title: When identifying health disparities as a problem is a problem: pedagogical strategies for examining racialized contexts.
abstract: The current study presents a critical discussion on community responses to health disparity research and the need for utilizing pedagogical strategies to prepare students to understand and address health disparities in racialized contexts. Qualitative research methods were used to examine community responses to media stories on two health disparity research projects, and four themes emerged: naming health disparities is a tool for dividing, structural racism does not exist, naming of health disparities is a political act, and health disparities exist because of individual-level deficiencies. The implications for teaching students about racial health disparities are presented and discussed.
authors.affiliation: a College of Social Work , University of South Carolina , Columbia , South Carolina , USA.
authors.forename: Teri
authors.initials: T
authors.lastname: Browne
authors.forename: Ronald
authors.initials: R
authors.lastname: Pitner
authors.forename: Darcy A
authors.initials: DA
authors.lastname: Freedman
mesh_terms: D001741:Black or African American; D003256:Community Participation; D003415:Crime / Q000208:ethnology; D054624:Health Status Disparities; D006801:Humans; D016030:Kidney Transplantation; D011057:Politics; D036301:Qualitative Research; D044469:Racial Groups; D012935:Social Justice; D013022:South Carolina; D009927:Tissue and Organ Procurement