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Cited by 10Public Health Policies and EducationCritical Race Theory in EducationHealth and Medical Education

Exploring public health education’s integration of critical race theories: A scoping review

Open access
Collins, Sarah L., Smith, Travis C., Hack, George, Moorhouse, Michael D.·2023·Frontiers in Public Health
DOI 10.3389/fpubh.2023.1148959PMC PMC10140291
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Abstract

Introduction: Public health has declared a commitment toward diversity as a whole, with a commitment toward addressing and dismantling racism being at the forefront. Although public health has admirably taken on this mission, and the foundational principles of public health align with social justice and health equity, public health as a discipline is vastly behind other fields in integrating and utilizing critical race theorizations. Of particular concern is the lack of critical race theorization within public health education materials. Public health education serves as a precursor to public health practice and situates topics and competencies that are essential to one’s foundational public health knowledge and skillset, thus the use of strong theoretical groundings is critical in public health education. Objectives: Therefore, to explore the current landscape of public health educational research that employs critical race theories, this study sought to conduct a scoping review investigating the current literature of public health pedagogical, instructional, and curricular efforts that utilize race and antiracist theorization principles as a means to administer public health education. More specifically, we sought to investigate how have faculty and instructors published their integration of race theorization in public health curriculum/instruction within the United States since 2011. Results: We found 18 examples from peer-reviewed literature of curricular, pedagogical, or instructional practices and strategies that integrate critical theories of race, including contemplative pedagogy (n = 1), antiracism (n = 3), Public Health Critical Race praxis (n = 4), Critical Race (n = 5), critical service-learning/community engagement (n = 2), ethnic studies (n = 1), and intersectionality (n = 2). Conclusion: These articles present a wide breadth of innovative approaches to infusing critical race studies within public health higher education, ranging from individual assignments to course design and implementation to institutional culture change, thus demonstrating the multifaceted nature of critical race studies within micro-learning communities and macro-discipline practices. Identifying theoretically grounded, exemplary models and scholarly recommendations of pedagogical, instructional, and curricular practices provides readers the opportunity to borrow from successful practices and implement concepts of race, racism, antiracism, intersectionality, and more into their classrooms.

AI snapshot

Written from the paper’s full text.

TL;DR

This scoping review maps peer-reviewed literature since 2011 on integrating critical race theorizations into U.S. public health education. It identifies only 18 examples, spanning CRT, Public Health Critical Race praxis, intersectionality, antiracism, contemplative pedagogy, critical service-learning, and ethnic studies.

Key findings

  • The review included 18 articles, with theoretical categories: Critical Race Theory (n = 5), Public Health Critical Race praxis (n = 4), antiracism (n = 3), intersectionality (n = 2), critical service-learning/community engagement (n = 2), contemplative pedagogy (n = 1), and ethnic studies (n = 1).
  • Publication years ranged from 2015 to 2022, and more than half (n = 12) were published between 2020 and 2022.
  • For articles with a specified location, sites clustered in North Carolina (n = 3), Maryland (n = 2), California (n = 2), Washington (n = 2), Michigan (n = 1), and Rhode Island (n = 1); remaining articles gave no specific location or only a general region.
  • Only four articles had an explicit author positionality statement, though several others noted author perspectives, experiences, or expertise related to the research focus.

Methods

  • Scoping review following Arksey and O’Malley’s five-stage framework: identifying the research question, identifying relevant studies, study selection, charting data, and collating/summarizing results.
  • Searches were conducted in January 2022 in PubMed, Web of Science, ProQuest, and EBSCO; 2,787 articles were identified, 1,546 duplicates removed, leaving 1,242 for title/abstract screening. After screening and full-text review, plus snowball sampling from 10 “ideal” articles, 18 articles were included.
  • Inclusion criteria required English-language, peer-reviewed, full-text articles focused on race theorization in public health curriculum/instruction/teaching, with study sites solely in U.S. higher education; articles were excluded if they were legal articles, dissertations, gray papers, non-peer-reviewed, books, reports, pre-K–12, non-U.S., race-as-demographic-only, calls-to-action-only, or student-perspective-only.

