Meeting the Challenges of Minorities in Higher Education: A Review of the Underrepresentation of Hispanics in Medical School

Abstract

Bridging the gap between Hispanics and the medical profession is critical to addressing the diversity disparities and in upholding quality healthcare to individuals of all ethnic backgrounds. The deficiency in Hispanic healthcare providers is attested by the low representation of Hispanics in medical schools across the nation. Despite current research, there is lack of research that would help develop a comprehensive approach to increase Hispanic representation in the medical profession. The objective of this study is to interpret, analyze, and integrate information about the challenges experienced by underrepresented minorities (URM) in their quest to medical school. This research seeks to answer the question: What individual‐level and sociocultural factors impede Hispanic participation and representation in medical school? To answer this question, a library research to review the literature using peer‐reviewed articles was conducted. The articles were read thoroughly, scrutinized, evaluated for their relevance, and interpreted with new understandings. The analysis of key factors contributing to low representation of minorities in higher education was done through synthesis of the pertinent information reported in previous studies. Our review showed that a key factor contributing to low representation of Hispanics in medical school was their low acceptance rate. While seemingly obvious and its proximal correlates equally obvious (i.e., low academic performance metrics such as grade point average (GPA), science GPA, and MCAT scores), the less visible and the more distal reasons relating to educational inequalities such as deficiency in resources, lower quality schools, working student status, and constrained financial means for test preparation courses and materials all conspired to deter and diminish competencies that are critical to maintaining high academic performance metrics. Other seemingly inconspicuous and distal reasons and yet adversely impacting academic performance metrics have to do with inadequate social capital such as lack of access to academic support networks, academic mentors, real‐life role models, and familial support. Combatting these hindrances requires special attention to develop outreach initiatives with primary and secondary schools to attract and better prepare underrepresented minority students. Implementation of summer programs, collaborative enrichment initiatives, and mentoring systems with the aid of medical schools as well as the primary and secondary schools are indeed needed to stimulate growth in Hispanic representation.Support or Funding InformationAct on Ideas Texas A&M International University and College of Arts and Sciences Texas A&M International UniversityThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.