine whether the association varied with race. Statistical interactions were tested using an additive scale. Results: The prevalence of any tooth loss was 50.8% (n = 274). In social mobility groups, the prevalence of at least one tooth lost in the never‐poor group was about 31% points higher for Black/Brown (68.2%) than for white people (37.4%). Antagonistic findings were found for the interaction between race and social mobility (Sinergy Index = 0.48; 95% CI 0.24, 0.99; and relative excess of risk due to the interaction = −1.38; 95% CI −2.34, −0.42), suggesting that the observed joint effect of race and social mobility on tooth loss was lower than the expected sum of these factors. The estimates for Black/Brown people were smaller for those who were always poor during their lives, relative to their white counterparts. Conclusions: The findings suggest a higher prevalence of at least one tooth lost among people in the downward mobile SEP group and Black/Brown people. Greater racial inequity was found among Black/Brown people who had never experienced episodes of poverty, with Black/Brown people having a greater prevalence of at least one tooth lost than their white counterparts. [ABSTRACT FROM AUTHOR]

This study uses a sample of police leaders from across the United States to explore the extent to which their support for civilian oversight boards and implicit bias training, as two aspects of police reform intended to improve racial injustices, relate to their belief that systemic racism is an issue in criminal justice. Presented in the context of symbolic racism theory, we assess how respondents' willingness to acknowledge systemic racism in criminal justice relates to more supportive perceptions of civilian oversight boards and implicit bias training. These relationships remain significant even when controlling for other individual and agency-level factors that are known to affect perceptions of systemic racism and support for public policies designed to improve racial justice. This study discusses the need for additional research and consideration of how police officers' racialized attitudes relate to their support for common reform recommendations. [ABSTRACT FROM AUTHOR]

This article reflects on the challenges of developing anti-racist commitments in a UK university during and 'post' pandemic and re-envisions pedagogic failure in this context. Tackling racism requires that our conversations start from a recognition that we are always situated in relationship not just to others but to the structures and cultures of our environments and communities. There are long histories of empathy and its role, risks and limits in intersectional understandings of the transformation of inequalities. We contend that empathy is integral to anti-racist pedagogies because it: centres relationality in critical and reflective learning; has the capacity to be subversive through its challenge to the 'dominant transmission model of education prevalent in the neoliberal colonial university'; reveals how the university acts upon and works to erase consciousness of our emotional and embodied selves, and has the capacity to unsettle our epistemic horizons to reveal our complicity in colonial practices. Developing a dialogue between the co-authors who worked on a small, funded project on anti-racist learning within a UK Russell Group university in 2022–2023, the article explores the barriers experienced, along with the possibility of constituting 'generative and fulfilling spaces'. [ABSTRACT FROM AUTHOR]

Delegitimizing Blackness is an attempt to remove one's power or authority. Our reflections within this article discuss the various attempts to remove one's legitimation and power. The power of oneself to own his/her story, the power of children and families to understand their needs, and the power of managing and confidently stepping into one's own Blackness are discussed. Reflecting on navigating this process within human services with three social work professionals with over 30 years of experience, cumulatively, is highlighted. Our Blackness often compounds our experiences either due to unjust policies, micro-aggressive interpersonal relationships, or unprofessional/inadequate leadership experiences. The cumulative journey of these reflections will be discussed, along with implications for practice. [ABSTRACT FROM AUTHOR]

The compounding effects of the COVID-19 pandemic alongside racial unrest in 2020 created an unrelenting need for scholarly analysis of the internal and external impact these experiences had on my life. My daily struggles of being a Black woman in America intensified during these unprecedented societal shifts which impacted my experience as a Black mental health clinician in a predominantly white workspace. This scholarly personal narrative conceptualizes these historical events, examined through the lens of Critical Race Theory. The two vignettes provided are lived experiences and illustrate the ways in which white privilege intersects with prolonged racial unrest--compounded by the deleterious effects of COVID-19 on Black clinicians. This scholarly analysis highlights the negative impact that racial injuries can have on Black clinicians who lack protection from repeated racial offenses. Recommendations for critical self-care practices and implications for future research are provided. [ABSTRACT FROM AUTHOR]

While there is broad support among education scholars for the assertion that inequities of race, gender, and class within education are systemic and intersectional, many education researchers continue to publish research, especially in highly influential journals, like those of the American Educational Research Association (AERA), that either ignore systemic intersectional inequities or treat the inequities as mere variables. In contrast, we provide a proposed intersectionality-based research framework and a methodology that emphasizes systemic inequities in public schooling, including racism, sexism/patriarchy, and classism. We discuss this framework, describe our methodology (drawn mainly from Matias), and illustrate how it could be applied to research on three White teachers. For each of these teachers, we discuss some possibly new insights or "suppositions" that were yielded by the application of our framework and methodology. We then call on other researchers to strongly center systemic intersectional inequities in research and in research methodologies. [ABSTRACT FROM AUTHOR]

The sociological literature on race operates under the progressive ideological assumption that systemic racism is the predominant cause of racial disparities. This assumption has become "paradigmatic," shaping the selection of research questions and the interpretation of research results. Consequently, the literature offers a rather narrow "Overton window" concerning what we, as sociologists, know about: (1) the causes of racial disparities, (2) the accuracy and motivation behind the public's views on race-related issues, and (3) race-related policy preferences. A paradigm shift is needed to improve our understanding of racial disparities and devise more effective ways to address them. To achieve this end, sociologists should broaden their perspectives beyond attributing all racial disparities to systemic racism and consider additional hypotheses. From a policy perspective, to reduce racial disparities we should reconsider addressing social class and related factors early in life. [ABSTRACT FROM AUTHOR]