Limitations

  • The authors state that the search terms, while expansive, were not exhaustive and may have missed widely used theories; they also excluded student and community perspectives, calls-to-action-only articles, and non-peer-reviewed or gray literature, and note that faculty may be doing this work without publishing it.
  • The authors recommend future reviews search additional databases and sources, especially conference presentations and reports, and encourage institutions to review tenure and promotion criteria to support pedagogical scholarship.
  • Evident from the text: the review is restricted to U.S. higher education and post-June 2011 publications, and the authors note a complete absence of Indigenous population perspectives, partly because relevant Indigenous public health education articles were conducted outside the United States and thus excluded.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.3389/fpubh.2023.1148959

Cites

65 of 65 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

10 of 54 cited sources checked · 5 supported · 0 flagged · accuracy not yet measured

  • Findingcitation

    Among the articles that centered around individual assignments, a collective attention toward engaging students' critical consciousness was noted.

    “Among the articles that centered around individual assignments (44, 45, 49, 60), a collective attention toward engaging students’ critical consciousness was noted (69).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [69] Diemer, 2021, Recentering action in critical consciousness, Child Dev Perspect source

      The section “Striking Matches: Promising Policies and Practices to Promote Critical Action” describes school pedagogies and class assignments designed to engage students in critical action. It does not assess the four assignment-focused articles cited in the sentence or establish that they collectively attended to students’ critical consciousness. (LLM, conf=0.82)

      Experimental — accuracy not yet measured
  • Findingcitation

    The following articles explicitly note utilizing a pedagogical approach to cultivate learning environments that foster open awareness, introspection, authentic connection, and community engagement in the hopes of providing students with insight into systems of privilege and oppression.

    “The following articles explicitly note utilizing a pedagogical approach to cultivate learning environments that foster open awareness, introspection, authentic connection, and community engagement in the hopes of providing students with insight into systems of privilege and oppression (43, 65, 66).”
    Quote in the paperNot a substantial claim2 of 3 sources checked
    • cites [43] Batada, 2018, Utilizing contemplative practices with undergraduate students in a community-engaged course on health disparities, Pedagog Health Promot source
    • cites [65] Derreth, 2021, Teaching in a time of crisis critical online service-learning pedagogy: justice in science education, J Microbiol Biol Educ source
    • cites [66] Levin, 2021, Enhancing community engagement by schools and programs of public health in the United States, Annu Rev Public Health source

      Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

      Experimental — accuracy not yet measured
  • Findingown data

    More than half of the identified articles were published after 2020.

    “It is essential to recognize that more than half of the identified articles were published after 2020 (45, 46, 50, 51, 59, 62, 63, 65, 66, 68).”
    Quote in the paperSubstantial claim1 of 3 sources checked
    • cites [45] Lightfoot, 2021, Developing an antiracist lens: using photography to facilitate public health critical race praxis in a foundational MPH course, Pedagogy Health Promot source
    • cites [46] McSorley, 2021, Doctoral students as agents for change: shaping our public health training environment, Pedagogy Health Promot source
    • cites [50] Chandler, 2022, Training public health students in racial justice and health equity: a systematic review, Public Health Rep source
  • Findingcitation

    The final article that centers antiracism is a presentation of an antiracist pedagogical approach as the crux of a graduate assessment and planning course design and implementation.

    “The final article that centers antiracism is a presentation of an antiracist pedagogical approach as the crux of a graduate assessment and planning course design and implementation (62).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [62] Rosario, 2022, Unforgetting history: preparing public health professionals to address structural racism, J Public Health Manag Pract source
  • Findingreasoning

    Critical reflection was ubiquitous across the described assignments and activities.

    “As such, one leg of critical consciousness is critical reflection, which was ubiquitous across the described assignments and activities.”
    Quote in the paperSubstantial claim
  • Classified as probably not a substantial claim. 27
  • May combine two claims. 25
  • The quote only partly states this claim. 1

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    The origin of critical consciousness frames how marginalized communities and individuals analyze oppressive and discriminatory systems, and a cornerstone of this theoretical construct is critical motivation and action to dismantle systems of oppression and seek social justice.

