Movement & Organizing Library
Birthed out of the For Us All campaign, the Movement & Organizing Library is a living collection of research, tools, stories, and frameworks for health professional students and leaders who are organizing for justice, dignity, and care.
Whether you are designing a course, leading a campaign, or just looking for language to name what you are experiencing, this library is here to support you. We encourage you to take what you need and share what you learn.
Kimi Lee, Jidan Terry-Koon, Kristen Zimmerman, United Workers Congress
2013
- Advocacy Pillars: Centering Community Power, Repairing Harm with Community Redress
- Skills: Network Building, Organizing
- Audience: Community Based Organizations, Educators, Students/Trainees
Practical wisdom on building a strong, healthy alliance structure and culture; ranging from purpose and vision to troubleshooting, tools, practices, and models.
Jean Guglielminotti et al.
2022
- Advocacy Pillars: Workforce Diversification
- Skills: Leadership Development
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
Racial and ethnic diversification of the physician and nurse workforce is recommended as a leverage point to address the impact of structural racism in maternal care, but empirical evidence supporting this recommendation is currently lacking. This study aimed to assess the association between state-level registered nurse workforce racial and ethnic diversity and severe adverse maternal outcomes during childbirth. Results indicated that a diverse state registered nurse workforce was associated with a reduced risk of severe adverse maternal outcomes during childbirth.
Philip Fair Alberti, David Skorton
2021
- Advocacy Pillars: Centering Community Power
- Skills: Organizing
- Audience: Community Based Organizations, Educators, Government Workers, Researchers, Students/Trainees
The authors call on academic medical institutions to do more to build a strong network of collaborators across public and population health, government, community groups, and the private sector. We in academic medicine must hold ourselves accountable for weaving community collaborations consistently throughout research, medical education, and clinical care.
Susan Snyder
2022
- Advocacy Pillars: Centering Community Power, Workforce Diversification
- Skills: Leadership Development, Policy Advocacy
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
In the highly competitive process of finding students with the best potential to become doctors, Temple University has turned to a previously untapped resource: members of its North Philadelphia community, who know better than anyone whom they would like to see treating them and their family members.
Taj James, Marianne Manilov
2010
- Advocacy Pillars: Anti-Racist and Justice-Oriented Health Education, Centering Community Power, Institutional Support for Historically Excluded Groups, Repairing Harm with Community Redress, Workforce Diversification
- Skills: Network Building, Organizing
- Audience: Artists, Community Based Organizations, Educators, Government Workers, Researchers, Students/Trainees
We study and practice movement building and are part of a wider community of practice. This article shares four stories that illustrate what we’re seeing on the ground and talking about in our network. Regardless of the tools we use, what connects and inspires people are stories. Social media platforms offer new ways of engaging and sharing each other’s stories, with organizational stories, with national or global stories — yet they’re no substitute for face-to-face deep community building. Our hope is that these stories and tools are of use to those committed to the deep and high-risk social change that Gladwell rightly calls for.
Theresa Williamson, C. Rory Goodwin, Peter Ubel,
2021
- Advocacy Pillars: Institutional Support for Historically Excluded Groups
- Skills: Leadership Development
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
In thinking through strategies to combat committee overrepresentation, we have recognized that no single strategy is perfect. We thus recommend implementing a multidimensional reform of the minority tax. Each institution could identify ways in which minority faculty may be disproportionately burdened early in their careers, encourage majority faculty to join and lead diversity committees and initiatives; develop systems for more equitable promotion, reward minority members appropriately for their time spent in diversity initiatives by giving them additional research and administrative support, and provide additional protected time for academic endeavors to compensate for time lost.
Renée Betancourt, Donna Baluchi, Kristina Dortche, Kendall Campbell, José Rodríguez
2024
- Advocacy Pillars: Institutional Support for Historically Excluded Groups
- Skills: Healing / Reflection / Collective Care, Leadership Development
- Audience: Community Based Organizations, Educators, Students/Trainees
Accreditation standards for MD- and DO-granting institutions require medical schools to recruit a diverse student body and educate students about diverse groups of patients. The minority tax is a summary of responsibilities assigned to racial and ethnic underrepresented faculty to achieve diversity, equity, and inclusion in medical institutions in addition to their typical academic workload. This article provides a narrative review of medical students’ experiences of the minority tax and recommendations on how medical educators can support an equitable learning environment by eliminating the minority tax.
Bettina Beech et al.
2013
- Advocacy Pillars: Institutional Support for Historically Excluded Groups
- Skills: Leadership Development
- Audience: Community Based Organizations, Educators, Researchers, Students/Trainees
Mentoring is critical for career advancement in academic medicine. However, underrepresented minority (URM) faculty often receive less mentoring than their nonminority peers. The authors conducted a comprehensive review of published mentoring programs designed for URM faculty to identify “promising practices.”
Elizabeth Tobin-Tyler, Joel Teitelbaum
2019
- Advocacy Pillars: Anti-Racist and Justice-Oriented Health Education
- Skills: Policy Advocacy
- Audience: Community Based Organizations, Educators, Students/Trainees
We contend that MLPs can operate at both the individual and population levels. We begin by providing a brief overview of MLPs and then turn to a discussion of MLPs as a public health law intervention. Finally, we describe opportunities for collaboration among MLPs, public health lawyers, and public health practitioners.
Max Jordan Nguemeni Tiako, Victor Ray, Eugenia C. South
2022
- Advocacy Pillars: Anti-Racist and Justice-Oriented Health Education, Workforce Diversification
- Skills: Leadership Development, Policy Advocacy
- Audience: Community Based Organizations, Educators, Government Workers, Researchers, Students/Trainees
Evidence shows that seemingly race-neutral processes and structures within medical education, in conjunction with individuals’ biases and interpersonal discrimination, may reproduce and sustain racial inequality among medical trainees. Medical schools whose goals include training a more diverse physician workforce towards addressing racial health disparities require a new playbook.
Champion Spotlight
The Social Mission Alliance features Social Mission Champions on our social media accounts and blog. The series highlights the important work done by those who are advancing health equity and addressing the health disparities of the society in which it exists. If you’d like to be considered for a Social Mission Champion feature, complete the form below.