The COVID-19 pandemic has brought many physical, mental, and economic challenges and has provided an opportunity for academia to participate in community engagement to help support public health. Through a partnership between a university and a local health district, a contact tracing training program was developed and implemented in the late spring of 2020. That training program increased the health district’s capacity to respond to the pandemic and provided an experiential learning experience for public health students. Through this community engagement endeavor, university faculty and students helped support a local health district’s COVID-19 response efforts and, in so doing, also helped to support public health in the early stages of a global health crisis. The products of this endeavor, including contract tracers, case investigation, and trained instructors, continue to support public health contact tracing efforts in the community.
{"title":"Community Engagement through Contact Tracing Training","authors":"David A Line, Pamela S Kohlmeier, Sarah Mount","doi":"10.18060/25661","DOIUrl":"https://doi.org/10.18060/25661","url":null,"abstract":"The COVID-19 pandemic has brought many physical, mental, and economic challenges and has provided an opportunity for academia to participate in community engagement to help support public health. Through a partnership between a university and a local health district, a contact tracing training program was developed and implemented in the late spring of 2020. That training program increased the health district’s capacity to respond to the pandemic and provided an experiential learning experience for public health students. Through this community engagement endeavor, university faculty and students helped support a local health district’s COVID-19 response efforts and, in so doing, also helped to support public health in the early stages of a global health crisis. The products of this endeavor, including contract tracers, case investigation, and trained instructors, continue to support public health contact tracing efforts in the community.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48293036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana Antunes, Adrienne Cachelin, Laneta Fitisemanu, Melsihna Folau, Sara Hart, Paul J. Kuttner, A. Salcedo
Academic health centers and their universities are increasingly encouraged to engage in more community-based and participatory approaches to research. Yet, traditional ethics guidelines and regulations are inadequate for addressing the dynamics of community-campus research partnerships. In this article, the authors share stories from the Community Research Collaborative (CRC), a collective of community leaders and faculty that published guidelines for community-based research (CBR). The CRC offers a case study in how a collaborative process of developing CBR guidelines can create space for partners to wrestle with the historical and present-day harms carried out in indigenous and minoritized communities in the name of science and to imagine alternative ways of working together collectively. This case study highlights the complex power dynamics inherent in community-campus partnerships and how storytelling can play a role in unearthing and addressing them. It positions the work of the CRC as incomplete and evolving while offering a foundation on which other institutions could carry out similar processes in their localities.
{"title":"Establishing Principles for Community-Based Research","authors":"Ana Antunes, Adrienne Cachelin, Laneta Fitisemanu, Melsihna Folau, Sara Hart, Paul J. Kuttner, A. Salcedo","doi":"10.18060/25819","DOIUrl":"https://doi.org/10.18060/25819","url":null,"abstract":"Academic health centers and their universities are increasingly encouraged to engage in more community-based and participatory approaches to research. Yet, traditional ethics guidelines and regulations are inadequate for addressing the dynamics of community-campus research partnerships. In this article, the authors share stories from the Community Research Collaborative (CRC), a collective of community leaders and faculty that published guidelines for community-based research (CBR). The CRC offers a case study in how a collaborative process of developing CBR guidelines can create space for partners to wrestle with the historical and present-day harms carried out in indigenous and minoritized communities in the name of science and to imagine alternative ways of working together collectively. This case study highlights the complex power dynamics inherent in community-campus partnerships and how storytelling can play a role in unearthing and addressing them. It positions the work of the CRC as incomplete and evolving while offering a foundation on which other institutions could carry out similar processes in their localities.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67622523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Academic health centers are essential in many communities, providing health professions education and patient-focused services. These institutions often serve as anchor institutions for community-engaged efforts to serve underserved populations. During the COVID-19 pandemic, the central nature of academic health centers, and the well-being of communities, were on full display. This special issue aims to contribute to and expand our understanding and inform empirically the evidence-based programming, interventions, and policies that strengthen community engagement at academic health centers.