    “Though the origin of critical consciousness frames how marginalizes communities and individuals analyze oppressive and discriminatory systems (69, 70), a cornerstone of this theoretical construct is critical motivation and action to dismantle systems of oppression and seek social justice.”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites [69] Diemer, 2021, Recentering action in critical consciousness, Child Dev Perspect source
    • cites [70] Diemer, 2015, Advances in the conceptualization and measurement of critical consciousness, Urban Rev source

  • May combine two claims.

    Findingcitation

    One included article introduced the "Intersectionality Toolbox," which grounded a public health course in intersectionality-based questions, concepts, and readings, and students reported a significant increase in generating knowledge, understanding diverse perspectives, and critically evaluating points of view.

    “One of these articles introduced the “Intersectionality Toolbox,” which grounded a public health course in intersectionality-based questions, concepts, and readings (59).”
    • Also stated in: § Intersectionality · plain
      “In doing so, students reported a significant increase in generating knowledge, understanding diverse perspectives, and critically evaluating points of view, ultimately allowing these students to apply these concepts in a beneficial manner to support and serve the general public.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites [59] Sabik, 2021, The intersectionality toolbox: a resource for teaching and applying an intersectional lens in public health, Front Public Health source

  • Classified as probably not a substantial claim.

    Study design and conductcitation

    This scoping review followed Arksey and O'Malley's five-stage scoping review framework.

    “As such, this scoping review will follow the authors’ proposed framework, which provides five procedural stages: (1) identifying the research question, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing, and reporting the results (32).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites [32] Arksey, 2005, Scoping studies: towards a methodological framework, Int J Soc Res Methodol source

  • May combine two claims.

    Findingcitation

    Several authors approached cultivating inclusive and safe learning environments by collaborating with their students at the start of the course, while others recognized the importance of fostering these environments to foster candid sharing and reflection among peers.

    “Due to this scoping review focusing on institutions of higher education, several authors approached cultivating inclusive and safe learning environments by collaborating with their students at the start of the course (52, 59), while others recognized the importance of fostering these environments to foster candid sharing and reflection among peers (46, 53).”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites [52] Fleming, 2020, The importance of teaching history of inequities in public health programs, Pedagogy Health Promot source
    • cites [59] Sabik, 2021, The intersectionality toolbox: a resource for teaching and applying an intersectional lens in public health, Front Public Health source

      Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

      Experimental — accuracy not yet measured
    • cites [46] McSorley, 2021, Doctoral students as agents for change: shaping our public health training environment, Pedagogy Health Promot source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Intersectionality is a theoretical and analytical framework for understanding how multiple social identities intersect at the individual level to reflect interwoven systems of oppression and privilege at interpersonal, societal, and structural levels.

    “Intersectionality within itself is a theoretical and analytical framework for understanding and conceptualizing how multiple social identities, including race, gender, socioeconomic status, sexual orientation, disability, and more, intersect at the individual level of experience to reflect the interwoven systems of oppression and privilege at interpersonal, as well as societal and structural”
    Quote in the paperNot a substantial claim2 of 4 sources checked
    • cites [55] Crenshaw, 1989

      Not checked in the free run.

    • cites [56] Crenshaw, 1991, Mapping the margins: intersectionality, identity politics, and violence against women of color. Source, Stanford Law Rev source

      Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

      Experimental — accuracy not yet measured
    • cites [57] Crenshaw, 1995, The intersection of race and gender

      Not checked in the free run.

    • cites [58] Bowleg, 2012, The problem with the phrase women and minorities: intersectionality-an important theoretical framework for public health source

      The Abstract describes intersectionality as a theoretical framework in which identities intersect in individual experience and reflect interlocking systems of privilege and oppression at the macro social-structural level. It also calls intersectionality an analytical framework, but the passages in our copy do not place those systems at an interpersonal level, as the citing sentence does. (LLM, conf=0.83)

      Experimental — accuracy not yet measured

  • May combine two claims.

