November 10 is the International Day of Science and Peace (IDSP), also known as the World Science Day for Peace and Development. The United Nations host this international event.
History of IDSP
Established in 1986, this historical day was initially developed to commemorate the birth of Marie Curie, a notable physicist and humanitarian. Curie was known for her innovative work within radioactivity, contributing to the discovery of radium and polonium. By 1999, its purpose changed to reflect the global needs of the scientific and humanitarian community, utilizing the day to affirm the global commitment to attaining the goals of the Declaration on Science and the Use of Scientific Knowledge. The day and annual summit unite governmental, intervention mental, and non-governmental organizations meaningfully to promote international solidarity for shared sciences between countries and renew the global commitment to use science to benefit communities that need it most.
The 2023 theme for IDSP will be “Bridging the Gap: Science, Peace, and Human Rights.” This emphasizes the interconnectedness between science and peace, having a role in advancing human rights. Science is a valuable tool for making technological advancements, but it is also helpful in helping address social issues, reducing conflicts, and sustainably promoting human rights.
Photo of space shuttle near body of water. Source: Flickr
Science and Human Rights
Science is frequently associated with helping improve medical interventions, solving coding bugs, and completing mathematical equations. However, contrary to popular belief, science is essential to human rights. Firstly, science has a valuable role in promoting sustainable development. Utilizing scientific methods, data can be collected to quantify the progress toward fulfilling the 17 UN Sustainable Development Goals. Ranging from climate change to poverty to infant mortality, scientific data collection and analysis methods are needed to efficiently and effectively respond to global issues. Research and innovation also contribute to the mobilization of resources to historically underserved communities, allowing them to gain access to necessities.
Within innovation, shared desires and interests help unite countries with singular goals. Scientific diplomacy is valuable in bringing countries to the table of collaboration. This deepens connections between countries as it relates to trade and commercial interests and helps foster peaceful relationships, prioritizing human rights.
With the appropriate distribution of resources, scientific advancements help improve the quality of life for communities internationally. Applying what is traditionally “scientific” to communities gives them a chance to live a better quality of life in a cleaner environment.
It is available to educate the public about the vital role of science and encourage innovation to solve global challenges.
How Countries Can Get Involved
Beyond participating in IDSP, countries can have a role in unifying science and human rights through many different avenues. One route is to protect and invest in scientific diplomacy. By allocating funding to scientific innovation and multilateral collaborations, governments can ensure that they can focus on shared goals with their international counterparts, working collaboratively to promote peace and cooperation. Another route is developing policies that protect innovation while developing guardrails for its usage, ensuring it is mobilized to those who need it most. States have a responsibility to be an advocate and protectors of their citizens, and by working to ensure that scientific diplomacy is used for the betterment of people abroad, they can elicit change in a meaningful way.
INTL and MAST Students Visit US Department of State Source: GU Blog
How Citizens Can Get Involved
Citizens have a responsibility to promote peace with science, as well. The role of a community member is to primarily use one’s voice to advocate for innovation and peace; by doing so and mobilizing one’s own story, organizations are held accountable for their actions. From governmental entities, non-profit organizations, and grassroots movements, stakeholders are supported by the citizenry. It is also important to have open conversations to explore further the nuanced introspection of science, peace, and human rights, continuing to promote awareness and understanding.
A group of logos of Historically Black College & University teams. Source: Yahoo Image
According to the United States Department of Education and Agriculture, sixteen states have underfunded their state’s land-grant, Historically Black Colleges and Universities (HBCUs), by more than $13 billion over the last thirty years. A land grant college or university is an institution designated by the state legislature to receive benefits under the Morrill Acts of 1890 and 1994. The act’s passing was to ensure that higher education would be accessible to all and not only wealthy individuals, being that before 1892, many of the United States institutes for Higher Education were privately funded and selective of who they allowed. It gave states the power to sell federal land to establish Public Institutions.
If HBCUs do not receive equitable funding, it can perpetuate inequities in educational outcomes and opportunities for underrepresented minority students. Understanding the history of HBCUs is essential to appreciate the significance of addressing underfunding. Many of these institutions were founded to address historical injustices, and chronic underfunding perpetuates these disparities, reinforcing the notion that Black students deserve fewer resources and opportunities than their white counterparts.
Two students are looking at a device in a classroom. Source: Yahoo Images
The History of HBCUs
Historically Black Colleges and Universities (HBCUs) have a rich history of providing education to Black men and women in the United States. They emerged in the early 19th century, with institutions like Cheyney University of Pennsylvania in 1836 and Lincoln University in 1854 initially focusing on teacher training. Over time, these institutions broadened their curricula and became vital education centers for Black individuals, offering various academic programs.
During the Jim Crow era, which lasted from the late 19th century into the mid-20th century, racial segregation laws enforced strict separation of Black and White individuals in public facilities, including schools. Predominantly white institutions were often closed to Black students, and even if they were nominally open, they were often unwelcoming and discriminatory. HBCUs filled this void by providing Black students access to higher education when other options were limited or nonexistent. These institutions offered a safe and nurturing environment where Black individuals could pursue education and intellectual growth. However, these institutions have faced persistent challenges, including funding disparities that hinder their mission of providing equitable education. State funding policies that allocate resources to public higher education institutions are at the heart of these disparities.
A group of people wearing graduation gowns and caps stands in front of a building. Source: Yahoo Images
Addressing the Disparities
In the letters sent to the governors of Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, Missouri, Oklahoma, South Carolina, North Carolina, Texas, Tennessee, Virginia, and West Virginia. The Department of Education highlights the importance of HBCUs. The underinvestment of these institutions should be addressed, given that these institutions generate close to $15 billion and have considerable impacts on the predominantly black communities they serve.
The letter addressed to Governor Kay Ivey of Alabama, the Department of Education highlights the stark contrast between Alabama A&M University, the state’s first land-grant institution for African Americans, and Auburn University, the state’s first original land-grant institution, noting the differences in infrastructure and researching which Miguel Cardona, U.S Secretary of Education talks on saying that “Unacceptable funding inequities have forced many of our nation’s distinguished Historically Black Colleges and Universities to operate with inadequate resources and delay critical investments in everything from campus infrastructure to research and development to student support services.”
