“Why have I never learned this?”: Exploring health disparities through a critical consciousness lens

dc.contributor.advisor Alexis Campbell
dc.contributor.author Thomas Jones, Tyanez
dc.contributor.department Education
dc.date 2021-01-16T18:26:04.000
dc.date.accessioned 2021-02-25T21:39:43Z
dc.date.available 2021-02-25T21:39:43Z
dc.date.copyright Tue Dec 01 00:00:00 UTC 2020
dc.date.embargo 2020-12-03
dc.date.issued 2020-01-01
dc.description.abstract <p>Health disparities are differences in health outcomes that result from social, economic, and political inequalities that disproportionately impact Black and Indigenous people of color (BIPOC) at an alarming rate. Implementing health disparities topics early in educational programs proves beneficial for informing, equipping, and engaging future health and medical professionals in eliminating disparities. This qualitative ethnographic case study was designed and implemented using critical consciousness. Critical consciousness is an ongoing and continuous process of increasing awareness, reflection, and action. My study addressed a critical gap in the research of health disparities that centers student awareness as the central focus. In this study, critical consciousness was adopted to shift the conversation beyond awareness to reflection and action for guiding students in thinking about BIPOC communities impacted by health inequalities. Implementing health disparity topics early in educational programs are beneficial for informing, equipping, and engaging future health and medical professionals. I present how 140 undergraduate students enrolled in a large midwestern university navigated a health disparities curriculum designed to raise student awareness of health disparities, engage in written reflections, and explore actions for eliminating disparities. In this study, a large majority of students explored health disparities for the first time, and the design of the learning modules allowed them to critically explore the concepts online and at their own pace. Findings showed student development of consciousness across the learning modules. An increased awareness for the meaning of the term and identifying BIPOC and poor communities impacted by health disparities. Reflective and collaborative opportunities highlighted increases that resulted in students challenging and confronting health inequities by asking critical questions and sharing personal narratives. Which includes the adoption of new language, critical discussions about the absence of course content, and plans to seek out mentorship that contributed to the development of action. Undergraduate pre-health and pre-medical professional students that engage in health disparity topics using critical consciousness develop strategies to confront and challenge inequalities that if continued could have major implications for their work as professionals for eliminating disparities.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/18412/
dc.identifier.articleid 9419
dc.identifier.contextkey 21104870
dc.identifier.doi https://doi.org/10.31274/etd-20210114-147
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/18412
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/94564
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/18412/ThomasJones_iastate_0097E_19168.pdf|||Fri Jan 14 21:41:44 UTC 2022
dc.subject.keywords Critical Consciousness
dc.subject.keywords Health Disparities
dc.subject.keywords Health Equity
dc.subject.keywords Undergraduate Curriculum
dc.title “Why have I never learned this?”: Exploring health disparities through a critical consciousness lens
dc.type article
dc.type.genre thesis
dspace.entity.type Publication
thesis.degree.discipline Education
thesis.degree.level thesis
thesis.degree.name Doctor of Philosophy
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