Racial Bias
Impact on Learners
Identification & Explanation
potential negative effects on learner outcomes (e.g., reduced motivation, unequal opportunities, stereotype threat).
Strategies to counter the identified bias and enhance learner outcomes,
communication barriers, cultural differences, differing learning needs, and the lack of social-emotional support
Financial concerns may be particularly difficult for racially and ethnically diverse students and first-generation students. They often come from low-income households, and therefore their families may lack the necessary financial resources to support their education.
provide caring and responsive financial aid advisors who are knowledgeable about eligibility criteria
Many racially and ethnically diverse students may have attended elementary and secondary schools with few academic and physical resources and are thus not prepared for the academic rigor of a nursing program
college enrichment programs
perpetuate a culture of insensitivity and lack of awareness of the learning
A lack of racial, ethnic, and gender diversity among nursing faculty influences the profession’s ability to recruit and retain diverse populations of students in undergraduate and graduate programs.
Faculty need to embrace the cultural differences of their students and use available resources to foster a successful learning environment for all students.
receive training and support in learning how to best assess and meet the learning needs of the diverse students in their classrooms
offering access to role models, peer support and encouragement, tutoring and mentoring opportunities, and communication strategies for students
Regardless, the three primary support areas that are most needed to enhance students’ success are aligned with academic, social, and financial interventions.
academic
social
financial
tutoring, planned and regular review sessions, academic advising
networking, technical support
financial aid, and budgeting sessions
emotional and moral support - support groups lef by peer mentors
safe spaces for students with diverse background are important to promoting diversity and inclusion
holistic admission in nursing education programs.
consider additional qualitative criteria. Nonacademic factors such as motivation, leadership skills, professionalism, ability to work in teams, intercultural sensitivity, and organization ability are commonly evaluated through holistic admission
ability to overcome difficulties, life experiences, and how an applicant can contribute to the academic institution and the nursing profession
Role Models and Mentors
work with schools alumni association and with diverse nursing groups to provide role models for students
active participation and committment to develop special support groups
faculty model a a committment to developing cultural competence
use faculty mentors- who are not responsible for assigning a grade to them
early curriculum development of critical thinking skills;inclusion of academic support groups
Low literacy, limited health literacy is prevalent in racial minorities, elderly and ethnic minorities (Bastable)
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Poverty rates Blacks/African Americans and Hispanics are double the rates than white/asian (bastable
Socioeconomic Status (SES) African Americans 9.6% uniinsured
Socioeconomic status- teach how to attain and maintain health
Nurse key role to teach avoiding health risks, healthcare access, reducing illness
“Race: “Genetic in origin and includes physical characteristics that are similar among members of the group, such as skin color, blood type, and hair and eye color” (p. 8).” (Bastable)
Nursing Workforce Survey found 19.4% RN and 30.5% LPN/LVN are from racially or ethnically diverse backgrounds (Billings)
The characteristics of full-time nurse educators by race and ethnicity show that a wide gap exists among ethnicity of faculty, the registered nurse (RN) workforce, and general population, where only 17.3% of full-time nursing education faculty originate from minority backgrounds
Racial Bias
Identify & Explain:
Factors that Contribute to the Development or Reinforcement of the Bias
Unconcious Bias and Concious Bias-
Lack of Ethnic and Racial Diversity in the Nursing Profession (Billings)
academic leadership and faculty should examine any unconscious and conscious biases that may undermine efforts to enhance diversity, inclusion, and equity, including the use of everyday verbal, nonverbal, intentional or non- intentional messages which devalue the perspectives, experiences, and/or feelings of individuals or groups. (Billings)
"17.3% of full-time nursing education faculty originate from minority backgrounds "
Student Admissions Process
30% of the students in prelicensure registered nursing programs represented racial and ethnic diversity.
everyday verbal or nonverbal, intention or non-intentional messages that devalue perspectives, experiences and/or feelings of individuals (billings)
important to acknowledge that many nursing programs continue to rely on standardized tests and grade point averages (GPAs) as criteria for admission. These types of recruitment strategies do not consider the educational experience of many minority students and constitute incomplete efforts to strategize for the success of diverse students when seeking admission to nursing school
Potential Negative Effects on Learner Outcomes
decrease in academic preparation and performance
finacial support- particulalrly difficult for racially and ethnically diverse students
lack of emotional support