Since the COVID-19 pandemic, HBCUs have seen a massive enrollment increase despite a national decrease in college enrollments. During an interview with PBS News Hour, the President of Spelman College, an HBCU all-women’s college, Dr. Helene Gayle, attributed the increase in enrollment to an entire generation of young African Americans who have witnessed historic events. The inauguration of the first Black President of the United States, and the rise of movements such as Black Lives Matter and numerous instances of social injustice have motivated and encouraged young people to seek higher education in environments where they are surrounded by their community.
The increase in enrollment has caused some issues for many HBCUS, one being the need for more housing spaces to accommodate the influx of students. Tennessee State University has the most known case, with the university having to rent out five hotels for the 2022-2023 academic year. This has caused the Tennessee State Comptroller to come in and audit the University and their financial practices. Their report found that TSU had a “lack of planning, management, and sound decision-making.” TSU’s financial decisions play a part in the case. Still, one cannot deny that Tennessee underfunding Tennessee State University $2,147,784,704, the most of any other state, plays a role in their shortcomings. The University of Tennessee, the state’s original land grant-funded institution, has sixteen housing halls in Comparison to Tennessee State’s eight housing halls, including one that just opened in August of 2022.
A white building with a star and a blue graduation cap. Source: U.S Department of Education
Why HBCUs Matter
HBCUs have a rich history of contributing to research and innovation, often focusing on underrepresented areas in mainstream academia. Unfortunately, underfunding hampers their ability to invest in research projects, labs, and faculty development, affecting their capacity to compete for research grants and produce groundbreaking work. This lack of funding also hurts equity by limiting the contributions of Black professionals and academics in research, innovation, and industries like STEM.
Adequate funding is crucial for maintaining high educational standards, hiring qualified faculty, and offering up-to-date resources and facilities. When HBCUs receive less funding, it can lead to overcrowded classrooms, outdated technology, and limited course offerings. The disparity in educational quality can perpetuate inequities, particularly in the context of historically Black colleges and universities.
HBCUs have historically served as a pathway to higher education for Black students who were often excluded from predominantly white institutions due to racial segregation and discrimination. Inadequate funding can restrict their capacity to enroll and support students, limiting access to quality education. This impacts equity, making it harder for Black students, particularly those from low-income backgrounds, to pursue higher education and achieve social mobility.
Underfunded HBCUs may receive a different education and preparation for future opportunities than students at well-funded institutions. Therefore, providing adequate funding to HBCUs is essential for promoting equity and ensuring Black students have access to quality education and opportunities.
A group of people celebrating in front of a building. Source: Yahoo Image
Support HBCUs
Growing up, I was fortunate enough to be surrounded by the pride and tradition of HBCUs. Being a native of Birmingham, Alabama, I have had the pleasure of experiencing the biggest HBCU football game, The Magic City Classic, every year. The way the community comes together to support their teams, regardless of the weather, is truly a unique and unforgettable experience.
Funding HBCUs appropriately not only demonstrates a commitment to inclusivity and solidarity with marginalized communities. These institutions are essential to a more just and prosperous future for all, as they continue to play a vital role in American education and culture. By recognizing the pivotal role of state funding policies, we can work towards a more equitable future where HBCUs receive the resources they need to provide quality education and continue their legacy of empowerment and opportunity. Public policy decisions at the state and federal levels directly impact HBCUs funding, support, and overall well-being. Advocacy, engagement with policymakers, and developing equitable policies are essential to addressing funding disparities and promoting equity in higher education for HBCUs.
Here is the list of every federal government-recognized HBCU in the United States. If there is one close to you, I encourage you to support one in any way you can, whether going to a sporting event or donating.
Source: Kala Bhattar; A representation of the many hands that worked together to make Breakthrough’s summer 2022 program a success!
Over the summer, I had the chance to be part of an amazing program, a program that at first, I believed would be a way for me to serve my community, but instead, I found community within. This program, known as Breakthrough Birmingham, is one of many Breakthroughs located in various cities across the country, serving communities with a mission and vision to bridge the academic gap produced by the pandemic and the larger systemic inequalities that exist in educational systems nationwide. Breakthrough is a nonprofit organization that commits to ensuring that all children, regardless of their socioeconomic status, have a chance to pursue higher education and find a passion for learning along the way. They aim to do this while also mentoring future leaders and teachers to be better prepared for their teaching careers and leadership roles. With 24 different locations around the nation, Breakthrough is slowly trying to bridge the opportunity gap in America while retraining future educators to teach through the lens of inclusion, diversity, equity, and anti-racism. Before diving into Breakthrough and its many accomplishments, it is important to understand the purpose that nonprofit organizations like Breakthrough serve in their communities and why they are necessary in the first place.
Background About the American Education System and Breakthrough as a Whole
So, what is a nonprofit organization, and why are they important to have? Nonprofit organizations are created with a specific goal, or mission in mind, which aims to address a specific need in the community. The public sector (the government and its agencies) aims to address the needs of the majority voters, leaving behind many issues that impact minority voters. The private (business) sector, on the other hand, focuses primarily on its bottom line, which is making a profit. As a result, the private sector caters to those who are deemed customers, leaving behind those who cannot afford their goods and services. This is where nonprofit organizations come into play. Nonprofits stick to a vision, form a mission statement, and have a double-bottom line of staying true to their mission while also making a profit to put back into the organization. While they may be focused on a single issue, each nonprofit organization aims to address a particular issue being neglected by the public sector and left behind by the private sector. Nonprofits are – by law – non partisan and non-political. This means they are inclusive in their services and do not deny service based on the ability to pay. Breakthrough is one such organization addressing the shortcomings of our country’s education system, which provides endless opportunities to those who can afford them, and leaves behind the rest with the equivalent of the bare minimum in education.
This of course has to be looked at through a historical framework, and as we know all too well, Birmingham’s educational system has historically been one of the most segregated and underfunded school systems in the nation. Even when the rest of the nation began desegregating their school systems after Brown v. Board of Education was passed, Birmingham was one of those cities that resisted and refused to comply. As Birmingham finally began desegregating, the school systems had to deal with funding issues, and in response, local officials began to redraw district lines to ensure that certain well-to-do (white) families were positioned inside well-funded school districts. A topic that can be a blog in and of itself, because of racially inspired redlining efforts that were supported by the federal government during the 1930s, to this day, the funding that school systems receive is directly impacted by the housing values in America. As a result, students from lower-income households are zoned to attend schools with low funding, while students from higher-income households attend schools with higher funding. Due to the inequalities brought about by this phenomenon, there exists an educational gap between the students from low-income families and those from high-income families, and this opportunity gap further impacts the students’ decision to pursue higher education or not. To get a better understanding of the legacies of racial segregation on our education system, read this article by Nekole Hannah Jones.