Native Hawaiians and Pacific Islanders (NHPIs) are peoples diverse in culture and history who are too often represented as a monolithic entity, a tendency that undermines efforts to ameliorate health inequities. The current study represents a partnership between academic researchers and a community organization serving NHPIs, in which space was held for five multigenerational NHPI families (N = 15 family members) to share their experiences with educational and healthcare systems, including issues of discrimination and barriers to accessing services. Qualitative analysis of the interviews identified four themes: Cultural Values and Strengths; Mental Health—Past, Present, and Future Directions; Systemic Racism and Discrimination; and Need for Culturally Informed and Linguistically Accessible Healthcare. These results, including the importance of family systems within NHPI cultures, positive intergenerational shifts in mental health, and the pervasive impacts of colonization on health, are discussed in terms of implications for the health of NHPI communities. [ABSTRACT FROM AUTHOR]

The highly publicized killing of Black people in spring 2020 sparked a national and global social movement to address racial violence. This led to heightened national discourse about the deeply entrenched nature of systemic racism in American institutions, prompting organizations to make public statements supporting racial justice. While an essential first step in addressing systemic inequities within the workplace, these statements are primarily performative and do little to combat systemic racist practices and policies within their ranks. For instance, research has shown that women of color, and particularly Black women, experience daily racial and gendered aggressions that negatively impact their career trajectories. Through in-depth semi-structured interviews of twenty Black women lawyers, this article demonstrates how systemic racism is deeply entrenched in white spaces, preventing a genuine and effective path to diversity, equity, and full inclusion. Moreover, it theorizes how emotional, cognitive, financial, and relational labors amount to an inclusion tax levied against Black women professionals in white spaces. The article concludes with practical implications and ethical considerations on how to address this dynamic across various occupations and industries. [ABSTRACT FROM AUTHOR]

Background: The transition to menopause is a significant event affecting health, well-being, and quality of life. Menopause typically occurs between the ages of 44–57, accompanied by symptoms such as hot flashes, mood changes, and sleep disturbances. Being postmenopausal also increases the risk of cardiovascular disease, stroke, and osteoporosis. Despite its importance, menopause is under-researched and under-discussed, particularly concerning the impact of chronic psychosocial stress. Methods: A scoping review of qualitative, quantitative, and mixed methods research was conducted to map existing literature on the transition to menopause among populations experiencing chronic psychosocial stress in the United States. The review followed the PRISMA-ScR methodology, systematically searching literature in PubMed and SCOPUS databases using MeSH terms. Studies were included which focused on menopausal symptoms and psychosocial stressors. Data extraction and charting were performed using Covidence software. Results: Fifteen studies were included, highlighting relationships between socioeconomic status, intimate partner violence, childhood abuse, and racial disparities which influenced menopausal experiences. Lower- income, higher perceived stress, and negative attitudes towards menopause were associated with increased psychological and somatic symptoms and early onset of menopause (prior to age 45). African American women were found to experience earlier onset and more severe vasomotor symptoms compared to their White counterparts. Women veterans used hormone therapy more frequently than the general population, particularly those with mood or anxiety disorders. The review also identified a geographic bias, with most studies conducted in the Northeast, Midwest, and Western regions of the United States. Conclusions: This review underscores the necessity of considering social, cultural, and environmental factors in understanding menopausal experiences and addressing health disparities. Future research should aim to include diverse populations and adopt longitudinal and qualitative study designs to capture the dynamic nature of menopausal experiences. Policies and interventions directed at improving the well-being of women experiencing menopause in the context of chronic psychosocial stress are warranted. Trial Registration: N/A. [ABSTRACT FROM AUTHOR]

The experiences of Black students in Canadian higher education shed light on the societal and institutional challenges that influence their social and economic aspirations. In today's societal and economic context, obtaining a postsecondary education degree is not just preferred but essential for securing the employment opportunities that most young people desire. For Black communities in particular, a university degree is often seen as the primary pathway to upward social mobility. However, Black students' journeys toward higher education are frequently hindered by systemic barriers and institutional challenges. While there is extensive literature detailing the systemic forces that obstruct access to higher education for Black Canadians, there is limited academic focus on how these forces continue to affect Black students once they enter higher education. This article addresses this gap by investigating the educational experiences of Black students in Canadian universities, emphasizing the challenges posed by systemic racism and institutional barriers. Utilizing data from interviews and focus groups with Black undergraduate and graduate students from a university in the Greater Toronto Area (GTA), the study explores how historical and contemporary issues of anti-Black racism shape their academic journeys. It discusses the broader implications of these experiences and highlights the need for comprehensive institutional reforms to create genuinely inclusive and equitable educational environments. By centering the voices of Black students, this research aims to contribute to the ongoing dialog on racial equity in higher education. [ABSTRACT FROM AUTHOR]

This essay is based on a case study of international medical graduates (IMGs) in Canada who migrated from sub-Saharan Africa. The chapter examines how narratives of race are situated and deployed in the field of medicine and can produce some aversive social–psychological landscapes in the credentialing and the professional-entry process as it relates to persons of African descent. It will show that, often without predetermination or intent, professionals of African descent in Canada are highly susceptible to implicit racial associations and implicit racial stereotyping in relation to evaluations of character, credentials, and culture. The article exposes some of the critical intersections of common experience, such as: (a) cultural deficit bias—Whiteness as an institutionalized cultural capital attribute; (b) confirmation bias—reaching a negative conclusion and working backwards to find evidence to support it; (c) repurposed sub-Saharan Blackness stereotypes—binary forms of techno-scamming and fraud; and (d) biased deception judgement—where the accuracy of deception judgements deteriorates when made across cultures. These social psychological phenomena result in significantly disproportionate returns on their foreign education and labour market experience for Black medical professionals that require decisive efforts in changing the narratives. [ABSTRACT FROM AUTHOR]

