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When psychology clinical supervisors lack the fundamental knowledge and skills required to provide racially and culturally competent supervision, trainee satisfaction, clinical practice, and professional development suffers. Knowledge of key culture and diversity frameworks must be paired with integrated skills and to improve racially and culturally responsive clinical supervisory practices for health service psychology trainees. Organized around Kern's six-step approach, this article describes the development and pilot implementation of the Getting Racism Out of Our Work core program to provide psychology supervisors with the aforementioned foundational knowledge and skills. Pilot participants reported high levels of satisfaction and applicability of program learning to their supervisory practice. Opportunities to improve the program, such as increasing access to expert consultants and improving accessibility via alternate formats (e.g., asynchronous learning) were noted. Key learnings and future directions are discussed. Public Significance Statement: When psychology supervisors lack the knowledge and skills to provide racially and culturally responsive clinical supervision, psychology trainee's clinical practice, and professional development suffer. These supervisory deficits must be addressed with focused training. This article describes development and pilot implementation data for a program designed to provide psychology supervisors with key foundational frameworks and focused strategies to improve racially and culturally competent supervisory practices. [ABSTRACT FROM AUTHOR]

There is a global shortage of nurses, leading many countries to recruit internationally qualified nurses (IQNs) to fill the gap. However, IQNs encounter challenges in integrating into their new professional environment, particularly in their interactions with locally qualified nurses (LQNs). Intraprofessional cultural competence (IPCC), defined as 'a set of congruent behaviours and attitudes that enable professionals to work respectfully and effectively in cross‐cultural situations', may be a strategy to address these challenges. Content analysis was used to examine nursing regulatory documents (Standards for Practice [Standards] and Codes of Conduct [Codes]) from the United Kingdom, New Zealand and Australia. Data were extracted and organised based on four key themes relevant to IPCC. The analysis revealed a focus on 'Mutual collaboration and professional relationships' in six regulatory documents, with explicit commitments to preventing racism and discrimination in the Australian and NZ Codes. However, issues such as racism, discrimination, bullying and harassment faced by IQNs are not comprehensively addressed, as the documents mainly prioritize culturally appropriate patient interactions over relationships between colleagues. Using regulatory documents to address IPCC may influence positive change such as improving communication, and preventing racism, bullying, discrimination and harassment within nursing. [ABSTRACT FROM AUTHOR]

This study examined how ethnic–racial identity (ERI) profiles moderate the relationship between racial discrimination and mental health among Black American adults. Black American adults (n = 247) recruited from a community-based sample completed self-report measures of ERI, racial discrimination, depression, psychological distress, and emotional well-being. Latent profile analysis (LPA) identified four distinct ERI profiles, corresponding to the ERI status theorized in prior research—Diffusion, Moratorium, and Achievement—and a fourth profile, which corresponded to an ERI status for High Achievement. Hierarchical multiple regression analyses indicated that greater racial discrimination was significantly related to worse mental health for all outcomes and that having an ERI profile of High Achievement was significantly associated with lower depression. Moderation analysis indicated that the ERI profile for Achievement protected against depression and psychological distress in the context of high racial discrimination. Public Significance Statement: This study investigated the ability of exploration and commitment to one's ethnic–racial background to protect against the influence of racial discrimination on Black Americans' mental health. Four distinct ethnic–racial identity profiles were found and were differentiated by the extent to which individuals had explored the meaning of and were committed to their ethnic–racial background. Importantly, the profile corresponding to high exploration and high commitment—Achievement—was associated with lower depression and psychological distress when Black Americans reported experiencing greater racial discrimination. [ABSTRACT FROM AUTHOR]

Racism and its effects adversely affect the experiences of Black males within higher education. Despite efforts to address racial and gender gaps, Black males remain grossly underrepresented within counselor training programs. They report feeling isolated and experience relational challenges. In this phenomenological study of 10 African American male counseling students' interactions with counseling faculty, several themes related to their racial identity surfaced from the data. Implications for counselor educators and counselor education programs are offered. [ABSTRACT FROM AUTHOR]

In this paper, as Black scholars, we address ways that interventions designed to promote equity in health can create pathways for coupling decolonization with antiracism by drawing on the intersection of the health of Africans and African Americans. To frame this intersection, we offer the Public Health Critical Race Praxis (PHCRP) and the PEN-3 Cultural Model as antiracism and decolonization tools that can jointly advance research on colonization and racism globally. We argue that racism is a global reality; PHCRP, an antiracism framework, and PEN-3, a decolonizing framework, can guide interventions to promote equity for Africans and African Americans. [ABSTRACT FROM AUTHOR]

The article focuses on the potential pitfalls of integrating Equity, Diversity and Inclusion (EDI) principles into bioethics, emphasizing the importance of learning from the mistakes of other fields. Topics include the risks of adopting dogmatic EDI approaches without context; the challenges of balancing diverse normative frameworks in bioethical discourse; and the necessity for thorough review and consideration of existing academic norms to foster inclusive environments.

Recent calls to address racism in bioethics reflect a sense of urgency to mitigate the lethal effects of a lack of action. While the field was catalyzed largely in response to pivotal events deeply rooted in racism and other structures of oppression embedded in research and health care, it has failed to center racial justice in its scholarship, pedagogy, advocacy, and practice, and neglected to integrate anti-racism as a central consideration. Academic bioethics programs play a key role in determining the field's norms and practices, including methodologies, funding priorities, and professional networks that bear on equity, inclusion, and epistemic justice. This article describes recommendations from the Racial Equity, Diversity, and Inclusion (REDI) Task Force commissioned by the Association of Bioethics Program Directors to prioritize and strengthen anti-racist practices in bioethics programmatic endeavors and to evaluate and develop specific goals to advance REDI. [ABSTRACT FROM AUTHOR]

