Mistrust in the medical field can be generated through experiences of racism and discrimination during interactions with members of the medical community. Black and African American individuals find themselves facing increased rates of morbidity including heart disease, and diabetes, and increased rates of mortality as compared to White individuals yet are treated less frequently and to a lesser extent. This thesis examines the mistrust black people have towards the medical field, as well as differences within the black community in terms of experiences with medical racism. In order to collect this information, I created a survey that enquires about race and ethnicity and the types of encounters that individuals have had with medical professionals. I analyzed the responses and found that a majority of those surveyed believe that medical racism does exist. Although the production of medical mistrust is evident, it is a difficult task to eliminate it. Therefore, this thesis recommends that more emphasis be placed on the sociological aspects of medicine.

Nursing educators have struggled for many years with the problem of student attrition in the minority population. Because there are so few minority students who choose nursing as a profession, educators strive to retain these students to graduation. Unfortunately, attrition rates of minority students continue to rise despite years of research into the problem. The majority of this research approaches the issue from the viewpoint of the failing student. What might happen if nursing research took a positive approach to the issue? The purpose of this study was to describe the influencing factors that led minority nursing students to be successful in a predominantly Caucasian prelicensure nursing program. The researcher sought to describe the influencing factors that led to success for minority students who attended a predominantly Caucasian nursing program. Seven minority students from a medium-sized community college were interviewed for the study. The findings of this study reflect a need for minority students to have strong family support while in school. They must also possess a strong work ethic and determination to succeed despite obstacles that may be detrimental to less motivated students. It is hoped that by describing the stories of successful minority nursing students through a qualitative descriptive lens, nursing education researchers and nursing faculty can use the information to develop positive strategies and interventions that will contribute to the success of future minority nursing students.

For many decades, the number of minority students, particularly Hispanics, dropping out from school has been noticeable to say the least (Rumberger, 1995). These students have in the past and continue in the present to struggle with the educational system, and it is certain, but not clear, that various factors contribute to Hispanics’ poor academic performance and not being able to graduate from High School (Rumbaut & Cornelius, 1995). Some of these factors are organized in three groups: School-Related; Parental-Related; and Student-Related. Thus, this study is an attempt to understand how immigrant students and parents are currently responding to the challenges of dealing with a foreign educational system. The focus is primarily on how students have to manage a sense of identity while they are trying to incorporate to their schools, and how parents are supporting their children and keeping a dialogue with the schools. It was hypothesized that students’ overall ethnic identity would correlate significantly with students’ psychological sense of school belonging. Quantitative results showed no statistical correlations between students’ ethnic identity and students’ sense of school membership. A forced entry multiple regression analysis was conducted to evaluate if any of the subscale scores on the MEIM predicted sense of school belongingness. The predictors were Affirmation and Belonging, Ethnic Identity Achievement, Ethnic Behaviors, and Other-group orientation, while the criterion variable was the total score on the PSSM. The Affirmation and Belonging subscale was the only subscale that was significantly related to psychological sense of school belongingness.

This study employs a mixed methods approach, combining a quantitative survey and qualitative interviews to gain a comprehensive understanding of how the use of TV or online news sources can affect one's opinion of police reform. The theoretical framework guiding this research draws upon Critical Race Theory, controlling images in the media, and the Propaganda Model of Communication. By centering Critical Race Theory, the study examines how race and power dynamics intersect with individuals' media consumption and influence their attitudes toward police reform. It acknowledges that news media representations of incidents of police brutality play a crucial role in shaping public opinion, particularly concerning marginalized communities affected by policing practices. Additionally, the Propaganda Model of Communication provides a lens to analyze the media landscape's underlying structural biases and the potential impact on individuals' opinions. This model helps reveal how corporate interests and ideological factors may shape the content presented by TV news outlets, working in the interest of the institution of policing. While the quantitative survey results yielded statistically insignificant findings, the qualitative interviews offer valuable insights into the nuanced complexities surrounding media consumption and its impact on attitudes toward police reform. The interviews reveal that online news sources provide a more democratized platform, offering diverse perspectives which led to a belief in systemic changes to policing. Additionally, interviews uncovered how TV news uses racial stereotypes and superficial news stories to create a "bad apples" ideology.

