Nursing is renowned for its high ethical standards and is considered one of the most trusted professions globally, yet it has deep historical ties to Eurocentric and white supremacist ideologies. These entrenched ideologies in nursing raise significant concerns regarding equity, diversity, and inclusion within the profession as they shape nursing education, research, and practice. Western nursing institutions are deeply engrained in a system designed to center and uphold whiteness, which frequently serves to safeguard dominant groups in power while detrimentally affecting faculty from underrepresented backgrounds. Consequently, faculty members from underrepresented groups depart academia due to systemic racism and inadequate institutional accountability and support. To decenter whiteness in nursing, we have shared our experiences to underscore how systems of oppression marginalize underrepresented faculty in nursing academia.
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Advancing diversity, equity, inclusion, and belonging within academic nursing.
J Prof Nurs
December 2024
Office of Undergraduate Studies, School of Nursing, University of Michigan, Ann Arbor, MI, United States of America.
The lack of diversity in professional nursing education curricula, practices, and policies is reflective of its colonialist history. Despite increasing calls for action and organizational position statements affirming the importance of advancing diversity, equity, inclusion, and belonging, this deeply rooted history has led to embedded structural racism and other forms of bias that have remained rife in the discipline. The desire to maintain a status quo that ignores the institutional and structural effects of bias has even led some states to defund and disempower institutions historically charged with advancing knowledge and fostering inclusive education.
View Article and Find Full Text PDFExamining fundamental nursing textbooks for inclusivity and exclusivity content: A directed qualitative content analysis.
J Prof Nurs
December 2024
MGH Institute of Health Professions, School of Nursing, Charlestown Navy Yard, 36 1st Avenue, Boston, MA 02129, United States of America. Electronic address:
Background: Growing awareness of social inequities and injustices in education highlights the urgent need to address harmful mechanisms, policies, and norms within health education curricula and systems.
Purpose: This study examines inclusivity and exclusivity content in four fundamental nursing textbooks and contributes to the broader discourse on fostering equitable health education.
Methods: A Directed Qualitative Content Analysis on 32 chapters from four fundamental nursing textbooks was systematically conducted.
Whiteness: A Fundamental Determinant of the Health of Rural White Americans.
Am J Public Health
December 2024
Caroline R. Efird is with the Department of Health Management and Policy, School of Health, Georgetown University, Washington, DC. Derek M. Griffith is with the Department of Family and Community Health, School of Nursing, and Department of Medical Ethics and Health Policy, Perelman School of Medicine, University of Pennsylvania, Philadelphia. Both authors were affiliated with the Racial Justice Institute and Center for Men's Health Equity at Georgetown University during the initial development of this essay.
Because residents of rural areas in the United States experience a persistent disadvantage in life expectancy relative to their urban counterparts, it is critical to consider the structural and social determinants that affect the health of rural populations. White Americans constitute 3 out of every 4 (76%) rural residents, and there is growing evidence that rurality is a predictor of poor health status for White Americans in ways that are not present for racially minoritized populations or nonrural White populations. We offer a framework to describe Whiteness as a fundamental determinant of the health of rural White Americans, which is useful to more precisely characterize and address the heterogeneous yet unique factors that drive their health.
View Article and Find Full Text PDFDeconstructing Professionalism as Code for White (Power): Authenticity as Resistance in Nursing.
Nurs Philos
January 2025
Department of Nursing, Sonoma State University, Rohnert Park, California, USA.
The concept of professionalism is embedded into all aspects of nursing education and practice yet is rarely critically interrogated in nursing scholarship. This paper describes how professionalism in nursing is based on whiteness. When actualized, this oppressive construct homogenizes individuals' identities to assist nurses in building and wielding power against each other and against patients, and results in dehumanization and disconnection.
View Article and Find Full Text PDFInvisibility/Hypervisibility paradox for Black women navigating the nursing academic environment.
Nurs Outlook
December 2024
Trudy Busch Valentine School of Nursing, Saint Louis University, St. Louis, MO.
The invisibility/hypervisibility paradox is Black women's complex and often contradictory experiences in the workplace. In nursing academia, Black women find themselves simultaneously experiencing invisibility and hypervisibility. This paper delves into how the paradox shows up in academic nursing.
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