Time Schedule:
Carole A. Schroeder
NSG 525
Seattle Campus
Focuses on professional development skills that challenge white privilege, racism, and other oppressions in health care. Analysis of racism and privilege, application of that analysis to other oppressions such as gender, class, heterosexism, ableism, etc. Overall goal to enable health care professionals create more socially just health care system. Credit/no credit only.
Class description
This course is a 3-4 variable credit course focusing on professional leadership development that builds skills which dismantle racism and other oppressions in advanced clinical practice, research, and teaching. The long term goal is to reduce social disparities in health and create a more socially just health care system.
This course shifts current health care discourse from a focus on individual causes of health disparities (such as risk factors related to issues such as obesity, substance use, lack of exercise, etc.) to socially constructed and maintained structural causes of health disparities. These structural causes of health disparities include institutionalized structures of White privilege, sexism, racism, classism, heterosexism, etc.). The course begins with an analysis of the dynamics of racism, and students then apply this analysis to other structural oppressions.
Student learning goals
1. Analyze data regarding provider/institutional contributions to inequitable treatment and outcomes of people of color in the US health care system.
2. Relate the basic history of racialized and other oppressed groups in the United States to current institutionalized inequities.
3. Analyze the basic dynamics of White privilege, power, and oppression and relate these dynamics to gender, class, and other areas of social and health care injustice.
4. Explain how racial and other socialization shapes personal and professional values, feelings, attitudes, and behaviors towards people of color or people who are different from dominant norms.
5. Critically examine social positionalities embedded in race, ethnicity, gender, sexual orientation, age, class, ability status, religion and national origin.
6. Evaluate how professional nursing’s socio-cultural-political history, beliefs, norms, assumptions and value systems impact diversity in the profession and population health.
General method of instruction
Online and 2 in-person meetings
Recommended preparation
graduate standing, senior undergrad with permission
Class assignments and grading
Readings and response papers, socialization/self reflection exercises, and a short paper on structural causes of health disparities. Additional 1 credit is negotiable.
Completion of assignments, pass/fail
