Communities of color have been disproportionately impacted by the coronavirus disease (COVID-19) pandemic, exposing the influence of decades of policies that have under-resourced and marginalized these communities. The history of segregation and inadequate funding in education has been exacerbated by the pandemic, compounding the educational inequities already present in the United States. The intersection of this inequity alongside immigration policies over the past years have led the undocumented student population to be adversely impacted. The lack of access to health care and social safety net programs, fear of deportation, and an over reliance on technology for schooling leaves a large segment of students vulnerable for adverse academic, emotional, and social outcomes. This paper will trace the historical path of educational segregation, immigration policies, and how these led to the disproportionate impact of COVID-19 on undocumented students. It will discuss interventions for undocumented students within an antioppressive ecological framework and the ethical responsibilities that school-based mental health professionals have to support undocumented students to fulfill their highest potential, manage the emotional toll of the pandemic, and advocate for change in immigration and educational policies. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1037/spq0000491 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Guiding Graduate Student Recognition of Implicit Bias Using Interactive Simulation.
Nurs Educ Perspect
December 2024
About the Author Jean Croce Hemphill, PhD, MSN, FNP-BC, is professor and PhD Nursing Program director, East Tennessee State University, Johnson City, Tennessee. This project was made possible by a grant from the East Tennessee Cultural Competency Workshop Pedagogy Project, Tennessee Board of Regents. The author acknowledges M. Moin Uddin, PhD, PE, Department of Engineering, Engineering Technology, and Surveying, East Tennessee State University, for his support. For more information, contact Dr. Hemphill at
Assisting graduate nursing students to recognize implicit bias and racism is imperative when providing health care with culturally diverse groups. The article describes an interactive simulation between graduate students and a standardized patient designed to raise awareness of implicit bias and racism. Students in the Doctor of Nursing Practice and PhD programs participated in interviews with a standardized patient; in team interactions; in content analysis of simulated communications; and in reflection, debriefing, and evaluation sessions.
View Article and Find Full Text PDFImproving Access to PMTCT Through the Involvement of Traditional Birth Attendants in Program Activities in the Far North Region of Cameroon: A Retrospective Cohort Study.
HIV AIDS (Auckl)
November 2024
Department of Health Research, M.A. SANTE (Meilleur Accès aux soins de Santé), Yaoundé, Cameroon.
Background: Majority of deliveries occurring in the Cameroon part of the Lake Chad basin is assisted by traditional birth attendants (TBA). The aim of the present study was to assess if training and involving TBA in community-based Prevention of Mother to Child Transmission (PMTCT) interventions can contribute in improving targeted population access to these interventions.
Methods: This was a retrospective cohort study that assessed among mothers of children aged 0-24 months the effect of training and involving TBA in PMTCT activities.
Despite predictions that the United States will experience a growing physician shortage in the coming decades, there remains a population of would-be clinicians who are barred from becoming licensed physicians because of their immigration status. Undocumented medical students who do not have Deferred Action for Childhood Arrivals (DACA) status have to overcome many barriers to gain admittance to medical school, but because they lack work authorization in the United States, they are unable to enter residency training. In this article, the authors highlight the implications of this dilemma for academic medicine.
View Article and Find Full Text PDFWhat are the political and ethical challenges that health professionals face in providing care to undocumented migrants? How should they respond to these challenges?
Med Confl Surviv
September 2024
Medical Student, Cardiff University, Cardiff, Wales.
Critical consciousness among undocumented immigrant college students: Responding to cultural stress and psychological distress.
Cultur Divers Ethnic Minor Psychol
October 2024
Department of Psychology, Virginia Commonwealth University.
Objectives: Cultural stress is experienced by undocumented students when they encounter discrimination in higher education and society. In response, undocumented students engage in critical consciousness, while simultaneously experiencing psychological distress. A conceptual model is introduced to describe the links between cultural stress, critical consciousness development, and psychological distress.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!