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Journal articles on the topic 'Institutional racism'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

Bradby, Hannah. "Institutional Racism in Mental Health Services: The consequences of compromised conceptualisation." Sociological Research Online 15, no. 3 (August 2010): 86–96. http://dx.doi.org/10.5153/sro.2197.

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Inequalities in mental health service use and outcome in the British NHS have been attributed to institutional racism. Institutional racism is widely understood in terms of the definition published in the Macpherson report, despite critique of its inability to differentiate the role of individual and institution in discrimination, and weakness in distinguishing racism from other forms of discrimination. The inquiry into David Bennett's death declared the NHS to be institutionally racist, and, although still contested, this has been widely accepted. Poor conceptualisation and the endemic failure to demonstrate how institutional racism leads to iniquitous outcomes can be seen in recommendations to tackle it through individual education. Policy based on a compromised conceptualisation of institutional racism is unlikely to reduce racialised inequalities and, in the face of progress for ethnic minorities else-where, may lead to the conclusion that discrimination is no longer a problem. In the light of recent shifts in what is implied by institutional racism, suggestions for research towards a re-conceptualisation are made.

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Bourke, Christopher John, Henrietta Marrie, and Adrian Marrie. "Transforming institutional racism at an Australian hospital." Australian Health Review 43, no. 6 (2019): 611. http://dx.doi.org/10.1071/ah18062.

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Objectives The aims of this study were to: (1) examine institutional racism’s role in creating health outcome discrepancies for Aboriginal and Torres Strait Islander peoples; and (2) assess the management of institutional racism in an Australian hospital and health service (HHS). Methods A literature review informed consideration of institutional racism and the health outcome disparities it produces. Publicly available information, provided by an Australian HHS, was used to assess change in an Australian HHS in five key areas of institutional racism: inclusion in governance, policy implementation, service delivery, employment and financial accountability. These findings were compared with a 2014 case study. Results The literature concurs that outcome disparity is a defining characteristic of institutional racism, but there is contention about processes. Transformative change was detected in the areas of governance, service delivery and employment at an Australian HHS, but there was no change in financial accountability or policy implementation. Conclusions The health outcomes of some racial groups can be damaged by institutional racism. An external assessment tool can help hospitals and health services to change. What is known about the topic? Institutional racism theory is still developing. An external assessment tool to measure, monitor and report on institutional racism has been developed in Australia. What does this paper add? This study on institutional racism has useful propositions for healthcare organisations experiencing disparities in outcomes between racial groups. What are the implications for practitioners? The deleterious effects of institutional racism occur regardless of practitioner capability. The role for practitioners in ameliorating institutional racism is to recognise the key indicator of poorer health outcomes, and to then seek change within their hospital or healthcare organisation.

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Littlewood, Roland. "Institutional racism." Psychiatric Bulletin 27, no. 07 (July 2003): 277. http://dx.doi.org/10.1017/s0955603600002622.

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Littlewood, Roland. "Institutional racism." Psychiatric Bulletin 27, no. 7 (June 2003): 277. http://dx.doi.org/10.1192/pb.27.7.277.

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Adhikari-Sacré, Hari Prasad, and Kris Rutten. "When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education." Philosophies 6, no. 2 (June 11, 2021): 48. http://dx.doi.org/10.3390/philosophies6020048.

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Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race as a matter to be (un)learned. This pedagogical question, on racial literacy in the curriculum, is a response to diversity policies often silent about race and institutionalised racisms. Students request a fundamental appeal of knowledgeability in relation to race; diversity policy mostly envisions working on (racial) representation, as doing anti-racist work. This article argues how racial literacy might offer productive ways to bridge the disparities between students’ calls for anti-racism and the institutional (depoliticised) vocabulary of diversity. We implement Stuart Hall’s critical race theory and Jacques Rancière’s subjectification as key concepts to study and theorise these calls for anti-racism as a racial literacy project. This project can be built around engagement as educational concept. We coin possibilities to deploy education as a forum of engagement and dialogue where global asymmetries such as race, gender and citizenship can be critically addressed.

