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Journal articles on the topic 'Promoting equity'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Tanabe, Paula, and Romana Hasnain-Wynia. "Promoting Equity." American Journal of Medical Quality 27, no. 1 (2011): 80–82. http://dx.doi.org/10.1177/1062860611412176.

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Li-Grining, Christine P., Amanda Roy, Marbella Uriostegui, Maria Radulescu, Zahra Naqi, and Amanda Boyer. "Promoting Educational Equity." Experiential Learning and Teaching in Higher Education 4, no. 2 (2022): 8. http://dx.doi.org/10.46787/elthe.v4i2.3453.

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3

Hunter, D., and J. Wilson. "Promoting health equity." BMJ 345, aug08 1 (2012): e4881-e4881. http://dx.doi.org/10.1136/bmj.e4881.

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4

Alexander, Susan, Sripriya Rajamani, and Robin R. Austin. "Promoting Health Equity." Clinical Nurse Specialist 37, no. 6 (2023): 262–65. http://dx.doi.org/10.1097/nur.0000000000000785.

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5

Mueller, Mary F., and Carolyn A. Maher. "Promoting equity through reasoning." Teaching Children Mathematics 16, no. 9 (2010): 540–47. http://dx.doi.org/10.5951/tcm.16.9.0540.

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Learn how five characteristics of tasks and learning environments led these sixth graders to successful problem solving using direct and indirect reasoning to justify their solutions, make their justifications public, and respond to mathematical arguments.

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6

Yach, Derek, Marianne Skov Jensen, Alison Norris, and Tim Evans. "Promoting Equity in Health." Promotion & Education 5, no. 2 (1998): 7–13. http://dx.doi.org/10.1177/102538239800500204.

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7

Griffith, Derek M. "Promoting Men’s Health Equity." American Journal of Men's Health 14, no. 6 (2020): 155798832098018. http://dx.doi.org/10.1177/1557988320980184.

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Men’s health equity is an area of men’s health research and practice that combines the literature on men’s health with that of health equity. More research is needed that describes how to intervene to promote men’s health equity. This introduction to the American Journal of Men’s Health special collection on promoting men’s health equity was created to feature research that describes aspects of promising interventions that (a) are population-specific approaches that consider the unique biopsychosocial factors that affect the health of socially defined populations of men; or (b) use a comparati

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8

Hughes, Mark. "Promoting equity and inclusion." Australasian Journal on Ageing 42, no. 2 (2023): 271–72. http://dx.doi.org/10.1111/ajag.13221.

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9

Bess, Courtney, Daphne Ferdinand, Paul Underwood, et al. "Promoting Cardiovascular Health Equity." Journal of the American College of Cardiology 83, no. 5 (2024): 632–36. http://dx.doi.org/10.1016/j.jacc.2023.11.025.

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10

Phillips, Karon. "Promoting Health Equity Through Partnerships." Innovation in Aging 5, Supplement_1 (2021): 251. http://dx.doi.org/10.1093/geroni/igab046.972.

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Abstract Funded by The John A. Hartford Foundation, Trust for America’s Health’s (TFAH) Healthy Aging initiative has supported states as they develop Age-Friendly Public Health Systems (AFPHS). The goal of this national initiative is to make healthy aging a core function of state and local public health departments. Through this initiative, TFAH is working directly with states as they work to improve the health of older adults, with a particular focus on health equity. Given the increased prevalence of health disparities, prioritizing health equity has become important for many organizations.

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Heaslip, Vanessa, Jonathan Parker, and Kirsty Marshall. "Promoting equity in community nursing." Clinics in Integrated Care 26 (October 2024): 100229. http://dx.doi.org/10.1016/j.intcar.2024.100229.

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12

Johnson, Mike. "Promoting connections through Community Equity." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 153–59. http://dx.doi.org/10.54337/nlc.v8.9084.

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Following on from previous work (Johnson, 2008a, 2008b), this paper explores a central construct of the 2001 definition of networked learning, ‘promoting connections'. A significant percentage of higher education students do not engage with information technology which stymies their acquisition of working knowledge of IT and digital literacy and hampers their ability to benefit from programmed networked learning opportunities. The author's journey to explore Community Equity (Reiser, 2009a) as an answer to this challenge is briefly described. The system has not been used in higher education ye

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13

Gober, Deborah A., and Denise S. Mewborn. "Promoting Equity in Mathematics Classrooms." Middle School Journal 32, no. 3 (2001): 31–35. http://dx.doi.org/10.1080/00940771.2001.11495275.