Objectives: This study investigated workplace violence (WPV) toward frontline health workers under comprehensive interventions to improve the occupational safety and health management system in a Chinese infectious disease hospital. Methods: The risk assessment of WPV using an international questionnaire was conducted in 2018 and 2021 to compare the perceived levels of exposure to WPV and intervention measures before and after the intensification of anti-violence measures in the hospital context. Additionally, qualitative data were collected in 2021 through semi-structured and unstructured interviews, providing complementary information about WPV toward frontline health workers (HWs). Results: After establishing the occupational safety and health management system (OSHMS), the total incidence rate of WPV decreased from 60.90% in 2018 to 34.44% in 2021. Psychological violence declined significantly from 60.90% in 2018 to 33.89% in 2021. The endorsement of precautionary measures increased significantly from 2018 to 2021, including patient screening recognition, patient protocol, shift or rota changes, etc. A thematic analysis of several subthemes shows that HWs had an in-depth understanding of WPV, recognizing its multifaceted consequences in the context of complex risk factors. Conclusions: This study demonstrates a significant decrease in WPV, psychological violence, verbal abuse, bullying/mobbing, and ethnic discrimination after implementing the comprehensive OSHMS. [ABSTRACT FROM AUTHOR]

Black youth and rural adolescents are two groups who experience asthma disparities. Racism and discrimination in health care likely lead to group-based (systems-level) medical mistrust for some adolescents. Group-based medical mistrust, one pathway by which racism drives health inequities, is associated with poorer outcomes for patients with chronic conditions. Despite its potential importance in adolescent asthma, previous research has not considered group-based medical mistrust in this population. To fill this gap, we characterize group-based medical mistrust among rural adolescents with poorly controlled asthma, examining demographic differences. We analyzed baseline data from a school-based clinical trial in which 164 adolescents (mean age = 16.3; 76.2% Black) completed the Group-Based Medical Mistrust Scale (GBMMS). Using linear regression, we tested associations with race, gender, and age, controlling for recent medical visits and insurance status. The total GBMMS mean score was 2.3 (SD = 1.22); subscale scores ranged from 2.3 to 2.4. Black adolescents reported significantly higher total GBMMS scores (β =.45, p =.003) and significantly higher scores on two GBMMS subscales: suspicion of health care providers (β =.56, p =.007) and lack of support from health care providers (β =.36, p =.007). Gender and age were not associated with GBMMS scores. Health care providers need to consider medical mistrust and its role in their clinical care. Together with their institutions, health care providers and researchers should work toward changing systems that perpetuate racism to build trust as a means of reducing asthma disparities among adolescents. [ABSTRACT FROM AUTHOR]

The Association of Professors of Gynecology and Obstetrics created the Diversity, Equity, and Inclusion Guidelines Task Force to develop best practices to establish a diverse physician workforce and eliminate racism in medical education. Using the guidelines, educators are impacting their communities and, in some areas, leading their institutions toward greater diversity and inclusion. The guidelines are organized by 4 domains: learning environment, grading and assessment, pathway programs, and metrics. This manuscript uses that framework to highlight the work of individual educators who are moving the needle towards racism-free health care and aims to inspire others contemplating incorporation into their programs. [ABSTRACT FROM AUTHOR]

The pervasiveness of racism in the U.S. and its negative relations with key development outcomes has led researchers to uncover mediators, of which this article argues efficacy should be considered. Self‐efficacy, one's belief in their capability to accomplish a task or goal, can be measured in multiple domains of functioning and contexts to predict behaviour. The current study examines possible specificity in the relation between discrimination (general discrimination and school discrimination) and efficacy (academic efficacy and efficacy to combat discrimination), whether resilience moderates these associations, and if these processes differ by gender. A total of 879 Black youth (47% female; mean age = 12, SD = 0.58) were included in the analyses. Findings suggest that school discrimination experiences are differentially associated with domains of efficacy. Resilience was associated with increased efficacy, but no significant moderation effects were found. [ABSTRACT FROM AUTHOR]

Nursing staff engage readily with patients and associates in mental health/forensic inpatient settings. These settings are known to have instances of workplace violence directed towards staff and such violence includes racism. Racism is a form of workplace violence that must be better understood and supported within this complex setting. Completing a systematic review to coalesce preexisting research and suggested interventions can be beneficial to supporting nurses. Systematic review following PRISMA guidelines. CINAHL, PsycInfo, Medline, British Nursing Database and Web of Science databases were searched. Reviewers screened the papers for inclusion (29 articles out of 7146 were selected for inclusion) and completed the quality appraisal using the Mixed Methods Appraisal Tool. Subsequently, data extraction was completed, and findings were summarised through narrative synthesis. The way racism was conceptualised impacted how data was collected, reported and interpreted; racism was silenced or exposed depending on how studies were undertaken. If exposed, evidence indicates racism is a problem but is not always acknowledged or acted upon. Some evidence determined racism led to negative work‐related outcomes. The literature provided limited examples of interventions. These included changing education/orientation for staff, openly discussing racist events and better planning for patients among colleagues and management. Increasing diversity within the workforce requires more research exploring and addressing issues related to racism towards nurses. Narratives of racism being normalised and embedded in mental health/forensic settings need to be challenged. [ABSTRACT FROM AUTHOR]

Racism has been woven into the fabric of American life for centuries, and social work practice is not immune to its pernicious effects. Recently, the field has acknowledged the need for White clinicians to become more culturally competent, leading to anti-racism training that attempts to address and acknowledge privilege and biases that interfere with providing ethical and just services. This paper examines reactions to anti-racism training in multi-racial group settings, identifies the absence of trauma-informed practices in such trainings, and proposes separate anti-racism training for different racial groups incorporating expressive art and journaling as an effective method to educate White clinicians. [ABSTRACT FROM AUTHOR]

Aim: To synthesise international literature to identify mechanisms that maintain racism in nursing and understand the factors that contribute to designing and implementing anti‐racist praxis to inform nursing in Aotearoa New Zealand. Design: An integrative literature review was undertaken, integrating Indigenous Kaupapa Māori methodologies to ensure a cultural and philosophical lens. Methods: Peer‐reviewed literature published, between January 2011 and July 2023 were sourced. Of 1296 articles, 16 met the inclusion criteria and 4 were identified via citation chaining. In total, 20 articles were included. The Johns Hopkins Research Evidence Tool was applied, findings extracted, and thematic analysis completed utilising Indigenous Kaupapa Māori principles. Data Sources: Databases, including CINAHL, Scopus, PubMed and Aus/NZ Reference Centre, were searched in July 2023. Results: Two key themes were identified: (1) colonial active resistance to change; and (2) transformational, visionary, and proactive nursing. Conclusion: Nurses are well‐positioned to confront the structures that maintain racism in health and education systems but are often actors in maintaining status quo. Anti‐racist praxis can be a mechanism for nurses to reimagine, redefine and transform nursing care, leadership, and nursing education to begin to eradicate racism. Reporting Method: This integrative review adhered to the 2020 Preferred Reporting for Systematic Reviews and Meta‐Analyses (PRISMA) method. Patient or Public Contribution: No patient or public contribution. Implications for the Profession: Racism remains prevalent in nursing and the healthcare system. It is necessary to implement anti‐racist praxis and policies that resist, deconstruct, and dismantle power and racism while validating Indigenous values, beliefs and practices. This is vital to deliver equitable health care. Impact: This integrative review presents lived realities and knowledge of Indigenous and racially minoritised nurses and scholars, alongside nursing allies to inform anti‐racist praxis. This evidence signifies that it is time to walk the walk to challenge the colonising systems and processes that hold racism in place. [ABSTRACT FROM AUTHOR]