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Sashidharan, S. P. "Institutional racism in British psychiatry." Psychiatric Bulletin 25, no. 7 (July 2001): 244–47. http://dx.doi.org/10.1192/pb.25.7.244.

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How racist is British psychiatry? Why does psychiatric practice in this country continue to discriminate against Irish, Black and Asian people? How do we, as a profession, respond to the charge of institutional racism, increasingly accepted as a major problem within British psychiatry?

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Kalunta-Crumpton, Anita. "Is There No Such Thing as Non-White Racism?" Comparative Sociology 16, no. 5 (October 9, 2017): 656–84. http://dx.doi.org/10.1163/15691330-12341440.

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Abstract Race-related legislative advances have been made over the years to the advantage of non-Whites. However, this reality is yet to alter mainstream discourses of racism, which have portrayed Whites as having monopoly over the perpetration of racism, arguably because they have systemic/institutional advantage and power to be racist toward non-Whites. This paper argues that racism can be non-institutional, that there is power in non-institutional racism, that non-Whites can utilize non-institutional racism to their advantage, and that racism is not race-specific. With a primary focus on how non-Whites might utilize non-institutional racism, this paper draws on media reports of events of the 2016 presidential election campaigns to demonstrate that the perpetration of racism is no longer a White prerogative, and that the victimization experiences of racism is no longer specific to non-Whites. The paper concludes with a call for these important dynamics of racism to be made salient in academic and public debates.

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Anthias, Floya. "Institutional Racism, Power and Accountability." Sociological Research Online 4, no. 1 (March 1999): 143–51. http://dx.doi.org/10.5153/sro.239.

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In this article, I will focus on institutional racism and discuss the problems with the idea of ‘unwitting racism’ found in the report. I will argue that there are a number of conceptual confusions in the report. It is necessary to disassociate the unintentional effects of procedures, from procedures that relate to the exercise of judgements and agency. The pervasiveness of institutional power makes accountability one of the most vital issues raised by the report, which links to the issue of power. In addition, the article argues that it is important to look at the gendered nature of racims and particularly at the role of masculinity.

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9

Pearce, Sarah. "Understanding Institutional Racism." Race Equality Teaching 28, no. 2 (May 1, 2010): 15–18. http://dx.doi.org/10.18546/ret.28.2.05.

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Murugesu, Jason Arunn, and Adam Vaughan. "Science's institutional racism." New Scientist 246, no. 3288 (June 2020): 14–15. http://dx.doi.org/10.1016/s0262-4079(20)31125-8.

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Williams, Jenny. "Redefining institutional racism." Ethnic and Racial Studies 8, no. 3 (July 1985): 323–48. http://dx.doi.org/10.1080/01419870.1985.9993490.

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Collier, J. "Tackling institutional racism." BMJ 318, no. 7184 (March 6, 1999): 679. http://dx.doi.org/10.1136/bmj.318.7184.679.

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Soelistyarini, Titien Diah, Nuril Rinahayu, and Ridha Dinauri Nuswantari. "Institutional Racism and Black Resistance as Portrayed through Images and Narratives in American Graphic Novels." MOZAIK HUMANIORA 20, no. 2 (June 30, 2020): 219. http://dx.doi.org/10.20473/mozaik.v20i2.22901.

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For centuries, racial discrimination and injustice have resulted in the struggle of African Americans to resist racial inequality. Nevertheless, their struggle has never been easy since racism against African Americans has long been institutionalized. In other words, any kinds of white oppression that marginalized, discriminated, and alienated African Americans have embedded in formal institutions, such as legal, educational, as well as social and political institutions. Accordingly, this study dealt with institutional racism and black resistance in the United States as portrayed through images and narratives in two American graphic novels, Octavia E. Butler’s Kindred: A Graphic Novel Adaptation and John Lewis’ March: Book Three, which depicted different ways African Americans were oppressed by and resisted against institutionalized racism. This study applied African American criticism to reveal the racism and black resistance portrayed in both graphic novels based on Feagin’s and Better’s theories of systemic racism and institutional racism. As this study focused on graphic novels, the analysis combined both narrative and non-narrative elements in making meaning through cues provided in the graphic novels, including stressed words and facial expressions. This study reveals that the whites have successfully oppressed African Americans for so long due to the white racial frame and its embedded racist ideology that enforced segregation system. Furthermore, the findings suggest that only by empowering themselves, African Americans are able to resist institutionalized racism in order to gain their freedom and equality of rights.