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Mazer-Amirshahi, Maryann. "Promoting therapeutic equity in pregnancy." Journal of Clinical Pharmacology 54, no. 9 (2014): 1078. http://dx.doi.org/10.1002/jcph.321.

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15

Sommer, Marni, and Diana J. Mason. "Period Poverty and Promoting Menstrual Equity." JAMA Health Forum 2, no. 8 (2021): e213089. http://dx.doi.org/10.1001/jamahealthforum.2021.3089.

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Leets, Laura, Amber Sprenger, Robert O. Hartman, et al. "Promoting tree equity in Washington, D.C." Trees, Forests and People 7 (March 2022): 100209. http://dx.doi.org/10.1016/j.tfp.2022.100209.

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17

Jackson, Dylan B., and Michael G. Vaughn. "Promoting health equity to prevent crime." Preventive Medicine 113 (August 2018): 91–94. http://dx.doi.org/10.1016/j.ypmed.2018.05.009.

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18

Annie Kavitha, L. "Universal Design: Promoting Equity and Accessibility." Shanlax International Journal of Arts, Science and Humanities 11, S1i2-Nov (2023): 7–10. http://dx.doi.org/10.34293/sijash.v11is1i2-nov.7307.

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The goal of inclusive education is to give every student, regardless of background or ability, equal opportunities. Universal design principles play a pivotal role in ensuring that educational environments are accessible to diverse learners. This paper explores the concept of universal design in the context of inclusive education, examining its principles, benefits, and challenges. It also discusses practical strategies for implementing universal design in classrooms to foster an inclusive learning environment. Universal design provides a framework for developing learning experiences that resp

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Aguilar, Stephen J. "Guidelines and tools for promoting digital equity." Information and Learning Sciences 121, no. 5/6 (2020): 285–99. http://dx.doi.org/10.1108/ils-04-2020-0084.

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Purpose This paper aims to provide a targeted overview of relevant digital equity gap literature that serves to contextualize the current crisis brought on by the COVID-19 pandemic. Following this review of the literature, the author introduces five guidelines that educators can use to guide their decisions about how to adapt to remote learning. It concludes with an overview and full text of two tools educators and researchers can use to better understand the challenges faced by students: the Digital Equity Gap Interview Protocol and the Digital Equity Gap Survey Instrument. Design/methodology

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20

Rhue, Lauren. "The Trade-Offs in Promoting Equity-Focused Initiatives in Crowdfunding." Journal of the Association for Information Systems 26, no. 2 (2025): 484–505. https://doi.org/10.17705/1jais.00916.

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Organizations interested in supporting matters of diversity and equity need guidance on whether to be transparent about their equity-focused initiatives and appeal to users’ sense of social justice. This paper explores how information transparency affects backer responses to equity-related initiatives. The educational crowdfunding platform DonorsChoose launched an “equity-focused” initiative to highlight the platform’s commitment to equity in education and encourage donations towards that cause. Using an observational analysis and an experimental study, I found evidence that information transp

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21

Addai, Yaa Serwaa, and Vincent Adzahlie-Mensah. "Promoting Equity in Education: Lessons from Ghanaian Education Policy Texts." British Journal of Education 12, no. 7 (2024): 24–42. http://dx.doi.org/10.37745/bje.2013/vol12n72442.

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This paper addresses the issue of equity in education by exploring how Ghanaian education policy texts foregrounds equity and address inequities. We used a critical pedagogy lens and equity theory to highlight how Ghanaian teacher education policy, national teacher standards and assessment policies promote equity and situates it at the centre of curriculum framework, classroom teaching and learning as well as assessment. From our analyses of policy texts, Ghanaian school classrooms are to be equitable and become places where students’ uniqueness is recognised, respected and supported. The peda

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22

Wang, Yicong. "Strategies for Promoting Educational Equity through Educational Informatization." Journal of Education and Educational Research 9, no. 2 (2024): 100–103. http://dx.doi.org/10.54097/mp811093.

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With the advent of a new era, China's education development has entered a new stage, and the expectation for "quality education equity" is increasingly strong. Educational informatization, as an important force driving education modernization, plays a crucial role in promoting educational equity. Leveraging the advantages of information technology can break geographical limitations, widely disseminate high-quality educational resources, and provide a fair starting point for basic education. The popularization of online courses, distance education, and other forms allows students in remote area

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23

Odden, Michelle C., and Roland J. Thorpe. "Promoting Health Equity Across the Life Span." Journals of Gerontology: Series A 77, no. 2 (2022): 297–98. http://dx.doi.org/10.1093/gerona/glab359.

