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Professors Chandra L. Ford (UCLA), Bita Amani (Charles Drew University), Keith Norris (UCLA), Kia Skrine Jeffers (UCLA), and Randall Akee (UCLA), wrote the following open letter that outlines eight recommendations to prioritize equity in policy responses to the COVID-19 pandemic.

 

An Open Letter to Policy Makers and Public Health Officials on

The Need to Prioritize Equity in Policy Responses to the COVID-19 Epidemic

 April 1, 2020

Aggressive actions are necessary to contain the coronavirus (COVID-19) pandemic in the U.S. and the world. Some of these actions have resulted in policies of shelter-in-place, monitoring the movement and activities of the population, increased testing of the population and the closure of schools and other public assemblies. As experts in health disparities, however, we are concerned by a critical oversight that is likely to exacerbate the epidemic in the long run: the inadequate attention to health equity. Former president of the American Public Health Association (APHA), Dr. Camara Jones, defines health equity as “assurance of the conditions for optimal health for all people.” There is a crucial need to incorporate aspects of health equity into all public policies enacted to combat the coronavirus pandemic.

In the past, when health emergencies have occurred, failure to acknowledge and address health equity generated persistent and preventable damage to populations that often worsened over time. For example, scholars have documented such experiences in Venezuela (1992-1993) and Haiti (2010) with cholera epidemics. Short term thinking focused only on the immediate disease agent (i.e., bacterium or virus) and did little to eliminate the societal inequities which fostered the environment for the pandemic in the first place. Those inequities shape the nature and impact of its spread.

Numerous studies document that racism, anti-immigrant sentiment and racial scapegoating facilitate the dismissal of the health concerns and perspectives of undocumented immigrants, racial/ethnic minorities, incarcerated persons, people living on reservations, people living in poor communities and other vulnerable communities. Often, the concerns and particular needs of these individuals are overlooked or dismissed in the creation of public health policies in times of need and crises.

Assumptions about the availability of and access to resources often do not reflect the reality for many of these distressed and overlooked communities. For instance, in recommending frequent handwashing, one must also ask whether this is feasible for residents of neighborhoods with unsafe (or unavailable) tap water to regularly wash their hands with warm water and soap? Or, is it realistic for people detained in the prisons to maintain social distances of at least six feet? If the answer to any such question is no, then we have a professional responsibility to develop appropriate alternatives. Failure to extend recommendations, testing and treatment to such populations in a timely and appropriate manner is tantamount to designing an intervention that ignores over them completely.

Drawing on more than 500 studies published over the last twenty years on how social injustices produce health inequities, we urge serious consideration of eight recommendations to prioritize equity in policy responses to the COVID-19 pandemic.

1.     Prioritize the needs of diverse vulnerable populations at each stage of the response. These include, but are not limited to, immigrant communities, including the Chinese and Asian American communities that have already been the subject of online and in-person abuse and harassment, racial and ethnic minority communities, homeless persons, incarcerated persons, and people living in poor as well as rural communities.

2.     Challenge narratives of the epidemic that scapegoat Chinese people or other Asians. Stereotyping in this way leads to fear, rude or discriminatory treatment, delayed testing or care, and ultimately further spread of the virus.

3.     Ensure members of these populations have a seat at the leadership table in planning and carrying out the responses. That allows them to share directly the insights needed to develop effective, sustainable strategies for their communities.

4.     Develop multiple prevention and intervention strategies, some that address the needs of the overall population and others that address the unique needs of marginalized groups. Recognize that the circumstances affecting vulnerable populations are multilayered. Accordingly, the solutions needed in these populations warrant greater initial investments than do the solutions needed in more advantaged communities.

5.     Find out what the needs and wishes of these marginalized populations are. Many of the needs are shaped by longstanding structural inequalities, such as living in racially segregated neighborhoods, and related constraints affecting transportation, employment, education and healthcare access.

6.     Consider the obstacles to implementing any potential policy or strategy that may already exist in diverse populations and situations. For instance, some communities may have barriers to handwashing due to unsafe or unavailable water sources; they may also lack access to personal protective equipment (latex gloves, masks) or to healthcare providers.