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Phillips, Coretta, Rod Earle, Alpa Parmar, and Daniel Smith. "Dear British criminology: Where has all the race and racism gone?" Theoretical Criminology 24, no. 3 (November 12, 2019): 427–46. http://dx.doi.org/10.1177/1362480619880345.

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In this article we use Emirbayer and Desmond’s institutional reflexivity framework to critically examine the production of racial knowledge in British criminology. Identifying weakness, neglect and marginalization in theorizing race and racism, we focus principally on the disciplinary unconscious element of their three-tier framework, identifying and interrogating aspects of criminology’s ‘obligatory problematics’, ‘habits of thought’ and ‘position-taking’ as well as its institutional structure and social relations that combine to render the discipline ‘institutionally white’. We also consider, briefly, aspects of criminology’s relationship to race, racism and whiteness in the USA. The final part of the article makes the case for British criminology to engage in telling and narrating racisms, urging it to understand the complexities of race in our subject matter, avoid its reduction to class and inequality, and to pay particular attention to reflexivity, history, sociology and language, turning to face race with postcolonial tools and resolve.

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FRYMER, PAUL. "Racism Revised: Courts, Labor Law, and the Institutional Construction of Racial Animus." American Political Science Review 99, no. 3 (August 2005): 373–87. http://dx.doi.org/10.1017/s0003055405051725.

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How should we understand and explain individual acts of racism? Despite extensive debate about the broader place and importance of racism in America, there is surprisingly little theoretical or empirical analysis of what leads individuals to commit racist acts. In contrast to most political scientists who understand racism as an individual psychological attitude—an irrational prejudice—I argue that individual manifestations of racism are the result of a complex set of factors, and that latent psychology is less helpful to understanding them than are the maneuverings and behavior of strategic actors following rules and incentives provided by institutions. We need to examine the ways in which institutions encourage racist acts by motivating people to behave in a racist manner or behave in a manner that motivates others to do so. To further explore and compare institutional and individual-psychological approaches to understanding racism, I examine manifestations of racism in labor union elections. I analyze and contrast more than 150 cases in which the National Labor Relations Board and U.S. federal appellate courts formally responded to reported violations of racism in a union election. The principles of this approach can easily be applied to other contexts and suggests that racism in society is less intractable and innate than malleable and politically determined.

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Loduvico, Grazielle de Oliveira, Maria Marjorie Lima Martins, Thaís Izabel Ugeda Rocha, Maria Fernanda Terra, and Pamela Lamarca Pigozi. "Racismo institucional: percepção sobre a discriminação racial nos serviços de saúde / Institutional racism: perception about racial discrimination in health services." Arquivos Médicos dos Hospitais e da Faculdade de Ciências Médicas da Santa Casa de São Paulo 66, no. 1u (May 20, 2021): 1. http://dx.doi.org/10.26432/1809-3019.2021.66.008.