Drawing a connection between the "repetition compulsion" and reparations movements' demand for a "guarantee of non‐repeat," this essay examines some of the psychological workings of implication in systemic racism by highlighting individual, familial, and collective histories, and by looking at some of what is currently taking place in psychoanalytic institutions. [ABSTRACT FROM AUTHOR]

In a recent issue of Child Maltreatment (2023 vol. 28 (4)), an editorial by Palusci et al. and a commentary by Briggs et al. were published. These two publications express the American Professional Society on the Abuse of Children (APSAC) Board's and the Child Maltreatment editorial team's stance relative to Diversity, Equity, Inclusion and Justice (DEIJ). The current commentary expresses a range of concerns regarding how APSAC and Child Maltreatment plan to advance DEIJ through their editorial policies. [ABSTRACT FROM AUTHOR]

This commentary advocates for a comprehensive approach to addressing the Black maternal and infant health crisis, utilizing the collective impact model with health equity at its center. Black women in the United States face alarmingly high rates of maternal morbidity and mortality compared to white women. Black women are twice as likely to have premature and low birthweight babies than white women, exposing both the expectant woman and child to various health risks. This crisis stems from systemic racism, implicit bias in healthcare, and a lack of targeted health communications for pregnant Black women. The urgency of this situation requires a bold and unified response through collaboration and coordination among healthcare providers, local and grassroots community-based organizations (CBOs), and digital health communicators. A comprehensive Black maternal and infant health campaign embedded within the collective impact model and led by a dedicated backbone organization would facilitate the coordination and involvement of diverse stakeholders. Central to these efforts should be the acknowledgment that systemic racism perpetuates health inequities. Consequently, any initiatives to improve health outcomes should prioritize health equity by valuing and incorporating Black women's perspectives. This involves crafting a responsive strategy and placing Black women at the forefront of content creation, program strategy, and evaluation. Through a collaborative effort involving healthcare partners, CBOs, and health communicators, we can have an impact far more significant than any single initiative. Immediate action is needed to dismantle systemic barriers and ensure every Black woman and infant receives the care and support they deserve. Black maternal health disparities in the United States have been widely acknowledged and studied. It is well-established that Black women face significantly higher rates of maternal morbidity and mortality compared to their white counterparts, indicative of a severe healthcare crisis. This opinion piece contributes to the discourse by proposing a comprehensive solution grounded in the collective impact model, which emphasizes collaboration and coordination across various stakeholders. This approach represents a shift from past siloed efforts, aiming to tackle the urgent issue of Black maternal and infant health with a multidisciplinary approach centered on health equity. Significance: Black maternal health disparities in the United States have been widely acknowledged and studied. It is well-established that Black women face significantly higher rates of maternal morbidity and mortality compared to their white counterparts, indicative of a severe healthcare crisis. This opinion piece contributes to the discourse by proposing a comprehensive solution grounded in the collective impact model, which emphasizes collaboration and coordination across various stakeholders. This approach represents a shift from past siloed efforts, aiming to tackle the urgent issue of Black maternal and infant health with a multidisciplinary approach centered on health equity. [ABSTRACT FROM AUTHOR]

Systemic racism is pervasive in US society and disproportionately limits opportunities for education, work, and health for historically marginalized and minoritized racial and ethnic groups, making it an urgent issue of social justice. Because systemic racism is a social determinant of health prevalent across multiple social and institutional structures, it requires multilevel intervention approaches using effective designs and analytic methods to measure and evaluate outcomes. Racism is a fundamental cause of poor health outcomes, including mental health outcomes; thus, mental health services and programs that address racism and discrimination are key to promoting positive mental health of racial and ethnic minority youth. While multilevel interventions are well-suited for improving outcomes like youth mental health disparities, their evaluation poses unique methodological challenges, requiring specialized design and analytic approaches. There has been limited methodological guidance provided to researchers on how to test multilevel interventions using approaches that balance methodological rigor, practicality, and acceptability across stakeholder groups, especially within communities most affected by systemic racism. This paper addresses this gap by providing an example of how to rigorously evaluate a hypothetical, theoretically based, multilevel intervention promoting mental health equity in three US school systems using an anti-racist approach intervening at the macro- (i.e., school system), meso- (i.e., school), and micro- (i.e., family and student) levels to improve mental health in adolescents. We describe the design, sample size considerations, and analytic methods to comprehensively evaluate its effectiveness while exploring the extent to which the components interact synergistically to improve outcomes. The methodological approach proposed can be adapted to other multilevel interventions that include strategies addressing macro-, meso-, and micro-levels of influence. [ABSTRACT FROM AUTHOR]

This article is based on a months-long investigation and aims to contribute to the scientific understanding of the process of racialisation of the sub-Saharan migrants in Tunisia. The starting point of our research was the speech given by the Tunisian president, Kais Saied, in February 2023. In the light of new negotiations with the EU for technical, administrative, and financial support in the management of migration in the Mediterranean, the president emphasised the importance of Tunisia being and remaining Arab and Muslim. The sub-Saharan migrants who have penetrated the Mediterranean area in large numbers, mostly via Libya or Algeria, are black. Many of them are also Christians. The Tunisian case regarding the racialisation of migrants is similar to the dynamics of political discourses and actions of systemic racialisation in European countries. Our thesis is that racialisation based on religion and/or skin colour is part of a more complex dynamic, defined by the capitalist mode of production, which, due to its inner contradictions, simultaneously requires and expels human labour force. We claim that the permanently expelled constitute surplus populations that are, due to not being disciplined by the capitalist markets, considered dangerous, which is why they fall under police jurisdiction. This process of policing surplus populations is what constitutes contemporary systemic racism as a special mode of state politics, whereby "race" is the result of said process and not determined by its biological, religious, ethnic, or cultural characteristics. We support our thesis by a fieldwork study consisting of qualitative interviews with Tunisian experts, conducted based on purposive sampling and subsequent qualitative coding, as well as of three personal narrative interviews, which were conducted with sub-Saharan migrants from Cameroon, who had been living in a refugee "village" in the north of Tunisia for more than a year. [ABSTRACT FROM AUTHOR]