7.     Allocate sufficient resources in the budget to implement the prevention and intervention strategies in the most marginalized communities. The budget must ensure the plan can be fully implemented.

8.     Acknowledge that all communities have and draw on resilience. Noted global health educator, Collins Airhihenbuwa, emphasizes that every community, no matter how marginalized, has sources of resilience. These sources of resilience enables communities to sustain themselves and persevere even after the public health professionals have left.

The evidence from history is clear. Movement toward equity has always required health equity champions to fight from inside while community members organized in the streets. Unless our responses to the COVID-19 pandemic challenge its racial framing and prioritize the needs of racial/ethnic minorities, immigrants, poor and other vulnerable groups, COVID-19 is likely to persist in these pockets of our society. As long as it does, COVID-19 will remain a threat to the health of all. It has been suggested that a nation’s greatness is measured by how it treats its most vulnerable members. This is our chance to show how great and equitable a nation we can be.

Sincerely,

Chandra L. Ford, PhD, MPH, MLIS

Bita Amani, PhD, MHS

Keith Norris, MD, PhD

Kia Skrine Jeffers, PhD, RN, PHN, SAG-AFTRA

Randall Akee, PhD

UCLA Fielding School of Public Health

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By George Chacon

Dream Resource Center Project Manager, UCLA Labor Center

When people are allowed to tell their own stories, they can provide insight into and connection with groups of people we may not ordinarily interact with. But when other people tell those stories, they can be used to paint a negative and unfair picture. No one has done this more, and with more disregard for facts and hatred toward the immigrant community, than Donald Trump. Not a week goes by where he does not say something inflammatory about immigrants, and his supporters echo those stories. Thankfully, working for the UCLA Labor Center’s Dream Resource Center (DRC) has provided me with opportunities to hear positive stories and experiences from my coworkers and community partners. Some of these stories are featured in the DRC’s Undocumented Stories exhibit, hosted by the Museum of Latin American Art (MOLAA) in Long Beach.

MOLAA will be showcasing Undocumented Stories, a multimedia exhibit that lifts up the personal stories and experiences of immigrant youth, from August 4 to September 9. Undocumented Stories was curated by UCLA students, staff from the UCLA Labor Center and the DRC, and SolArt Media & Design. It includes personal stories, video, and photographs of unaccompanied minors and undocumented youth who built a movement to change US policies on access to higher education, immigration, and deportation. The exhibit aims to humanize the undocumented immigrant experience, empower the immigrant community, and incite critical conversations about the future of US immigration law and policy. Undocumented Stories has traveled to various locations around the country, including Washington, DC, and Boston through a partnership with the National Education Association.

The exhibit features the stories of people like Set Rongkilyo, who does communications for the ICE Out of LA coalition. Set and his family migrated to the United States with the hope of naturalizing their status through an employer. Unfortunately, Set’s family could not fulfill the extensive requirements, became undocumented, and were eventually separated. Set’s father had to return to the Philippines to care for his sick mother and will have great difficulty ever returning to the United States because of his undocumented status.

Then there’s Diego Sepulveda, currently the director of the DRC. I met Diego in 2009 when I was an undergraduate student at UCLA, and I remember how fearless and persistent he was as an undocumented student. The exhibit chronicles his experience as a transfer student attending UCLA and his advocacy efforts in LGBTQ and environmental issues.

My experience working at the DRC and with MOLAA has strengthened my commitment to the movement to ensure that all immigrants are treated with respect and humanity. By uplifting the stories and leadership of immigrants in these unfortunate times, the Undocumented Stories exhibit functions as a necessary and vital counter to the falsehoods coming out of the White House.

 

George Chacon is the Immigrant Justice Project Manager at the Dream Resource Center, where he guides immigrant leaders in developing rapid response networks for immigrant communities as they face increased threats of detention and deportation. He graduated from UCLA in 2010 with a BA in international development studies and a minor in education studies. He is an LA native and has worked on issues such as workforce development, health and wellness, and college readiness.