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Introdução: O racismo institucional se caracteriza por qualquer ação de discriminação racial praticada dentro de instituições, como a omissão de informação ou atendimento, fortalecimento de estereótipos racistas, comportamentos de desconfiança, de desrespeito e desvalorização da pessoa negra. Objetivo: Analisar a prática de racismo institucional no serviço de saúde público e/ou privado a partir da percepção dos usuários negros acerca do atendimento recebido. Material e Método: Estudo de abordagem quantitativa,realizado a partir de questionário fechado, construído via google forms, e veiculado na rede social Facebook. A coleta de dados ocorreu entre setembro e novembro de 2019, sob os critérios: ser negro, idade superior a18 anos e vivência de racismo nos serviços de saúde público e/ou privado. Participaram33 pessoas neste estudo: 28 pessoas se autodeclararam pretas e 5 pardas. Resultados: Dentre os principais achados, estão que 63,6% referiram ter sofrido racismo em serviços públicos de saúde; 51,5% relataram que a discriminação ocorreu no consultório médico, e 21,9% durante a triagemou na sala de medicação. Do total, 93,9% acreditam que a discriminação foi ocasionada por serem negros. Conclusão: Os usuários identificam o racismo durante a assistência em saúde recebida, e que a violência pode distanciá-los dos cuidados, principalmente de promoção e prevenção. Faz-se necessário efetivar a assistência em saúde à luz da Política Nacional de Saúde da População Negra. Palavras chave: Percepção, Discriminação, Iniquidade em saúde, Racismo, Acesso aos serviços de saúde ABSTRACTIntroduction: Institutional racism is characterized by any action of racial discrimination practiced within institutions, such as information or care omission, strengthening of racist stereotypes, behaviors of distrust, disrespect and devaluation of the black person. Objective: To analyze the practice ofinstitutional racism in the public and/or private health service from the perception of black users about the care received. Material and Method: Quantitative approach study, conducted from a closed questionnaire, built via google forms, and carried on the social network Facebook. Data collectionoccurred between September and November 2019, under the criteria: being black, aged over 18 years and experiencing racism in public and/or private health services. Thirty-three people participated in this study: 28 people declared themselves black and 5 brown. Results: Among the main findingsare that 63.6% reported having suffered racism in public health services; 51.5% reported that discrimination occurred in the doctor’s office, and 21.9% during screening or in the medication room. Of the total, 93.9% believe that discrimination was started because they were black. Conclusion:Users identify racism when receiving health care, and that violence can distance them from care, especially promotion and prevention. It is necessary to affect health care in the light of the National Health Policy of the Black Population.Keywords: Perception, Discrimination, Health inequities,Racism, Access to health services

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Welton, Anjalé D., Devean R. Owens, and Eboni M. Zamani-Gallaher. "Anti-Racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action." Teachers College Record: The Voice of Scholarship in Education 120, no. 14 (November 2018): 1–22. http://dx.doi.org/10.1177/016146811812001402.

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To achieve racial equity in education not only do individuals’ mindsets need to be shifted to a more anti-racist ideology, but the institutions in which they work need to make profound anti-racist changes as well. Therefore, we revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity. However, we do acknowledge the limitations of each body of research. Anti-racism research is more so ideological and theoretical and does not operationalize specifically how to take action against racism, and the organizational change research largely overlooks equity discussions, especially race. Yet, when combined, the two sets of research offer a more actionable framework for educational leaders. Thus, we merge key concepts from anti-racism and the organizational change literature to present a conceptual framework that leaders in both PK–12 and higher education institutions can use to be accountable for facilitating broad level systemic anti-racist change.

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Gooden, Mark A., Bradley W. Davis, Daniel D. Spikes, Dottie L. Hall, and Linda Lee. "Leaders Changing how they Act by Changing how They Think: Applying Principles of an Anti-Racist Principal Preparation Program." Teachers College Record: The Voice of Scholarship in Education 120, no. 14 (November 2018): 1–26. http://dx.doi.org/10.1177/016146811812001409.

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Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this chapter examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity. The concept of anti-racist leadership is explored to better understand how principal preparation programs can better prepare aspiring leaders to address how race, power, and individual, institutional, and cultural racism impact beliefs, structures, and outcomes for students of color. This preparation is accomplished by examining how a principal preparation program, adopting an anti-racist curriculum, further develops the racial consciousness of its predominantly White student cohort. The anti-racist curriculum made the impact of race more salient to students and had an impact on their leadership beliefs, decisions, and actions once they served in school leadership positions.

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Nguyen, Kim Hong. "Contemporary Fascism’s de-Judified Homo Sacer." Cultural Politics 11, no. 3 (November 1, 2015): 315–28. http://dx.doi.org/10.1215/17432197-3341924.