Using a decolonial approach, we provided a narrative review of the research on racism in psychology and conducted a systematic review of the top five psychology journals publishing research on racism and mental health to identify trends in racism research over time and the research gaps. We examined 372 articles on racism published between 1992 and 2022: American Psychologist, Cultural Diversity and Ethnic Minority Psychology, Journal of Black Psychology, Journal of Counseling Psychology, and The Counseling Psychologist. Based on our review, we found that published research examining racism has steadily increased over the past 3 decades, with the greatest spikes in 2021 and 2022. The largest increase was in studies focused on People of Color's experiences with racism. The overwhelming majority of the articles were empirical (86.3%) and most of these studies (87.5%) employed cross-sectional designs. We identified corollary topics by racial/ethnic group, prevalent research designs, and the emergence of strength-based and healing approaches to address racism's impact. There were general racial and ethnic differences in trends, with research on various People of Color groups focused on the harmful effects of racism and research on White populations focused on Whiteness and level of awareness of racism. We conclude with recommendations to enhance the content and methodological rigor of future research while also suggesting policy implications to support advancements in this critical area of study. Public Significance Statement: This article provides a systematic review of the racism research in five psychology journals over 3 decades. Findings have implications for future research and policies to address the American Psychological Association's call to dismantle systemic racism against People of Color. [ABSTRACT FROM AUTHOR]

Health service psychology has called for programmatic efforts in advancing antiracist training through the promotion of diversity, equity, and inclusion. This article illustrates how an interdisciplinary team of faculty (psychologists, pediatricians, education specialists) and trainees (psychology trainees and pediatric residents) used a community-based participatory action research approach to develop a racial and intersectional microaggression and antiracism skill-building program for faculty and trainees. The intervention called Respect4All is a 9-hr skill-building program (three 3-hr sessions) that focuses on addressing racial and intersectional microaggressions and developing and utilizing antiracism strategies. Respect4All was developed through extensive literature review and partnering with key stakeholders both internal and external to our institution so that the resulting program was empirically supported and responsive to the needs of a diverse group of faculty and trainees within psychology and related training programs. Considerations for how a program such as Respect4All could be used within psychology and related training programs in the future to help address gaps in antiracism programming are addressed. Public Significance Statement: Given the impact that racial and intersectional microaggressions have on the well-being of faculty and trainees, it is crucial to develop antiracist skill-building programs. The use of a community-based participatory research approach to develop empirically supported and culturally sensitive intervention strategies also provides a model for how psychologists can work with key stakeholders to address their concerns. [ABSTRACT FROM AUTHOR]

Herein, we introduce a special issue on initiatives to train and educate antiracist psychologists. These 10 articles are timely and important in the current sociopolitical climate. We provide an overview of the articles and conclude with recommendations for next steps in training psychologists who seek to promote collective well-being by critically examining oppressive structures that uphold racism and actively addressing barriers and inequities that have adversely impacted people of color in America. Public Significance Statement: Racism in America is a lethal threat to psychological well-being. This article introduces a special issue that is focused on efforts to train psychologists to be antiracists. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to share learning about practical steps that can be taken to eliminate persistent racism from the workplace, including racism by people who have cognitive impairments who do not understand the impact of their behaviours. Design/methodology/approach: This paper is informed by qualitative research. An independent researcher was commissioned to recruit 45 black British, black African and black Caribbean women living in Norfolk and working for a range of employers. Parameters were agreed in advance (aims, consent, data protection). A list of questions was provided to the researcher. The questions covered experiences of prejudice and discrimination. Data collection included face to face/online/telephone interviews, focus groups and questionnaires. The researcher recorded the women's views and compiled them in a findings report. The report was shared with the women to confirm that their views had been recorded accurately. The author has also convened conversations with over 100 professionals representing providers of public services, including social and domiciliary care. Findings: The author identified that it will be impossible for employers to eliminate persistent racism from their workplaces until all managers consistently and diligently address every report of racism effectively, in line with the steps set out in this paper. The purpose is to establish, over time, a workplace culture where racism is never tolerated or allowed to persist, and workers and managers learn – and become more confident – to recognise, address and eliminate racism at work. Until this is embedded, racism affecting workers will continue to go unchecked and unacknowledged in the workplace. Research limitations/implications: The data gathered to inform this paper (specifically the research commissioned and described in this abstract, in addition to other data, such as conversations convened with professionals) is qualitative data. It cannot be assumed that the experiences of the people interviewed reflect the experiences of all people. However, the voices of participants have highlighted issues to inform future planning. Practical implications: The author must be clear that, so far there has been no definitive solution to persistent racism in the workplace. The learning so far is being shared with the hope that this assists others with developing strategies to eliminate persistent racism. Social implications: Workplaces across the UK are committed to eradicating racism. However, the rate of change is glacial. This research paper shares learning about how to address this, to increase the pace of change, to begin to genuinely eliminate persistent racism from the workplace. Originality/value: To the author's knowledge, the learning from this research is original and not replicated elsewhere. [ABSTRACT FROM AUTHOR]