{"title":"Community Engagement at Academic Health Centers","authors":"Joseph Allen, Melissa Yack, Sara Hart","doi":"10.18060/26312","DOIUrl":"https://doi.org/10.18060/26312","url":null,"abstract":"Academic health centers are essential in many communities, providing health professions education and patient-focused services. These institutions often serve as anchor institutions for community-engaged efforts to serve underserved populations. During the COVID-19 pandemic, the central nature of academic health centers, and the well-being of communities, were on full display. This special issue aims to contribute to and expand our understanding and inform empirically the evidence-based programming, interventions, and policies that strengthen community engagement at academic health centers. ","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46297868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Extension for Community Healthcare Outcomes (Project ECHO) is a telementoring program for health professionals that uses adult learning techniques and interactive video technology to connect distal community providers with specialist and multidisciplinary teams in real-time collaborative sessions. We examine the adoption, implementation, and sustainability of ECHO programs at four academic medical centers through case studies based on structured interviews. The study and its analysis are informed by the Diffusion of Innovation theory and the Exploration, Preparation, Implementation, Sustainment (EPIS) framework. We found that early adopters became aware of ECHO by chance and were persuaded through observations to adopt ECHO. Finding a home for ECHO was an important initial adoption decision. Five context factors influence the implementation of ECHO: Funding, networks, staffing processes, leadership, and individual characteristics of staff. Sustainability requires ongoing funding, which itself may rely on evidence of outcomes. Findings from this study can inform the implementation of Project ECHO at other academic medical centers and extend to decisions to adopt, implement, and sustain similar telementoring programs designed to close the research-practice care gap between communities and academic medical centers.
{"title":"Selecting and Implementing a Telementoring Program: Case Studies of Project ECHO","authors":"Rebecca Sam Larson, Caryn Medved","doi":"10.18060/25689","DOIUrl":"https://doi.org/10.18060/25689","url":null,"abstract":"Extension for Community Healthcare Outcomes (Project ECHO) is a telementoring program for health professionals that uses adult learning techniques and interactive video technology to connect distal community providers with specialist and multidisciplinary teams in real-time collaborative sessions. We examine the adoption, implementation, and sustainability of ECHO programs at four academic medical centers through case studies based on structured interviews. The study and its analysis are informed by the Diffusion of Innovation theory and the Exploration, Preparation, Implementation, Sustainment (EPIS) framework. We found that early adopters became aware of ECHO by chance and were persuaded through observations to adopt ECHO. Finding a home for ECHO was an important initial adoption decision. Five context factors influence the implementation of ECHO: Funding, networks, staffing processes, leadership, and individual characteristics of staff. Sustainability requires ongoing funding, which itself may rely on evidence of outcomes. Findings from this study can inform the implementation of Project ECHO at other academic medical centers and extend to decisions to adopt, implement, and sustain similar telementoring programs designed to close the research-practice care gap between communities and academic medical centers.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48864143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katherine C. Castro, Travis Jacobs, Emilee Eden, Matthew S. Thiese, Kurt T. Hegmann, Joseph A. Allen
Academic Medical Centers (AMC) are unique healthcare resources that offer services to their local communities. As societal priorities shift, AMCs are identifying approaches to practice community engagement. Although many examples of AMCs exist in the literature, few have targeted resources for specific health topics like occupational health. This case study identifies examples of community engagement from AMCs around the U.S. It also offers a unique perspective of community engagement from the Rocky Mountain Center for Occupational and Environmental Health (RMCOEH), housed within the Department of Family and Preventative Medicine at the University of Utah. This center is one of eighteen National Institutes for Occupational Safety and Health (NIOSH) Education and Research Centers (ERC). We use the Community Engagement Continuum to consider community engagement across various degrees of relationship between the public and AMCs, including outreach, consulting, involvement, collaboration, and shared leadership. Continuing education, course work connecting students with the community, and multiorganization research projects are approaches RMCOEH uses to engage with communities. Although there are many ways for AMCs like RMCOEH to serve the community, there are opportunities for AMCs to improve community engagement efforts through cultural shifts and community participation in projects. We explore such opportunities specifically for RMCOEH.
