Spencer Fox Eccles School of Medicine
48 Racial Battle Fatigue in Academic Dentistry: Navigating and Coping with Institutional Racism and Professional Expectations
Camryn Perry and William A. Smith
Faculty Mentor: William Smith (Psychiatry, University of Utah)
This summer, I had the opportunity to conduct qualitative research on Racial Battle Fatigue (RBF) among Black dental professionals through the SPUR/REACH U2 Program at the University of Utah. Under the mentorship of Dr. William A. Smith, I examined how systemic racism, microaggressions, and institutional isolation impact the mental health and professional trajectories of Black faculty and administrators in academic dentistry. This project was inspired by Dr. Smith’s foundational framework on RBF and explored how these experiences manifest uniquely in dental education settings.
My research involved coding and analyzing full-length interviews and focus groups using ATLAS.ti. Participants shared powerful testimonies about navigating hypervisibility, emotional labor, and gendered racism in predominantly white institutions. Common themes included the pressure to overperform, emotional self-regulation in professional spaces, and the absence of institutional support. Despite these challenges, many relied on mentorship, faith, and cultural pride as critical coping mechanisms. Their stories highlighted both the psychological toll of racial battle fatigue and the collective strength Black professionals draw upon to persist.
In addition to the qualitative work, I contributed to a quantitative companion study under Dr. Lin-Na Chou (Department of Physical Therapy & Athletic Training) examining how race and food insecurity intersect with disability rates across U.S. counties. Our guiding question asked whether the relationship between race (Black vs. non-Black) and disability status varied depending on levels of food insecurity. Results revealed that counties with higher densities of Black residents had significantly higher rates of disability among older adults and increased SNAP participation, particularly among households with adults aged 60 and over. These findings point to broader racialized structural inequities that align with the lived experiences described by participants in our qualitative study.
Through this experience, I gained hands-on skills in qualitative coding, thematic analysis, and research poster development. I also participated in weekly critical reading discussions and built variable tables for future secondary data analysis on health disparities. This project helped me deepen my understanding of intersectionality, research ethics, and culturally grounded approaches to health equity. Most importantly, it reaffirmed my commitment to amplifying marginalized voices in academic and clinical spaces as a future mental health professional.
This reflection represents only a portion of what I have learned during SPUR. I am grateful for the guidance of my mentors and the strength of the participants whose stories fuel my passion for equitable care and justice in higher education and medicine.
Bibliography
Clark, R., Anderson, N. B., Clark, V. R., & Williams, D. R. (1999). Racism as a Stressor for African Americans. American Psychologist, 54(10), 805–816.
Rozin, P., & Royzman, E. B. (2001). Negativity Bias, Negativity Dominance, and Contagion. Personality and Social Psychology Review, 5(4), 296–320.
Smith, W. A. (2023). Racial Battle Fatigue in Higher Education: Exposing the Myth of Post-Racial America.
Williams, D. R. (2020). Stress and the Mental Health of Populations of Color: Advancing Our Understanding of Race-related Stressors. Journal of Health and Social Behavior, 61(4), 466–485.
