TALKING ABOUT RACISM IS THE FIRST STEP TO ENDING IT
Overview
SPH 489 is a 1- credit course on structural racism and public health. The course was divided into three modules: building a structural racism analysis, internalized racial oppression, and anti-racism and public health practice. In this course, I learned how racism directly impacts people’s health. I learned the ways in which internalized racism is a barrier to achieving health equity by discussing my own experiences with race as an Indian American woman. Near the end of the course, I took part in a racial caucus, in which I was able to integrate anti-racism into practice.
Personal Importance
We live in a multicultural society, one rooted in racism. This course emphasized the importance of having discussions on racism. This is the first step to taking action. If more people are willing to talk about racism, it encourages discussion. This can be a difficult subject to talk about but is especially relevant at the University of Washington, which is home to students of different backgrounds, races, and ethnicities. It was also very eye-opening to hear my classmates share similar experiences living in the U.S. as children of immigrants.
Tasks Accomplished
Leadership Competencies
Lessons Learned
Taking SPH 489 has taught me the importance of understanding how and why racism directly influences public health. Racism is the reason why minority groups don’t have equal access to healthcare, and, as a result, they face the consequences of worse health outcomes compared to their white counterparts. Tackling racism not only reduces the social and economic disparities between different groups of people, but also makes access to healthcare more equitable. This course put into perspective that addressing systemic and structural racism will greatly improve the health of the people suffering from existing inequities.
SPH 489 is a 1- credit course on structural racism and public health. The course was divided into three modules: building a structural racism analysis, internalized racial oppression, and anti-racism and public health practice. In this course, I learned how racism directly impacts people’s health. I learned the ways in which internalized racism is a barrier to achieving health equity by discussing my own experiences with race as an Indian American woman. Near the end of the course, I took part in a racial caucus, in which I was able to integrate anti-racism into practice.
Personal Importance
We live in a multicultural society, one rooted in racism. This course emphasized the importance of having discussions on racism. This is the first step to taking action. If more people are willing to talk about racism, it encourages discussion. This can be a difficult subject to talk about but is especially relevant at the University of Washington, which is home to students of different backgrounds, races, and ethnicities. It was also very eye-opening to hear my classmates share similar experiences living in the U.S. as children of immigrants.
Tasks Accomplished
- Developed and documented a common language and understanding to create a safe environment to openly discuss race and systems of oppression
- Described the historical context of racial oppression and how it affects the public’s health
- Developed a growing understanding of how internalized and structural racism and oppression affect all areas of life--individual, interpersonal, and institutional
- Recognized one’s role in addressing and dismantling racism in the classroom, in the School of Public Health, and in public health work by participating in a racial caucus
Leadership Competencies
- Self-understanding: I was born to and raised by Indian immigrants in the U.S. At home, I cherish my Indian identity by speaking in my native language, removing my shoes before entering the house, and praying to god after taking a shower. When I am away, I fear that I will lose my sense of culture when I am not able to practice my Indian values and customs. This course has helped me understand how to navigate society as an Indian American. I have developed a greater understanding of myself and have been more appreciative of my Indian culture, even when I cannot fully represent the country where my parents came from.
- Empowerment: Discussing our personal experiences regarding race in the U.S. from both minorities and students of privilege made me more comfortable to share my own story as an Indian American born and raised in the U.S. We discussed the importance of ending racism and its role in public health. The instructors made all students feel welcome and comfortable to share their opinions and experiences. By the end of the course, I became more aware of the impacts racism has in directly contributing to health disparities. I now know that by being committed to addressing racism on a structural level, I can improve public health in my own community.
- Diversity: Diversity was the foundation for this course. I interacted with students from different racial/ethnic backgrounds, different socio-economic statuses, different degrees of privilege, and different life experiences. Although everyone had vastly different experiences from me, I was surprised to see how similar we were. During the racial caucus, a few students discussed their experiences with food in their culture. They described how, when they were younger, they would feel embarrassed to take traditional foods to school because they worried what other people would think due to its smell and texture. I also had a similar experience with the Indian food my mom made for me. In fact, I asked my mom to make me American food like pasta and pizza bagels. My experience in college is very different; my parents now bring me Indian food to my apartment! Having this discussion made me realize that although we may look different from one another, we share very common experiences as children of immigrant parents.
- Advocating for a point of view: The point of view commonly discussed in this course was the perspective of a second generation American. My experience as a second generation American born to Indian parents is very different from my classmates’ due to a few reasons. My parents are highly educated. My dad has a Ph.D. in organic chemistry, and my mom has a Master’s degree in computer science. I come from a very privileged background, and my parents value education. Because of this, my parents have high expectations for me to succeed and pursue higher education. If my parents did not move to the U.S. I would not have the privilege that I have today.
- Responding to change: This leadership competency became evident during the racial caucus. I, like many of my peers, had never participated in a racial caucus before. The concept was new and somewhat foreign. Our instructor created two groups: colored and white. Students were told to attend the caucus that they identified with. This process made many students, including myself, uncomfortable as it felt like segregation. Although it was uncomfortable at first, I found that I was able to relate to many of peers’ personal experiences as a student of color. An experience that was uncomfortable quickly changed into a unique and eye-opening learning experience.
Lessons Learned
Taking SPH 489 has taught me the importance of understanding how and why racism directly influences public health. Racism is the reason why minority groups don’t have equal access to healthcare, and, as a result, they face the consequences of worse health outcomes compared to their white counterparts. Tackling racism not only reduces the social and economic disparities between different groups of people, but also makes access to healthcare more equitable. This course put into perspective that addressing systemic and structural racism will greatly improve the health of the people suffering from existing inequities.
This is the final essay that I wrote in SPH 489. I reflected on the course as a whole, connected larger themes to race and society, and described my experiences participating in the racial caucus.