Diversifying the Academic Public Health Workforce: Strategies to Extend the Discourse about Limited Racial and Ethnic Diversity in the Public Health Academy
Abstract: while public health has gained increased attention and placement on the national health agenda, little progress has been made in achieving a critical mass of underrepresented minority (urm) academicians in the public health workforce. In 2008, a telephone-based qualitative assessment was conducted with urm faculty of schools of public health to discuss this issue. As a result, we present successful strategies that institutional leaders can employ to extend the discourse about addressing limited diversity in the public health academy.
Liz Ballinger & Jeannie Wright
‘Does Class Count?’ Social Class and Counseling
Abstract: this article explores the importance attached to social class by experienced practitioners taking part in a co-operative inquiry group. A review of the literature from the last thirty years indicates that there is very little research on class in relation to counseling and psychotherapy reported in the UK. Both authors position themselves as coming from working class origins. Nine co-researchers from both middle and working class origins joined the group. Eight meetings took place over a period of nine months. Extracts from the group’s discussions are represented and integrated with ‘presentational knowing’ drawn from contemporary culture, including poetry and popular music. This study suggests that social class is a neglected aspect of diversity in the counseling field. Implications of the study have relevance for the language of counseling and psychotherapy and class based values; social class and its impact on initial education; and ongoing counseling practice and access to therapy for working class people.
Sandra K. Bowen &