Existing literature examines the effectiveness of civilian oversight in reducing police misconduct. However, little-to-no quantitative research explores possible adverse consequences of this accountability mechanism. Utilizing time series analysis of administrative data on aggregate monthly civilian complaints and police behavior in the largest American city, this article offers evidence of racial inequality in police response to civilian complaints. For White civilians, complaint against the police abates subsequent police stops. For Black civilians, complaint is associated with subsequent intensification of police stops. This intensification only follows complaints against White officers, is conditional upon officer knowledge of the complaint, is confined to stops involving greater officer discretion to perform the stop, and is only observed in police precincts with large Black populations. [ABSTRACT FROM AUTHOR]

Decades of research has documented the consequences of allocating school students into a hierarchy of classes with narrow ranges of mathematics attainment, a process known as streaming, tracking, setting, or "ability" grouping. The purported benefits of streaming are inconsistent and disputed, but the harms are clear, in particular, (1) the limiting curriculum often available in low streams and (2) the loss of self-confidence that results from being positioned in a low stream. Building on this foundation, we discuss streaming in mathematics as tied to systemic racism in Aotearoa New Zealand, where the harmful effects of streaming fall most heavily on Māori and Pasifika students. Previous analyses of race and streaming have focused primarily on the racial composition of streamed classes, bias in stream allocation, and racialised teacher expectations in streamed settings. In contrast, we focus on the emotional consequences of streaming, arguing that streaming produces racialised emotions of shame and entitlement as unintended but predictable consequences. We illustrate the racialised production of entitlement and shame through collaborative storying, interweaving our own biographies with a re-analysis of student interviews from two prior studies. [ABSTRACT FROM AUTHOR]

Battling cancer of a spouse during a worldwide pandemic is a unique phenomenon. While the world experienced hardships such as stay‐at‐home orders, masking mandates, or the COVID‐19 infection, caregivers supported their loved ones who were diagnosed with terminal diseases. Racism compounded trauma as Black caregivers were not provided with the same level of respect and care for their loved ones during the COVID‐19 pandemic. Racial trauma is experienced by Black Americans, even during the pandemic and while grieving losses of loved ones. An autoethnographic approach draws upon my lived experience of racial trauma while caring for my dying husband during the COVID‐19 pandemic. This autoethnography informs the role of counselor education programs to prepare future counselors to support minoritized clients who may have suffered from systemic racism, while grieving the loss of loved ones, especially during the COVID‐19 pandemic, and which could also have contributed to racial trauma. [ABSTRACT FROM AUTHOR]

Introduction: Support for anti‐racism policies such as mandatory diversity training and affirmative action varies by race. Research in the racial resentment and symbolic racism traditions focuses on whites' endorsements of stereotypes that blame blacks for their unequal position in society, causing whites to be less supportive of anti‐racism policies. Systemic racism theory suggests an additional hypothesis: People who believe whites are not doing enough to dismantle the systemically racist system that disadvantages blacks and other groups should be more supportive of anti‐racism policies. Methods: We examine both hypotheses using data from a national YouGov survey of 1125 U.S. adults gathered in 2021. Results: Race differences in support for anti‐racism policies are accounted for by race differences in endorsements of both anti‐black and anti‐white stereotypes. Conclusion: Future studies of support for anti‐racism policies should consider the influence of both anti‐black and anti‐white stereotypes. [ABSTRACT FROM AUTHOR]

Introduction: Systemic racism theory has become a central part of academic and public discussions about criminal justice institutions and reforms. Little, however, is known about the association between people's belief in the ubiquity of systemic racism and their attitudes toward criminal justice institutions and reforms. Methods: To fill this gap, we examine the association between systemic racism beliefs and support for police, police reform, and the BLM movement using a national YouGov sample of 1125 U.S. adults. Results: Systemic racism beliefs are associated with Americans' attitudes toward all three outcomes, net of a wide range of controls, including negative experiences with police, political ideology, and most notably, racial resentment. Conclusion: Our study provides compelling evidence that belief in systemic racism is an important driver of Americans' support for police, police reforms, and BLM. [ABSTRACT FROM AUTHOR]

Background: A challenge facing many Academic Health Centers (AHCs) attempting to revise health professions education to include the impact of racism as a social and structural determinant of health (SSDoH) is a lack of broad faculty expertise to reinforce and avoid undermining learning modules addressing this topic. To encourage an institutional culture that is in line with new anti-racism instruction, we developed a six-part educational series on the history of racism in America and its impact on contemporary health inequities for teaching structural competency to health professions academicians. Methods: We developed a six-hour elective continuing education (CE) series for faculty and staff with the following objectives: (1) describe and discuss race as a social construct; (2) describe and discuss the decolonization of the health sciences and health care; (3) describe and discuss the history of systemic racism and structural violence from a socio-ecological perspective; and (4) describe and discuss reconciliation and repair in biomedicine. The series was spread over a six-month period and each monthly lecture was followed one week later by an open discussion debriefing session. Attendees were assessed on their understanding of each objective before and after each series segment. Results: We found significant increases in knowledge and understanding of each objective as the series progressed. Attendees reported that the series helped them grapple with their discomfort in a constructive manner. Self-selected attendees were overwhelmingly women (81.8%), indicating a greater willingness to engage with this material than men. Conclusions: The series provides a model for AHCs looking to promote anti-racism and structural competency among their faculty and staff. [ABSTRACT FROM AUTHOR]