As the nation becomes more multicultural, more research has inquired into the identity development of diverse individuals through their racial identity. The presence of racism and microaggressions presents an interesting obstacle in underrepresented groups’ identity development. Microaggressions, which are ambiguous slights toward a member of a minority group, have become more prevalent in society and have caused a shift in how victims of these aggressions cope and integrate these experiences into their racial identity. Much research has focused on how these daily insults affect health in terms of lower life expectancy, however there is a lack of research regarding how individuals cope with these experiences and incorporate them into their racial identity. The purpose of this study is to determine how individuals cope and grow in their racial identity through the examination of racism narratives. Because narrative storytelling is a powerful factor in individuals’ identity development, this study analyzed 46 African American and Hispanic American racism narratives on 4 narrative constructs: elaboration, coping, effects of racism, and growth. These narrative constructs were coded and correlated with the following questionnaires: Bicultural Integration Scale, the Cross Ethnic /Racial Identity scale, and the Identity Distress Scale. Results found that individuals who showed more depth, growth, and positive coping in their narratives had more positive perceptions of their racial identity and more mature identity development. These findings indicate the importance of narrating traumatic racial experiences for African American and Hispanic American students as they cope with and grow from their racist experiences.

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This study addresses the extent to which participation in the military affects subsequent status attainment and mobility in America. The purpose of this research was to conduct a comprehensive examination of existing empirical research resulting in a synthesis of findings and establishing a concise summary of the state of the literature on this topic. The study is limited to the examination of existing research on male veterans in the years between 1950 and the present. Findings from sixty-four articles and seven books are presented. The background characteristics of servicemen, the promotion and retention of servicemen, and the post-service earnings and education of servicemen, in the era of World War II, Korea, Vietnam, and the All-Volunteer Force are discussed. When possible, comparisons are made between servicemen and their civilian counterparts, as well as between Anglos and African Americans. Findings indicate that men serving in the military prior to Vietnam were from somewhat higher socio-economic and educational backgrounds. The background characteristics of Anglo veterans of Vietnam and the AVF were homogenous to their civilian counterparts. Black veterans of the period from the war in Vietnam through the present have slightly higher levels of education and income prior to service as compared to their civilian counterparts. Research on promotion, retention, and military occupational assignments demonstrate that blacks are more likely to enlist and re-enlist than are Anglos. Promotions are currently achieved at approximately the same rate regardless of race. However, throughout the period examined, blacks are more likely to be trained in military occupational specialties considered to be less transferable to the civilian workforce. Findings on post-service attainment are limited to the examination of income, earnings, and education. Military service resulted in higher levels of income, earnings, and education for all veterans serving since 1950, with the notable exception of Anglo Vietnam veterans. In other words, as compared to their civilian counterparts, veterans had significantly higher incomes, earnings, and educational levels post-service. Explanations for the association between military service and social mobility, including fluctuations in enlistment standards and educational benefits during the period under investigation, are presented. / Ph. D.

Experiences of interpersonal racism persist as a prevalent reality for BIPOC (Black, Indigenous, People of Color) in the United States. One form of racism that often goes unnoticed is racial microaggressions. These are subtle acts of racism that leave victims questioning the intent of the aggressor. The line of offense is often unclear, as these acts are disguised through humor or seemingly harmless intentions. In this study, we analyze the language used in online racial microaggressions ("Acts") and compare it to personal narratives recounting experiences of such aggressions ("Recalls") by Black social media users. We curated a corpus of acts and recalls from social media discussions on platforms like Reddit and Tumblr. Additionally, we collaborated with Black participants in a workshop to hand-annotate and verify the corpus. Using natural language processing techniques and qualitative analysis, we examine the language underlying acts and recalls of racial microaggressions. Our goal is to understand the lexical patterns that differentiate the two in the context of racism in the U.S. Our findings indicate that neural language models can accurately classify acts and recalls, revealing contextual words that associate Blacks with objects that perpetuate negative stereotypes. We also observe overlapping linguistic signatures between acts and recalls, serving different purposes, which have implications for current challenges in social media content moderation systems. / Master of Science / Racial Microaggressions are expressions of human biases that are subtly disguised. The differences in language and themes used in instances of Racial Microaggressions ("Acts") and the discussions addressing them ("Recalls") on online communities have made it difficult for researchers to automatically quantify and extract these differences. In this study, we introduce a tool that can effectively distinguish acts and recalls of microaggressions. We utilize Natural Language Processing techniques to classify and identify key distinctions in language usage and themes. Additionally, we employ qualitative methods and engage in workshop discussions with Black participants to interpret the classification results. Our findings reveal common linguistic patterns between acts and recalls that serve opposing purposes. Acts tend to stereotype and degrade Black people, while recalls seek to portray their discomfort and seek validation for their experiences. These findings highlight why recalls are often considered toxic in online communities. This also represents an initial step towards creating a socio-technical system that safeguards the experiences of racial minority groups.