Mental health researchers have focused on promoting culturally sensitive clinical care (Herman et al., 2007; Whaley & Davis, 2007), emphasizing the need to understand how biases may impact client well-being. Clients report that their therapists commit racial microaggressions—subtle, sometimes unintentional, racial slights—during treatment (Owen et al., 2014). Yet, existing studies often rely on retrospective evaluations of clients and cannot establish the causal impact of varying ambiguity of microaggressions on clients. This study uses an experimental analogue design to examine offensiveness, emotional reactions, and evaluations of the interaction across three distinct levels of microaggression statements: subtle, moderate, and overt. We recruited 158 adult African American participants and randomly assigned them to watch a brief counseling vignette. We found significant differences between the control and three microaggression statements on all outcome variables. We did not find significant differences between the microaggression conditions. This study, in conjunction with previous correlational research, highlights the detrimental impact of microaggressions within psychotherapy, regardless of racially explicit content. Public Significance Statement: African Americans tend to exhibit consistently negative reactions in response to therapist racial microaggressions, regardless of how racially explicit they are. These experimental findings can inform the culturally sensitive training of therapists. [ABSTRACT FROM AUTHOR]

The article discusses the critical issue of bias, prejudice, and racism within healthcare. It delves into strategies for recognizing and addressing these issues to ensure fair and equitable healthcare delivery. Topics include understanding the neuroscience of prejudice and stereotyping, grounding implicit bias training in clinical frameworks, and considering various aspects of diversity in anaesthesia and critical care medicine.

President Bill Clinton's Race Advisory Board (1998) discussed racism as being nearly invisible to Americans, and White Americans are often unaware of their role in perpetuating racism today. Microaggressions are a common type of racism that take the form of denigrating comments toward those of racial minority groups (Sue et al., 2007). While often unintentional or unconsciously used, microaggressions adversely affect today's society. The purpose of the current study was to evaluate a differential reinforcement with feedback intervention to facilitate discrimination between examples and non‐examples of microaggressions among healthcare workers employed by a tertiary hospital setting. We recruited 26 healthcare workers to complete three surveys via a Qualtrics survey. Baseline data showed moderately high, but variable, accuracy in discriminating examples and non‐examples of microaggressions. Following the reinforcement plus feedback intervention, participants' accurate discrimination between (non‐) examples of microaggressions increased. We will discuss these results in terms of using behavior‐analytic procedures to effectively teach what constitutes microaggressive acts that negatively impact people of color. [ABSTRACT FROM AUTHOR]

Introduction: In 2018, The Live Well Allegheny: Lifting Wellness for African Americans (LWA2) Initiative was developed to support six priority, Black communities in Allegheny County, Pennsylvania to address health equity in chronic disease. The LWA2 coalition members participated in ongoing anti-racism and racial equity sessions with a nationally recognized anti-racist facilitation team. The sessions included a 2-days experience in January 2020 along with follow up meetings throughout 2020. Methods: Surveys were administered to understand their perceptions related to anti-racism and oppression and subsequent actions as a result of the sessions. Additionally, we conducted nine in-depth interviews with organizational partners (January -May 2020) to evaluate the overall effectiveness of the coalition and inform future activities. Results: Ten participants completed the post session surveys. Seven out of 10 survey respondents felt they had a good understanding of how oppression (racism, sexism, capitalism) influenced their life and work. However, the majority indicated needing the tools to implement anti-racist strategies in their work. The in-depth interviews with organizational partners revealed that racial equity was of concern to all partners but there was variability in intentionality around racial equity as a core element of each organization's mission, goals and subsequent actions. Discussion: As a result of the interviews, coalition members developed a racial equity statement and theory of change for implementation in the coalition work and within individual organizations along with a plan for implementing an equity audit of the coalition. Coalitions of this kind should be intentional about implementing continuous strategies related to anti-racism for structural changes toward achieving racial equity in their overall work. [ABSTRACT FROM AUTHOR]

Medical-legal partnerships (MLPs) attempt to integrate the social determinants of health into health care delivery to eliminate health inequities. Yet, MLPs have not fully adapted to identify and address structural racism, one of the root causes of health inequities. This article provides a health justice perspective on the role of MLPs to challenge legal regimes to address structural racism and reimagine systems rooted in joy, safety, and collective liberation. [ABSTRACT FROM AUTHOR]

Background: Mental health literacy (MHL) has been related to health behaviors and outcomes. However, studies examining MHL as a barrier and facilitator to service use are limited, especially among minority groups. Aims: This study examined MHL as a barrier and facilitator to mental health service use among the Palestinian Bedouin minority in Israel. Methods: Twenty-five Bedouins (15 women) from southern Israel participated in semi-structured, in-depth interviews. The participants were recruited by publishing an ad on social media about the study, then through a snowball technique. The data were analyzed thematically using ATLAS.ti.9, and the intercoder reliability was 92%. Results: We identified four major themes in the interviews: (1) MHL as a barrier to service use, due to lack of knowledge about professionals in the field, mental health services, or reasons and risk factors for mental health problems; (2) traditional attitudes that acted as barriers to service use, including a preference for informal treatment, a lack of faith in mental health treatment, aversion to discussing private feelings, and the perception that mental health is a luxury; (3) MHL as a facilitator to service use by enabling accurate identification of mental distress and suggesting practical avenues for seeking help; and (4) ways to improve MHL that should be culturally sensitive and under the government agencies' responsibility. Conclusions: Interventions aimed at increasing the use of mental health services among Bedouins and reducing racial/ethnic disparities should increase knowledge in culturally adapted ways, especially regarding professionals and services, and change negative attitudes such as mental health treatment as ineffective or bonus. [ABSTRACT FROM AUTHOR]

The article describes the experience of the Children's National Hospital in Washington, D.C. with diversity, equity and inclusion (DEI) initiative in clinical care. It describes the organizational context and process for DEI that include corporate leadership and engagement, organizational culture, corporate goal working group and DEI corporate goal. It discusses lessons learned such as organizational transparency, institutional support and organizational structure for DEI programs.

