Exploring the experiences of Black, Indigenous, and People of Colour graduate nursing students in white academic spaces
department or school: Applied Science, Faculty of
department or school: Medicine, Faculty of
department or school: Nursing, School of
department or school: Population and Public Health (SPPH), School of
data provider: DSpace
degree campus: UBCV
creator: Hamzavi, Neda
issued: 2021-07-12T21:34:04Z
issued: 2021
related degree: Master of Public Health / Master of Science in Nursing - MPH/MSN
degree grantor: University of British Columbia
description: Canadian Schools of Nursing are underpinned by white, colonial legacies that have shaped and defined what is valued as nursing knowledge and pedagogy. Despite historical attempts within academic institutions to address diversity and multiculturalism, efforts to address racism and to promote Black, Indigenous, and People of Colour (BIPOC) scholarship have been slow to influence nursing education. Furthermore, faculty members and leadership at Schools of Nursing do not represent the diversity that exists in clinical nursing and the growing diversity in the graduate student population. Importantly, BIPOC nurse leaders, historically and presently, are repeatedly left unacknowledged as knowers and keepers of nursing knowledge. This lack of diversity today constitutes knowledge generation, research, and healthcare practices that do not reflect the increasingly diverse Canadian population. This study examined the experiences of BIPOC graduate nursing students as they navigated white academic spaces. BIPOC graduate nursing students are situated uniquely as they traverse leadership spaces that do not reflect their lived experiences or identities. In this study, eight BIPOC nurses who were either current graduate students or had graduated from a graduate program in the past five years from a Canadian nursing school were interviewed. Using narrative inquiry, epistemologically guided by critical constructivism, and theoretically underpinned by Critical Race Theory, participants were interviewed for the purpose of understanding their experiences in the nursing academy. The voices of these participants resulted in the construction of the following three themes: Entrenched in Whiteness, Erasure of Identity, and Navigating Belonging. Participants demonstrated both how they experience whiteness at the institution as well as how they create belonging for BIPOC. Participants demonstrated a desire to diversify nursing leadership in the academy and clinical spaces to better represent an…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/78920
note: EXPLORING THE EXPERIENCES OF BLACK, INDIGENOUS, AND PEOPLE OF COLOUR GRADUATE NURSING STUDENTS IN WHITE ACADEMIC SPACES by Neda Hamzavi BScN, Ryerson University, 2013 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF PUBLIC HEALTH AND MASTER OF SCIENCE IN NURSING in The Faculty of Graduate and Postdoctoral Studies THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) July 2021 © Neda Hamzavi, 2021 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the thesis entitled: Exploring the Experiences of Black, Indigenous, and People of Colour Graduate Nursing Students in White Academic Spaces submitted by Neda Hamzavi in partial fulfillment of the requirements for the degree of Master of Public Health and Master of Science in Nursing in Population & Public Health and Nursing Examining Committee: Dr. Helen Brown, Nursing, UBC Supervisor Dr. Joan Anderson, Nursing, UBC Supervisory Committee Member Dr. Maryam Nabavi, Equity & Inclusion Office, UBC Supervisory Committee Member iii Abstract Canadian Schools of Nursing are underpinned by white, colonial legacies that have shaped and defined what is valued as nursing knowledge and pedagogy. Despite historical attempts within academic institutions to address diversity and multiculturalism, efforts to address racism and to promote Black, Indigenous, and People of Colour (BIPOC) scholarship have been slow to influence nursing education. Furthermore, faculty members and leadership at Schools of Nursing do not represent the diversity that exists in clinical nursing and the growing diversity in the graduate student population. Importantly, BIPOC nurse leaders, historically and presently, are repeatedly left unacknowledged as knowers and keepers of nursing knowledge. This lack of diversity today constitutes knowledge generation, research, and healthcare practices that do not reflect the increasingly diverse Canadian …
has type: Thesis/Dissertation
date issued: 2021-11
is shown at: 10.14288/1.0400136
language: eng
degree discipline: Public Health / Nursing
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Brown, Helen
type: Text
identifier URI: http://hdl.handle.net/2429/78920