Systemic and seismic changes across multiple dimensions of schooling are needed to create equitable schools. We highlight a promising set of intentional and illustrative practices at one university that illustrate how equity can be highlighted across educational systems. While our efforts are ongoing, we explore a commitment to equity and social justice across: (1) A professional development school network. (2) An elementary education program. (3) Focal classrooms committed to equity practices. (4) Teacher education courses embedded in schools. This paper draws on data collected at each systemic level listed above. We use these data to illustrate the importance of intentional and simultaneous efforts to change practices across classrooms, schools, teacher professional development spaces, and teacher education courses. While our efforts are ongoing and inevitably incomplete, we maintain that this systemic confluence contributes to comprehensive and sustainable structures that support more equitable learning experiences for children, teachers, preservice teachers, and university faculty. [ABSTRACT FROM AUTHOR]

Law Schools are now required to provide education to law students on bias, cross-cultural competency, and racism under ABA Standard 303(c). Law clinics, with their social justice orientation, have long taught about structural causes of bias and oppression and ways to intervene at system levels to prevent problems. Medical legal partnership (MLP) clinics have done so by employing concepts from social work and health science programs on structural competency. This article examines MLP and related curriculum to meet the ABA mandate. [ABSTRACT FROM AUTHOR]

The text provides a summary of the document titled "In Pursuit of Racial Equality in American Psychoanalysis: Findings and Recommendations from the Holmes Commission." The document discusses the formation of the Holmes Commission on Racial Equality in American Psychoanalysis in response to demands for psychoanalysis to address race. The Commission conducted a two-and-a-half-year study and offers recommendations to reduce the effects of systemic racism. The document highlights the importance of understanding and addressing systemic racism in the field of psychoanalysis. The text presents the findings of the study, which reveal disparities and challenges faced by BIPOC individuals in psychoanalytic training institutes. It emphasizes the need for increased racial awareness, support, and diversity in the field. The text also discusses the need for psychoanalytic institutions to address issues of race and racism within their training and practices. It recommends various strategies to promote diversity, equity, and inclusion. The text concludes with a vision for a more equal and inclusive psychoanalysis that actively works towards justice and diversity. [Extracted from the article]

The racial disparity in Black maternal healthcare outcomes in the U.S. reflects the devastating impact of systemic racism embedded within the healthcare system. This study addresses Black maternal health by centering Black women's perspectives to illuminate how systemic barriers, racism, and unequal care manifest in their maternal health experiences. We conducted six focus group discussions with 27 Black women in Harris County, Texas, an area with an alarmingly high Black maternal mortality rate. The analysis revealed three main themes: (1) institutional barriers to equitable maternal care, (2) inequitable clinical care and provider–patient interactions, and (3) navigating experiences of everyday interpersonal racism. The women's narratives provide insights into how systemic factors such as racism and unjust policies compromise the pursuit of optimal maternal care. By centering their situated knowledge, we can understand and develop solutions that emerge directly from the lived realities of this community. [ABSTRACT FROM AUTHOR]

Copyright of Community & Physician / Toplum ve Hekim is the property of Turk Tabipleri Birligi / Turkish Medical Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: There is a motivation for organizations to understand race and racism from the perspective of minoritized individuals. Academic health centers (AHC) are ideal organizations to have these conversations as they educate healthcare providers, support research in health disparities, and care for diverse patients. Methods: We piloted and evaluated a virtual Modified Privilege Walk (MPW) with faculty, staff, and students at an AHC in July 2020 to promote difficult conversations about race/racism, social class, and privilege. Each MPW session was voluntary, held virtually over Zoom, and lasted one hour and thirty minutes. Before attending, participants answered questions based on their race/ethnicity and social class to calculate a "privilege score." After each session, attendees were asked to complete an evaluation survey. Results: There were five virtual MPWs with 132 attendees, and 74 participants completed an evaluation survey (56% response rate). Many respondents were students (n = 29, 39.2%). Most respondents either agreed (n = 36, 48.6%) or strongly agreed (n = 32, 43.2%) that the virtual MPW positively impacted how they will interact with those of a different race/ethnicity. Attendees requested having more virtual MPWs with leadership, incorporating virtual MPWs in various program curricula, and requiring new employees to participate. Conclusions: American organizations, particularly AHCs, should provide safe spaces and support these discussions surrounding race and racism as many were founded, built, or operated during a time of free labor and segregation that exerted power and control over minoritized individuals. Authors provide recommendations to dismantle organizational racism and support minoritized employees, patients, and students. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this systematic review was to synthesize the existing literature on the associations between historic redlining and modern‐day health outcomes across the lifespan. Method: This review searched PubMed and CINAHL for peer‐reviewed, data‐based articles examining the relationship between historic redlining and any health outcome. Articles were appraised using the JBI critical appraisal checklist. The results were synthesized using a narrative summary approach. Results: Thirty‐six articles were included and focused on various health outcomes, including cardiovascular outcomes, breast cancer incidence and mortality, firearm injury or death, birth‐related outcomes, and asthma outcomes. Most of the included articles (n = 31; 86%) found significant associations between historic redlining and adverse health outcomes such as increased cardiovascular disease, higher rates of preterm births, increased cancer incidence, reduced survival time after breast cancer diagnosis, and increased firearm injury incidence. Discussion: This review demonstrates the persistent effect of historic redlining on individuals' health. Public health nurses should recognize redlining as a form of structural racism when caring for affected communities and should advocate for policies and programs that advance health equity. Nurse researchers should develop and test multilevel interventions to address systemic racism and improve health outcomes in communities affected by redlining. [ABSTRACT FROM AUTHOR]

