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OBJECTIVE: The unprecedented events of 2020 required a pivot in scientific training to better prepare the biomedical research workforce to address global pandemics, structural racism, and social inequities that devastate human health individually and erode it collectively. Furthermore, this pivot had to be accomplished in the virtual environment given the nation-wide lockdown. METHODS: These needs and context led to leveraging of the San Francisco Building Infrastructure Leading to Diversity (SF BUILD) theories of change to innovate a Virtual BUILD Research Collaboratory (VBRC). The purpose of VBRC was to train Black, Indigenous, and people of color (BIPOC) students to apply their unique perspectives to biomedical research. These training activities were evaluated using a pre-post survey design that included both validated and new psychosocial scales. A new scale was piloted to measure culturally relevant pedagogy. RESULTS: VBRC scholars increased science identity on two items: thinking of myself as a scientist (+1point, p = 0.006) and belonging to a community of scientists (+1point, p = 0.069). Overall, scholars perceived stress also decreased over VBRC (-2.35 points, p = 0.02). Post VBRC, scholars had high agency scores (μ = 11.02, Md = 12, range = 6-12, σ = 1.62) and cultural humility scores (μ = 22.11, Md = 23, range = 12-24, σ = 2.71). No notable race/ethnic differences were found in any measures. CONCLUSIONS: Taken together, our innovative approach to data science training for BIPOC in unprecedented times shows promise for better preparing the workforce critically needed to address the fundamental gaps in knowledge at the intersection of public health, structural racism, and biomedical sciences.

This paper critically examines American schooling systems, challenges their subtractive nature, and juxtaposes it with the culturally sustaining potential of education. We problematize the current tools for evaluating trauma and stress in young people of color and emphasize the need for a comprehensive understanding of indigenous medicines as a remedy. Drawing on interdisciplinary theories, we elucidate the pervasive and evolving nature of anti-blackness, reinforcing the sociohistorical structure of inequity within schools. As a response, this study presents a unique wellness survey (comprising two newly validated wellness scales) developed from a previous four-year longitudinal study investigating the relationship between culturally relevant teaching practices and improved health outcomes for children. We found a strong correlation between exposure to our culturally relevant intervention and several health indicators. Particularly, sustained telomere growth (protection of cells) was observed in over 90% of the participants in the intervention group, indicating a potential biological mechanism through which culturally informed interventions might contribute to improved health outcomes. We use these findings to argue that proactive measures centered on cultural and community contexts can serve as crucial protective factors, thereby potentially mitigating negative health outcomes related to racialized stress. [ABSTRACT FROM AUTHOR]

As Black people, our everyday existence invites us to remember that anti-blackness is the foundation of modern civilization and has metastasized throughout every construction of civil society (Sharpe, 2016). Our existence within schools unveils them as self-replicating enclosures spawned by the plantation to undermine Black life (Sojoyner, 2017). In this paper, we use an Apocalyptic Educational framework (Marie & Watson, 2020) to share research on the biological (telomere) impact of schooling and anti-blackness. We aim to distinguish education from schooling and disrupt normative beliefs that more Black children accessing better schools will lead to their social, economic, and physiological wellness. [ABSTRACT FROM AUTHOR]