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This article argues that representations in popular culture of the Holocaust of World War II are being used to reframe issues of racism in the United States. It critically examines three major discourse formations: contemporary Western thought on fascism, critical scholarship on the US collective memory of the Holocaust, and popular culture’s use of the Holocaust for racial instruction. The Americanization and de-Judification of the Holocaust shows how fascist racism is constructed through institutional discourses and practices and functions as an archetype for understanding race and racism in the United States. Exploring the emergence of Holocaust references in US public culture following Barack Obama’s election, this article proposes that the analogy gains its efficacy because the Americanization of the Holocaust articulates the relationship between institutional practices and race for racist whites.

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Dinsdale, Paul. "Ministers deny institutional racism." Nursing Standard 19, no. 19 (January 19, 2005): 6. http://dx.doi.org/10.7748/ns.19.19.6.s9.

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Harrison, Glenn. "Influencing institutional anti‐racism." Emergency Medicine Australasia 34, no. 1 (January 17, 2022): 114–15. http://dx.doi.org/10.1111/1742-6723.13917.

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Miller, Lantz Fleming. "Persisting pan-institutional racism." Philosophy & Social Criticism 43, no. 7 (January 5, 2017): 748–74. http://dx.doi.org/10.1177/0191453716685759.

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Cornwall, Peter L. "Institutional racism in psychiatry." Psychiatric Bulletin 23, no. 7 (July 1999): 440–41. http://dx.doi.org/10.1192/pb.23.7.440-a.

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McKenzie, Kwame, and Kamaldeep Bhui. "Institutional racism in psychiatry." Psychiatric Bulletin 31, no. 10 (October 2007): 397. http://dx.doi.org/10.1192/pb.31.10.397.

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Hsu, Hsun-Ta, Ashley Givens, Rachel Bailey, Che Wilson, Ryan Rattliff, and Virginia Ramseyer Winter. "Awareness of Racism Among Social Work Students in a Challenging Era." Advances in Social Work 22, no. 2 (November 8, 2022): 533–52. http://dx.doi.org/10.18060/24969.

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This study focused on understanding individual (e.g., political identity and alignment of social work core values with the Black Lives Matter movement and the All Lives Matter argument) and social environmental correlates (e.g., social network composition) of awareness of racism among social work students. A convenience sample of social work students (n=98) recruited from a major Midwest land grant university completed an online anonymous survey with questions covering individual characteristics, social network information, and attitudes toward social phenomena. The Color-Blind Racial Attitudes Scale was used to assess overall awareness of racism, White privilege, institutional racism, and blatant racism. Regression models were conducted to identify correlates of these domains of racial attitudes separately. Liberal political view identification and alignment of Black Lives Matter (BLM) movement with social work core values were associated with better awareness of racism across all domains; aligning All Lives Matter with social work core values was associated with unawareness of overall racism, institutional racism, and blatant racism. Finally, discussion on racial issues with network members was associated with better awareness of overall racism, White privilege, and blatant racism. Social work programs should facilitate inter-group dialogues to build consensus on countering racism. Discussions on the mission and the context of BLM and its opposition efforts should also be incorporated in the curriculum. Finally, more emphasis on the impact of institutional racism should be included into course activities to further discussion on such topics within students’ network.

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Buckner, Elizabeth, Punita Lumb, Zahra Jafarova, Phoebe Kang, Adriana Marroquin, and You Zhang. "Diversity without Race." Journal of International Students 11, S1 (May 21, 2021): 32–49. http://dx.doi.org/10.32674/jis.v11is1.3842.

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This article examines how a sample of 62 higher education institutions in Canada, the United States and the United Kingdom discuss international students in their official institutionalization strategies, focusing on how ideas of race and diversity are addressed. We find that institutional strategies connect international students to an abstract notion of diversity, using visual images to portray campus environments as inclusive of racial, ethnic and religious diversity. Yet, strategy documents rarely discuss race, racialization, or racism explicitly, despite the fact that most international students in all three countries are non-white. Moreover, racial injustice is externalized as a global issue and racial diversity is instrumentalized as a source of improving institutional reputation or diversity metrics. We argue that a first step to creating more inclusive and anti-racist campuses is to acknowledge international students’ racial identities and experiences with racism in official discourses and strategies.