While Breakthrough’s mission was a necessity, to begin with, its need has amplified due to the chaotic school years brought about as a result of the pandemic. The COVID-19 pandemic has exacerbated the education gap between low-income students and those who come from high-income families. Many students who didn’t have the resources to access the online modules were neglected as a result of switching to online classrooms. Research showed that by the end of the school year in 2021, many students across the nation were behind on math and reading skills by several months. Additionally, trauma and instability can be discouraging academically and can severely impact the students’ development process.
As such, Breakthrough is an organization that aims to bridge the opportunity gap in vulnerable cities across the nation. After conducting tremendous research and tailoring programs to fit the community’s needs, Breakthrough Birmingham became one of their local branches, serving the Birmingham City Schools (BCS) District and partnering with local universities to empower the future educators of tomorrow with a holistic approach to teaching the next generations. Breakthrough offers year-long academic services to underprivileged scholars in their community, and their summer programs specifically aim to slow the “summer slide,” (which is the tendency of scholars to lose some of their academic skills from the lack of academic practice over the summer). Interestingly, Breakthrough serves a specific age group, mainly middle schoolers, and even employs a specific academic group during the summer, undergraduate students.
Source: Breakthrough Birmingham; A collage of pictures from various college trips that scholars from each grade took as part of their Breakthrough summer experience
Breakthrough as an organization focuses on its middle school age group for many reasons. Middle school can be a very stressful time for a young student, and researchers wanted to understand why. Upon further inspection, scholars at Portland State University found that young adolescents between the ages of 10-15, experience many waves of development during this period of their lives. They develop physically, both externally in terms of height and weight, and internally, in terms of muscular and skeletal structures, but also chemically, in the form of changes in hormone levels. This can lead to a lot of discomfort in body image/self-esteem issues, as well as uncertainty around their sexuality. Additionally, students develop emotionally, meaning that they may need more guidance on processing certain emotions and feelings. Furthermore, students in this age group are developing morally, and as such, are beginning to develop a strong sense of right and wrong. This can have lasting impacts on their ability to ethically judge situations. Students are also developing socially, meaning that they can sometimes be socially awkward until they find a peer group they fit into. While all these developments are taking place, students at this age also undergo developments in their intellect and depending on the guidance they receive, this characteristic can determine their interest in higher learning. This can mean that without proper mentorship, many students will fail to see the importance of higher education, or, students who come from families where they are first-generation scholars, may not even be aware of the opportunities at hand if they are never introduced to them. Recognizing these factors, Breakthrough created a summer program particularly aimed at ensuring middle schoolers in the community can have a safe, fun-filled learning environment that can guide their scholars through the various developments they experience in this age range.
Source: Breakthrough Birmingham; An image to capture the joy felt on celebration day, the last day of the summer program. Pictured here are some BTB admin, along with all the summer teaching fellows, and the high school interns
Additionally, Breakthrough employs undergraduate teaching fellows during their summer program to provide their middle school scholars with mentors who are closer in the age group to the middle schoolers than their traditional teachers at school. This helps scholars build meaningful relationships with teaching fellows, and as such, scholars are more receptive to information and direction. Furthermore, representation is key, and employing undergraduate teaching fellows provides middle schoolers with adults who look like them, and who share commonalities with them. Studies show that there is an overwhelming number of teachers who are predominantly from one particular race, and gender, (white, women) teaching primary education. Seeing someone that looks like them in a teaching position is powerful in encouraging younger scholars to pursue their academic dreams. This includes the fact that throughout history, the teaching occupation has been held by mostly women. Being able to see male teachers can additionally empower young boys to perhaps pursue teaching careers in their future. Finally, Breakthrough ensures that teaching fellows approach the scholars from anti-racism, diversity, equity, and inclusion standpoints, making sure to provide weeks-long training sessions to familiarize teaching fellows with the local history and major concepts of anti-racist teachings, as well as introduce teaching fellows to multiple professional speakers for further guidance on such topics. Teaching fellows are also expected to understand the social, economic, political, and environmental context from which their scholars come, so as to be aware of some of the outside forces at play that influences the scholars’ behaviors. Operating under a “high expectations, high support” system, Breakthrough expects nothing but the best from its teaching fellows, while providing resources and a strong support system to teaching fellows to ensure that no scholar is left behind.
The Three Pillars: Exposure, Relationships, and Growth Exposure
Source: Breakthrough Birmingham; A collective picture of teaching fellows and Breakthrough admin outside the Legacy Museum. In addition to the in-depth training and professional speakers that teaching fellows received, they also got the chance to visit the Legacy Museum in Montgomery, AL, and the Birmingham Civil Rights Institute in downtown Birmingham as part of the exposure pillar
One of the three pillars that Breakthrough Birmingham is founded upon is the pillar of Exposure. This exposure piece applies to scholars and teaching fellows alike, and at times, because of the dynamic of the working environment found at Breakthrough Birmingham, it also applies to the staff and administration as well. During the summer program, scholars are exposed to students that come from various parts of the BCS district and meet as one cohort, sharing similar experiences. Having friends from different backgrounds can expose students to different cultures and lifestyles, and as such, can be a healthy addition to their development. This also fosters a sense of belonging among the Breakthrough community, and as such, encourages a safe environment for the scholars to learn and grow.
Additionally, scholars are exposed to information regarding their future, including preparing for high school, visiting college campuses, and even learning about various career fields and interview etiquette at a career day fair. Scholars are also exposed to the community around them, and learn about topics through an inclusive lens, focusing on equity, diversity, and anti-racism. With daily advisory classes that focus on culture building, elective lessons three days a week that give scholars a chance to explore new areas of interest, and all school and/or all-grade meetings held daily in an attempt to strengthen the newly formed friendships and relationships, every activity at Breakthrough is intentionally crafted to expose scholars and teaching fellows alike to new experiences.