    Findingcitation

    Lightfoot and colleagues described a photography and written reflections-based activity in a Master of Public Health course to facilitate student exploration of racial identity, and BIPOC students were identified as readily able to discuss their racialized identities compared to White counterparts who found the assignment new and somewhat difficult.

    “The other article that offered a curricular model using the PHCR praxis was Lightfoot and colleagues (45) description of a creative, photography and written reflections-based activity employed in a Master of Public Health course to facilitate student exploration of racial identity.”
    • Also stated in: § Public Health Critical Race Praxis · plain
      “Black, Indigenous, and People of Color (BIPOC) students were identified as readily being able to discuss their racialized identities compared to their White counterparts that found assignment to be a new and somewhat difficult experience.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [45] Lightfoot, 2021, Developing an antiracist lens: using photography to facilitate public health critical race praxis in a foundational MPH course, Pedagogy Health Promot source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Of the snowball sampled articles, the one article excluded from full-text review was excluded because it only provided a call to action rather than insight into how to integrate or employ race theorization.

    “Of the snowball sampled articles, the one article excluded from the full text reviewed was due to only providing a call to action rather than insight into how to integrate or employ race theorization.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Publication years of included articles ranged from 2015 to 2022, and more than half (n = 12) were published between 2020 and 2022.

    “Publication years ranged from 2015 to 2022, however more than half (n = 12) were published between 2020 and 2022.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    The snowballing methodology used in this scoping review produced only one additional article, likely because four of the ten articles identified as "ideal candidates" have not received any reported citations.

    “Due to the late onset of these publications, the snowballing methodology used in this scoping review produced only one additional article likely due to four of the ten articles identified as “ideal candidates” have not received any reported citations (43, 45, 46, 52).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites [43] Batada, 2018, Utilizing contemplative practices with undergraduate students in a community-engaged course on health disparities, Pedagog Health Promot source
    • cites [45] Lightfoot, 2021, Developing an antiracist lens: using photography to facilitate public health critical race praxis in a foundational MPH course, Pedagogy Health Promot source
    • cites [46] McSorley, 2021, Doctoral students as agents for change: shaping our public health training environment, Pedagogy Health Promot source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Butler III and colleagues presented recommendations for others who wish to provide a similar organized training, including creating a safe space, ensuring varied instructional and pedagogical approaches, maintaining connectivity, providing networking activities, and maintaining flexibility.

    “Upon the conclusion of the training, Butler III and colleagues (53) present several recommendations for others who wish to provide a similar organized training. These include (1) creating a sage space for individuals to be candid regarding their lived experiences, (2) ensuring a variety of instructional and pedagogical approaches, (3) maintaining connectivity with and among scholars, (4) providing”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [53] Butler, 2018, Commentary: critical race theory training to eliminate racial and ethnic health disparities: the public health critical race praxis institute, Ethn Dis source

  • May combine two claims.

    Findingown data

    Among the 18 included articles, the critical race theories and frameworks employed included contemplative pedagogy (n = 1), antiracism (n = 3), Public Health Critical Race praxis (n = 4), Critical Race Theory (n = 5), critical service-learning/community engagement (n = 2), ethnic studies (n = 1), and intersectionality (n = 2).

    “including contemplative pedagogy (n = 1), antiracism (n = 3), Public Health Critical Race praxis (n = 4), Critical Race (n = 5), critical service-learning/community engagement (n = 2), ethnic studies (n = 1), and intersectionality (n = 2).”
    • Also stated in: § Results · plain
      “These include contemplative pedagogy (n = 1), antiracism (n = 3), Public Health Critical Race (PHCR) praxis (n = 4), Critical Race Theory (i.e., racism, centering the margins, power differentials, etc.) (CRT, n = 5), critical service-learning/community engagement (n = 2), ethnic studies (n = 1), and intersectionality (n = 2).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Only four included articles had an explicit positionality statement by the author(s); two of these had ambiguity about whether the positionality was the author(s)' or the instructor's.

