Journal
JOURNAL OF HEALTH AND SOCIAL BEHAVIOR
Volume 60, Issue 1, Pages 55-68Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0022146518821388
Keywords
curriculum; medical education; racial inequalities; socialization
Categories
Funding
- National Science Foundation [1702988]
- University of California-San Diego
- Direct For Social, Behav & Economic Scie
- Divn Of Social and Economic Sciences [1702988] Funding Source: National Science Foundation
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In their attempt to address racial disparities in the provision of healthcare, the U.S. medical profession has reproduced racial inequalities of their own. In this article, I draw upon interview data with medical educators and students to detail how medical educators routinely offload the instruction on the social underpinnings and consequences of race onto students, particularly students of color. I develop the concept of the conscripted curriculum to capture how students' social identities are utilized by educators in the professionalization process. While there are exceptions in curricular approaches, most educators create the conscripted curriculum by eliciting students to share their social experiences with race in the small group setting while only providing students with didactic material on biological understandings of race. As a result, students of color report experiencing more emotionally exhausting and unrewarded labor than their white peers, and educators further devalue the social implications of race for healthcare.
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