The present study was an adaptation of Richeson and Nussbaum's (2004) study of racism to gender bias. Two different gender ideologies were theoretically analyzed, then the influence of these ideologies on implicit and explicit forms of gender bias was examined. Psychology undergraduates were presented with a prompt promoting either a sexblind or sexaware approach to reducing gender bias. Participants then completed a measure of implicit (IAT Gender/Career) and explicit (MAWWWS) bias. Results suggested that, relative to the sexaware perspective, the sexblind perspective generated less implicit gender bias. There was no difference between ideological groups on the explicit measure. The findings of the present study increase the body of literature on the sexblind and sexaware ideologies and call into question the assumption that sexism and racism are analogous constructs.

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This dissertation examines the rise of the racialized apocalyptic genre from 1978 to 2019. The period chosen reflects the social shift of the American political right into a party that accepts white supremacy as a tenet. In the post-Civil Rights era, white Americans considered the issue of racism to be solved. With the historic Voting Rights Act and other major victories in the 1960s there was a moment when it seemed America may turn a corner. However, when Richard Nixon took office in 1969, he originated what would be a long process of positioning the American right against intellectualism, minorities, and progress. Nixon, and the development of the new southern strategy would reach decades into the future, utilizing coded language and pitting Americans against one another. Research examining the racialized elements of the American right from Nixon to contemporary times is well chronicled and vast.

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Racism and microaggressions have proved to damage individuals’ physical and mental health and continue to exist worldwide today. Within the nursing context, minority nursing students are likely to experience racism and microaggressions and lack the privilege of learning in a healthy environment. There were no current interventions to support students; however, virtual simulation was found to have enhanced learning outcomes. This research explored the perceived effectiveness of a virtual simulation and debriefing to navigate racism and microaggressions for undergraduate nursing students at an Ontario University. The virtual simulation adhered to the International Nursing Association for Clinical Simulation and learning (INACSL) standards. Kolb’s Experiential Learning Theory (ELT) was the conceptual framework guiding the study’s structure. Multiple methods research incorporating the Simulation Effectiveness Tool-Modified survey for quantitative data collection and semi-structured interviews on perceptions of the CAN-Sim Cultural Humility and Intersectionality for Psychological Safety debriefing framework for qualitative data collection was completed. Data collection took place over three months (October – December 2021) and after participants completed the survey (n = 39) and semi-structured interviews (n = 2), statistical and thematic analyses were completed. Findings from the survey indicated the virtual simulation as having a positive impact on learning ranging from prebriefing, scenario, and debriefing content. Findings from the semi-structured interviews included common themes of emotional competence, cognitive change, and comprehensiveness related to the debriefing framework. Future research on evaluation tools focusing on racism and microaggression or other sensitive topics was suggested and suggestions on the future use of the debriefing framework was provided.

College attrition represents a serious and persistent problem for ethnic minority students. Although there has been a plethora of research examining retention rates, most have focused on difficulty paying for college and financial strain. Importantly, past studies suggest that minority stress in the form of discrimination and lack of support on campus represents an additional barrier for African American students at predominantly White four-year institutions. The current study furthers our understanding of the experience of African American students by focusing on a previously unstudied race-related stress: systemic racism. Furthermore, the current investigation focuses on mental and physical health outcomes among students, in addition to academic outcomes which have been traditionally studied. Finally, this study examines the role of support from kin, same race friends, and religiosity as potential buffers from the impact of systemic-racism related stress. A sample of 472 students with mean age of 20.65 (SD=1.53), of which 99 identified as Black/African American and 373 as White/European American or Caucasian was recruited from a large public university. The results indicate that African American students perceived higher levels of systemic-racism related stress than their European American counterparts. Among African American respondents, systemic-racism related stress was related to lower levels of academic engagement, after control for general and undergraduate stress. Among European American students higher levels of systemic-racism related stress were related to higher levels of academic engagement. The study also finds that having many same race college friends reduces racism-related stress among African American students, while high levels of kinship support are related to higher levels of racism-related stress. Ethnic identity and racial socialization buffered the negative impact of racism-related stress on health outcomes, but only at low levels of stress. Similarly, kinship support was related to better outcomes at low levels of stress, but had no positive impact on physical or mental health outcomes at high levels of racism-related stress. Finally, religious participation and spirituality were related to lower levels of mental and physical health functioning for college students. However, at high levels of racism-stress, students with high levels of religiosity reported better adjustment than students with low levels of religiosity. The results hold important implications for the mental and physical health functioning of ethnic minority college students. / Psychology

No / This article explores issues of the racial identities of young male supporters of the political far right in the North of England. Sociological identity theories are utilised in combination with ethnographic and retrospective interview data to inform the failures of anti-racist education programmes. These failures include a naive assumption that knowledge of and contact between racial groups will automatically reduce racism. They have also failed because of the ostracism of those very individuals the programmes are designed to engage with. The article argues that programmes must take as their starting point an acceptance of the fluid nature of racism and the necessity to maintain dialogue in a respectful manner with all concerned, even with those who espouse racist views. It is necessary for educators to offer trust and empathy to all young people before mutual recognition and understanding of all racial identities can be achieved.