    “Only four articles had an explicit positionality statement by the author(s) (43–46); however, two of these had some relative ambiguity whether the positionality reported was that of the author(s) or if it was simply relaying the positionality of the instructor they were reporting on.”
    Quote in the paperNot a substantial claim0 of 4 sources checked
    • cites [43] Batada, 2018, Utilizing contemplative practices with undergraduate students in a community-engaged course on health disparities, Pedagog Health Promot source
    • cites [44] Dimaano, 2017, Teaching from the immortal life of Henrietta lacks: student perspectives on health disparities and medical ethics, Health Educ J source
    • cites [45] Lightfoot, 2021, Developing an antiracist lens: using photography to facilitate public health critical race praxis in a foundational MPH course, Pedagogy Health Promot source
    • cites [46] McSorley, 2021, Doctoral students as agents for change: shaping our public health training environment, Pedagogy Health Promot source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    The remaining articles either did not provide a specific location or stated a general region such as the Northeast (n = 1) or Midwest (n = 1).

    “The remaining articles either did not provide a specific location or stated a general region such as the Northeast (n = 1) or Midwest (n = 1).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Robillard and colleagues provided justification and recommendations for expanding the African American studies paradigm to include public health, citing programs and examples for infusing the PHCR praxis into course content, independent/directed studies, research and teaching assistantships, service learning opportunities, and seminars and conferences.

    “Among these includes Robillard and colleagues (54) work, represented by their thorough justification and recommendations for expanding the African American studies paradigm, to include public health. These authors cite relevant and successful programs and examples for their recommendations to infuse the PHCR praxis into course content, independent/directed studies, research and teaching assistants”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [54] Robillard, 2015, Expanding the African-American studies paradigm to include health: a novel approach to promoting health equity, J Afr Am Stud source

  • May combine two claims.

    Findingcitation

    The PHCR praxis training was considered a success because several participants reported that CRT is now a central tenet in their work, race is an important factor in health outcomes for their research, and they are actively seeking ways to employ CRT and PHCR praxis into their work.

    “Ultimately, this training was considered a success due to several participants reporting that CRT, the crux of the PHCR praxis, is now a central tenet in their work, race is an important factor in health outcomes for their research, and they are actively seeking ways to employ CRT and PHCR praxis into their work.”
    Quote in the paperNot a substantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingcitation

    McSorley and colleagues' work validated these recommendations as an organic, positive consequence of engaging with peers, proposing counter-curriculums, and fostering safe counter-spaces, and they created a working group of more than 10 graduate students that developed a counter-curriculum including U.S. colonial history, historical trauma, theories of embodiment, and alternative methodologies.

    “In doing so, they created a working group of more than 10 graduate students that developed a counter-curriculum that included content on the theoretical and methodological topics currently omitted within public health curriculum such as U.S. colonial history, historical trauma, theories of embodiment, and alternative methodologies.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [46] McSorley, 2021, Doctoral students as agents for change: shaping our public health training environment, Pedagogy Health Promot source

  • May combine two claims.

    Findingown data

    Articles categorized under CRT either utilized CRT as a whole or identified a specific tenet within CRT as its theoretical underpinning.

    “Articles categorized under this theory either utilized CRT as a whole or identified a specific tenet within CRT as its theoretical underpinning (i.e., centering the margins, power differentials, etc.).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Bentley and colleagues were one of the two editorials identified, and their article presents a collection of articles identified by Pedagogy in Health Promotion that describe pedagogical practices used to incorporate concepts and topics of race, racism, social justice, and oppression within higher education classrooms.

    “Bentley and colleagues (63) were one of the two editorials identified, which is distinct from other articles in that it is not an active implementation of best practices, but instead an intentional presentation of others’ work that meets a journal’s call for papers.”
    • Also stated in: § Antiracism · plain
      “This article specifically presents a collection of articles identified by Pedagogy in Health Promotion that describe pedagogical practices used to incorporate concepts and topics of race, racism, social justice, and oppression within higher education classrooms.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [63] Bentley, 2021, Antiracism and the pursuit of social justice, Pedagogy Health Promot source

  • May combine two claims.