Concomitant with a growing recognition of demographic shifts toward greater racial/ethnic diversity in the United States and widespread depictions of racial injustice, desires for increased racial/ethnic tolerance and inclusivity have been expressed in various sectors of U.S. society, including education, healthcare, and business. However, the literature on effective strategies and interventions for advancing anti‐racism, or efforts to reduce racial/ethnic injustice, is minimal and underdeveloped. The family science field, characterized by rich theories on human systems and interactions, strategies for changing interpersonal dynamics, and the recognition that perceived knowledge is dependent on sociopolitical location, has much to offer the study of strategies to actualize increased racial/ethnic equity. The articles in this special section demonstrate potential contributions family science can make to the endeavor for racial/ethnic equity, through presenting theoretical, empirical, and practice innovations and findings steeped in the family science orientation toward addressing systems, cycles, and change. [ABSTRACT FROM AUTHOR]

Although research on racial socialization is well established, few studies have examined the influence of specific, highly publicized racialized events. We sought to gain a deeper understanding of Black parents' preparation for bias with young children following the murder of George Floyd and other high-profile anti-Black murders during the pandemic. Researchers generated the following themes from parents' responses using reflexive thematic analysis: determining their child's readiness for the talk, reasons to delay the talk, initiating the talk, and recommendations for beginning the talk. The majority of parents of children age six and younger did not engage in preparation for bias following the murder of George Floyd due to perceptions of children's inability to understand racism as well as desires to preserve children's "innocence" and positive perceptions of police. [ABSTRACT FROM AUTHOR]

The ecosocial work approach incorporates the environment into social justice frameworks. It calls for holistic practices that centre Indigenous and Global South voices, transdisciplinarity, anti-oppressive strategies in micro–macro practice and sustainability. In this article, we argue that the integration of abolitionist theory and practice within ecosocial work—specifically the reduction or elimination of social work from carceral systems that harm the environment and marginalised people—will better equip social workers to meet these goals. To this end, we critically examine three sites of ongoing abolitionist struggle—militaries, prisons and disinvested communities—to demonstrate reimagined strategies for an environmentally just future. Our analysis reveals areas where the ecosocial approach and abolitionism intersect, and how one might inform the other. We conclude by calling for future research to integrate abolitionist ideas into ecosocial work research, education and practice. In integrating environmental justice and abolition, ecosocial work will be better positioned to critique and resist its location in racialised capitalist systems that perpetuate economic, environmental, racial and social injustices. [ABSTRACT FROM AUTHOR]

The article focuses on the necessity of integrating anti-ableism into the promotion of racial equity, diversity and inclusion (REDI) in bioethics. Topics include the interconnectedness of structural racism and ableism as systems of oppression; the need for a more comprehensive definition of diversity that includes people with disabilities; and the impact of systemic barriers on the professional experiences of bioethicists with disabilities.

The article focuses on the need for clinical ethics fellowship programs to adopt anti-racist practices and address racial inequities in their recruitment and mentorship processes. Topics include the establishment of diversity standards for recruitment; the development of culturally responsive mentorship practices; and the integration of structural competency into fellows' training to enhance their understanding of systemic racism in healthcare.

The article focuses on the urgent need to address racial equity and diversity in bioethics by integrating alternative frameworks that challenge Eurocentric ideologies. Topics include the historical injustices of biomedical research; the limitations of traditional bioethical frameworks like principlism; and the introduction of Intervention Bioethics as a means to promote justice and support vulnerable populations.

The article describes fundamental challenges in health equity science, outlines an antiracism approach to health equity science, and identifies key questions and opportunities to facilitate the achievement of health equity. Topics include obstacles to achieving health equity, benefits of intersectionality for health equity science, and a multipronged strategy to achieve health equity.

One way in which professional nursing organizations have chosen to address the social determinants of health (SDoH) is through policy work focused on diversity, health equity and anti‐racism activities. The recent report, Future of Nursing 2020–2030: Charting a Path to Achieve Health Equity (FON 2020–2030), calls on professional nursing organizations and/or nursing coalitions to focus on addressing the SDoH to mitigate health inequities, including a focus on addressing racism and promoting practices to ensure the diversity of the nursing workforce. While these recommendations highlight issues of high importance to nursing and the broader society, they assume that professional nursing organizations or coalitions have not been sufficiently engaged in this work to date. Our goal was to better understand the current and/or ongoing activities of professional nursing organizations around their anti‐racism work of diversity, health equity, and inclusion (DEI) activities recommended in the FON 2020–2030 report. To address this goal, we conducted a needs assessment of professional nursing organizations to document their DEI activities and the timing of these activities relevant to the recommendations in the report. The 26 responding organizations indicated they had been engaged in work addressing DEI issues for periods ranging from 4 months to 51 years. Minimal funding was the major barrier to advancing this work. Creating a vigorous shared DEI agenda across the profession, as suggested in the FON 2020–2030 report, will require input from nurses across the profession, as well as identification of resources to support this critical endeavor. [ABSTRACT FROM AUTHOR]

Background: Experiences of racism are linked to negative physical and mental health outcomes among those exposed. According to quantitative research derived mainly from the United States, these negative outcomes can have cascading effects in families, when parents' experiences of racism indirectly impact offspring. New research is warranted for families in the United Kingdom, informed by a qualitative approach to canvassing community knowledge and perspectives, exploring how existing findings relate to lived experiences. Method: We conducted four online focus groups with 14 parents of school‐aged children and 14 adolescents who had experienced racism in the United Kingdom. Participants were asked what children know of parents' experiences of racism, and how these experiences can impact parent–child interactions, mental health and well‐being. Focus group recordings were transcribed, data coded and analysed through iterative categorisation. Results: Analyses drew four themes from participants' insights. Together, themes illuminated the pervasive nature of racism experienced by some families in the United Kingdom. Parent and child experiences of racism were connected and co‐occurring, with indirect effects impacting mental health and well‐being in both generations. These experiences were linked to both positive and negative changes in parenting behaviour and parent–child relationships, which could be moderated by intersecting identities such as the parent's generational status for immigration to the United Kingdom. Social cohesion, safe spaces and education programmes were highlighted for future intervention. Conclusions: Findings corroborate existing literature, while further emphasising a broader bidirectional picture, requiring a family system and intersectional approach to understanding the mental health impact of racism in families. Avenues for future research are discussed to support development of equitable intervention and support strategies to prevent racism and support those affected. [ABSTRACT FROM AUTHOR]

Summary: In a time of increased social division, overt bigotry, and pervasive structural violence, social workers have an opportunity to lead the helping professions in meaningful social transformation. Social work supervisors play a central role in developing and guiding ethical social work practice. Yet, little empirically driven scholarship exists providing supervisors with strategies for disrupting racism and bias in the practice of their supervisees. This exploratory qualitative study employs a grounded theory approach to unearth such strategies. Fifteen participants with social work supervisory experience, who identified as anti-racist, offered insights into in vivo approaches to disrupting racism in social work practice. Findings: The findings from this study emphasize the importance of a strong supervisory foundation, comprised of centering race and being in authentic relationship with staff. Further, strategies such as assessing the race consciousness of staff create the foundation to employ competencies for efficacious anti-racist supervision including taking space versus pausing, providing incremental pedagogical scaffolding, and leveraging a foundational supervisory skillset. Applications: These strategies represent tangible approaches social work supervisors might employ when engaging in anti-racist practice with their staff. [ABSTRACT FROM AUTHOR]

