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Layered Injustices: Mapping Everyday Discrimination in Nursing Education through an Intersectional Lens.

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  • 1University of Manitoba, Winnipeg, Manitoba, Canada.

The Canadian Journal of Nursing Research = Revue Canadienne De Recherche En Sciences Infirmieres
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Summary
This summary is machine-generated.

Everyday discrimination is common in nursing education, particularly for students with multiple marginalized identities. Findings highlight structural inequities and call for institutional accountability in supporting diverse students.

Keywords:
classismeveryday discriminationinternational studentsintersectionalitynursing educationracismsexism

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Area of Science:

  • Nursing Education Research
  • Social Determinants of Health
  • Health Equity Studies

Background:

  • Nursing education environments often perpetuate discrimination, impacting students with marginalized identities.
  • Existing commitments to equity contrast with the reality of pervasive discrimination in academic settings.

Purpose of the Study:

  • To investigate patterns of everyday discrimination among undergraduate nursing students.
  • To apply an intersectional lens to understand how discrimination varies across multiple social identities and vulnerabilities.
  • To examine the influence of race, gender, disability, financial insecurity, and language status on discrimination experiences.

Main Methods:

  • A cross-sectional survey of 260 undergraduate nursing students at a Canadian university.
  • Utilized the Everyday Discrimination Scale (EDS) and sociodemographic variables.
  • Employed ANOVA, factorial interaction models, and QuantCrit principles for data analysis.

Main Results:

  • Commonly reported everyday discrimination was significantly higher among racialized students, those born in Africa, financially insecure students, and students with disabilities.
  • Interaction effects showed the highest discrimination levels for students at the intersection of multiple marginalized identities, including women with disabilities and racialized students with financial insecurity.
  • Discrimination patterns were found to be structurally influenced by intersecting identities.

Conclusions:

  • Discrimination in nursing programs is structurally patterned and exacerbated at the intersections of race, class, gender, migration, and disability.
  • The study advances understanding of how inequities are reproduced within Canadian nursing education.
  • Urgent ethical and institutional accountability questions are raised regarding the support of racialized, international, and economically disadvantaged students.