Black International Faculty in U.S. Academia: Reflections of a pharmacy educator

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Ruth Jeminiwa
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引用次数: 0

Abstract

Background

Black international faculty enhance diversity in pharmacy schools, are well suited to mentor international students, support cultural competence training for students, and may contribute substantially to research activities in schools of pharmacy. Understanding the experiences of black international faculty is critical to their recruitment and retention in pharmacy schools. Yet, there is very limited research about the experience of black international faculty in US pharmacy schools.

Purpose

This reflection paper seeks to highlight the unique challenges experienced by black international faculty in US pharmacy schools, drawing from both personal experiences and existing literature. This reflection and perspective study also provides recommendations to improve black international faculty representation and experience.

Discussion

Black international faculty experience structural, interpersonal, and internalized racism, as depicted by the Mechanism of Oppression Framework provided by Weinreb and Sun. US pharmacy schools need to take decisive actions to combat racism and improve the experience and representation of black international faculty. Regular faculty and student trainings on topics such as racism, implicit bias, stereotype threats, and impostor's syndrome should be mandated. A safe space should be provided for faculty to express their concerns about racism. Teaching ability should be assessed objectively by using reliable and validated measures of teaching effectiveness after reviewing recorded lectures or peer observations of teaching.
美国学术界的黑人国际教师:一位药学教育工作者的思考
背景:黑人国际教师增强了药学院的多样性,非常适合指导国际学生,支持学生的文化能力培训,并可能为药学院的研究活动做出重大贡献。了解黑人国际教师的经历对他们在药学院的招聘和保留至关重要。然而,关于美国药学院黑人国际教师经历的研究非常有限。目的:本反思论文旨在通过个人经历和现有文献来突出美国药学学校黑人国际教师所面临的独特挑战。这一反思和视角研究也为改善黑人国际教师的代表性和经验提供了建议。Weinreb和Sun提供的压迫机制框架描述了黑人国际教师经历结构性,人际关系和内化的种族主义。美国药学院需要采取果断行动,打击种族主义,改善黑人国际教师的经验和代表性。应该强制要求定期对教师和学生进行有关种族主义、隐性偏见、刻板印象威胁和冒名顶替综合症等主题的培训。应该为教师提供一个安全的空间来表达他们对种族主义的担忧。教学能力应在回顾讲座记录或同行教学观察后,通过使用可靠和有效的教学效果测量来客观评估。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Currents in Pharmacy Teaching and Learning
Currents in Pharmacy Teaching and Learning EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
2.10
自引率
16.70%
发文量
192
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