| Evaluate use of race as a variable (119) |
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Evaluate why race (e.g., shared social experience or exposure) is included in your research. State your reason for including race, a social construct, in your methods and interpret race-related findings.
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Acknowledge that race and ethnicity are social constructs and differences in outcomes by race and ethnicity do not necessarily indicate biological differences.
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Understand that genetic ancestry is a better way to assess potential biological differences and that race does not measure genetic ancestry.
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Acknowledge and learn how to measure racism as a possible root cause of the disparity being studied.
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Acknowledge the connections between race and social class that are perpetuated by institutionalized racism and explicitly measure social class in addition to race.
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| Use a restorative justice approach to systemic inequities |
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Include populations harmed in the development, implementation, and evaluation of solutions.
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Consider a framework such as the acknowledgement, redress, and closure (ARC) model to acknowledge inequities and include community partners and harmed populations when developing solutions and evaluating effectiveness of interventions.
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| Establish multidisciplinary teams and diverse research teams |
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Include community members and invite academic partners outside of health care, including those with expertise in sociology, psychology, education, transportation, environmental services, housing, etc., when designing research studies, writing grant applications, and evaluating results.
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Collaborate with health equity experts to increase the methodologic rigor.
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Recruit and retain study staff and investigators from the community of interest.
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Adequately compensate community members engaged in research activities.
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| Collect accurate and inclusive data |
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Collect accurate self-identified race, ethnicity, ethnic background, and language data in the electronic health record and research databases.
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Allow multiple identities to be self-identified (e.g., multiple races, ethnicities, gender identities) and consider how intersectionality may amplify the impacts of racism in individuals.
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Measure “socially assigned race” (“How do OTHER people usually classify you in this [country/city/place]?”), including as possible response options all of the “on the street” categories pertinent to that locale, to capture the substrate on which racism operates day to day (31).
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Include patients and community members in determining and defining the outcomes to be measured.
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Consider collecting data from multiple sources (e.g., emergency room use, patient-reported outcomes) and from multiple sectors (e.g., transportation access, neighborhood safety, local air quality) to better understand the context of the problem and sites for intervention.
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Collect data to understand barriers and unintended consequences of study enrollment and of the interventions being evaluated.
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Collect data to show success as defined by short- and long-term goals set by the population being evaluated and members of the community they live in (e.g., key partnerships to establish mail order pharmacy delivery short term and increased adherence long term).
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Collect data on racism, social class, and culture to help determine root causes of differences within the sample.
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Collect data to support policies identifying the structural changes needed to address the root cause of the condition under investigation.
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Include geospatial data to understand how key exposures for asthma are distributed across a community.
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| Decenter Whiteness in the evaluation |
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Evaluate whether the scientific question requires a White population as a comparator or whether the outcomes can be compared with the whole population.
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Assess if a comparator population is needed at all.
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