Furthermore, teaching fellows also benefit from this exposure pillar in many ways. Teaching fellows (TFs) are hired from all over America, so TFs are provided with the opportunity to work closely with students that come from various backgrounds, and who share a common work environment. TFs go through various training sessions together, where they are exposed to inspiring community leaders, and get the chance to explore the local community’s history together. The TFs are therefore exposed to different ideas, people, and cultures, and are given the opportunity to form friendships that can last a lifetime. TFs are also exposed to roles of leadership and are expected to work in committees that teach teamwork and communication skills.
Relationships
Source: Kala Bhattar; TFs are expected to teach a subject from an academic field, such as reading, writing, science, and math. Each academic field had one-two TFs from each grade, and an Instructional Coach, (or mentor) to guide the process. This was my team; #writingteam
The working environment at Breakthrough fosters a sense of community, as staff and administration work alongside the TFs on a daily basis to ensure the smooth and effective operation of the day. This model emboldens the relationship between TFs, scholars, and staff, and strengthens the sense of trust within the organization. This, in essence, embodies the second pillar of Breakthrough: Relationships. TFs get to build lifelong connections and relationships with each other and the management team. With a healthy work environment that encourages TFs to “exhale from school” and prioritize self-care, Breakthrough is a workplace with high expectations and high support. Scholars are also able to make meaningful relationships with each other as well as with other TFs. Many scholars find lifelong mentors in teaching fellows, and as a result, can have a positive role model to look up to.
Source: Breakthrough Birmingham; Scholars line up with their TFs before the celebration day events begin. Breakthrough provides a safe space for scholars to develop healthy relationships and find mentorship in their fellow TFs.
Growth
Breakthrough’s third pillar, Growth, provides the results of the hard work exerted by scholars, TFs, and management alike. Breakthrough has some serious results. Not only can scholars improve their academic skills tremendously, but they are also able to weave through various social, emotional, and cultural experiences by learning how to approach situations holistically. These socio-emotional improvements are just as important as the academic ones and can actually have a positive impact on their academic abilities.
From my own experience at Breakthrough Birmingham, my scholars in my writing class were able to improve their writing skills from novice to proficient, and some were even distinguished. This was determined by providing pre-assessments before the start of the summer program and post-assessments towards the end and comparing the results from the two assessments. While many of my eighth-grade scholars came into my class with a bare-minimum understanding of what an essay was, by the time they took their post-assessments almost a month later, they were able to demonstrate their knowledge of the different parts of an essay, were able to write decent thesis statements, and many were even able to craft a standard five paragraph essay, even though they were only required to write three. As for the socio-emotional improvements, I witnessed the scholars growing more confident in their self-image and in their ability to present the knowledge they had gained. I witnessed their improvements in maturity and helped them exercise their patience. Even though the program lasted a month, I could see measurable improvements from my scholars.
Source: Kala Bhattar; In an attempt to measure the growth achieved from the summer program, each academic field was required to collect data on a daily basis to be later analyzed. This was one such form of data collected, in the form of pre and post-assessments for scholars in my writing class. As shown, almost all of my scholars improved at least one grade point, and many of them even showed improvements by 2 points. This was achieved in the short 4-6 week program over the summer
I also witnessed some growth within myself. Breakthrough’s structure emphasizes the importance of reflection, and this is practiced starting from the pre-work that TFs are required to complete as part of the orientation process and continues to the very last day of closing. From daily reflections to interpretations of norms, to admin check-ins periodically, to the end-of-summer presentations of learning, reflection and review are a big part of Breakthrough’s culture. This practice ensures that ideas and actions remain mindful and intentional, and places importance on the growth mindset. TFs can truly see for themselves just how much they have grown over the summer. Also, Breakthrough introduces a network of resources and opportunities for TFs to pursue, including opportunities to be employed by Teach For America for those pursuing a future in education.
How to get involved
Source: Breakthrough Birmingham; An image of all the Breakthrough staff from the summer program, including the director of Breakthrough Birmingham pictured in the front
For those of you who may be interested in the scholar programs at Breakthrough Birmingham, they offer various year-round programs for 7th-10th grade scholars, and during the summer, they offer a six-week summer program for rising 7th, 8th, and 9th graders. Additionally, those who want to support the organization can do so through donations, volunteer work, or simply spreading awareness of the program to others who may benefit from a program like Breakthrough, both scholars and teaching fellows alike. The right to an education is one of the fundamental rights outlined in the Universal Declaration of Human Rights, and one that should apply to all children everywhere. Furthermore, education can be a powerful tool for ending oppression. Students’ ability to think critically and ask questions empowers them with the necessary tools to question unlawful or immoral behavior, recognize corruption, lies, and deceit, and provide holistic solutions to complex problems. Without these tools, students will continue to live in poverty and under oppressive conditions, not knowing how to change the world around them for the better.
While discussing various human rights violations and crises, it is important to also be mindful of the special groups such violations affect. On August 19th, 1982, the United Nations announced that June 4th of each year will be declared the International Day of Innocent Children Victims of Aggression. According to this article from OC Human Relations, the day’s purpose is to acknowledge the pain suffered specifically by children throughout the world who are the victims of physical, mental, and emotional abuse. The day also affirms the UN’s commitment to protect the rights of children. According to Children’s Advocacy Centers of Tennessee, nearly 700,000 children are abused annually in the US alone. In addition, rates of child abuse and neglect are five times higher for children in families with low socio-economic status compared to children in families with higher socio-economic status. A child’s right to be free from aggression and abuse is violated globally across many spectrums with crises such as domestic abuse and gun violence.
Child Domestic Abuse and Covid-19
Source: Yahoo Images
Domestic abuse is an international issue that can affect people of every age, race, gender, and background. Also referred to as ‘domestic violence,’ domestic abuse can directly or indirectly affect children due to bullying, harassment, and endangerment from those who reside in their homes with them. Some signs of domestic abuse in a physically or emotionally abusive relationship include the following fromThe Children’s Society:
Kicking, punching, hitting
Threatening to kill someone or hurt them
Controlling behavior
Controlling someone’s finances by withholding money or stopping someone going to work
making someone feel guilty, criticizing them or making them feel small and stopping them from standing up for themselves
Unfortunately, the 2020 outbreak of the Covid-19 virus led to an increase in child victims of domestic abuse due to stay-at-home orders and lockdowns. These lockdowns decreased a child’s ability to find a safe place through school counselors or churches and seek guidance from trusted adults. Without being able to find an escape from unsafe home lives, many children suffered an increased risk of domestic violence. Although exact numbers cannot be known of how many additional cases were caused by the pandemic, one study analyzed data on more than 39,000 children treated at nine pediatric trauma centers. When researchers analyzed the group of children aged 5 and older, the number of child abuse victims tripled compared to a similar period before the pandemic. “The most common injury identified was head injury, followed by a mix of chest, abdomen, extremity and burn injuries,” said senior study author Dr. Katherine Flynn-O’Brien, associate trauma medical director at Children’s Wisconsin in Milwaukee. Dr. Andrea Asnes, a leader of the AAP Council on Child Abuse and Neglect and director of Yale Programs for Safety, Advocacy and Healing in New Haven, Connecticut, went on to explain that daycares for younger children were deemed essential and remained open, while school-aged children were stuck at home.
