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Inclusion, Diversity, Anti-Racism and Equity

The Department of Population, Family and Reproductive Health (PFRH) is committed to being a department that values and upholds inclusive, diverse, anti-racist and equitable practices and policies; where all students, staff, and faculty feel safe, supported, and accountable to each other.

Mission

The PFRH Inclusion, Diversity, Anti-Racism, and Equity (IDARE) Committee is charged with providing guidance in elevating a culture that values and supports diversity, equity, and inclusion within the department. The PFRH IDARE Committee works in collaboration with the School’s Office of IDARE to provide programmatic opportunities that help train and educate faculty, staff, and students on anti-racism, unconscious bias, microaggressions, and health disparities.

PFRH IDARE

Strategic Goals

  1. People: Culture - Uphold a culture of respectful, transparent student, staff and faculty relationships.
  2. People: Recruitment  - Ensure equitable recruitment, hiring, and retention.  
  3. Education - Ensure PFRH academic standards and curriculum are reflective of IDARE vision and priorities. 
  4. Science - Communicate the value of IDARE principles in our research and practice.
PFRH IDARE Goals

Objectives & Work to Date

With the shared understanding that the work of cultivating inclusive, diverse, anti-racist and equitable practices and policies is never “done”, the PFRH IDARE committee has established the following initial objectives and completed work to date noted below for each of our four core goal areas. 

People: Culture

Objectives 

  1. Develop a system for reporting, responding to, and monitoring IDARE concerns within the department.
  2. Practice transparency within departmental relationships.  
  3. Provide opportunities for training related to IDARE.  
  4. Invest in PFRH IDARE committee.

 

Efforts to Date

  • Presentations to MSPH students on IDARE and Mentorship. 
  • Created and updated list of ongoing education opportunities for faculty.
  • IDARE section created on website.
  • BSPH IDARE Teams developed to share best practices. 
  • Increased TA pay. 
  • Developed standard RA rates. 
  • Allocated salary support offered for IDARE Chair.

 

People: Recruitment

Objectives

  1. Develop or adapt a model to support and retain students, faculty, and staff from underrepresented minority (URM) groups.
  2. Create standards for assessing candidates during interviews.

Efforts to Date

  • Invited Departmental DAN rep to serve on IDARE committee. 
  • Offered Annual workshops offered by Education Team on reviewing student applications and interviewing.
  • Created Rubric for reviewing DEI statements of faculty candidates.

 

Education

Objectives

  1. Establish an IDARE core competency.
  2. Institutionalize IDARE across all educational offerings.

Efforts to Date

  • Sent IDARE questions to faculty to include in 4th term evaluations.
  • Reviewed all courses for IDARE content.
  • Hosted IDARE-related noon seminar speakers.
  • Created faculty resource on providing guidance to overwhelmed students.
  • Reviewed IDARE case studies during faculty meetings.
Science

Objectives

  1. Promote IDARE-focused scholarship.
  2. Support grant and scholarly writing around IDARE topics.

 

Efforts to Date

  • Consulted with HARC team around IDARE topics for grant proposals.
  • Shared IDARE-focused grant with faculty.
  • Added questions about ongoing IDARE education to Annual Review process.

Creating a Safe & Supportive Environment Together

Learning together brings the responsibility to engage in meaningful dialogue. Students, staff and faculty are asked to:

  • Share knowledge, comments, feedback and opinions in ways that respect varied perspectives.
  • Listen to others with an open mind and to be willing to understand others’ points of view.
  • Create space for others to express ideas with active listening, questions, and silence.

Effective communication may mean allowing others to have ideas that differ from one's own. Students, staff and faculty are asked to:

  • Respectfully acknowledge differences, rather than cutting off conversation or pushing a point.
  • Recognize that sometimes agreeing to disagree is appropriate.
  • Find an overarching goal or principle on which there is agreement.

Resources

PFRH IDARE Library

The PFRH IDARE Committee has curated this ongoing collection of scholarly research below to inform and broaden our understanding of our work. This is a dynamic, living library and we welcome your suggestions for additional scholarship and resources. 


Advancing IDARE Principles with Colleagues and in Research

Bowleg, L. (2021). Health Education & Behavior48(3), 237-249.
Chaiyachati BH, Peña M, Montoya-Williams D. JAMA Pediatr. 2022;176(7):631–632. doi:10.1001/jamapediatrics.2022.0525 
Gaynor, K. M., Azevedo, T., Boyajian, C., Brun, J., Budden, A. E., Cole, A., ... & Fong, C. R. (2022). PLOS Computational Biology18(11), e1010567.
Nobles, M., Womack, C., Wonkam, A., & Wathuti, E. (2022). Nature610(7932), 419-420.
Ruedas-Garcia, N., Botham, C.M., Moore, A.R., & Peña, C. (2022). . PLOS Computational Biology. Advanced online publication.
The Lancet special Issue: .
Boyd, R. C., Castro, F. G., Finigan-Carr, N., Okamoto, S. K., Barlow, A., Kim, B. K. E., ... & Kenney, A. (2023). Prevention Science24(4), 577-596.
Brown, T. H., & Homan, P. (2023). The Milbank Quarterly101(S1), 36-60.