    Study design and conductreasoning

    The scoping review utilized an expansive list of key search terms to capture critical race theorizations, but several widely used theories were not included.

    “Though this scoping review utilizes an expansive list of key search terms to capture critical race theorizations, it is recognized that several widely used theories were not included.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationreasoning

    By collectively establishing group norms, it combats power dynamics and feelings of isolation by reifying the vision of the classroom community and making it explicit, while also likely increasing student motivation to engage in conversations about race and racism.

    “Therefore, by collectively establishing group norms, it combats power dynamics and feelings of isolation by reifying the vision of the classroom community and making it explicit, while also likely increasing student motivation to engage in conversations about race and racism.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Students are key stakeholders vulnerable to power dynamics that may inadvertently enter a classroom space.

  • May combine two claims.

    Premisecitation

    In 2010, CEPH called for accredited schools and programs of public health to demonstrate a commitment to diversity, while Ford and Airhihenbuwa simultaneously presented the first working praxis that integrated CRT into the public health domain.

    “In 2010, CEPH called for accredited schools and programs of public health to demonstrate a commitment to diversity (29, 30), while Ford and Airhihenbuwa (23, 24) simultaneously presented the first working praxis that integrated CRT into the public health domain.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites [29] 2011

      Not checked in the free run.

    • cites [30] 2011

      Not checked in the free run.

    • cites [23] Ford, 2010, The public health critical race methodology: praxis for antiracism research, Soc Sci Med source

  • Probably not a substantial claim: may not pass S4 (based).

    Premisenone given

    Currently, the presence of literature that infuses critical race theories or antiracist praxes within public health is limited.

    “Currently, the presence of literature that infuses critical race theories or antiracist praxes within public health is limited.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisecitation

    The PHCR praxis is an extension of CRT that infuses CRT tenets with public health practices through four identified focuses and ten guiding principles.

    “The PHCR praxis is an extension of CRT, as it infuses CRT tenets with public health practices through four identified focuses and ten guiding principles that imitate and expand upon the original CRT tenets (23, 24).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [23] Ford, 2010, The public health critical race methodology: praxis for antiracism research, Soc Sci Med source
    • cites [24] Ford, 2010, Critical race theory, race equity, and public health: toward antiracism praxis, Am J Public Health source

  • May combine two claims.

    Interpretationcitation

    Engaging students in critical reflection fosters students to be racially conscious and recognizes other social identities that may influence their position within American society.

    “By engaging students in this critical reflection, it fosters students to be racially conscious (23), but also recognizes other social identities that may influence their position within American society (55).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [23] Ford, 2010, The public health critical race methodology: praxis for antiracism research, Soc Sci Med source
    • cites [55] Crenshaw, 1989

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    By not collecting curricular documents that speak to programmatic structures, curricular frameworks, overarching themes, and instructional content, another facet of this work may have been inadvertently missed.

    “Similarly, by not collecting curricular documents that speak to programmatic structures, curricular frameworks, overarching themes, and instructional content, another facet of this work may be inadvertently missed.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Practices of co-constructing assessment instruments have been found to increase student motivation and enhance their confidence in completing tasks.

    “Furthermore, practices of co-constructing assessment instruments have been found to increase student motivation and enhance their confidence in completing tasks (73).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [73] Bharuthram, 2017, Co-constructing a rubric checklist with first year university students: a self-assessment tool, J Appl Lang Stud

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    The articles identified as descriptive best practices can be especially helpful in assisting instructors and faculty in developing holistic courses, implementing various assignments and activities, and fostering inclusive learning communities.

    “The articles identified as descriptive best practices can be especially helpful in assisting instructors and faculty in developing holistic courses, implementing various assignments and activities, and fostering inclusive learning communities.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The pedagogical, instructional, and curricular practices described in the identified articles are transferable and implementable by readers in their own contexts.

  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    The scoping review excluded articles that strictly presented a call to action, rather than an exemplary model for practice.