Youth are more likely to succeed when they feel safe at school and have access to caring relationships with adults. Systemic racism interrupts access to these assets. Within schools, racially/ethnically minoritized youth encounter policies rooted in racism, leading to decreased perceptions of school safety. Having a teacher mentor may mitigate some of the harmful effects of systemic racism and discriminatory practices. Yet, teacher mentors may not be accessible to all students. In this study, the authors tested a putative explanatory hypothesis for differences between Black and white children's access to teacher mentors. Data from the National Longitudinal Study of Adolescent Health were used. Linear regression models were used to predict access to teacher mentors, and a mediational analysis was conducted to determine the effect of school safety on the relationship between race and teacher mentor access. Results indicate that students from higher SES backgrounds and those with parents who have greater educational attainment are more likely to have a teacher mentor. Furthermore, Black students are less likely than white students to have a teacher mentor, and school safety mediates that relationship. The implications of this study suggest that challenging institutional racism and structures may improve perceptions of school safety and teacher mentor accessibility. Highlights: Black students are less likely than white students to have a teacher mentor.School safety mediates the relationship between being Black and access to teacher mentors.Systemic racism and white supremacy are prevalent in schools which influences school safety.Schools must challenge systemic racism to improve school safety for minoritized youth. [ABSTRACT FROM AUTHOR]

Background: Little is known about the relationship among systemic racism, psychological symptoms (depression, anxiety, and/or post-traumatic stress disorders), and burnout in healthcare workers (HCWs). Objective: To determine whether distress related to awareness of systemic racism contributes to psychological symptoms and/or burnout in HCWs. We explored whether this form of racism-related distress may moderate the relationship between race, ethnicity, psychological symptoms, and burnout. Design: A cross-sectional survey was conducted from November 19, 2020, through January 11, 2021. Statistical analysis was conducted from May 3, 2022, to June 15, 2022. Participants: Frontline HCWs at an urban tertiary care hospital in New York City. Main Measures: Distress related to awareness of systemic racism (SR) and racial disparities in COVID-19 outcomes (RD), psychological symptoms, and burnout. Key Results: Two thousand one of 4654 HCWs completed the survey (response rate 43.0%). Most HCWs reported experiencing distress related to awareness of systemic racism (1329 [66.4%]) and to racial disparities in COVID-19 outcomes (1137 [56.8%]). Non-Hispanic Black participants (SR odds ratio (OR) 2.84, p <.001; RD OR 2.34, p <.001), women (SR OR 1.35, p =.01; RD OR 1.67, p <.001), and those with history of mental illness (SR OR 2.13, p <.001; RD OR 1.66, p <.001) were more likely to report SR- and RD-related distress, respectively. HCWs who experienced "quite-a-bit to extreme" SR-related distress were more likely to screen positive for psychological symptoms (OR 5.90, p <.001) and burnout (OR 2.26, p <.001). Conclusions: Our findings suggest that distress related to awareness of systemic racism, not race/ethnicity, was associated with experiencing psychological symptoms and burnout in HCWs. As the medical community continues to critically examine the role of systemic racism in healthcare, our work is a first step in characterizing its toll on the psychological well-being of HCWs. [ABSTRACT FROM AUTHOR]

Racial disparities in policing are profound and accompanied by equally persistent gaps in trust. Analyses of these and other racial inequities are often bifurcated between institutional and individual levels of analysis. Here, I describe how everyday contacts between the public and doctors, teachers, or police officers—institutional interactions—can bridge these levels. Organizations direct and coordinate these agents' individual discretion; at the same time, individual agents relate to the public in ways institutions themselves cannot. The dual nature of these encounters links individual and dyadic processes to organizational and institutional ones. Using police stops as a paradigmatic example, I illustrate how institutional interactions contribute to racial gaps in police‐community trust, how they can be used as a platform for changing the relationship between law enforcement and the public, and how they can inform research on racial inequality in a range of institutional contexts, including health and education. [ABSTRACT FROM AUTHOR]

Background: Despite increasing attention to racial inequities in social determinants of health and health outcomes, less attention has been focused on how structural barriers — embedded in programs and codified in laws — shape opportunities to achieve health. Methods: To better understand how U.S. federal policies targets structural barriers to opportunity and health at the population level, we conducted a legal review to identify landmark pieces of federal policy that held potential to impact key social determinants of health. Then, using publicly available data for Georgia and five neighboring U.S. states (Alabama, Florida, North Carolina, South Carolina, and Tennessee), we conducted an observational case study to examine recent trends for access to health care, housing, and education because they were each associated with comprehensive federal legislation meant to alleviate inequities resulting from long-standing structural barriers and were each identified by Healthy People 2030 as key social determinants of health. Results: From 2010 to 2021, population-level improvements were seen in health insurance rates, mortgage and rental burden, and educational attainment, with improvements seen for both Black and White populations in Georgia, regionally in the Southeast region, and nationally in the United States. However, seemingly meaningful gaps between the Black and White populations across social determinants of health have not been eliminated at any geographical level. Conclusions: This analysis adds to a growing body of evidence that historically racialized social structures hamper Black populations' opportunities to build wealth, gain a quality education, own a home in a neighborhood of opportunity, and access health care, compared to their White peers. Given that the root causes of health disparities and inequities lie at the intersection of health, health care, economics, education, and other social systems, a multisectoral approach to policy is needed to address these systemic issues. While federal laws do provide momentum for proximal benefits for social change, in modern federalism they alone are insufficient to address needed local system change and nonlegal policy interventions, implemented at the local programmatic level, may serve as complementary mechanism to address the lingering effects of barriers to equal opportunity. [ABSTRACT FROM AUTHOR]