{"title":"How Dynamic Academic Medical Centers Improve Communities: The Case of the Rocky Mountain Center for Occupational and Environmental Health","authors":"Katherine C. Castro, Travis Jacobs, Emilee Eden, Matthew S. Thiese, Kurt T. Hegmann, Joseph A. Allen","doi":"10.18060/25798","DOIUrl":"https://doi.org/10.18060/25798","url":null,"abstract":"Academic Medical Centers (AMC) are unique healthcare resources that offer services to their local communities. As societal priorities shift, AMCs are identifying approaches to practice community engagement. Although many examples of AMCs exist in the literature, few have targeted resources for specific health topics like occupational health. This case study identifies examples of community engagement from AMCs around the U.S. It also offers a unique perspective of community engagement from the Rocky Mountain Center for Occupational and Environmental Health (RMCOEH), housed within the Department of Family and Preventative Medicine at the University of Utah. This center is one of eighteen National Institutes for Occupational Safety and Health (NIOSH) Education and Research Centers (ERC). We use the Community Engagement Continuum to consider community engagement across various degrees of relationship between the public and AMCs, including outreach, consulting, involvement, collaboration, and shared leadership. Continuing education, course work connecting students with the community, and multiorganization research projects are approaches RMCOEH uses to engage with communities. Although there are many ways for AMCs like RMCOEH to serve the community, there are opportunities for AMCs to improve community engagement efforts through cultural shifts and community participation in projects. We explore such opportunities specifically for RMCOEH.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42771314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Logan Vetrovec, A. Massey, Sally A. Santen, Cherie Edwards, Kathy Kreutzer, Kevin A. Harris
Academic health centers (AHC) both contribute to and are influenced by the communities they serve. As part of a central commitment to improving human health, there is a need for AHCs to acknowledge their history related to race and racism, the resulting impact on current health disparities, and the disparate treatment of racial and minoritized communities. As AHC’s care for Black and Brown communities, they have a unique responsibility to redress their respective legacies of bias, discriminatory practices, and experimentation without consent. One way to achieve this is to provide learning opportunities for in-depth engagement with students, faculty, staff, health care providers, and community members in conversations regarding racial equity, which are essential to shaping and impacting change at an individual and institutional level. Virginia Commonwealth University in Richmond, Virginia, launched a new initiative, History, and Health; Racial Equity, designed to (a) increase awareness of our institution’s history, impact, identity, and culture, and (b) support meaningful conversations around history, health equity, structural racism, and health sciences education. Urban and metropolitan universities may learn from and replicate this program and encourage such conversations in their communities.
{"title":"Reckoning with Our Racist Past: An Academic Health Center’s Engagement with History and Health","authors":"Logan Vetrovec, A. Massey, Sally A. Santen, Cherie Edwards, Kathy Kreutzer, Kevin A. Harris","doi":"10.18060/25731","DOIUrl":"https://doi.org/10.18060/25731","url":null,"abstract":"Academic health centers (AHC) both contribute to and are influenced by the communities they serve. As part of a central commitment to improving human health, there is a need for AHCs to acknowledge their history related to race and racism, the resulting impact on current health disparities, and the disparate treatment of racial and minoritized communities. As AHC’s care for Black and Brown communities, they have a unique responsibility to redress their respective legacies of bias, discriminatory practices, and experimentation without consent. One way to achieve this is to provide learning opportunities for in-depth engagement with students, faculty, staff, health care providers, and community members in conversations regarding racial equity, which are essential to shaping and impacting change at an individual and institutional level. Virginia Commonwealth University in Richmond, Virginia, launched a new initiative, History, and Health; Racial Equity, designed to (a) increase awareness of our institution’s history, impact, identity, and culture, and (b) support meaningful conversations around history, health equity, structural racism, and health sciences education. Urban and metropolitan universities may learn from and replicate this program and encourage such conversations in their communities.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44997422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Meghan K. Chin, J. DiBello, Sam Indresano, Rajay Dockery, Henrike Schmalfuss, Amanda Gao, Margaret Eshleman, Nesreen Shahrour
In light of the ongoing COVID-19 pandemic, the health disparities plaguing our communities are highlighted more than ever. Community-based learning (CBL) and community-based participatory research (CBPR) provide a highly relevant framework in addressing health problems, especially those related to the Social Determinants of Health (AHRQ, 2020). Throughout the COVID-19 pandemic, the team at the Community Health Division (CHD) within the Family Medicine Department of Georgetown University School of Medicine (GUSOM) maintained and deepened relationships with community partners through engagement activities, which not only actively addressed community needs but also acted as an educational tool for a growing number of interdisciplinary students. This paper explores the effectiveness of CBL and CBPR as a framework, even when presented with challenges of the COVID-19 pandemic. It further underscores how students at Georgetown University have become more intimately involved in community health engagement during the pandemic. This serves as an encouraging model for establishing a student-based research learning community.