Today, and every year on June 4th, it is important to remember this human rights holiday in honoring Innocent Children Victims of Aggression across the world. Progress can be made by further educating yourself on the many acts of aggression that violate a child’s human rights and by spreading the word to others. Click here to learn more: International Day of Innocent Children Victims of Aggression.
A school district may not encourage classroom discussion about sexual orientation or gender identity in primary grade levels or in a manner that is not age-appropriate or developmentally appropriate for students, under the condition that the “Don’t Say Gay” house and senate bills currently in Florida’s state legislature are moved into law. The legislation was moved forward by the Florida State Education Committee last month. Controversy arose over how exactly “age-appropriate or developmentally appropriate” will be interpreted and the potential for LGBTQ+ history to be erased from public education. The bill, named “Parental Rights in Education”, also encourages parents to sue schools or teachers if such topics are covered in the classroom without the parents’ prior notification and approval. If approved by other state Senate committees and the State House, it will go into effect on July 1 of this year.
Legislation Creates National Controversy
Formally known as House Bill 1557 and Senate Bill 1834, opposers have begun referring to the legislation as the “Don’t Say Gay” bill due to its attempt to deem sexual orientation and gender identities as subjects too taboo for public schools in America. LGBTQ+ activists have been both shocked and disheartened by the creation of such bill, which directly attacks both school children’s rights and securities. Heather Wilkie of the Zebra Coalition, a Central Florida LGBTQ+ advocacy group, told ABC News, “We have to create a learning environment where they feel safe and healthy, or it’s not an effective learning environment.” She went on to say, “When you have laws like this, that directly attack our kids for who they are, it prevents them from learning. It prevents them from being able to be healthy.” Advocates nationwide, including myself, believe that this legislation teaches children that speaking about gender identity or sexual orientation is shameful and should be hidden, which directly creates discrimination based on such identities. On top of this, LGBTQ+ history is especially important to preserve and expand upon in public education because of the extreme discrimination the community has faced and constant struggles the community deals with today.
Despite the human rights violations at play, many are still in support of the approval of the “Parental Rights in Education” Bill. Among supporters is Florida Governor Ron DeSantis, who has publicly vocalized his favor for prohibiting any dialogue regarding LGBTQ+ topics in the state’s primary schools. According to this NBC article, Gov. DeSantis stated that it was “entirely inappropriate” for teachers to be having conversations with students about gender identity, citing instances of them telling children, “Don’t worry, don’t pick your gender yet.” He added, “The larger issue with all of this is parents must have a seat at the table when it comes to what’s going on in their schools.”
White House denounced the Bill
As a counter to Gov. DeSantis, both the Biden-Harris White House Administration and President Joe Biden have communicated their disapproval of the Florida legislation via their twitter accounts. The White House shared a post stating, “Today, conservative politicians in Florida advanced legislation designed to attack LGBTQI+ kids. Instead of making growing up harder for young people, @POTUS [President of the United States] is focused on keeping schools open and supporting students’ mental health.” President Biden “retweeted” the post to add, “I want every member of the LGBTQI+ community — especially the kids who will be impacted by this hateful bill — to know that you are loved and accepted just as you are. I have your back, and my Administration will continue to fight for the protections and safety you deserve.”
Other Attempts to erase LGBTQ+ History
Source: Yahoo Images
Unfortunately, anti-LGBTQ+ efforts such as these are not uncommon by American lawmakers. One instance took place in March of 2021, when Tennessee Rep. Bruce Griffey proposed House Bill 800, which would completely erase all topics and people involved in the LGBTQ+ community from the state’s public school curricula. In addition, House Bill 529 was introduced by Rep. Debra Moody, seeking to require parental notification and approval 30 days before any child is taught curriculum regarding sexual orientation or gender identity. Although these bills are stated to have the intention of protecting parents’ rights, erasing any part of history is detrimental to a child’s education. A successful learning environment includes exposure to wide ranges of ideas and beliefs, in addition to learning how to respect beliefs that are initially unfamiliar.
Ways to Help
While attempts to delete discussions regarding the LGBTQ+ community in public school systems remain constant, counter efforts also persist, including the American education organization GLSEN, which works to ensure that “every student has the right to a safe, supportive, and LGBTQ-inclusive K-12 education.” Additionally, you can usethis template to send a letter to lawmakers urging them to oppose “Don’t Say Gay Bills” HB 1557 and SB 1837.
Yesterday, February 20th, 2022, marked the 14th annual global observance of the World Day of Social Justice, as declared by the United Nations General Assembly on June 8th, 2008. Since 2009, the day has marked a celebration that reflects on guaranteeing fair outcomes for all through employment, social protection, and social dialogue, in addition to fundamental principles and rights at work, according to this article from Baker College.Social justice is defined as the view that everyone deserves equal economic, political and social rights, and opportunities.Social justice is also referred to as justice in terms of the distribution of wealth, opportunities, and privileges within a society.The UN General Assembly has also conveyed their recognition of social development and social justice asa crucial aspect of peace among nations worldwide.
What are Human Rights?
Human rights are commonly referred to as rights everyone has just because they are human. These rights are specified in the Universal Declaration of Human Rights, which is an international document laying out 30 fundamental rights and freedoms of all human beings. Examples of these include the right to life without discrimination, slavery, or torture, in addition to explaining that all humans are equal before the law and that the law protects all human rights. The UDHR was drafted by representatives of various demographics and backgrounds and is considered a milestone in human rights history. The UDHR was proclaimed by the UN General Assembly on December 10th, 1948, as a “common standard of achievement for all peoples and all nations.”
