Archives

Addressing the triple jeopardy of ageism, sexism and racism within healthcare systems is crucial to ensuring equitable health outcomes for all older people, write Professor Jordana Salma, Professor Sherry Dahlke and Professor Kathleen Hunter of the Faculty of Nursing at the University of Alberta.

Geraldine Balzer, Associate Professor from the College of Education at the University of Saskatchewan, discusses the importance of decolonizing classrooms by telling stories about the world.

Sigrid Suetens, Professor from Tilburg University School of Economics and Management, shows that local exposure to asylum seekers promotes a more positive attitude toward ethnic diversity.

Dr. Judith Brown Clarke and Dr. Wendy K’ah Skaahluwaa Todd, shed light on the crucial role of cultural identity in native American-Alaskan students’ persistence and success in STEM fields and the Geosciences.

Learn about the research of Dr. Bukola Salami, Professor at Cumming School of Medicine, University of Calgary, in this particular focus on Immigrant, Black, and Racialized People’s Health.

Florida International University’s Bystander Leadership™ programme has collaborated with professional live theatre artists to increase awareness of gender and race bias among faculty through evidence-based practices.

85% of teachers in England are White British, and 46% of schools have no racially diverse teachers at all. Does this mean England has a bias against ethnic minority teachers? Beng Huat See from Durham Evidence Centre for Education explores.

Here, Kazunobu Horiuchi explores how several movements based on religion have developed in American society to improve race relations.