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Cunneen, Chris. "Institutional racism and (in)justice: Australia in the 21st century." Decolonization of Criminology and Justice 1, no. 1 (October 22, 2019): 29–51. http://dx.doi.org/10.24135/dcj.v1i1.9.

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This article focusses on systemic and institutionalised racism against Indigenous people as a contemporary feature of the Australian social and penal landscape, and its implications for justice. There has been ongoing concern with institutional racism within the criminal justice system, however, this article concentrates on the intersection between institutional racism in non-criminal justice settings and their compounding effect on criminalization. Despite legal prohibitions on racial discrimination, various forms of institutional racism continue unabated. Indeed, part of the argument is that broader political changes particularly associated with the influence of neoliberalism on social policy have exacerbated the problem of institutional racism and redefined and reinforced the link between welfare and criminalization. Indeed, social welfare has come to be informed by the same values and philosophies as criminal justice: deterrence, surveillance, stigma and graduated sanctions or punishments. How might we understand these broader shifts in the public policy environment, to what extent do they reflect and reproduce institutional racism, and how do they bleed into increased criminalization? I endeavour to answer this question through the consideration of two specific sites of social welfare policy – child protection and social housing – and to consider how systemic and institutional forms of racism play out in daily life for Indigenous people and how they interact with criminal justice.

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Kailin, Julie. "How White Teachers Perceive the Problem of Racism in Their Schools: A Case Study in “Liberal” Lakeview." Teachers College Record: The Voice of Scholarship in Education 100, no. 4 (January 1999): 724–50. http://dx.doi.org/10.1177/016146819910000402.

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This study examined White teachers’ perceptions of racism in their schools. An open-ended questionnaire was administered to 222 teachers in a medium-sized highly rated middle-class Midwestern school district. Teachers were asked to provide examples of racism in their schools. Teachers’ responses were analyzed and coded according to major themes that were collapsed into three major categories: attribution of racial problems to Whites; attribution of racial problems to Blacks; attribution of racial problems to institutional/cultural factors. Research findings indicate that most White teachers operated from an impaired consciousness about racism; that a majority “blamed the victim,” assigning causality for racism to Blacks. Findings further indicate that of those who witnessed racist behavior by their White colleagues, the majority remained silent and did not challenge such behavior. Because teachers play a pivotal role in the sum total of race relations in education, it is critical to consider how they perceive the problem of racism in their schools. Their perceptions may influence decisions about how to interpret and respond to racial inequality.

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Beyer, Kirsten M. M., Amin Bemanian, Emily L. McGinley, and Ann B. Nattinger. "Institutional racism, segregation, and breast cancer outcomes." Journal of Clinical Oncology 35, no. 5_suppl (February 10, 2017): 199. http://dx.doi.org/10.1200/jco.2017.35.5_suppl.199.

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199 Background: Racial breast cancer mortality disparities are significant vary in magnitude across the US, indicating that place-specific factors may influence mortality. Racism and segregation are widely considered to contribute to health disparities, and may influence breast cancer outcomes. Several pathways linking racism, segregation and health care outcomes have been proposed, including (1) stressors in the local environment, (2) social resources and opportunities, and (3) knowledge and information. Given these hypothesized pathways, it is possible that racism and segregation may also influence elements of the breast cancer diagnosis, such as stage at diagnosis and tumor characteristics. Methods: We examined the influence of measures of institutional racism (racial bias in mortgage lending) and segregation (the Location Quotient) on 4-year mortality after breast cancer diagnosis, stage at diagnosis, and hormone receptor status among a cohort of women diagnosed with breast cancer between 2007 and 2009, included in the SEER-Medicare linked database. Analyses focused on three metropolitan areas: Detroit (MI), Atlanta (GA), and Seattle (WA). Logistic regression analyses were used to predict the odds of each outcome, while controlling for a number of covariates: age, race and ethnicity, ER-/PR- status, diagnosis stage, enrollment in Medicaid, metropolitan area, marital status, diagnosis year, tumor size, histological type, and tumor grade. Results: Results indicate that institutional racism is associated with an increased odds of being diagnosed with an ER-/PR- tumor. No associations were detected for 4-year mortality or diagnosis stage, nor for the Location Quotient and any outcome. Conclusions: Researchers are currently exploring whether social conditions may influence tumor characteristics through pathways such as inflammation and comorbidities. Our results contribute to this growing body of work. Our results can also be interpreted in light of recent studies that identified an association between a different measure of segregation and ER-/PR- tumor type, and no association between census tract level SES and tumor type. Additional study of institutional racism, segregation and breast cancer outcomes is warranted.