Comparing Human Rights and Social Justice
Source: Yahoo Images
To better understand the concept of social justice, the definition has been broken into four core principles: access, equity, participation, and human rights. These four principles apply to issues such as:
Reproductive Rights
Access to good education
Employment Discrimination
Voting Discrimination
Disability Discrimination
And many others
Since human rights is one pillar of social justice, a “just” society is impossible within the absence of security for all human rights.
Although their meanings are different, the concepts of human rights and social justice are often correlated closely, especially in academia and political debates. Here at the University of Alabama at Birmingham’s College of Arts and Sciences’s Political Science Department, a concentration of study in human rights and social justice is offered within the political science major, like many other institutions worldwide. Outside of academia, the general public often groups human rights and social justice together in regard to their stance on politics. Unfortunately, many social injustices and human rights issues have become controversial topics in America, further polarizing the U.S. political climate, especially within group rights (minorities rights, rights of people with disabilities, LGBTQ+ rights, etc.). Understanding the relationship between human rights and social justice can bring about a more unified approach to how these issues are perceived and addressed.
Ways to Celebrate the World Day of Social Justice
Source: Yahoo Images
Becoming an advocate for social justice in society can happen at any time, but with the current celebration of the World Day of Social Justice, it is a great time to start. Celebrating this day can be done by taking the time to examine your own beliefs and values to increase your self-awareness regarding the way you view injustices in society and your level of sympathy for those who are currently facing a human rights crisis. From there, examine what you are doing to help and what you can be doing. Furthermore, researching a few injustices in society that interest you or sharing your experiences of enduring discrimination in your own life can shed light on the importance of this day and the constant work to be done to create a “just” society across the globe. If you choose to celebrate this day by donating monetarily, here is a list of organizations accepting donations:
One of the best things that my 12th grade high school teacher encouraged me to do was to read and watch Just Mercy, a book written by Bryan Stevenson and a film directed by Destin Daniel Cretton. Both the film and book allowed me to greater understand the importance of confronting injustice, while also standing up for those wrongly convicted.
The death penalty has been present in societies for hundreds of centuries, dating all the way back to before the establishment of Hammurabi’s Code in 18th century BC. Hammurabi’s Code laid the foundation of the death penalty for 25 different crimes; placing emphasis on theft between two groups of people. Hammurabi’s Code also established punishment as equal to the crime committed, as known from historical references as “an eye for an eye, and a tooth for a tooth.” These types of punishments were often cruel and included crucifixion, burial alive, impalement, and others.
The Guillotine, one of the older methods of execution, was introduced in France in 1792. This device fixes the head between two logs with a heavily weighted knife suspended a couple of feet in the air. This method of execution was introduced to make the process of execution “by means of a machine,” making it “as painless as possible.”
Carried out in countries in Asia, North Africa, and the Middle East, hanging is defined as suspending someone in the air as a form of execution. Death either occurs through decapitation or through strangulation, depending on the length of the rope compared to the weight of the prisoner.
Lethal Injection
Lethal Injection consists of an anesthetic alongside chemicals used to paralyze the prisoner and stop the heart. This form of punishment exists in China and Vietnam.
Surprisingly, the United States also uses the lethal injection, with the most recent execution taking place on September 24th, 2020. “Christopher Vialva was sentenced to death for the 1999 murders of Todd and Stacie Bagley.” Vialva’s execution was the 1,526th in the United States since 1976, 10th in the federal system, and the 1,346th person executed by means of lethal injection.
Although the injection is designed to kill ‘quickly’ and ‘smoothly,’ inexperience on the part of prison staff has flawed the execution process. One case in particular is that of Dennis McGuire. Reports show that after the injection was administered to Dennis McGuire, he gasped and convulsed for 10 minutes; much longer than the time that previous injections have taken to execute someone, before dying.
Electrocution
Execution by electrocution occurs when a prisoner is strapped to an electric char with a “metal skullcap-shaped electrode” attached to their scalp or forehead. Following these actions, the prisoner receives a jolt of electricity up to 2000 volts for up t o30 seconds, until the prisoner is dead.
Electrocution is a method of execution carried out in the United States, with the first electrocution taking place at Auburn Prison in New York against someone who was convicted of murdering “with an axe.”
Why the Continuation of the Death Penalty Creates a Gray Area
According to the Embassy of the United States of America, capital punishment still exists due to the inability of the federal government to dictate laws to the states. Although the United States has been one of the foremost leaders in reforming capital punishment, other countries have had an easier time in abolishing it by “national governments imposing top-down reform because they decided the death penalty was no longer necessary or legitimate.” And since the Constitution allocates criminal law to the states, only they can repeal their own capital punishment laws. The Supreme Court is the only national-level body capable of declaring capital punishment unconstitutional.
Around the world, many consider implementing the death penalty a violation of human rights, especially those that require states to recognize the right to life, as shown through Article 3 of the Universal Declaration of Human Rights: “Life is a Human Right.” Although intended to curb violent crimes and atrocities committed by criminals, the loss of life through the death penalty violates “the right of life and the right to live free from torture or cruel, inhuman or degrading treatment or punishment,” which the death penalty unfortunately promotes.
Although many international organizations and countries have abolished the death penalty, like many countries of the Global North save the United States, a case can arise where the death penalty is justified, shown through Bangladesh’s approval of the death penalty for rape. With a viral video showing a group of men sexually assaulting a woman, Bangladesh’s cabinet quickly approved “to incorporate the death penalty for all of the four types of rape defined under Bangladeshi law.” Though detracting from the real problem, that rapists are normal people and not animals, the passage of the death penalty seems just, since there has been a violent outrage at the lack of enforcement on sexual violence in this part of the world.
Moral arguments for the death penalty put quite simply, is the concept of retribution, where the killing of one person justifies the death of the killer. However, opponents of this notion would counteract that point with the fact that issuing capital punishment detracts from the moral message it conveys, alongside the fact that it is fundamentally inhumane.
Despite these arguments, the inhumane action that is the death penalty cannot go unchecked. With the death of Dennis McGuire, for instance, these processes are not clean and fraught with mistakes leading to the disgusting and horrific death of inmates.
