No abstract

Men have higher cancer mortality rates for all sites combined compared to women. Cancer screening (CS) participation is important for the early detection of cancer. This study explores gender differences in CS beliefs, behaviors, and willingness to participate. The data were collected from a stratified, random-digit dial survey of adults living in New York, Maryland, and Puerto Rico. Chi-square tests and logistic regressions were computed to analyze gender associations among CS beliefs, behaviors, and willingness variables. Men and women believed cancer screenings were effective, though a higher percentage of men had never had a past CS. Men were less willing to participate in a CS at the present time and in a skin cancer exam; however, when given descriptions of screening conditions, men indicated more willingness to participate. These gender differences highlight the need for health professionals to examine their efforts in providing enhanced CS promotion and education among men.

Effective provider-patient relationships are vital for positive patient health outcomes. This analysis assessed sociodemographic differences in fears and mistrust related to the provider-patient relationship, which may contribute to unwillingness to participate in cancer screenings (CSs). The data are from a stratified, random-digit dial telephone questionnaire of non-institutionalized households in New York, Maryland, and Puerto Rico. Statistically significant results indicate that Hispanics, compared with Whites, were nearly two times more likely to report that fear of being a “guinea pig” and lacking trust in medical people would make them unwilling to participate in CSs. Additionally, those with less education were over two times more likely to indicate a fear of being embarrassed during the screening would make them unwilling to participate in CSs. These results highlight areas where health professionals can improve interactions with their patients and be attentive to their fears and/or mistrusts to promote CSs utilization.

Culturally relevant health education/promotion interventions need to be developed and tailored to (1) empower Hispanics regarding their ability to prevent cancer and (2) educate racial/ethnic minorities about their susceptibility and risk perception for cancer.

CoachingThis article is a reflection of our individual and collective experiences as university professors and researchers of color whose work addresses African American health disparities. Finding ourselves on the cusp of teaching a new course on health disparities several years ago, we each struggled with how to "talk about race" in the context of health disparities. Without such context, we worried that students might walk away from our classes convinced that the myriad health disparities among African Americans were a result of genetics, apathy, or some other abstract or unsubstantiated rationale. In fact, we were very concerned that we would somehow confirm these unsubstantiated beliefs if we did not "talk about race." As researchers of color, we felt a deep responsibility to do this in spite of its potential challenges. The purpose of this discussion is to share the common experiences of three professors who have lived experience as members of the African diaspora and as instructors in African American health disparities and to describe some pedagogical tools that helped facilitate discussions of race for students. AbstractThis article is a reflection of the individual and collective experiences of university professors of color whose work addresses African American health disparities. As instructors with the responsibility of introducing undergraduate students to the concept of health disparities, we believe it is beneficial for students to examine health disparities within the historical context of race. From our collective experiences, we offer selected resources to help students (1) understand race as a social construct and (2) understand that health disparities are not a consequence of inherent race-based biological differences. This is paramount to initiating a discussion of African American health disparities. Furthermore, this challenges students to think critically about social determinants of health and the broader ecological factors associated with health disparities. In preparing future professionals in health promotion, this results in more well-rounded practitioners who are better able to engage with more diverse communities.