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Muniz, Veyzon Campos. "The Anti-Racist Compliance." International Journal of Advanced Engineering Research and Science 9, no. 6 (2022): 181–87. http://dx.doi.org/10.22161/ijaers.96.18.

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Anti-racist compliance is the appropriate set of integrity and compliance techniques for the creation of inclusive institutional environments, capable of diversity and free from racism. Understanding its constitution depends on recognizing the human right to development, in a practical way, and the role of institutions in its implementation, as well as the negative impacts of racism on corporate governance. Thus, it can be said that institutional designs of conformity and integrity committed to the fight against racism give rise to the achievement of sustainable development, human rights and democracy.

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BOLTON, LINDA B., JOYCE NEWMAN GIGER, and C. ALICIA GEORGES. "Structural and Racial Barriers to Health Care." Annual Review of Nursing Research 22, no. 1 (January 2004): 39–58. http://dx.doi.org/10.1891/0739-6686.22.1.39.

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Limited access to health care and a system fraught with discriminatory practices inhibit some racial and ethnic minorities from gaining access to health care and assurance of equal treatment once they enter the health care system. The purpose of this chapter is to critically and systematically analyze the research literature to determine what impact individual and institutional racism has had on the prevailing health disparities across racial and ethnic minority groups. The chapter includes the following: (1) a review of the term racism and a brief overview of the history of racism in health care; (2) a review of the research literature analyzing the impact of racism on health disparities; and (3) recommendations to end the systematic institutional racism in scientific research, which is necessary to end health disparities.

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Elechi, Maraizu. "Western Racist Ideologies and the Nigerian Predicament." Dialogue and Universalism 31, no. 1 (2021): 87–104. http://dx.doi.org/10.5840/du20213116.

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Racism is responsible for discrimination against some citizens in Nigeria. It influences government's policies and actions and militates against equity and equal opportunity for all. It has effaced indigenous values and ebbed the country into groaning predicaments of shattered destiny and derailed national development. Racism hinges on superciliousness and the assumed superiority of one tribe and religion over the others. These bring to the fore two forms of racism in Nigeria: institutional and interpersonal racisms. The Western selfish motive to dominate, marginalize, and sustain economic gains, political expansion, psycho-mental control, and socio-cultural devaluations escalated racism in Nigeria. Racist ideologies were entrenched through the selfish ventures of slave trade, colonialism and neo-colonialism, which enforced an unprecedented unjust harvest of impugnable systemic practices. Neo-colonial forces continue to promote ethnocentrism, cultural imperialism, and the dehumanization, exploitation, oppression, and suppression of Africans. Adopting a methodical approach of critical analysis, this article spotlights the negative effects of racism on Nigeria's development. However, the bristling challenges of racist ideologies can be resolved within the epistemological compass of gynist deconstruction approach to human thought and action for a better universe of one human race.

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Hegde, Ajay, and Shubha Rao. "Institutional racism and national lockdowns." Lancet 397, no. 10283 (April 2021): 1444–45. http://dx.doi.org/10.1016/s0140-6736(21)00212-9.

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Armitage, Richard. "Institutional racism and national lockdowns." Lancet 397, no. 10283 (April 2021): 1444. http://dx.doi.org/10.1016/s0140-6736(21)00236-1.

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Logan, Leroy, and Lee Pinkerton. "Institutional racism in the police." IPPR Progressive Review 28, no. 1 (May 24, 2021): 31–37. http://dx.doi.org/10.1111/newe.12243.