For the first time in its 130-year history, the American Psychological Association formally admitted to its ugly racist past and acknowledged how White supremacy continues to pervade the profession. Although the apology spans the entire field of psychology, the primary focus of this article is on how the profession of counseling and psychotherapy has reinforced and contributed to the oppression of people of color. First, we contend that psychology mirrors cultural racism/White supremacy and represents the major framework from which psychologists and other social scientists with power and privilege located the source of problems within people of color, their family values/structures, and their communities. Second, we maintain that the concept of professionalism has resulted in four legitimizing pillars of counseling and psychotherapy in which polarities are created that value universalism over relativism, individualism over collectivism, objectivism over subjectivism, and empiricism over experientialism. These four foundations of a White epistemology channel and subsidize racism by equating racial/cultural differences with pathology; promoting color and power blindness; blaming the victim; dehumanization and objectification; and denial of different racial realities. Last, we offer solutions for dismantling racism in counseling and psychotherapy. Public Significance Statement: Rather than heal or liberate, racism in counseling and psychotherapy potentially pathologize, oppress, and harm clients of color. The concept of professionalism disguises racism as therapy through a White epistemology. Specific action steps are outlined for dismantling racism in counseling and psychotherapy. [ABSTRACT FROM AUTHOR]

In today's sociopolitical climate (e.g., erasure of history, increase in anti-Asian violence, repeal of affirmative action), the fragility of minoritized alliances has become more prominently exposed. Cross-racial/ethnic solidarity work, which is broadly defined as joining a resistance through physical presence or activism against common oppression (Araiza, 2009), is an important response to this sociopolitical shift. Solidarity work between minoritized communities has ebbed and flowed throughout U.S. history with common goals and movements. However, solidarity work can be challenging because of the fractured alliances that have occurred within the historical context of racism and White supremacy. One initiative that is committed to action regarding this understudied area of cross-racial/ethnic solidarity is Dr. Kevin Cokley's Division 45 Presidential Task Force on Cross-Racial/Ethnic Solidarity: Toward Being an Accomplice. We developed a cross-racial/ethnic solidarity framework to explore historical and contemporary contexts (e.g., slavery/capitalism, genocide/colonialism, orientalism/war) that perpetuate "colonial splitting" among marginalized communities as well as mediating and moderating factors that can lead to either conflictual or coalitional cross-racial/ethnic tendencies. We hope that our working framework will provide a foundation for research, training, clinical, and community work toward an interdisciplinary approach to cross-racial/ethnic solidarity accompliceship. Public Significance Statement: We hope that our cross-racial/ethnic solidarity framework will provide a foundation for psychologists who wish to challenge and dismantle the structure that upholds White supremacy through an interdisciplinary and social justice approach. [ABSTRACT FROM AUTHOR]

Research titles with White samples, compared to research titles with samples of color, have been less likely to include the racial identity of the sample. This unequal writing practice has serious ramifications for both the history and future of psychological science, as it solidifies in the permanent scientific record the false notion that research with White samples is more generalizable and valuable than research with samples of color. In the present research, we experimentally tested the extent to which PhD students (63% White students, 27% students of color) engaged in this unequal writing practice, as well as the extent to which this practice might be disrupted by journal policies. In Study 1, PhD students who read about research conducted with a White sample, compared to those who read about the exact same research conducted with a Black sample, were significantly less likely to mention the sample's racial identity when generating research titles, keywords, and summaries. In Study 2, PhD students instructed to mention the racial identity of their samples, and PhD students instructed to not mention the identity of their samples (though to a lesser extent), were less likely to write about the White versus Black samples unequally. Across both studies, we found that PhD students were overall supportive of a policy to make the racial demographics of samples more transparent, believing that it would help to reduce racial biases in the field. Public Significance Statement: We discovered that, when left to their own discretion, PhD students were less likely to specify the racial demographics of a research sample in their scientific writing when the sample was White compared to when it was Black. Such a White-centric bias could imply to readers that research with White samples is inherently more valuable and generalizable. However, our findings also indicate that a journal policy mandating the mention of racial demographics in research samples can mitigate this racial inequality in communication. This policy proved more effective than an alternative colorblind policy. [ABSTRACT FROM AUTHOR]

Background: We explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world. Objective: The primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally. Methods: The methods employed in this research involve the engagement of SLT academics in Critical conversations on decolonisation. These conversations draw on reflexivity and reflexive interpretation, allowing for a deeper understanding of the relationship between truth, reality, and the participants in SLT practice and education. The nature of these critical conversations is characterised by their chaotic, unscripted and fluid nature, which encourages the open discussion of sensitive topics related to race, gender, class and sexuality. Discussion points: We present our reflections as academics who participated in the critical conversations. We explore the discomfort experienced by an academic when engaging with decolonisation, acknowledging white privilege, and the need to address fear and an imposter syndrome. The second reflection focuses on the experiences of white academics in grappling with their complicity in a system that perpetuates racism and inequality. It highlights the need for self‐reflection, acknowledging white privilege and working collaboratively with colleagues and students toward constructing a decolonised curriculum. Finally, we emphasise that while action is crucial, this should not undermine the potential of dialogue to change attitudes and pave the way for practical implementation. The paper concludes by emphasising the importance of combining dialogue with action and the need for a nuanced understanding of the complexities involved in decolonising SLT education. Conclusion: Overall, this paper provides a comprehensive overview of the background, objectives, methods and key reflections related to the decolonisation of SLT higher education in the United Kingdom. It highlights the challenges, discomfort and responsibilities faced by academics in addressing decoloniality and emphasizes the importance of ongoing critical conversations and collective action in effecting meaningful change. WHAT THIS PAPER ADDS: What is already known on this subject: Prior to this paper, it was known that the decolonial turn in speech and language therapy (SLT) was a recent focus, building on a history of professional transformation in South Africa. However, there was limited literature on decoloniality in professional journals, with most discussions happening on social media platforms. This paper aims to contribute to the literature and provide a critical conversation on decolonising SLT education, via the United Kingdom. What this paper adds to existing knowledge: This paper adds a critical conversation on decolonising SLT higher education. It explores theoretical and methodological aspects of decoloniality in the profession, addressing issues such as institutional racism, lack of sense of belonging, inequitable services and limited diversity. The paper highlights the discomfort experienced by academics in engaging with decolonisation and emphasizes the importance of reflection, collaboration and open dialogue for meaningful change. Notably we foreground deimperialisation (vs. decolonisation) as necessary for academics oriented in/with the Global North so that both processes enable each other. Deimperialisation is work that focuses the undoing of privilege exercised by academics in/with the Global North not only for localising their research and education agenda but checking their rite of passage into the lives of those in the Majority World. What are the potential or actual clinical implications of this work?: The paper highlights the need for SLT practitioners and educators to critically examine their practices and curricula to ensure they are inclusive, decolonised and responsive to the diverse needs of communities. The discussions emphasise the importance of addressing institutional racism and promoting a sense of belonging for research participants, SLT students and patients. This paper offers insights and recommendations that can inform the development of more equitable and culturally responsive SLT services and education programmes. [ABSTRACT FROM AUTHOR]