    “Furthermore, this scoping review excluded articles that strictly presented a call to action, rather than an exemplary model for practice.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    The database search identified 2,787 articles; after removing 1,546 duplicates, 1,242 articles remained for title and abstract screening.

    “After screening the above databased, a total of 2,787 articles were identified and imported into EndNote 20 (36).”
    • Also stated in: § Identification of relevant studies · plain
      “Upon import, 1,546 duplicates removed, leaving 1,242 articles for title and abstract screening.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [36]

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    At the title and abstract screening stage, 1,108 articles were excluded.

    “At this stage, 1,108 articles were excluded, with detailed notes for each article stating their reason for exclusion.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given

    There is a lack of critical race theorization within public health education materials.

    “Of particular concern is the lack of critical race theorization within public health education materials.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    McSorley and colleagues' efforts demonstrated a change in training environment that can serve as a model example of an actionable step to creating safe environments for authenticity and opportunities to dismantle long-standing oppressive systems.

    “Their efforts demonstrated a change in training environment that can serve as a model example of an actionable step to creating safe environments for authenticity, as well as opportunities to dismantle long-standing oppressive systems.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationcitation

    By implementing new innovative ways to permeate critical race theories throughout curricular, pedagogical, and instructional strategies, public health education will meet CEPH's call to demonstrate a commitment to diversity and make active strides alongside other disciplines in dismantling current discriminatory and oppressive systems to achieve social justice and health equity.

    “By doing so, public health education will not only meet CEPH’s call to demonstrate a commitment to diversity (29, 30), but also make active strides alongside other disciplines in dismantling current discriminatory and oppressive systems to achieve social justice and health equity.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [29] 2011

      Not checked in the free run.

    • cites [30] 2011

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Antiracism is a racial concept that encompasses exterminating discrimination but also seeks to enable and promote the equality of racial and ethnic groups.

    “Antiracism has been introduced and coined as a racial concept that encompasses exterminating discrimination but also seeks to enable and promote the equality of racial and ethnic groups (64).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [64] Bonnett, 2000 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    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.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [68] Maglalang, 2021, Centering ethnic studies in health education: lessons from teaching an Asian American community health course, Health Educ Behav source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    Snowball sampling identified 15 articles; after one duplicate was removed, 14 were screened, 12 were excluded at title and abstract screening, and one was excluded at full-text review.

    “Fifteen articles were identified from the snowball sampling approach and imported into EndNote. Once compressed and added to UF’s Covidence, one duplicate was removed, leaving 14 articles for title and abstract screening. Twelve articles were excluded during the title and abstract screening and one article was excluded during the full-text review.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    In excluding articles that strictly present calls to action, the scoping review provides readers access to exemplary models and actionable practices to readily implement and expand upon in their own work.

    “Therefore, in excluding articles that strictly present calls to action, this scoping review provides readers access to exemplary models and actionable practices to readily implement and expand upon in their own work.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationown data

    Identifying theoretically grounded, exemplary models and scholarly recommendations of pedagogical, instructional, and curricular practices provides readers to borrow from successful practices and implement concepts of race, racism, antiracism, intersectionality, and more into their classrooms.

    “Identifying theoretically grounded, exemplary models and scholarly recommendations of pedagogical, instructional, and curricular practices provides readers to borrow from successful practices and implement concepts of race, racism, antiracism, intersectionality, and more into their classrooms.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The pedagogical, instructional, and curricular practices described in the identified articles are transferable and implementable by readers in their own contexts.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    A second reviewer screened the excluded articles at each stage, and no discrepancies were identified.

    “A second reviewer screened the excluded articles at each stage, noting any discrepancies in their review. No discrepancies were identified.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationnone given

    This scoping review contributes to the limited working body of public health education literature that utilizes critical race theorizations.

    “This scoping review contributes to the limited working body of public health education literature that utilizes critical race theorizations.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    During the full-text review round, 116 articles were excluded.

    “During this round, 116 articles were excluded, with reasons for exclusion listed for each article.”
    Quote in the paperNot a substantial claim
41 of 41

  • The paper relies on this without support.