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24

Helfrich, Christian D., Christine W. Hartmann, Toral J. Parikh, and David H. Au. "Promoting Health Equity through De-Implementation Research." Ethnicity & Disease 29, Suppl 1 (2019): 93–96. http://dx.doi.org/10.18865//ed.29.s1.93.

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Ensuring equitable access to quality health care historically has focused on gaps in care, where patients fail to receive the high-value care that will benefit them, something termed underuse. But providing high-quality health care sometimes requires reducing low-value care that delivers no benefit or where known harms outweigh expected benefits. These situations represent health care overuse. The process involved in reducing low-value care is known as de-implementation. In this article, we argue that de-implementation is critical for advancing equity for several reasons. First, medical over

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Zaidi, Zareen, Mantosh Dewan, and John Norcini. "International Medical Graduates: Promoting Equity and Belonging." Academic Medicine 95, no. 12S (2020): S82—S87. http://dx.doi.org/10.1097/acm.0000000000003694.

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26

Afsana, Kaosar, Sabina Faiz Rashid, AMR Chowdhury, and Sally Theobald. "Promoting maternal health: gender equity in Bangladesh." British Journal of Midwifery 15, no. 11 (2007): 721. http://dx.doi.org/10.12968/bjom.2007.15.11.27474.

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27

Canady, Valerie A. "MHA: Community‐focused MH programs promoting equity." Mental Health Weekly 34, no. 37 (2024): 4–6. http://dx.doi.org/10.1002/mhw.34194.

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Community‐based programs are critical to improving equitable access to mental well‐being around the country and to achieving important outcomes for communities, according to panelists at a Mental Health America conference session on Sept. 20 in Washington, D.C. (see related story beginning on page 1).

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28

Johnson, Charla B. "Nurse informaticists' role in promoting health equity." Nursing 54, no. 5 (2024): 38–44. http://dx.doi.org/10.1097/01.nurse.0001007640.39208.74.

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Abstract: Nurse informaticists (NIs) play a pivotal role in addressing health-related social needs through integrating technology into electronic health records. NIs navigate regulatory landscapes, emphasizing screening for social determinants of health during hospital encounters. This article underscores NIs' strategic contributions to optimizing data collection, supporting health equity, and utilizing innovative technologies to bridge gaps in healthcare outcomes.

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29

The Lancet. "Promoting equity through sex-specific medical research." Lancet 383, no. 9921 (2014): 928. http://dx.doi.org/10.1016/s0140-6736(14)60464-5.

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30

Xiao, Feng, Jiancheng Long, Lu Li, Gang Kou, and Yu Nie. "Promoting social equity with cyclic tradable credits." Transportation Research Part B: Methodological 121 (March 2019): 56–73. http://dx.doi.org/10.1016/j.trb.2019.01.002.

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31

Helfrich, Christian D., Christine W. Hartmann, Toral J. Parikh, and David H. Au. "Promoting Health Equity through De-Implementation Research." Ethnicity & Disease 29, Suppl 1 (2019): 93–96. http://dx.doi.org/10.18865/ed.29.s1.93.

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Ensuring equitable access to quality health care historically has focused on gaps in care, where patients fail to receive the high-value care that will benefit them, something termed underuse. But providing high-quality health care sometimes requires reducing low-value care that delivers no benefit or where known harms outweigh expected benefits. These situations represent health care overuse. The process involved in reducing low-value care is known as de-implementation. In this article, we argue that de-implementation is critical for advancing equity for several reasons. First, medical over

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32

Levy-Carrick, Nomi C., Annie Lewis-OʼConnor, Eve Rittenberg, Kiara Manosalvas, Hanni M. Stoklosa, and David A. Silbersweig. "Promoting Health Equity Through Trauma-Informed Care." Family & Community Health 42, no. 2 (2019): 104–8. http://dx.doi.org/10.1097/fch.0000000000000214.

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33

Zhang, Dafang, Ashley L. Pistorio, Diane Payne, and Scott D. Lifchez. "Promoting Gender Equity in the #MeToo Era." Journal of Hand Surgery 45, no. 12 (2020): 1167–72. http://dx.doi.org/10.1016/j.jhsa.2020.07.004.

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34

Hahn, Robert W. "Promoting efficiency and equity through institutional design." Policy Sciences 21, no. 1 (1988): 41–66. http://dx.doi.org/10.1007/bf00145121.