“The death penalty has no place in the 21st century” – António Guterres
Overall, the “death penalty is not a useful instrument for combating crime.” Abolishing the death penalty in the United States can allow other countries to ensure the right to life for all people, while also ensuring that the absolute worst of punishments cannot be enforced differently based on a person’s status, color, race, or underlying distinctions.
“The death penalty is the ultimate cruel, inhuman and degrading punishment.” – Amnesty International
Social Work Students’ Accreditation Visit 3.26.13. Source: Southern Arkansas University, Creative Commons
Social work is a field in which professionals are intended to do their best to help connect members of vulnerable populations with the resources necessary to allow them to live with their rights and general well-being safe. However, on October 12 of this year, during a meeting between the Texas Behavioral Health Executive Council and the Texas Board of Social Work Examiners, a section of the social workers’ code of conduct was altered. A section which previously stated, “A social worker shall not refuse to perform any act or service for which the person is licensed solely on the basis of a client’s age; gender; race; color; religion; national origin; disability; sexual orientation; gender identity and expression; or political affiliation.” During the meeting, the words “disability; sexual orientation; gender identity and expression” were taken out. They instead replaced that phrase with the word sex, making the social workers’ code match the Texas Occupations Code.
This is concerning for a few reasons, the most glaring one being that it leaves members of the LGBTQ+ community and people with disabilities in Texas, two populations that are already seriously vulnerable, even more vulnerable than before, as social workers can now turn away potential clients from those communities.
This led to an uproar among advocates for the LGBTQ+ community and people with disabilities, as at puts their ability to access important resources that are related to their basic human rights directly at risk. There is an increasingly serious concern that members of these populations will face even more obstacles in accessing the things they need than they already do.
The Human Rights Connection
It’s important to recognize that is an issue of human rights, even outside of the clear issue of discrimination against these groups that is involved. Consider some of the jobs of social workers. They include therapists, case workers, workers for Child Protective Services, and much more. In addition to working with people with disabilities and members of the LGBTQ+ community in general, many social workers specialize in work with children and older adults, two groups which overlap with the former. Then these vulnerable populations are unable to get the support they need in order to access the tools, programs, and resources that exist specifically to help them live life and access their basic needs, they are by extension often kept from being able to access their basic human rights.
Source: Yahoo Images
One clear example of this is when people with disabilities require financial aid to support themselves do to an inability to be a part of the general workforce. Social workers are an important part of the process of connect the people affected by this issue with the resources and government programs they need. Without the aid of social workers, they might have significant difficulty accessing their “right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control,” as recognized in Article 25 of the United Nations’ Universal Declaration of Human Rights.
The fact that this allows social workers to discriminate certain groups in accepting clients is human rights issue in itself, as according to Article 7 of the UDHR, all are entitled to equal protection under the law and,“All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.”
The Purpose of Social Work: Helping Vulnerable Populations
Another reason this change in the Texas social workers’ code of conduct is problematic is that the field of social work is inherently meant to involve professionals helping vulnerable populations (such as the LGBTQ+ community and people with disabilities). According to the National Association of Social Workers’ (NASW) Code of Ethics,“The primary mission of the social work profession is to enhance human well–being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty.” A vulnerable population is a group or community “at a higher risk for poor health as a result of the barriers they experience to social, economic, political and environmental resources, as well as limitations due to illness or disability.”
Social work is also built a set of core values: service, social justice, dignity and worth of the person, importance of human relationships, integrity, competence. It is the job of a social worker to do what they can to uphold those values by helping vulnerable populations access the resources they need. Therefore, social workers’ turning away members of the LGBTQ+ community and people with disabilities, particularly vulnerable groups, goes against the social work code of ethics.
The ethical principles of social work also bar social workers from participating in acts of discrimination on the “basis of race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, or mental or physical ability.”
There is a meeting set for October 27, 2020 so that the Texas Behavioral Health Executive Council can discuss the issue of discrimination as it applies to the changes that were made to the Texas social workers’ code of conduct. It is vital that we do not underestimate the significance of this situation and the serious harm that it can cause.
This past summer, two pandemics plagued the world: COVID-19 and systemic racial discrimination and prejudice against Black communities. While the former was making modern history, the latter had been happening for centuries. As I thought of ways to address and educate myself and my family on these injustices, I found myself revisiting and reevaluating my own biases, particularly those I’ve experienced within the Indian community.
Growing up in South India, I would mimic my mother and grandma’s daily skin care routine when they used “Fair and Lovely,” a skin lightening and bleaching cream. I was constantly told to not play outside because I might get too dark, and my foundation for dance competitions and rehearsals was often shades lighter that what it needed to be. I was raised in a world where your worth was defined by the color of your skin, and if by chance your skin was too dark or too tan, then you were seen as un-beautiful, unworthy, and incompetent. Most women like my mom, my grandma, and I, as well as other individuals that suffer from the stigma that being dark is ugly, have often fallen prey to companies that profit off the ideology that whiter skin is equivalent to beauty, self-confidence, and self-worth.
Colorism in Indian Society
Colorism is an issue that is often ignored and rooted in societal pressure around fairness. It is a discriminatory practice in which institutions or individuals treat those with lighter skin tones more favorably, upholding instead White, Eurocentric standards of beauty. India is a mixture of diverse cultures, languages, and shades of brown. With different skin tones came colorism that continues to perpetuate stereotypes, prejudices, and discriminatory actions. For generations, Indian society has been brainwashed into the ideology that fairer skin is more desirable, leading to the nation developing a multibillion-dollar skin lightening industry. Everyday products like Olay’s Natural White Glowing Fairness Cream, Lotus Herbal’s White Glow Skin Whitening and Brightening Gel Crème, Pond’s White Beauty Daily Spot-Less Lightening Cream, etc. promote stereotypes against darker skin tones through their marketing strategies. For example, a current advertisement shows a young woman with a darker skin tone being rejected from a job later ends up using a fairness product to become more beautiful and thus confident. She then goes on to score an even better job at the end. Mainstream media also fails to provide accurate representations of India’s population, with many actors being light skinned and with frequent recruitment of foreign and predominantly White-presenting actors. Often the practice of “brown-face” is used among these actors and production companies to fit a certain role or aesthetic, thereby enforcing negative stereotypes when proper recruitment should’ve happened in the first place. Even more disturbing is that these stereotypes are so enforced in people’s homes and daily lives and can affect prospective marriages, job opportunities, and other relationships due to preferential treatment towards lighter skin.
