Assignment: Cultural, Racial, and Ethnic Diversity in the United States

Assignment: Cultural, Racial, and Ethnic Diversity in the United States

Assignment: Cultural, Racial, and Ethnic Diversity in the United States

Our society values equality as a right for all of our citizens. Yet, the reality is that disparities exist, especially in health care. The U.S. Department of Health and Human Services (2010) defines health disparity as “a particular type of health difference that is closely linked with social, economic, and/or environmental disadvantage.” Health disparities adversely affect specific groups or populations who systematically experience obstacles to health care based on several factors or variables.

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For example, members of disadvantaged populations are known to have poorer health outcomes as compared to more advantaged populations. Lack of health insurance, poor neighborhoods without quality institutions, lack of access to health care services, and inadequate health literacy contribute to the disparity. Social workers can play an instrumental role in closing these gaps through advocacy, education, policy making, and program development aimed at minority groups.

Assignment: Cultural, Racial, and Ethnic Diversity in the United States

To prepare for this Discussion, review this week’s resources. Consider cultural, racial, and ethnic diversity in the United States. Think about how these factors are associated with health and health care disparities.

Post an explanation of health care disparities in a specific minority population. Identify three nonbiological factors (e.g., public health policy) that might be associated with health care disparities in the population you selected. Explain medical social worker roles in addressing the three factors to eliminate health care disparities in the population.

Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style.

Assignment: Cultural, Racial, and Ethnic Diversity in the United States

Gehlert, S., & Browne, T. (Eds.). (2012). Handbook of health social work (2nd ed.). Hoboken, NJ: Wiley.

Chapter 7, “Community and Health” (pp. 143–163)

Gehlert, S., & Browne, T. (Eds.). (2012). Handbook of health social work (2nd ed.). Hoboken, NJ: Wiley.

Chapter 4, “Public Health and Social Work”

Section: “History of Public Health and Social Work” (pp. 65–67)

Section: “Common Values” (pp. 70–75)

Coren, E., Iredale, W., Rutter, D., & Bywaters, P. (2011). The contribution of social work and social interventions across the life course to the reduction of health inequalities: A new agenda for social work education? Social Work Education, 30(6), 594–609.

Note: Retrieved from Walden Library databases.

Craig, S. L., Bejan, R., & Muskat, B. (2013). Making the invisible visible: Are health social workers addressing the social determinants of health?. Social Work in Health Care, 52(4), 311-331.

Note: Retrieved from Walden Library databases.

Errickson, S. P., Alvarez, M., Forquera, R., Whitehead, T. L., Fleg, A., … Schoenbach, V. J. (2011). What will health-care reform mean for minority health disparities? Public Health Reports, 126(2), 170–175. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3056029/

Nguyen, D. D., Ho, K. H., & Williams, J. H. (2011). Social determinants and health service use among racial and ethnic minorities: Findings from a community sample. Social Work in Health Care, 50(5), 390–405.

Note: Retrieved from Walden Library databases.

Robinson, L. M., Dauenhauer, J., Bishop, K. M., & Baxter, J. (2012). Growing health disparities for persons who are aging with intellectual and developmental disabilities: The social work linchpin. Journal of Gerontological Social Work, 55(2), 175–190.

Note: Retrieved from Walden Library databases.

Department of Health and Human Services. (n.d.). HHS action plan to reduce racial and ethnic health disparities. A nation free of disparities in health and health care. Retrieved from http://minorityhealth.hhs.gov/npa/files/Plans/HHS/HHS_Plan_complete.pdf

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

  • Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
  • Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
  • One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
  • I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

  • Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
  • In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
  • Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
  • Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

  • Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
  • Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
  • I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

  • I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
  • As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
  • It is best to paraphrase content and cite your source.

 

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
  • Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
  • Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
  • Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

  • The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
  • Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
  • If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
  • I do not accept assignments that are two or more weeks late unless we have worked out an extension.
  • As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

  • Communication is so very important. There are multiple ways to communicate with me: 
    • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

 

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