{"title":"Community Engagement and Learning at an Academic Medical Center","authors":"Meghan K. Chin, J. DiBello, Sam Indresano, Rajay Dockery, Henrike Schmalfuss, Amanda Gao, Margaret Eshleman, Nesreen Shahrour","doi":"10.18060/25696","DOIUrl":"https://doi.org/10.18060/25696","url":null,"abstract":"In light of the ongoing COVID-19 pandemic, the health disparities plaguing our communities are highlighted more than ever. Community-based learning (CBL) and community-based participatory research (CBPR) provide a highly relevant framework in addressing health problems, especially those related to the Social Determinants of Health (AHRQ, 2020). Throughout the COVID-19 pandemic, the team at the Community Health Division (CHD) within the Family Medicine Department of Georgetown University School of Medicine (GUSOM) maintained and deepened relationships with community partners through engagement activities, which not only actively addressed community needs but also acted as an educational tool for a growing number of interdisciplinary students. This paper explores the effectiveness of CBL and CBPR as a framework, even when presented with challenges of the COVID-19 pandemic. It further underscores how students at Georgetown University have become more intimately involved in community health engagement during the pandemic. This serves as an encouraging model for establishing a student-based research learning community.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47392351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elizabeth L. Sweet, Kimmika Williams-Witherspoon, K. Turner, Elizabeth Fornaro
Racism is commonly defined as prejudice plus power, but in some contexts it can be practiced as a lack of diversity, equity and inclusion. These issues have been at the forefront of popular culture and academic research for some time now, but one could argue, interest has exploded in the U.S. consciousness since May of 2020 and the video recording of the extra-judicial killing of George Floyd in Minneapolis, mirroring that of Philando Castile four years earlier in the same city. In this paper we document the ways diversity, equity and inclusion are perceived, and how those perceptions render racism (un)visible. Within this context, we introduce a framework we are calling social-cultural quantum optics (SQO). With data from two large diversity symposia at a university on the east coast that is more diverse than many coupled with our experiences at three art exhibits, we begin to construct a path unlocking small scale, quantum, determinants of racism. We argue that understanding SQO can undo its links to racism on everyday life in cities and communities where universities are located, while at the same time urging the use collective experiential observation of artistic expression to aid in data analysis.