 

Child and Adolescent Health

Lane Jr, A., Gavins, A., Domitrovich, C. E., Oruh, C. M., Morris, C., Boogaard, C., ... & Spencer, T. (2022). . Journal of the American Academy of Child and Adolescent Psychiatry61(1), 15-22.
Thornton, R. L., & Yang, T. J. (2023).  Current Opinion in Pediatrics35(1), 8.
Trent, M., Dooley, D. G., Dougé, J., Cavanaugh, R. M., Lacroix, A. E., Fanburg, J., ... & Wallace, S. B. (2019). Pediatrics144(2).
Katz-Wise, S. L., Shah, S. N., Melvin, P., Boskey, E. R., Grice, A. W., Kornetsky, S., ... & Ward, V. L. (2024). Pediatrics, e2023062946.

 

Maternal, Perinatal and Fetal Health

Chambers, B. D., Taylor, B., Nelson, T., Harrison, J., Bell, A., O'Leary, A., ... & McLemore, M. R. (2022). . Women's Health Reports3(1), 476-482.
Crear-Perry, J., Correa-de-Araujo, R., Lewis Johnson, T., McLemore, M. R., Neilson, E., & Wallace, M. (2021). . Journal of Women's Health30(2), 230-235.
Kramer, M. R., Strahan, A. E., Preslar, J., Zaharatos, J., St Pierre, A., Grant, J. E., ... & Callaghan, W. M. (2019). . American Journal of Obstetrics and Gynecology221(6), 609-e1.
National Academies of Sciences, Engineering, and Medicine. 2023. . Washington, DC: The National Academies Press.

Population and Health

Bundy, J. D., Mills, K. T., He, H., LaVeist, T. A., Ferdinand, K. C., Chen, J., & He, J. (2023). The Lancet Public Health8(6), e422-e431.
McCall, T., Asuzu, K., Oladele, C. R., Leung, T. I., & Wang, K. H. (2022). Frontiers in Digital Health4, 897250.
Adkins-Jackson, P. B., Chantarat, T., Bailey, Z. D., & Ponce, N. A. (2022). . American Journal of Epidemiology191(4), 539-547.
Ahmed, S., Chase, L. E., Wagnild, J., Akhter, N., Sturridge, S., Clarke, A., ... & Hampshire, K. (2022). . International Journal for Equity in Health21(1), 49.


Women's, Sexual and Reproductive Health

Alson, J. G., Robinson, W. R., Pittman, L., & Doll, K. M. (2021). . Health Equity5(1), 49-58.
Chattu, V. K., & Yaya, S. (2020). . Reproductive Health17(1), 43.
Decker, M. R., Wood, S. N., Kennedy, S. R., Hameeduddin, Z., Tallam, C., Akumu, I., ... & Glass, N. (2020). . BMC Public Health20, 1-13.
Holliday, C. N., Kahn, G., Thorpe, R. J., Shah, R., Hameeduddin, Z., & Decker, M. R. (2020). . Journal of Racial and Ethnic Health Disparities7, 468-480.


 

JHU/BSPH Resources for Staff, Students, and Faculty

 

Service Name & Website PhoneEmailOther methods of contact & additional comments

JHU 

 

410-516-8075oie@jhu.edu

Faculty, students, and staff can file a discrimination or harassment report to OIE, or submit an , Be aware that certain University employees are required to file reports, including academic administrators, academic advisors, non-confidential employees serving in supervisory roles, department heads and chairs, directors, deans, student affairs staff, OIE staff, faculty, Human Resources personnel, campus safety officers, resident advisors, and athletic coaches. If you choose to share an uncomfortable experience with a University employee, keep in mind that many employees are mandated reporters and must share/report all known information including names of complainant and respondent, any witnesses and any other relevant facts, including the date, time, and location of the misconduct.

When reporting to the University, you may request confidentiality, but the University isn’t obligated to honor this request. For example, if the Vice Provost or Assistant Vice Provost concludes that the allegations suggest a threat to the community, create a hostile environment, or otherwise require responsive action by the University, the request for confidentiality may not be granted.  If the University honors a request for confidentiality, the University’s ability to investigate and respond to the reported misconduct and pursue disciplinary action against the respondent may be limited.

