Social and Cognitive Psychology Theories in Understanding COVID-19 as the Pandemic of Blame

When faced with adverse circumstances, there may be a tendency for individuals, agencies, and governments to search for a target to assign blame. Our focus will be on the novel coronavirus (COVID-19) outbreak, where racial groups, political parties, countries, and minorities have been blamed for spreading, producing or creating the virus. Blame—here defined as attributing causality, responsibility, intent, or foresight to someone/something for a fault or wrong—has already begun to damage modern society and medical practice in the context of the COVID-19 outbreak. Evidence from past and current pandemics suggest that this tendency to seek blame affects international relations, promotes unwarranted devaluation of health professionals, and prompts a spike of racism and discrimination. By drawing on social and cognitive psychology theories, we provide a framework that helps to understand (1) the effect of blame in pandemics, (2) when people blame, whom they blame, and (3) how blame detrimentally affects the COVID-19 response. Ultimately, we provide a path to inform health messaging to reduce blaming tendencies, based on social psychological principles for health communication.

Creating an Inclusive Learning Community to Better Serve Minority Students

As campuses become increasingly diverse, it is important that faculties maintain inclusive classrooms. Students of underrepresented ethnic/racial groups are more likely to experience disengagement in an academic setting (Nagasawa & Wong, 1999), which can lead to underperformance (Major et al., 1998). Students with LGBTQA+ (lesbian, gay, bisexual, transgender, queer, or asexual) identities are at higher risk of poor mental health and lower academic performance compared to cisgender and heterosexual students (Aragon et al., 2014). These detrimental experiences can lead to even more harm in a remote learning environment, where students have fewer opportunities to feel a sense of belonging and connect with their peers and/or instructors. This paper will consider strategies of inclusiveness in the online classroom and in-person learning environment within a social psychology framework to better support underprivileged students to improve academic performance and the overall educational experience. The suggestions and discussions provided apply to both in-person learning as well as remote delivery.

Racial Disparities in Neutrophil Counts Among Patients with Metastatic Breast Cancer during Treatment with CDK4/6 Inhibitors

Purpose: The three CDK4/6 inhibitors (CDK4/6i) approved for use in HR-positive/HER2-negative metastatic breast cancer (MBC), palbociclib, ribociclib, and abemaciclib, are generally well tolerated but their most common toxicity is neutropenia. Within the general population, neutropenia has been shown to be more common in individuals of African descent. The landmark CDK4/6i trials in MBC lacked racial diversity in their patient populations. We aimed to assess the toxicity profiles of CDK4/6i in a racially diverse population.Methods: We conducted a retrospective study at Montefiore Medical Center in patients with HR-positive/HER2-negative MBC prescribed CDK4/6i as first or subsequent lines of therapy between January 2015 and April 2020. Baseline characteristics and laboratory data at various treatment timepoints were collected. Results: A total of 182 patients were included in the final analysis. Baseline absolute neutrophil count (ANC) was lower in the Black vs. Non-Black cohort (p=0.001) but the change in ANC from baseline (Delta-ANC) was smaller in the Black vs. Non-Black cohort and the ANC at different treatment timepoints was similar between groups. There was no difference in the rate of infection or number of dose delays or reductions between Black and Non-Black cohorts. Conclusion: We analyzed toxicity profiles of 182 patients with HR-positive/HER2-negative MBC treated with CDK4/6i. Our population included 46% Black patients, who were found to have a lower baseline ANC but no increase in complications. Despite the lower baseline ANC seen in our Black cohort prior to starting CDK4/6i, treatment toxicities were similar between racial groups.

Race, Geography, and School Choice Policy: A Critical Analysis of Detroit Students’ Suburban School Choices

The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students’ suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students’ suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families’ school choices as well as school and district behavior at the intersection of race, geography, and school choice policy.

K-12 Educational Leadership and Autism

The Center for Disease Control (CDC) estimates that about 1 in 54 children have been identified with autism spectrum disorder (ASD). Autism occurs among all ethic, socioeconomic, and racial groups. With this nationwide prevalence, educational leadership, Principals, Vice Principals, and parents must be in a continuous state of learning about autism and the unique needs of their autistic learners. The chapter is dedicated to helping parents and educational leadership to understand each other's roles and responsibilities in regard to serving children and youth on the autism spectrum. First, the chapter will explore literature regarding unique leadership characteristics needed to support youth on the autism spectrum. Next, an overview of literature available regarding educational leaders' perspectives and strategies in supporting youth on the spectrum. Finally, suggestions and strategies for developing educational leaders that understand and cherish youth on the autism spectrum are given.

US adults’ preferences for race-based and place-based prioritisation for COVID-19 vaccines

Implementing equity principles in resource allocation is challenging. In one approach, some US states implemented race-based prioritisation of COVID-19 vaccines in response to vast racial inequities in COVID-19 outcomes, while others used place-based allocation. In a nationally representative survey of n=2067 US residents, fielded in mid-April 2021 (before the entire US population became eligible for vaccines), we explored the public acceptability of race-based prioritisation compared with place-based prioritisation, by offering vaccines to harder hit zip codes before residents of other zip codes. We found that in general, a majority of respondents supported the place-based approach, and a substantial proportion supported the race-based plan. Support was higher among Democrats compared with Republicans. All US residents became eligible for vaccines on 19 April 2021 but as of this writing, equitable uptake of vaccines remains urgent not only for first doses for adults but also for boosters and for children. Our findings also provide a benchmark for future pandemic planning that racial and social justice in vaccine allocation are salient considerations for the public. The findings may furthermore be of interest to policy makers designing vaccine allocation frameworks in countries with comparable health disparities across social, ethnic and racial groups, and more broadly, for those exploring ways of promoting equity in resource allocation outside of a pandemic setting.

Equity in high school computer science: Beyond access

Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.

The Development and Validation of the Familial Support of Multiracial Experiences Scale

The purpose of this study was to develop a measure of familial support of Multiracial individuals’ unique racial experiences to advance the field’s understanding of how familial processes influence Multiracial development. A sample of 422 Multiracial college students (77.7% female, Mage = 20.05) from three different regions of the United States completed the survey. Exploratory factor analysis results suggested a two-factor measure. Multiracial Conscious Support, a 15-item subscale, represented support strategies unique to Multiracial individuals’ experiences of discrimination and identity exploration. The second 7-item subscale, Multiple Heritage Validation, represented validation of membership in multiple racial groups. The factor structure was supported by confirmatory factor analysis findings with a separate sample. Support was found for the reliability and validity of each subscale. This study provides evidence validating the first measure of familial support of Multiracial experiences, highlighting two themes of support addressing unique experiences of being Multiracial, and validating multiple racial group memberships.

Epigenetic and Genetic Factors Associated With Opioid Use Disorder: Are These Relevant to African American Populations

In the United States, the number of people suffering from opioid use disorder has skyrocketed in all populations. Nevertheless, observations of racial disparities amongst opioid overdose deaths have recently been described. Opioid use disorder is characterized by compulsive drug consumption followed by periods of withdrawal and recurrent relapses while patients are participating in treatment programs. Similar to other rewarding substances, exposure to opioid drugs is accompanied by epigenetic changes in the brain. In addition, genetic factors that are understudied in some racial groups may also impact the clinical manifestations of opioid use disorder. These studies are important because genetic factors and epigenetic alterations may also influence responses to pharmacological therapeutic approaches. Thus, this mini-review seeks to briefly summarize what is known about the genetic bases of opioid use disorder in African Americans.