{"title":"Social-Cultural Quantum Optics at a Predominantly White University: Refusing, Rebuffing and Undoing Racism through Collective Experiential Observation","authors":"Elizabeth L. Sweet, Kimmika Williams-Witherspoon, K. Turner, Elizabeth Fornaro","doi":"10.18060/25286","DOIUrl":"https://doi.org/10.18060/25286","url":null,"abstract":"Racism is commonly defined as prejudice plus power, but in some contexts it can be practiced as a lack of diversity, equity and inclusion. These issues have been at the forefront of popular culture and academic research for some time now, but one could argue, interest has exploded in the U.S. consciousness since May of 2020 and the video recording of the extra-judicial killing of George Floyd in Minneapolis, mirroring that of Philando Castile four years earlier in the same city. In this paper we document the ways diversity, equity and inclusion are perceived, and how those perceptions render racism (un)visible. Within this context, we introduce a framework we are calling social-cultural quantum optics (SQO). With data from two large diversity symposia at a university on the east coast that is more diverse than many coupled with our experiences at three art exhibits, we begin to construct a path unlocking small scale, quantum, determinants of racism. We argue that understanding SQO can undo its links to racism on everyday life in cities and communities where universities are located, while at the same time urging the use collective experiential observation of artistic expression to aid in data analysis.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44624462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Franklin D. Gilliam, Jr., Andrea Hunter, Julia Mendez Smith, Tanya M. Coakley, Steve Haines
UNC Greensboro’s vision is to be a national model for how a public research university can achieve access and excellence to transform students, the institution, and the community. With origins as the segregated Woman’s College (WC), our evolution as a southern metropolitan public university reflects race, place, and their intertwined historical legacies. Embedded inclusive excellence, as a heuristic, frames the intentional, synergistic, and organic processes we engage to advance faculty diversity, and a more inclusive learning environment. Specifically, borrowing a central concept from economics, we illustrate cultural, structural/institutional, and social “embeddedness” that has supported significant and positive changes at our university.
{"title":"Embedded Inclusive Excellence at a Southern Metropolitan Public University","authors":"Franklin D. Gilliam, Jr., Andrea Hunter, Julia Mendez Smith, Tanya M. Coakley, Steve Haines","doi":"10.18060/25530","DOIUrl":"https://doi.org/10.18060/25530","url":null,"abstract":"UNC Greensboro’s vision is to be a national model for how a public research university can achieve access and excellence to transform students, the institution, and the community. With origins as the segregated Woman’s College (WC), our evolution as a southern metropolitan public university reflects race, place, and their intertwined historical legacies. Embedded inclusive excellence, as a heuristic, frames the intentional, synergistic, and organic processes we engage to advance faculty diversity, and a more inclusive learning environment. Specifically, borrowing a central concept from economics, we illustrate cultural, structural/institutional, and social “embeddedness” that has supported significant and positive changes at our university.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49659741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses findings of a quantitative, causal-comparative study that sought to determine if a statistically significant difference existed between a rural predominantly White institution and an urban minority serving institution in terms of their White American male students’ perceptions of Whiteness as ontological expansiveness. As the demographic makeup of the United States of America continues to become more diverse, so too are the colleges and universities that support students of all backgrounds. Given this shift, and understanding the need for social justice awareness, it is important to grasp how White students understand and take part in this shift. The study found low effect sizes and statistically significant differences between the two institutions as assessed by the study instrument, finding minority serving institution’s White American male students are slightly more accepting of their White racial identity and have a slightly higher affinity for social equality. Higher education institutions can utilize this data to assist in improving campus-based student activism as a rejection of the assumptions of Whiteness within the ivory tower. Thus, there is a pressing need for critical interrogations of Whiteness in higher education.
{"title":"Understanding Campus Space and Whiteness as Ontological Expansiveness","authors":"Joseph Ratcliff","doi":"10.18060/25332","DOIUrl":"https://doi.org/10.18060/25332","url":null,"abstract":"This paper discusses findings of a quantitative, causal-comparative study that sought to determine if a statistically significant difference existed between a rural predominantly White institution and an urban minority serving institution in terms of their White American male students’ perceptions of Whiteness as ontological expansiveness. As the demographic makeup of the United States of America continues to become more diverse, so too are the colleges and universities that support students of all backgrounds. Given this shift, and understanding the need for social justice awareness, it is important to grasp how White students understand and take part in this shift. The study found low effect sizes and statistically significant differences between the two institutions as assessed by the study instrument, finding minority serving institution’s White American male students are slightly more accepting of their White racial identity and have a slightly higher affinity for social equality. Higher education institutions can utilize this data to assist in improving campus-based student activism as a rejection of the assumptions of Whiteness within the ivory tower. Thus, there is a pressing need for critical interrogations of Whiteness in higher education.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42126814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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