The Origins of Colorism
Often, people mistakenly identify the origins of colorism with the caste system present in India. The caste system divides the Indian population according to labor and promotes the idea that each subgroup has its own functionally important role in society. Over time, this led to misrepresentation and manipulation of the caste system, because higher status on the ladder typically meant more prestigious work related to education, religion, trading, etc., whereas lower status meant more labor-intensive work that typically meant occupations in dirtier, outdoor environments. Naturally, those individuals lower on that ladder became darker due to their exposure to natural environmental conditions. Their natural and seasonal tanning along with their status as Dalits (“the untouchables”) within the caste system can be argued to have contributed to colorism. While the caste system does play a part in this ideology, it doesn’t fully explain why discrimination continues to happen, especially among individuals that identify with a higher status on the caste system but are also darker. Apart from that, multiple text depict Hindu deities as “dark-skinned,” and who hold a tremendous amount of respect, honor, and power. Neither the caste system nor religion can wholly explain the origins or colorism and why it still continues to perpetuate today.
Source: Source: The Ancient Wisdom Project
Colonization, the third factor of this equation, seems to be the missing part of the puzzle. Like many countries, India was not exempt from British rule and had only in the past century gained its independence. During the centuries of British rule and oppression, “colonization was embedded in the idea that fair skin people were the ruling class, and darker skinned people were the subjects.” Apart from this, there was also blatant favoritism by the newly erected British government towards light skinned Indians that directly affected social and class mobility as well as a family’s socioeconomic status. This was seen through discriminatory practices, such as offering lighter skinned individuals government pardons, jobs, and a voice, which were not offered to Indians of darker skin tones. This mindset, that the only way to be worthy, to be accomplished, and to be civilized and beautiful, slowly became an innate mantra amongst the Indian population, creating generations of individuals that strive for a beauty standard deeply rooted in anti-ethnic, anti-Indian, and anti-minority sentiments. The effects of colonization intermingled with the stereotypical notions of the caste system to give us unique and deeply rooted coloristic principles.
Difference between racism and colorism
Earlier, I mentioned that I wanted to address my own biases regarding systemic racism and educate myself on this issue. However, as an Indian-American immigrant, I found it difficult to navigate the differences between racism and colorism as the two are often intertwined and seen together in my community. But the more I researched on this issue, I found that people, often non South Asians, frequently mistook colorism for racism because it can perpetuates anti-Black sentiments within South Asian communities. Except, they are very distinct concepts. For example, in the U.S. (but not exclusive to the U.S.), skin color is the foundation of race, and continues to be a criterion in determining how they are evaluated and judged. The United States’ historic treatment and oppression of Black Americans is racially based, and within that exist preferences for certain skin tones. However, in a lot of Asian and colonized countries, race is not the primary indicator of how an individual will be treated. Instead, the color of a person’s skin on the wide range of the color spectrum will be the major determinant. While the two sound very similar, “the pervasiveness of a color hierarchy” is the crucial factor in social and class mobility, not necessarily race. Colorism and racism, while closely related problems need different solutions, and while these some of these solutions may overlap, each has a unique set of problems.
Source: Socially Urban
Right now, certain skin care and make-up companies, such as Unilever’s “Fair and Lovely,” that release skin whitening, bleaching, and lightening products have issued public apologies and are removing, re-advertising, and rebranding their products. While this alone is not enough, because the consumption of such products is based in generational trauma surrounding discrimination around darker skin and beautiful shades of brown, it is a step forward in addressing how such companies are profiting off anti-Black sentiments and how to halt such practices.
Continue to callout and critique companies that promote skin bleaching and whitening products because cosmetic changes such as rebranding products is not enough to halt harmful beauty standards.
Most importantly, it’s important to address and actively combat our own implicit biases that are rooted in generational trauma.
Wyoming Valley, Pennsylvania. Source: The Met, Creative Commons
On Monday, March 9th, the Institute for Human Rights co-sponsored an event alongside College of Arts & Sciences and Abroms-Engel Institute for the Visual Arts (AEIVA) to present a panel discussion with Dr. Deidra Suwanee Dees (Director/Tribal Archivist – Poarch Band of Creek Indians), Dr. Tina Kempin Reuter (Director – Institute for Human Rights, UAB), Oakleigh Pinson (Guest Co-Curator – Focus IV Exhibition, AEIVA), and moderator John Fields (Senior Director – AEIVA). During their discussion, they addressed the Native erasure from American art and pathways to greater representation.
The discussion began with mention of Manifest Destiny, which were the events that led to the removal of Natives throughout North America. This effort was influenced by the ‘doctrine of discovery’ that painted non-Christians as pagans and, thus, targets of oppression. The Indian Removal Act of 1830 affected tribes throughout the Southeast, namely the Poarch Creek Indians who are the only federally recognized Native tribe in the state of Alabama.
Thus, many works of art in U.S. museums do not include depictions of Natives. In contrast, many paintings of the American frontier include landscapes without people, although sometimes incorporating wildlife, which conveys the message that this land was simply there for the taking. These portrayals also hide behind the altered and destroyed scared sites that were once home to millions of Natives.
Dr. Dees presenting art to the audience. Source: UAB Institute for Human Rights
During the Q&A segment, an audience member asked if this type of art could be considered propaganda. Dr. Dees suggested that suppression of art is a red flag because it limits expression, although she then claimed that art can also be created to facilitate social change. The conversation then evolved into a discussion about film depictions of Natives and the involvement of indigenous peoples in the United Nations. These sentiments centered on the general theme that Native representation is not only missing in art but also popular culture and politics.
Ultimately, the erasure of Native perspectives whitewashes what is to be told and understood. As such, it is imperative these wrongs are corrected through fair representation of Natives in the media and political arena. Recognizing the rights of indigenous peoples not only brings us closer to the full realization of human rights but also prevents history from painting with a broad brush.
UAB is an Equal Employment/Equal Educational Opportunity Institution dedicated to providing equal opportunities and equal access to all individuals regardless of race, color, religion, ethnic or national origin, sex (including pregnancy), genetic information, age, disability, religion, sexual orientation, gender identity, gender expression, and veteran’s status. As required by Title IX, UAB prohibits sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to UAB’s Assistant Vice President and Senior Title IX Coordinator. The Title IX notice of nondiscrimination is located at uab.edu/titleix.