Background: Environmental health research in the US has shown that racial and ethnic minorities and members of low-socioeconomic groups, are disproportionately burdened by harmful environmental exposures, in their homes, workplace, and neighborhood environments that impact their overall health and well-being. Systemic racism is a fundamental cause of these disproportionate exposures and associated health effects. To invigorate and inform current efforts on environmental justice and to raise awareness of environmental racism, the National Institute of Environmental Health Sciences (NIEHS) hosted a workshop where community leaders, academic researchers, and NIEHS staff shared perspectives and discussed ways to inform future work to address health disparities. Objectives: To share best practices learned and experienced in partnerships between academic researchers and communities that are addressing environmental racism across the US; and to outline critical needs and future actions for NIEHS, other federal agencies, and anyone who is interested in conducting or funding research that addresses environmental racism and advances health equity for all communities. Discussion: Through this workshop with community leaders and researchers funded by NIEHS, we learned that partnerships between academics and communities hold great promise for addressing environmental racism; however, there are still profound obstacles. To overcome these barriers, translation of research into plain language and health-protective interventions is needed. Structural changes are also needed in current funding mechanisms and training programs across federal agencies. We also learned the importance of leveraging advances in technology to develop creative solutions that can protect public health. [ABSTRACT FROM AUTHOR]

Background: Black women in the United States (US) have the highest risk of preterm birth (PTB) and small for gestational age (SGA) births, compared to women of other racial groups. Among Black women, there are disparities by nativity whereby foreign‐born women have a lower risk of PTB and SGA compared to US‐born women. Differential exposure to racism may confer nativity‐based differences in adverse perinatal outcomes between US‐ and foreign‐born Black women. This remains unexplored among US‐ and African‐born women in California. Objectives: Evaluate the relationship between structural racism, nativity, PTB and SGA among US‐ and African‐born Black women in California. Methods: We conducted a population‐based study of singleton births to US‐ and African‐born Black women in California from 2011 to 2017 (n = 131,424). We examined the risk of PTB and SGA by nativity and neighbourhoods with differing levels of structural racism, as measured by the Index of Concentration at the Extremes. We fit crude and age‐adjusted Poisson regression models, estimated using generalized estimating equations, with risk ratios (RR) and 95% confidence intervals (CI) as the effect measure. Results: The proportions of PTB and SGA were 9.7% and 14.5%, respectively, for US‐born women, while 5.6% and 8.3% for African‐born women. US‐born women (n = 24,782; 20.8%) were more likely to live in neighbourhoods with high structural racism compared to African‐born women (n = 1474; 11.6%). Structural racism was associated with an elevated risk of PTB (RR 1.19, 95% CI 1.12, 1.26) and SGA (RR 1.19, 95% CI 1.13, 1.25) for all Black women, however, there was heterogeneity by nativity, with US‐born women experiencing a higher magnitude of effect than African‐born women. Conclusions: Among Black women in California, exposure to structural racism and the impacts of structural racism on the risk of PTB and SGA varied by nativity. [ABSTRACT FROM AUTHOR]

Background and Hypothesis Māori, the indigenous peoples of New Zealand, experience increased rates of psychotic disorders and first-episode psychosis. However, it is unclear whether they also present with increased psychosis risk symptoms, such as subclinical psychotic-like experiences (PLEs). Measurement of risk symptoms is key for early intervention. Further, it is unclear if systemic factors such as the increased rates of social adversity and discrimination or cultural biases contribute to this disparity in psychosis rates. Study Design This study surveyed 466 18- to 30-year olds in New Zealand, and compared Māori to non-Māori participant responses on the Prodromal Questionnaire Brief, alongside the history of childhood trauma, discrimination, and financial adversity. Study Results Māori reported a higher number of PLEs compared to non-Māori—however, this was not associated with increased distress related to these experiences. The increased number of psychosis-like experiences reported by Māori was likely explained by systemic factors such as childhood trauma, discrimination, and financial stress. Māori were more likely to report that the PLEs were positive. Conclusions Measurement of psychosis risk for Māori is nuanced, and increased scores on these tools may reflect pathologizing potentially normative experiences for Māori, such as spiritual encounters or discrimination, alongside the impact of increased rates of systemic discrimination, trauma, and financial stress. [ABSTRACT FROM AUTHOR]

Introduction: There are a limited number of Canadian studies that explore the experiences of racism among health care providers who are Black, Indigenous, or people of color (BIPOC), and specifically within the context of midwifery in Ontario. More information is needed to better understand how to achieve racial equity and justice at all levels of the midwifery profession. Methods: Semistructured key informant interviews were conducted with racialized midwives in Ontario to understand how racism manifests in the midwifery profession and to conduct a needs assessment of interventions required. The researchers used thematic analysis to identify patterns and themes within the data and to develop a better understanding of participants' experiences and perspectives. Results: Ten racialized midwives participated in key informant interviews. The vast majority of participants reported experiences of racism in their work as a midwife, including being subject to or witnessing racism from clients and colleagues, tokenism, and exclusionary hiring practices. More than half of participants also emphasized their commitment to providing culturally concordant care for BIPOC clients. Participants relayed that access to BIPOC‐centered gatherings, workshops, peer reviews, conferences, support groups, and mentorship opportunities constitute important supports for improving diversity and equity in midwifery. They also expressed a need for midwives and midwifery organizations to actively work to disrupt racism and the power structures in midwifery that enable racial inequity to proliferate. Discussion: The manifestations of racism in midwifery have negative impacts on the career trajectory, career satisfaction, interpersonal relationships, and well‐being of BIPOC midwives. It is crucial to understand the role of racism in midwifery and make meaningful changes toward dismantling interpersonal and systemic racism in the profession. These progressive changes will serve to create a more diverse and equitable profession, where all midwives can belong and thrive. [ABSTRACT FROM AUTHOR]

