Why Social Distance Demands Social Justice: Systemic Racism, COVID-19, and Health Security in the United States

Ravi, Sanjana; Warmbrod, Kelsey Lane; Barlow, Allison; Cepeda, Javier; Falade‐Nwulia, Oluwaseun; Haroz, Emily E.; Purnell, Tanjala S.

doi:10.1089/hs.2021.0103

Health Security

2021

DOI: 10.1089/hs.2021.0103

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Why Social Distance Demands Social Justice: Systemic Racism, COVID-19, and Health Security in the United States

Sanjana Ravi

Kelsey Lane Warmbrod

Allison Barlow

et al.

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Cited by 4 publications

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“…It is also imperative to note how the coronavirus disease (COVID-19) pandemic has disproportionately impacted undergraduate BIPOC, exacerbating systemic racial inequalities (Ravi et al, 2021). Molock and Parchem (2021) found financial and housing insecurities, racism, mental health issues, and overall uncertainty surrounding career goals were major concerns and sources of disruption during the pandemic for BIPOC students.…”

mentioning

confidence: 99%

Program evaluation of a virtual mentoring program for BIPOC undergraduates in psychology.

Silverstein¹,

Miller²,

Rivet³

et al. 2024

Scholarship of Teaching and Learning in Psychology

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There are disproportionate percentages of Black, Indigenous, and other People of Color (BIPOC) earning doctoral degrees in psychology compared to BIPOC represented in the general population due to systemic barriers in the graduate application process. This lack of diversity exacerbates mental health disparities among BIPOC both in the general population and in the psychology doctoral programs and leads to lower quality research on BIPOC communities. To address these systemic barriers in the graduate application process, we implemented Scholars Committed to Opportunities in Psychological Education (SCOPE), an antiracist and culturally informed program that provides workshops and mentorship to BIPOC undergraduates interested in pursuing graduate education in psychology. The present study aimed to evaluate the effectiveness of the SCOPE program in a virtual format. Participants were 59 racial/ethnic minority undergraduates who completed the SCOPE program and pre- and postprogram questionnaires regarding application knowledge, application confidence, stress, and program satisfaction. We hypothesized that knowledge about the Graduate Record Exam (GRE), the application process, and application confidence would increase, and stress would decrease, following the completion of the SCOPE program. Wilcoxon signed rank test results were consistent with our hypotheses, indicating that the SCOPE program improves a variety of factors relevant to success in the graduate application process. Additionally, participants reported a high level of satisfaction with the program and their mentors and did not endorse experiencing any microaggressions during the program.

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mentioning

confidence: 99%

Program evaluation of a virtual mentoring program for BIPOC undergraduates in psychology.

Silverstein¹,

Miller²,

Rivet³

et al. 2024

Scholarship of Teaching and Learning in Psychology

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The medicalization of freedom: how anti-science movements use the language of personal liberty and how we can address it

Ezell

2022

Nat Med

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Immediate and long-term outcomes of the Scholars Committed to Opportunities in Psychological Education (SCOPE) Program

Silverstein,

Mekawi,

et al. 2023

Mentoring & Tutoring: Partnership in Learning

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Why Social Distance Demands Social Justice: Systemic Racism, COVID-19, and Health Security in the United States

Cited by 4 publications

References 20 publications

Program evaluation of a virtual mentoring program for BIPOC undergraduates in psychology.

Program evaluation of a virtual mentoring program for BIPOC undergraduates in psychology.

The medicalization of freedom: how anti-science movements use the language of personal liberty and how we can address it

Immediate and long-term outcomes of the Scholars Committed to Opportunities in Psychological Education (SCOPE) Program

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