Centering ethnic studies in health education: lessons from teaching an Asian American community health course
Abstract
Anti-Asian racism and violence dramatically increased during the COVID-19 pandemic. As a result, recent studies and reports are showing that the health and well-being of Asian Americans are negatively affected. To address this urgent problem, the field of health education and public health must be equipped with the critical frameworks and concepts to analyze racism and White supremacy and how it affects the health and well-being of Asian Americans. We argue that using an ethnic studies lens in health education can help educators, researchers, and practitioners teach and train health educators to address racism experienced by Asian Americans during COVID-19 in relation to their health. We will discuss the elements of ethnic studies and demonstrate how to use it as a lens in understanding health disparities in the Asian American population influenced and exacerbated by the COVID-19 pandemic.
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Only one article reported using an ethnic studies framework.
“Only one article reported using an ethnic studies framework, which seeks to “rehumanize individuals through the acknowledgment and validation of their experiences as sites of epistemological inquiry, challenge and decenter Eurocentric narratives and perspectives, and foster ongoing intersolidarity movements of BIPOC communities and White accomplices for racial justice and self-determination” (68).”
From Exploring public health education’s integration of critical race theories: A scoping review (2023) · cites this paper as [68]
The ethnic studies framework provides a lens of empowerment rather than victimization, allowing students to analyze and unpack the current conditions of a variety of racial and ethnic groups through a strength-based model.
“This framework, therefore, provides a lens of empowerment rather than victimization, allowing students to analyze and unpack the current conditions of a variety of racial and ethnic groups through a strength-based model.”
From Exploring public health education’s integration of critical race theories: A scoping review (2023) · cites this paper as [68]
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References 20 · Cited by 8
- Authors
- Maglalang, D. D., Peregrina, H. N., Yoo, G. J., & Le, M.-N.
- Affiliations
- Stanford University (US)
- San Francisco State University (US)
- Corresponding author
- Maglalang, Dale Dagar
- Venue
- Health Education & Behavior
- Publisher
- SAGE Publications
- Published
- 2021-06
- Volume
- 48
- Issue
- 3
- Pages
- 371-375
- ISSN
- 1090-1981 (ISSN-L)
- 1552-6127
- OpenAlex
- W3165802561
- Cited by
- 8
- References
- 20
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 2 · 2022: 3 · 2021: 1
- FWCI
- 2.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Health Education & Behavior (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Heart, Lung, and Blood Institute (5T32HL007034)
- Topics
- Social Sciences › Sociology and Political Science › Racial and Ethnic Identity Research
- Health Sciences › Health Professions › General Health Professions › Public Health Policies and Education
- Social Sciences › Sociology and Political Science › Cultural Competency in Health Care
- Keywords
- ethnic studies, Asian Americans, health education, anti-Asian racism, COVID-19 pandemic, health disparities, racism and health, white supremacy, community health, health educator training
- MeSH terms
- COVID-19, SARS-CoV-2, Asian, Health Education, Humans, United States, Cultural Competency, Pandemics, Racism, Social Determinants of Health
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