No one can see me cry
Understanding mental health issues for Black and minority ethnic staff in higher education
Dados Bibliográficos
| ID | 8073079 |
|---|---|
| Autores | Jason Arday (0000-0002-9822-1068, autor correspondente) |
| Ano | 2021 |
| Volume | 83 |
| Fascículo | 1 |
| Páginas | 79-102 |
| Data de publicação | 2021-01-05 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Higher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0018-1560 • E-ISSN: 1573-174X |
| Editora | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s10734-020-00636-w |
| OpenAlex | W3118364777 |
| Idioma | EN |
| Citações recebidas | 22 |
| Referências citadas | 39 |
Black and minority ethnic (BME) communities continue to experience differential outcomes within the United Kingdom (UK) mental health system, despite increased attention on the area. The trauma of racism for BME academic and professional staff within higher education remains problematic against a backdrop of cultural and organisational institutional racism. Within higher education (HE), BME staff consistently face barriers in terms of accessing contextually appropriate mental health interventions that recognise the sophisticated nature of insidious racism in all its overt and covert manifestations. This paper attempts to address the issues facing ethnic minority staff within the Academy with regard to accessing mental health services at university. Importantly, this paper explores the impact of racial discrimination on BME faculty within the sector and the impact upon mental health, in addition to considering the paucity of psychological interventions available in dealing with discriminatory episodes and the need for universities to diversify healthcare professional cohorts. This study utilises the narratives of 40 BME academic and professional university staff to examine the impact of negotiating racial inequality and discrimination at university and the impact upon mental health. Other aspects examined consider the impact of belonging, isolation and marginalisation on mental health and how this consequently affects BME university staff. Conclusions and recommendations provided advocate greater diversification of mental health support systems for BME staff within universities. Conclusions drawn will also consider how existing systems can function to dismantle racial inequality and improve mental health invention for ethnic minority service users
Covert · Ethnic group · Higher education · Institutional racism · Medical education · Mental health · Political science · Prejudice (legal term · Professional development · Psychiatry · Psychological intervention · Racism · Sociology · Global Health Workforce Issues · Medicine · Migration, Health and Trauma · Nursing · Psychology · Racial and Ethnic Identity Research · Gender Studies · Social Psychology
Factors that motivate students below the poverty line to pursue higher education
Tipping point
Educating Informal Educators on Issues of Race and Inequality
Understanding Work-life Balance Through the Experiences of Academics Who are International Migrants
‘A lack of cultural understanding and sometimes interest’
‘Whiteness is an immoral choice’
How university climate impacts psychosocial safety, psychosocial risk, and mental health among staff in Australian higher education
Experiences and Academic Success of Black Students with Disabilities in Higher Education
Mental health in academia
Mental health and well‐being in primatology
Characterising the activity, lifestyle behaviours and health outcomes of UK university students
Students’ Perceptions of Racial Diversity and Inclusion in UK Universities
Examining decolonisation in global higher education
Hyper(in)visibility of Blackness in spaces of whiteness
The routes to intellectual authority in a prior colonial empire
Playing by white rules of racial equality
From Activism to Organizing, From Caring to Care Work
More to prove and more to lose’
Decolonising minds in higher education
The absent presence of disability in British higher education
Creating scyborg assemblages of hope in UK higher education
Epistemic injustice and epistemic positioning
Dismantling power and privilege through reflexivity
Blood pressure measuring devices
Are Racial and Ethnic Minorities Less Willing to Participate in Health Research?
Toward a Unifying Theoretical and Practical Perspective on Well-Being and Psychosocial Adjustment.
Racial Differences in Factors that Influence the Willingness to Participate in Medical Research Studies
Effective Recruitment and Retention of Minority Research Participants
Mental Health, Race and Culture
“Assume the Position . . . You Fit the Description”
‘Lost’
On Being Included
White sanction’, institutional, group and individual interaction in the promotion and progression of black and minority ethnic academics and teachers in England
The unexamined Whiteness of teaching
Building the Anti-racist University, action and new agendas
The interacting dynamics of institutional racism in higher education
Fear, black people and mental illness
Unspoken rules of engagement
Ethical Considerations in Mental Health Research with Racial and Ethnic Minority Communities
Coping with racial battle fatigue
Describing Ethnicity in Health Research
Cumulative Effect of Racial Discrimination on the Mental Health of Ethnic Minorities in the United Kingdom
Using thematic analysis in psychology
Understanding Mental Health
The Souls of White Folk
Access to mental health in primary care
Conducting a Qualitative Culture Study of Pediatric Palliative Care
Researching Mental Health in Minority Ethnic Communities
Breaking black
| Obras citantes distintas | 22 |
|---|---|
| Citações por ano | 4,4 |
| Intervalo de citações | 2021 - 2026 (6) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 22 |