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35

Guo, Shuaijun, Lucio Naccarella, and Elisha Riggs. "Promoting Child Health Equity through Health Literacy." Children 10, no. 6 (2023): 975. http://dx.doi.org/10.3390/children10060975.

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36

Barana, Alice, and Marina Marchisio Conte. "Promoting socioeconomic equity through automatic formative assessment." Journal on Mathematics Education 15, no. 1 (2023): 227–52. http://dx.doi.org/10.22342/jme.v15i1.pp227-252.

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Ensuring equity in education is a goal for sustainable development. Among the factors that hinder equity, socioeconomic status (SES) has the highest impact on learning Mathematics. This paper addresses the issue of equity at the secondary school level by proposing an approach based on adopting automatic formative assessment (AFA). Carefully designed mathematical activities with interactive feedback were experimented with a sample of 299 students of grade 8 for a school year. A control group of 257 students learned the same topics using traditional methodologies. Part of the sample belonged to

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37

Rouvinen-Wilenius, Päivi, Jussi Ahokas, Vertti Kiukas, and Mervi Aalto-Kallio. "Finnish NGOs promoting health equity in the context of welfare economy." Health Promotion International 34, no. 4 (2018): 648–57. http://dx.doi.org/10.1093/heapro/day022.

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Abstract Health inequality is a national challenge in Finland. The WHO global strategy of Health for All implies that all people should have an equal opportunity to develop and maintain their health through fair and just access to health resources. This article examines the role of Finnish Non-Governmental Organizations (NGO) in strengthening the health equity. The article presents the strategy and specific criteria constructed by the NGOs to promote health equity in society. The health equity criteria and welfare economy strategy are combined to a framework which NGOs can utilize in their wor

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38

Rosas, Lisa G., Patricia Rodriguez Espinosa, Felipe Montes Jimenez, and Abby C. King. "The Role of Citizen Science in Promoting Health Equity." Annual Review of Public Health 43, no. 1 (2022): 215–34. http://dx.doi.org/10.1146/annurev-publhealth-090419-102856.

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While there are many definitions of citizen science, the term usually refers to the participation of the general public in the scientific process in collaboration with professional scientists. Citizen scientists have been engaged to promote health equity, especially in the areas of environmental contaminant exposures, physical activity, and healthy eating. Citizen scientists commonly come from communities experiencing health inequities and have collected data using a range of strategies and technologies, such as air sensors, water quality kits, and mobile applications. On the basis of our revi

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39

Palmquist, Ben. "Equity, Participation, and Power." Journal of Law, Medicine & Ethics 48, no. 3 (2020): 393–410. http://dx.doi.org/10.1177/1073110520958863.

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This article explores how health governance has evolved into an enormously complicated—and inequitable and exclusionary—system of privatized, fragmented bureaucracy, and argues for addressing these deficiencies and promoting health justice by radically deepening democratic participation to rebalance decision-making power. It presents a framework for promoting four primary outcomes from health governance: universality, equity, democratic control, and accountability, which together define health justice through deep democracy. It highlights five mechanisms that hold potential to bring this empow

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40

Annet, Kakembo Aisha. "The Role of Government in Promoting Educational Equity." Research Output Journal of Education 4, no. 3 (2024): 46–50. https://doi.org/10.59298/roje/2024/434650.

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Education is a vital tool for achieving societal progress and individual advancement. However, systemic inequities hinder access to quality education for marginalized groups, perpetuating cycles of poverty and inequality. This paper examines the critical role governments play in promoting educational equity, particularly in resource-constrained contexts like Nigeria. It also examines the theoretical underpinnings of educational equity, historical government interventions, and contemporary policies aimed at addressing disparities. Despite notable efforts, challenges such as funding disparities,

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41

Majeed, F. A., N. Chaturvedi, R. Reading, and Y. Ben-Shlomo. "Equity in the NHS Monitoring and promoting equity in primary and secondary care." BMJ 308, no. 6941 (1994): 1426–29. http://dx.doi.org/10.1136/bmj.308.6941.1426.

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42

Forrester, Patrice, Abdou Simon Senghor, C. Daniel Mullins, et al. "Best Practices for CEnR Partnerships for Health Equity." Progress in Community Health Partnerships: Research, Education, and Action 19, no. 1 (2025): 35–43. https://doi.org/10.1353/cpr.2025.a956595.