    Public health education serves as a precursor to public health practice and situates topics and competencies that are essential to one’s foundational public health knowledge and skillset.

    “Public health education serves as a precursor to public health practice and situates topics and competencies that are essential to one’s foundational public health knowledge and skillset”

  • The paper relies on this without support.

    The 18 included articles are representative of the current landscape of public health educational research that employs critical race theories.

    “We found 18 examples from peer-reviewed literature of curricular, pedagogical, or instructional practices and strategies that integrate critical theories of race”
    “These articles present a wide breadth of innovative approaches to infusing critical race studies within public health higher education”

  • The paper relies on this without support.

    The use of strong theoretical groundings is critical in public health education.

    “thus the use of strong theoretical groundings is critical in public health education.”

  • The paper relies on this without support.

    Public health and health education faculty may be engaging in this work but simply not publishing their efforts.

    “the authors note that public health and health education faculty may in fact be engaging in this work, but simply not publishing their efforts.”

  • The paper relies on this without support.

    The pedagogical, instructional, and curricular practices described in the identified articles are transferable and implementable by readers in their own contexts.

    “Identifying theoretically grounded, exemplary models and scholarly recommendations of pedagogical, instructional, and curricular practices provides readers to borrow from successful practices and implement concepts of race, racism, antiracism, intersectionality, and more into their classrooms.”

  • The paper relies on this without support.

    Students are key stakeholders vulnerable to power dynamics that may inadvertently enter a classroom space.

    “Though students are not engaging in a “research” process, they are still key stakeholders vulnerable to the power dynamics that may inadvertently enter a classroom space.”
6 of 6

Cites

Flagged first, then by citations

Research works printed but not linked: 12

  1. Kerlinger, 1973, Foundations of behavioral research
  2. Devetak, 2005, Critical theory, Theor Int Relat, 3, 137
  3. Delgado, 2017, Critical race theory
  4. 2011, Accreditation criteria public health programs, 1
  5. 2011, Accreditation criteria schools of public health, 1
  6. 2016, Accreditation criteria, 1
  7. Mays, 2001, Synthesizing research evidence, 188
  8. Maher, 1994, The feminist classroom
  9. Crenshaw, 1995, The intersection of race and gender, 357
  10. Bonnett, 2000, Anti-racism
  11. Murphy, 2008, Defining pedagogy,, 28
  12. Jafari Amineh, 2015, Review of constructivism and social constructivism, JSSLL J, 1, 9

Cited by

Still being checked.

Related

Authors
Collins, S. L., Smith, T. C., Hack, G., & Moorhouse, M. D.
Affiliations
  • University of Florida Health (US)
  • Auburn University (US)
Corresponding author
Collins, Sarah L.
ORCID
Venue
Frontiers in Public Health
Publisher
Frontiers Media SA
Published
2023-04-14
Volume
11
Pages
1148959-1148959
ISSN
2296-2565 (ISSN-L)
DOI
10.3389/fpubh.2023.1148959
PMC
PMC10140291
OpenAlex
W4367601841
Semantic Scholar
93c67aa508f3461b63504ea0c5a634dd41bd1546
Cited by
10
References
65
Citations by year
2026: 2 · 2025: 1 · 2024: 6 · 2023: 1
FWCI
0.51
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Public Health (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • PubMed Central (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • University of Florida (UL1 TR001427)
  • National Institutes of Health (UL1 TR001427)
  • Clinical and Translational Science Institute, University of Florida (UL1TR001427)
  • National Center for Advancing Translational Sciences (UL1-TR001427)
Topics
  • Health Sciences › Health Professions › General Health Professions › Public Health Policies and Education
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Health Sciences › Health Professions › General Health Professions › Health and Medical Education
Keywords
critical race theory, public health education, anti-racism, racism, intersectionality, public health curriculum, pedagogy, health equity, social justice, higher education, institutional culture change
MeSH terms
Curriculum, Educational Status, Health Education, Humans, Learning, Public Health

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-28.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-28.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

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