YOU PROBABLY KNOW BY now that many, many antibiotics are prescribed inappropriately – when they couldn’t possibly be of help – like for viral infections since the medications only treat bacterial infections. In fact, research finds tens of millions of unnecessary antibiotic prescriptionsare written each year in the outpatient setting, like doctors’ offices, alone.

While certainly there are some clinical judgment calls, factors associated with this glut of overprescribing often have little or nothing to do with what’s in the patient’s best interest. Even the time of day a patient sees a doctor (later in the day) has been linked to a greater likelihood that person will be prescribed an antibiotic. What’s more, research finds factors from the doctor’s age (older doctors tend to prescribe more antibiotics than younger ones) to patient demographics – including race and age – are linked to variations in inappropriate antibiotic prescribing rates.

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In “Sorry to Bother You,” the wily satirical debut feature from Boots Riley, Cassius Green (Lakeith Stanfield) lands a job at a telemarketing company, where the first rule is “Stick to the script.” He stumbles during his first few calls, unable to connect with the strangers on the other end of the line — that is, until an older colleague named Langston (Danny Glover) shares some advice: “Use your white voice.”

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I recently returned from China. I spent the summer teaching American law, in English. As a Chinese American, I must confess one of the most annoying statements that White Americans make is that, after they have been a tourist overseas, they understand what it is like to be a minority back home. Although I appreciate their gesture of empathy, I am compelled to explain why their analogy is not appropriate, and how it shows the asymmetry of race.

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Students of color can experience a variety of difficult situations contributing to experiencing greater psychological distress than white students: being victims of micro-aggressions and racism, Islamophobia, cyberbullying; encountering culture-related extreme expectations; and experiencing isolation and loneliness from the often vast differences between home culture and environment and that of school. Difficulties posed by these circumstances may be worsened when students lack a supportive social network and face barriers to seeking help.

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As Latinx postsecondary enrollments increase, understanding this population of students could cultivate more inclusive campus climates that enhance student success. Although often treated as a monolithic group in comparison to other racial groups, the Latinx population is remarkably diverse. Similar to another blog in this series on Pan-Asian student classifications, understanding the heterogeneity within this minoritized group can help colleges and universities intentionally serve Latinx students and promote their advancement.

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Over a 16-hour period last September, President Trump took aim at the country’s two most popular sports leagues, the N.F.L. and the N.B.A.

In a speech on a Friday night in Alabama, Trump used an expletive to refer to professional football players who were kneeling during the national anthem as a form of silent protest against police brutality, and he said they should be fired. The next morning, he took to Twitter to tell Stephen Curry and the N.B.A. champion Golden State Warriors they were not welcome at the White House.

The N.F.L. hasn’t recovered. The N.B.A. hasn’t looked back.

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Women of color earn only 67 cents on the dollar compared with white men in the higher-education work force, according to a recently released research brief from the College and University Professional Association for Human Resources, or CUPA-HR.

Specifically, the brief found that women of color are underrepresented in academe, compared with their representation in the U.S. population at large — especially in more lucrative faculty, professional, and administrative roles, versus lower-paying staff positions. And in three out of four job types (professional, staff, and faculty) women of color are paid less than white men, men of color, and white women.

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The U.S. requires a well-educated workforce to grow our economy, strengthen our democracy, and solve big problems at home and abroad. And individuals with a college degree benefit from more job security, employment opportunities, and higher wages. Yet, today, the U.S. lags other nations in the share of our population with a college degree. As others have expanded access to higher education, we’ve stagnated. Why? It’s because the 7,000 colleges and universities across our states and territories still aren’t doing a good enough job getting Black and Latino Americans — whose population numbers are on the rise — across the finish line. And too many policymakers and state leaders are letting them get away with it, failing to make decisions that would increase college access and completion, particularly for historically underserved groups of students. This project offers state-by-state snapshots of where we stand in the quest for racial equity among degree-holders, how far we have to go, and what we need to do to get there.

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