For a PDF that details information on how to report discrimination, harassment and/or retaliation and contact information for how to do so: 

BSPH Student Assistance Programs   This website compiles resources available to students. Go to this website for accessing the Behavioral Health Crisis Support Team (BHCST), mental health services, and the UHS health clinic.
BSPH Student Disability Services  

Student specific: complete an online student application for the university’s Student Disability Services at:

Students, staff and faculty can make a report for disability-related discrimination by contacting the Office of Institutional Equity (OIE) at (410) 516-8075, e-mail oie@jhu.edu, or submit an to OIE.

JHU 24/7 Sexual Assault Hotline410-516-7333 This resource serves all students and trainees. Available 24/7/365. Callers can receive information and support, and discuss options for medical care, counseling, and reporting with professional counselors. Callers can remain anonymous. This helpline rings to the JHU counseling center, but a clinical encounter is not documented.
(BHCST)410-516-WELL (9355)  

The Johns Hopkins University Behavioral Health Crisis Support Team (BHCST) provides immediate assistance to those who need it and, just as importantly, links students, faculty, staff and community members in crisis to ongoing support services in the days and weeks that follow. 

The BHCST pairs experienced, compassionate crisis clinicians with specially trained public safety officers to support individuals in crisis on or immediately surrounding our Baltimore campuses.

888-978-1262 

Offers JHU employees and their household family members counseling and referral services to help with stress, emotional distress, life transitions and other challenges.

To request counseling sessions: 

Employee Assistance Program for emotional support or daily life assistance: 888-978-1262 or online via 
Company Code: JHEAP

Johns Hopkins Medicine  

410-955-6211

(East Baltimore)

ohsoffice@jhmi.eduPre-employment screening
JHU  lgbtq@jhu.edu Available to students, staff, and faculty. Offers Safe Zone workshops, which aims “to create a safer and more supportive campus climate for sexual and gender minorities and their allies.” 
Johns Hopkins Health System Corporate 

1-844-SPEAK2US  

1-844-773-2528

 

Faculty, staff, and students can report any issues of policy compliance (e.g., workplace violence, faculty/student/staff misconduct, conflicts of interest, ethical or legal concerns) Online reporting form:

External Resources
Service Name & Website PhoneEmailOther methods of contact & additional comments
JHU OEI List:    JHU OIE maintains a  of services available in Baltimore and the surrounding areas. 
bMOREsafe 410-332-9494 

If you desire medical care to support you, you can seek care from Mercy Hospital equipped with a Sexual Assault Forensic Exam (SAFE) program. 

For other hospitals in the Baltimore and Washington DC metro area with SAFE programs, please see  

443-279-0379 

TurnAround is the rape crisis center for Baltimore City and County that provides counseling and support services to those impacted by sexual violence, intimate partner violence, and human trafficking.

 

410-997-2272 Howard County Maryland’s Sexual Assault and Domestic Violence Center
(VASAP) 240-777-4357 Serves Montgomery County 
 202-333-RAPE (7273) Serves the Washington DC Metro Area
800-656-6473 (HOPE) RAINN (Rape, Abuse & Incest National Network) is the nation's largest anti-sexual violence organization. RAINN created and runs the National Sexual Assault Hotline: 

 
  Website provides a complete listing of SAFE Programs and Rape Crisis and Recovery Centers in Maryland, as well as information about MCASA’s comprehensive legal services to survivors of sexual violence statewide
410-889-7884 Comprehensive services for victims of intimate partner violence in Maryland.
800-799-7233 24-hour, national, toll-free telephone hotline.  It provides information and assistance to adult and youth victims of family violence, domestic violence, or dating violence, family and household members, and other persons such as domestic violence advocates, government officials, law enforcement agencies and the general public.
301-429-3601   The Maryland Network Against Domestic Violence partners with victim service providers, professional allies, and everyday citizens in order to reduce domestic violence in Maryland. 
410-836-8430 Assists victims and survivors of domestic violence, sexual violence, and stalking by providing safe haven, advocacy, resources, and hope in Harford County, Maryland.
  International Gender-Based Violence Resource Directory
  Information about intimate partner violence
  Resource to empower youth to prevent and end dating abuse


 
  Provides direct services to transgender, gender non-conforming and gender non-binary survivors
212-714-1141 Resource for lesbian, gay, bisexual, transgender, queer and HIV-affected communities and allies
  Resource for men who have had unwanted or abusive sexual experiences

 

  Resource for boys and men who have experienced sexual assault or abuse

PFRH IDARE Committee

Terri Powell

Terrinieka W. Powell

Associate Professor, IDARE Committee Chair 

Alexis Campbell

Alexis Campbell

Sr. Research Program Coordinator II, Early Childhood Services Research Program

Carolyn Combs

Carolyn Combs

Financial Manager, Gates Institute

Kayla Lin

Kayla Lin

MSPH Student

Beth Marshall

Associate Professor of Practice

Farah Qureshi

Farah Qureshi

Assistant Professor

•	Andrea Rodriguez-Villafane

Andrea Rodriguez-Villafane

PhD Student 

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