From Safe to Brave Spaces

Ryujin, Darin; Collett, De Shana; Mulitalo, Karen

doi:10.1097/jpa.0000000000000073

Cited by 10 publications

(3 citation statements)

References 4 publications

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“…We will continue to learn from each application of the Creative Action Research approach, and in particular Y-CAR, refining the process in ways that strengthen and solidify the core components that comprise and distinguish this approach from other PAR methodologies. With its orientation to meaningful, respectful participation and reflexive ethics, Y-CAR can create a psychologically, emotionally, socially, and physically safe and brave (Ryujin, DeShana, and Mulitalo 2016) environment for exploration and experimentation -a space in which adults and youth can meet, share, and move into action. Such safe or brave spaces are necessary for fostering intergenerational, mutually beneficial opportunities to learn and build respectful and empathic relationships and to work collaboratively to influence policies, practices, research, and decisions to address the pressing challenges faced today in our shared futures.…”

Section: Discussionmentioning

confidence: 99%

Creative action research

Cox

Heykoop

Fletcher

et al. 2021

Educational Action Research

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Youth-Creative Action Research (Y-CAR) is a variant of participatory action research specifically suited for exploring and developing evidence-informed innovations to address complex social challenges such as climate change. In this paper, we present an overview of Y-CAR and explore its core defining features, potential for application in research and action, and connection to other actionoriented research methodologies. We draw on a range of examples of this emergent methodology that illustrates its evolution and core principles in action and show how it has been implemented in research. We conclude the paper by examining key learnings, future leverage points, and limitations to applying Y-CAR in practice.

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Section: Discussionmentioning

confidence: 99%

Creative action research

Cox

Heykoop

Fletcher

et al. 2021

Educational Action Research

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“…Although work has been done to study family-centered programs and culture, mentorship, and social justice within the classroom and in the community, research has not yet suggested how to leverage cultural capital and bring all of these interventions together. [27][28][29][30] The results of this study suggest that one way to accomplish this would be to design a circular PA pipeline that admits students of diverse backgrounds and creates an environment that will let students thrive by engaging with one another, their families, faculty, mentors, patients, and communities (Figure 3). A circular pipeline could help to increase the number of underrepresented students entering PA school, build an additional support network for these students while in PA school, and provide a way for graduates to re-engage in the pipeline, creating a sustainable system of support.…”

Section: Discussionmentioning

confidence: 99%

Assessing Harmful Bias and Celebrating Strength Through the Narratives of Black/African American Physician Assistant Students

Bester

Bradley-Guidry

2022

J Physician Assist Educ

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IntroductionTwo national crises, the COVID-19 pandemic and systemic racism, have drawn nationwide attention to the disparities that exist in our society today. The American healthcare system, including physician assistant (PA) education, is not exempt from the impact of harmful bias and discrimination. The purpose of this study was to explore narratives recounting the experiences of Black/African Americans who have successfully completed their PA education in an attempt to understand how PA educators can better support students of color.MethodsQualitative, semi-structured interviews, guided by a critical race theory framework, were conducted with 6 Black/African American PAs who had graduated within the last 5 years. Trustworthiness was ensured through member checking, triangulation, peer debriefing during the coding and analysis process, and autoethnographic reflection.ResultsThemes of mentorship and cultural capital, including aspirations, family, social support, and resistance to an oppressive system, highlight the strengths present in Black/African American students. Additional themes surrounding stress related to race, including a pressure to prove, isolation and anxiety, and imposter phenomenon, all pointed toward the need for honest and safe dialogue among individuals with racial differences.DiscussionThis research article presents key findings and opportunities for PA educators to emphasize cultural capital to enable Black/African American PA students to thrive. Communicating across racial differences and intentional engagement are imperative for PA educators to successfully support Black/African American students.

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“…24 The IAT results could then be used as a discussion prompt during orientation, with faculty members creating a brave space for conversations regarding unconscious biases and their impact on patient care. 25 Each semester (or quarter), there should be an opportunity within the curriculum to discuss race and other social contributors affecting health, eg, discussions covering cultural humility in professional practice. To build upon these discussions, the curriculum can prioritize teaching communication skills for addressing diverse patient populations.…”

Section: Curriculum and Performance Metricsmentioning

confidence: 99%