The second volume of a two-part Special Issue of a Trilogy on race and racism amplifies the narratives, experiences, and truths of social work faculty and students who are working to confront and dismantle systemic racism in social work programs and departments globally. Counter-storytelling, using teaching and learning as its central theme, is used to first name racist and colonizing practices and then offer strategies to improve institutional change efforts. Sustainable anti-racist efforts in social work education can be improved by incorporating knowledge, skills, strategies, and lessons learned throughout this Special Issue. [ABSTRACT FROM AUTHOR]

In social psychology, stereotypes have generally been viewed as overgeneralized beliefs about social groups in society. Although stereotypes—especially those that are negative— tend to be recognized as contributing to prejudice and discrimination of marginalized communities, they are often conceptualized as containing a “kernel of truth.” Meanwhile, there has been relatively little consideration of the historical and cultural origins of racial stereotypes. This is an important oversight given that stereotypes have and continue to be used as a means to excuse and reinforce the systemic oppression of communities of color. Thus, the current paper uses a historical framework to review major stereotypes that have targeted communities of color throughout U.S. history, with a focus on stereotypes of Black people. In doing so, we conceptualize racial stereotypes as propaganda that have historically functioned to support oppressive societal systems in the U.S. by both (a) shaping public perceptions and expectations and (b) by influencing the thoughts and behavior of members of stereotyped groups. By situating stereotypes within their historical and cultural frames, readers can recognize the way stereotypes reinforce systems of oppression. We conclude with research implications and encourage stereotyping scholars to foreground the social construction of stereotypes and the function that  they serve by contextualizing their work in the social and historical context in which stereotypes emerged. [ABSTRACT FROM AUTHOR]

Despite advances in cancer control—prevention, screening, diagnosis, treatment, and survivorship—racial disparities in cancer incidence and survival persist and, in some cases, are widening in the United States. Since 2020, there's been growing recognition of the role of structural racism, including structurally racist policies and practices, as the main factor contributing to historical and contemporary disparities. Structurally racist policies and practices have been present since the genesis of the United States and are also at the root of environmental injustices, which result in disproportionately high exposure to environmental hazards among communities targeted for marginalization, increased cancer risk, disruptions in access to care, and worsening health outcomes. In addition to widening cancer disparities, environmental injustices enable the development of polluting infrastructure, which contribute to detrimental health outcomes in the entire population, and to climate change, the most pressing public health challenge of our time. In this commentary, we describe the connections between climate change and cancer through an Environmental Justice perspective (defined as the fair treatment and meaningful involvement of people of all racialized groups, nationalities, or income, in all aspects, including development, implementation, and enforcement, of policies and practices that affect the environment and public health), highlighting how the expertise developed in communities targeted for marginalization is crucial for addressing health disparities, tackling climate change, and advancing cancer control efforts for the entire population. [ABSTRACT FROM AUTHOR]

As a psychoanalyst, Fromm felt compelled to speak to the social and political crises of his time. Fromm's social psychoanalysis was a radical departure from the Freudian mainstream and has important implications for how psychoanalysis can address social and political forces today. What is less known and often neglected is the way in which Fromm was himself shaped by the traumatic events of racial discrimination and genocide that marked the twentieth century, particularly the rise of Nazism, virulent anti-Semitism and the Holocaust. This article will weave together Fromm's life-experience, and that of his family, with his development of key ideas relating to the threat of authoritarianism and racial narcissism. To illustrate the relevance of Fromm's work in the present moment, I consider the reality of systemic racism and the long shadow of genocide. Drawing on my work as practicing psychoanalyst, I address the racial discrimination experienced by Indigenous peoples in Canada. In the process, I examine how the psychoanalysis and the therapeutic setting is embedded in society and inevitably implicated in the structures of systemic racism. [ABSTRACT FROM AUTHOR]

We estimated changes in life expectancy between 2019 and 2021 in the United States (in the total population and separately for 5 racial/ethnic groups) and 20 high-income peer countries. For each country's total population, we decomposed the 2019–2020 and 2020–2021 changes in life expectancy by age. For US populations, we also decomposed the life expectancy changes by age and number of coronavirus disease 2019 (COVID-19) deaths. Decreases in US life expectancy in 2020 (1.86 years) and 2021 (0.55 years) exceeded mean changes in peer countries (a 0.39-year decrease and a 0.23-year increase , respectively) and disproportionately involved COVID-19 deaths in midlife. In 2020, Native American, Hispanic, Black, and Asian-American populations experienced larger decreases in life expectancy and greater losses in midlife than did the White population. In 2021, the White population experienced the largest decrease in US life expectancy, although life expectancy in the Native American and Black populations remained much lower. US losses during the pandemic were more severe than in peer countries and disproportionately involved young and middle-aged adults, especially adults of this age in racialized populations. The mortality consequences of the COVID-19 pandemic deepened a US disadvantage in longevity that has been growing for decades and exacerbated long-standing racial inequities in US mortality. [ABSTRACT FROM AUTHOR]

Anti‐Indigenous racism is a pressing issue in Canada. Education on historical and contemporary Indigenous topics is a common strategy to challenge such racism. Despite the existence of education‐based programmes intended to address anti‐Indigenous racism, there is limited evidence that they are effective. To this end, we report the results of two longitudinal experiments (N1 = 639, N2 = 1099) assessing the effect of education on anti‐Indigenous racism. In both studies, we assessed the impact of five conditions on Indigenous‐related outcomes in samples of non‐Indigenous students. All experimental conditions included information on historical and current injustices toward Indigenous people. In some conditions, we added content on individual racism, systemic racism, or both individual and systemic racism. Results indicated that the experimental conditions improved Indigenous‐related thoughts, feelings, knowledge and behaviours. Further, the conditions containing systemic racism content outperformed the other conditions. These studies showcase the potential of education to reduce anti‐Indigenous prejudice. [ABSTRACT FROM AUTHOR]