Background: Indigenous patients often present with complex health needs in clinical settings due to factors rooted in a legacy of colonization. Healthcare systems and providers are not equipped to identify the underlying causes nor enact solutions for this complexity. This study aimed to develop an Indigenous-centered patient complexity assessment framework for urban Indigenous patients in Canada. Methods: A multi-phased approach was used which was initiated with a review of literature surrounding complexity, followed by interviews with Indigenous patients to embed their lived experiences of complexity, and concluded with a modified e-Delphi consensus building process with a panel of 14 healthcare experts within the field of Indigenous health to identify the domains and concepts contributing to health complexity for inclusion in an Indigenous-centered patient complexity assessment framework. This study details the final phase of the research. Results: A total of 27 concepts spanning 9 domains, including those from biological, social, health literacy, psychological, functioning, healthcare access, adverse life experiences, resilience and culture, and healthcare violence domains were included in the final version of the Indigenous-centered patient complexity assessment framework. Conclusions: The proposed framework outlines critical components that indicate the presence of health complexity among Indigenous patients. The framework serves as a source of reference for healthcare providers to inform their delivery of care with Indigenous patients. This framework will advance scholarship in patient complexity assessment tools through the addition of domains not commonly seen, as well as extending the application of these tools to potentially mitigate racism experienced by underserved populations such as Indigenous peoples. [ABSTRACT FROM AUTHOR]

The introduction article of the special issue draws from a rich history of Asian American feminist activism, highlights the evolution of this movement across various domains, and emphasizes the role of intersectionality in combating racism, xenophobia, and misogyny. We propose an Asian Feminist Critical Race (AsianFemCrit) framework with activism as its praxis. Asian American feminist activism is a form of resistance and a transformative practice aimed at dismantling systematic inequalities and advocating for solidarity and justice. Through AsianFemCrit praxis, we offer (a) listening and storytelling and (b) community care and collective intergenerational healing as new ways of understanding our relationships with ourselves, our community, and our integrity. Articles in this special issue present a blend of theoretical insights, empirical studies, and practical interventions, offering a diverse view of Asian American feminist activism's past, present, and future trajectories. Through this lens, the special issue aims to advance understanding, inspire solidarity, and foster collective healing and liberation, underscoring the strength found in unity and celebrating the persistent spirit of Asian American feminist activism. [ABSTRACT FROM AUTHOR]

Indigenous nurse scholars across nations colonised by Europeans articulate the need for accomplices (as opposed to mere performative allies) to work alongside them and support their ongoing struggle for health equity and respect and to prioritise and promote culturally safe healthcare. Although cultural safety is now being mandated in nursing codes of practice as a strategy to address racism in healthcare, it is important that white nurse educators have a comprehensive understanding about cultural safety and the pedagogical skills needed to teach it to undergraduate nurses. We open this article with stories of our journeys as two white nurses in becoming accomplices and working alongside Indigenous Peoples, as patients and colleagues. Our lived experience of the inertia of healthcare and education organisations to address systemic and institutional resistance to the practice of cultural safety underpins the intention of this article. We understand that delivering this challenging and complex topic effectively and respectfully is best achieved when Indigenous and white educators work together at the cultural interface. Doing so requires commitment from white nurses and power holders within universities and healthcare institutions. A decolonising approach to nurse education at individual and institutional levels is fundamental to support and grow the work that needs to be done to reduce health inequity and increase cultural safety. White nurse accomplices can play an important role in teaching future nurses the importance of critical reflection and aiming to reduce power imbalances and racism within healthcare environments. Reducing power imbalances in healthcare environments and decolonising nursing practice is the strength of a cultural safety framework. [ABSTRACT FROM AUTHOR]

Over the past 7 decades, there have been persistent but marginalized voices within our field calling for clinicians to be trained and competent in culturally responsive approaches to treatment and supervision. The voices are myriad. Yet these voices have consistently been diminished. Despite scholarly work to support the call for practitioners to incorporate training and practices that recognize race, ethnic heritage, racism, socio‐economic status, power, and privilege as key elements that contribute to the unique challenges and strengths of the patients we serve, the predominant assessments, interventions, and supervisory curricula remain devoid of such inclusion. [ABSTRACT FROM AUTHOR]

Although parent–child conversations about race are recommended to curb White U.S. children's racial biases, little work has tested their influence. We designed a guided racism discussion task for U.S. White parents and their 8–12-year-old White children. We explored whether children's and parents' (a) pro-White implicit biases changed pre to postconversation, (b) racial socialization messages (color conscious, external attributions for prejudiced behavior and colorblind racial ideology [CBRI]) predicted changes in each other's implicit biases, and (c) associations varied by the type of racism (subtle vs. blatant) discussed. Children's and parents' biases significantly declined, pre to postdiscussion. Parents' color conscious messages predicted greater declines and messages reflecting CBRI and external attributions predicted smaller declines in children's bias. These patterns were observed during discussions of subtle, but not blatant bias. Effects of children's messages on parents' bias were mixed. Our findings suggest that color conscious parent–child discussions may effectively reduce implicit pro-White bias in White children. Public Significance Statement: Although they believe it to be beneficial, many White U.S. parents avoid discussing racism with their children or downplay the importance of race when they have these conversations. In the current study, we developed a method to encourage color conscious conversations in White families and found that parents' and children's racial biases reduced after the discussion. Our findings suggest that parent–child discussions about racism may effectively reduce racial biases in White families. [ABSTRACT FROM AUTHOR]

