Racial and ethnic disparities in health care are known to reflect access to care and other issues that arise from differing socioeconomic conditions. There is, however, increasing evidence that even after such differences are accounted for, race and ethnicity remain significant predictors of the quality of health care received. In Unequal Treatment, a panel of experts documents this evidence and explores how persons of color experience the health care environment. The book examines how disparities in treatment may arise in health care systems and looks at aspects of the clinical encounter that may contribute to such disparities. Patients' and providers' attitudes, expectations, and behavior are analyzed. How to intervene? Unequal Treatment offers recommendations for improvements in medical care financing, allocation of care, availability of language translation, community-based care, and other arenas. The committee highlights the potential of cross-cultural education to improve provider-patient communication and offers a detailed look at how to integrate cross-cultural learning within the health professions. The book concludes with recommendations for data collection and research initiatives. Unequal Treatment will be vitally important to health care policymakers, administrators, providers, educators, and students as well as advocates for people of color.

While white residents of antebellum Boston and New Haven forcefully opposed the education of black residents, their counterparts in slaveholding Baltimore did little to resist the establishment of African American schools. Such discrepancies, Hilary Moss argues, suggest that white opposition to black education was not a foregone conclusion. Through the comparative lenses of these three cities, she shows why opposition erupted where it did across the United States during the same period that gave rise to public education. As common schooling emerged in the 1830s, providing white children of all classes and ethnicities with the opportunity to become full-fledged citizens, it redefined citizenship as synonymous with whiteness. This link between school and American identity, Moss argues, increased white hostility to black education at the same time that it spurred African Americans to demand public schooling as a means of securing status as full and equal members of society. Shedding new light on the efforts of black Americans to learn independently in the face of white attempts to withhold opportunity, Schooling Citizens narrates a previously untold chapter in the thorny history of America’s educational inequality.

A rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation.

PULITZER PRIZE FINALIST • "A stunning exposé of why Black people in our society 'live sicker and die quicker'—an eye-opening game changer."—Oprah Daily From an award-winning writer at the New York Times Magazine and a contributor to the 1619 Project comes a landmark book that tells the full story of racial health disparities in America, revealing the toll racism takes on individuals and the health of our nation. In 2018, Linda Villarosa's New York Times Magazine article on maternal and infant mortality among black mothers and babies in America caused an awakening. Hundreds of studies had previously established a link between racial discrimination and the health of Black Americans, with little progress toward solutions. But Villarosa's article exposing that a Black woman with a college education is as likely to die or nearly die in childbirth as a white woman with an eighth grade education made racial disparities in health care impossible to ignore. Now, in Under the Skin, Linda Villarosa lays bare the forces in the American health-care system and in American society that cause Black people to “live sicker and die quicker” compared to their white counterparts. Today's medical texts and instruments still carry fallacious slavery-era assumptions that Black bodies are fundamentally different from white bodies. Study after study of medical settings show worse treatment and outcomes for Black patients. Black people live in dirtier, more polluted communities due to environmental racism and neglect from all levels of government. And, most powerfully, Villarosa describes the new understanding that coping with the daily scourge of racism ages Black people prematurely. Anchored by unforgettable human stories and offering incontrovertible proof, Under the Skin is dramatic, tragic, and necessary reading.

Interdisciplinary manual analyzes the roots of racism through lessons and readings by numerous educators. Issues such as tracking, parent/school relations, and language policies are addressed along with readings and lessons for pre- and in-service staff development. All levels.

Mental health practitioners are most effective when their services respond to the client's lifestyle, cultural and linguistic heritage, and life circumstances. Thus, an essential component of evidence-based psychological practice (EBPP) is attending to the ethnocultural background of the client. A significant challenge in using EBPP to guide treatment interventions with ethnic minority clients is that relatively little applicable research has been conducted, especially research that satisfies rigorous methodological criteria. In this book, experts in the field of ethnic minority mental health treatment discuss why research on culturally informed EBPP has not made more progress and suggest tangible strategies for conducting more meaningful and impactful studies in this area. The chapters address measurement issues such as test translation and adaptation, and research design issues such as meta-analytic strategies and mixed-method approaches. Inspiring examples show how EBPP can be tailored to meet the specific needs of ethnic minorities. This volume is an important step in reducing disparities and promoting effective mental health treatment for underserved populations.

Librarians around the country are currently on a battleground, defending their right to purchase and circulate books dealing with issues of race and systemic racism. Despite this work, the library community has often overlooked—even ignored—its own history of White supremacy and deliberate inaction on the part of White librarians and library leadership. Author Wayne A. Wiegand takes a crucial step to amend this historical record. In Silence or Indifference: Racism and Jim Crow Segregated Public School Libraries analyzes and critiques the world of professional librarianship between 1954 and 1974. Wiegand begins by identifying racism in the practice and customs of public school libraries in the years leading up to the Brown v. Board of Education decision. This culture permeated the next two decades, as subsequent Supreme Court decisions led to feeble and mostly unsuccessful attempts to integrate Jim Crow public schools and their libraries. During this same period, the profession was honing its national image as a defender of intellectual freedom, a proponent of the freedom to read, and an opponent of censorship. Still, the community did not take any unified action to support Brown or to visibly oppose racial segregation. As Black school librarians and their Black patrons suffered through the humiliations and hostility of the Jim Crow educational establishment, the American library community remained largely ambivalent and silent. The book brings to light a distressing history that continues to impact the library community, its students, and its patrons. Currently available school library literature skews the historical perspective that informs the present. In Silence or Indifference is the first attempt to establish historical accountability for the systemic racism contemporary school librarianship inherited in the twenty-first century.