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Abstract: Background: Best practices for community-engaged research (CEnR) partnerships to promote health equity can mitigate barriers to health care, especially during public health crises. They also establish value congruence specific to the promotion of health equity for underserved communities. Objectives: Our goal was to co-develop best practices for CEnR partnerships promoting health equity. Methods: A purposeful sample of 9 researchers and 13 community members with experience in CEnR participated in the study. A first version of the best practices document was developed based on feedbac

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43

Rubaii, Nadia. "Promoting social equity, diversity, and inclusion through accreditation." Quality Assurance in Education 24, no. 4 (2016): 541–61. http://dx.doi.org/10.1108/qae-02-2016-0007.

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Purpose This purpose of this study is to examine the extent to which accreditation of public affairs programs can be a tool to advance social equity, diversity, and inclusion. The paper is presented in the context of the widespread acceptance of the importance of addressing social inequalities in Latin America and the critical role that public policy and public administration can have on advancing these goals. Design/methodology/approach International and national accreditation standards are compared using content analysis for their reference to social equity and diversity in their standards r

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44

Littenberg-Tobias, Joshua, Elizabeth Borneman, and Justin Reich. "Measuring Equity-Promoting Behaviors in Digital Teaching Simulations: A Topic Modeling Approach." AERA Open 7 (January 2021): 233285842110456. http://dx.doi.org/10.1177/23328584211045685.

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Diversity, equity, and inclusion (DEI) issues are urgent in education. We developed and evaluated a massive open online course ( N = 963) with embedded equity simulations that attempted to equip educators with equity teaching practices. Applying a structural topic model (STM)—a type of natural language processing (NLP)—we examined how participants with different equity attitudes responded in simulations. Over a sequence of four simulations, the simulation behavior of participants with less equitable beliefs converged to be more similar with the simulated behavior of participants with more equi

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45

Bruce, Lori, and Ruth Tallman. "Promoting racial equity in COVID-19 resource allocation." Journal of Medical Ethics 47, no. 4 (2021): 208–12. http://dx.doi.org/10.1136/medethics-2020-106794.

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Due to COVID-19’s strain on health systems across the globe, triage protocols determine how to allocate scarce medical resources with the worthy goal of maximising the number of lives saved. However, due to racial biases and long-standing health inequities, the common method of ranking patients based on impersonal numeric representations of their morbidity is associated with disproportionately pronounced racial disparities. In response, policymakers have issued statements of solidarity. However, translating support into responsive COVID-19 policy is rife with complexity. Triage does not easily

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46

Dhawan, Natasha, Molly Carnes, Angela Byars-Winston, and Narjust Duma. "Videoconferencing Etiquette: Promoting Gender Equity During Virtual Meetings." Journal of Women's Health 30, no. 4 (2021): 460–65. http://dx.doi.org/10.1089/jwh.2020.8881.

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47

Roswell, Robert O. "RESPONSE: Promoting Equity, Diversity, and Inclusion in Cardiology." Journal of the American College of Cardiology 78, no. 11 (2021): 1191–92. http://dx.doi.org/10.1016/j.jacc.2021.07.026.

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48

Ewald, Bonnie, Robyn Golden, and Diana J. Mason. "Promoting Health Equity by Paying for Social Care." JAMA Health Forum 2, no. 12 (2021): e215023. http://dx.doi.org/10.1001/jamahealthforum.2021.5023.

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Lane-Fall, Meghan B., Paris D. Butler, and Kevin B. Mahoney. "Promoting Racial Justice and Equity in Academic Medicine." JAMA 326, no. 7 (2021): 603. http://dx.doi.org/10.1001/jama.2021.9324.

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50

Fakunle, Eyitayo S., Victoria Glenn Pratola, Suzanne E. Peterson, Jeanne F. Loring, and Hala Madanat. "The Promoting Equity in Stem Cell Genomics Survey." Regenerative Medicine 17, no. 4 (2022): 203–18. http://dx.doi.org/10.2217/rme-2021-0081.

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Aim: This study aimed to determine knowledge and attitudes toward induced pluripotent stem cell technology and biobanking. Methods: A survey instrument was developed to determine individuals’ knowledge of and attitudes toward these technologies. Results: Results from 276 ethnically diverse participants who took the online survey demonstrated significant associations (p ≤ 0. 05) in knowledge by ethnicity and race regarding properties of stem cells, different types of stem cells and previous sample donation behavior. Significantly more Whites 39% (n = 53) compared with Blacks or African–American

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