BACKGROUND: Nursing in the United States has evolved within the same historical context that has reproduced and spread racism worldwide. Nurse administrators are integral to the quality of nurses' practice and play a key role in eliminating racial injustice in places of work. PURPOSE: Using a feminist and critical race feminist framework, this study examined Massachusetts nurses' experiences of racism in their places of work, focusing on nurse administrators' influence on the nonadministrator (staff nurse) experience of racism experiences before and after George Floyd's death. METHODS: An investigator-developed, electronic survey was sent to Massachusetts professional nursing organizations for distribution to their members in 2021. Two hundred nineteen nurse respondents completed Likert-scale and open-ended branching logic survey questions to yield the quantitative and qualitative data analyzed for this mixed-methods study. FINDINGS: Nurse administrators were: 1) more likely than staff nurses to state that policies and meetings to address racism and diversity, equity, and inclusion had taken place before and after George Floyd's murder; and 2) less likely than staff nurses to directly experience racism at the hands of a colleague or a superior. Nurse administrators influence staff nurses' experiences of racism. [ABSTRACT FROM AUTHOR]

This Paper argues that to protect at-risk communities — and all Americans — from the deadly effects of environmental racism, Congress must pass the Environmental Justice for All Act. The Act is intended to "restore, reaffirm, and reconcile environmental justice and civil rights." It does so by restoring an individual's right to sue in federal court for discrimination based on race, ethnicity, or national origin regardless of intent under the Civil Rights Act of 1964, strengthening the National Environmental Policy Act, and providing economic incentives focused on environmental justice. [ABSTRACT FROM AUTHOR]

Child sexual abuse within institutional settings has been a major concern for governments around the world for many years. Consequently, prevention policies have been developed, and institutional child abuse laws have been strengthened in many jurisdictions. Legislation is important to prevent reoffending, however, the majority of childhood sexual abuse remains unreported and undetected. While awareness of the failings of institutions to properly identify and respond to child abuse has grown in recent years, barriers to reporting institutional abuse remain understudied, impacting the ability to prevent abuse. One possible reason that prevents workers from identifying and reporting child sexual abuse is that their judgements are vulnerable to stereotypes and unconscious biases about who perpetrates and is victimised by sexual crimes and what constitutes warning signs of sexually abusive behaviours. Research in psychology provides key insights into human reasoning processes that can lead to bias, so workers fail to identify, respond and prevent grooming and child abuse in an organisational context. This paper reviews what is known about the development and maintenance of stereotypes and unconscious bias, their role in institutional sexual abuse, and concludes with a discussion of measures that can be taken to mitigate unconscious bias to prevent child abuse. [ABSTRACT FROM AUTHOR]

The social work profession is in a precarious situation regarding licensure. Test takers of color are struggling to pass social work licensure exams at rates comparable to their White counterparts, per data released by the Association of Social Work Boards (ASWB). As a nation, we are required to meet the needs of our increasingly diverse population. Yet the recruitment and retention of a diverse body of social workers is unlikely to be actualized if disparities persist in these exams. Given ASWB's monopoly on social work exams and the likelihood that many states will continue to require the exams for licensure, we sought to explore public responses to the data released, using the National Association of Social Work (NASW) as our starting point. As the nation's largest association of social workers, having local chapters within each state, NASW serves as an area of connection between social workers nationwide. We utilized content analysis to explore emerging themes and conduct a review of the state chapter's public responses to exam pass rate data. A variety of state chapter's responses, with few states engaging in advocacy efforts or taking action to facilitate change. Advocacy efforts play a pivotal role in the restructuring of fragmented systems. This study revisits seemingly ignored disparities diverse test takers may face, while also serving as a call-to-action in advocacy engagement. We conclude with a set of advocacy practice guidelines for use in the promotion of equitable licensing opportunities for all test takers. [ABSTRACT FROM AUTHOR]

All Lives Matter (ALM) has emerged as a response to, and critique of, the Black Lives Matter (BLM) anti‐racist movement. ALM has been shown to work to undermine and attempt to deracialise BLM; however, there is a need for a comprehensive understanding of how ALM functions in online interactions. The research questions are therefore: What different ways is ALM used in Twitter debates?, How prevalent are these different uses?, and What function do the different uses of ALM perform in the wider debate around BLM? To address these questions, we employed a mixed‐method approach drawing on topic modelling and critical discursive psychology of Twitter posts using the hashtag #AllLivesMatter. A corpus of 294,217 unique tweets sent by 145,994 unique users was subject to Structural Topic Modelling (STM), which resulted in 60 topics, and from this, a sub‐dataset of 180 tweets was generated for discourse analysis. The STM identified 12 distinct uses of ALM, ranging from direct and even extreme opposition to BLM to criticisms of ALM and support of BLM and anti‐racism messages, both of which are explored in the discourse analysis. Together, the analysis suggests that, at least on Twitter, the ALM hashtag is not one‐dimensional nor a settled debate. Moreover, the Twitter public can use the ALM hashtag to denounce racism and the ideological pretext of ALM. [ABSTRACT FROM AUTHOR]

Research on associations between early life adversity (ELA) and later life cognition has yielded mixed results and generally have not considered how broader societal systems of stratification potentially influence associations. The current study addresses this gap by exploring if racialized identity and childhood socioeconomic status (cSES) moderate associations between ELA exposure and later life cognition. Using data from the Health and Retirement Study (Waves 2010–2018), we used growth curve modeling to examine if the confluence of ELA, cSES, and racialized identity is associated with cognition. Among White participants, greater exposure to ELA was associated with poorer baseline cognitive functioning, and higher cSES buffered against this association. Among Black participants, exposure to ELA was not associated with baseline cognitive functioning, regardless of cSES. We did not find evidence of any associations between main predictors nor their interactions with change in cognition over time. This study provides evidence that associations between ELA and later life cognition is contingent upon multiple social positions in the United States. These findings support the importance of integrating insights on intersecting social positions within life-course-oriented efforts to reduce racialized cognitive disparities. [ABSTRACT FROM AUTHOR]