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Thomas, Linda. "The battle against institutional racism." Nursing Standard 15, no. 32 (April 25, 2001): 22. http://dx.doi.org/10.7748/ns.15.32.22.s37.

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McMillan, Lan. "Black nurses face ‘institutional racism’." Mental Health Practice 1, no. 6 (March 1998): 2. http://dx.doi.org/10.7748/mhp.1.6.2.s2.

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O'Grady, Aoife, Nigel Balmer, Bob Carter, Pascoe Pleasence, Alexy Buck, and Hazel Genn. "Institutional Racism and Civil Justice." Ethnic and Racial Studies 28, no. 4 (July 2005): 620–28. http://dx.doi.org/10.1080/01419870500092514.

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Jeanquart-Barone, Sandy, and Uma Sekaran. "Institutional Racism: An Empirical Study." Journal of Social Psychology 136, no. 4 (August 1996): 477–82. http://dx.doi.org/10.1080/00224545.1996.9714029.

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40

Cooper, Andrew. "INSTITUTIONAL RACISM: CAN PSYCHOTHERAPY CHANGE?" British Journal of Psychotherapy 26, no. 4 (October 19, 2010): 486–501. http://dx.doi.org/10.1111/j.1752-0118.2010.01211.x.

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41

Arminio, Jan L. "Institutional Racism in Higher Education." Journal of College Student Development 47, no. 1 (2006): 125–27. http://dx.doi.org/10.1353/csd.2006.0001.

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Birchard, Karen. "Ireland's doctors tackle institutional racism." Lancet 357, no. 9265 (April 2001): 1348. http://dx.doi.org/10.1016/s0140-6736(00)04544-x.

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Hill, Robert B. "Institutional racism in child welfare." Race and Society 7, no. 1 (January 2004): 17–33. http://dx.doi.org/10.1016/j.racsoc.2004.11.004.

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Knight, Siân. "Doctors accused of “institutional racism”." BMJ 320, Suppl S6 (June 1, 2000): 0006181b. http://dx.doi.org/10.1136/sbmj.0006181b.

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Odelola, Deji. "Suicide bombers and institutional racism." Psychiatric Bulletin 27, no. 09 (September 2003): 358. http://dx.doi.org/10.1017/s0955603600003056.

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Li (李永), Yong. "Institutional Discrimination and Workplace Racism." Journal of Chinese Overseas 16, no. 2 (November 11, 2020): 267–301. http://dx.doi.org/10.1163/17932548-12341426.

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Abstract For the past ten years, foreign students have provided the largest contingent of skilled migrants in France. Yet both the career paths of these graduates and their subjective experiences have remained largely unexamined. This paper focuses on the difficulties of Chinese graduates in France initially during their period of job seeking and then in their working lives. The paper has a two-fold objective. Firstly, it highlights the discriminatory nature of French immigration policy, one which maintains non-EU foreign graduates in a precarious legal position during the transition from study to work. Their precarious situation generates discrimination in the workplace from employers. Secondly, it shows that in the contemporary business world Chinese employees are subjected to subtle forms of racism, forms that are embedded in the routine functioning of companies. These experiences of discrimination and racism have a strong impact on these Chinese employees’ career paths and their access to rights.

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Bronks, Ian G. "Institutional racism in British psychiatry?" Psychiatric Bulletin 27, no. 04 (April 2003): 155. http://dx.doi.org/10.1192/s0955603600001896.

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Bronks, Ian G. "Institutional racism in British psychiatry?" Psychiatric Bulletin 27, no. 4 (April 2003): 155. http://dx.doi.org/10.1192/pb.27.4.155.

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Odelola, Deji. "Suicide bombers and institutional racism." Psychiatric Bulletin 27, no. 9 (September 2003): 358. http://dx.doi.org/10.1192/pb.27.9.358-a.

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Miller, Joshua, and Ann Marie Garran. "The Web of Institutional Racism." Smith College Studies in Social Work 77, no. 1 (March 12, 2007): 33–67. http://dx.doi.org/10.1300/j497v77n01_03.

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