Minority High School Students Research Articles

Evaluation of a summer program for minority high school students in the clinical cancer center: The Future Gen Cancer Scholars program.

e13703 Background: Individuals from minoritized communities receive less cancer screening, have higher stage at cancer diagnosis, and experience higher death rates. Helping minority high school students find a pathway to enter college and continue with advanced education and training and become leaders in cancer treatment, research and prevention may help reduce these inequities. Many public high schools in urban centers struggle in STEM education. The Rhode Island Hospital / Legorreta Cancer Center at Brown University partnered with the Papitto Opportunity Connection in Rhode Island to create the Future Gen Cancer Scholars program. Methods: High school students were invited to apply from Providence and surrounding communities. Accepted applicants became paid hospital employees and received training in professional conduct, protected health information and other skills necessary to shadow physicians in inpatient and outpatient settings. The summer curriculum included physician shadowing, radiology, pathology, student run tumor boards, seminars and community outreach. Pre/post-surveys were collected where students rated their experiences and beliefs regarding cancer careers on a 5-point Likert scale. Open-ended questions were added to evaluate interest in pursuing a career in oncology. Results: 20 high school students participated in the program’s first cohort. 70% self-identified as Hispanic/Latinx and 30% as African American, 85% were female, 90% attended a public school. Pre- and post-surveys were completed by 17 students. The 5-point Likert scale showed improvement in an understanding of oncology careers (pre, 3.9; post, 4.5), interest in pursuing a related career (pre, 3.1; post, 3.8), and recognition of available educational resources within their communities (pre, 3.9; post 4.3). Confidence in overcoming educational access barriers slightly decreased (pre-4.1; post-3.8) due to the increased awareness of the length, cost and process of medical training. Most students described the Future Gen Program as helping them identify career goals and a path forward. Conclusions: The Future Gen program helped solidify minority high school students’ desire to become leaders in cancer care and may provide a path forward to achieve this goal. We will track students’ educational and research achievements over time to measure the program’s impact. The establishment of a successful local model can provide a framework for a nationwide program.

Homelessness Among Sexual Minority Youth.

This study examines the prevalence and types of homelessness experienced by sexual minority and heterosexual youth. Then, we examine whether state-level nondiscrimination policies and/or public attitudes on sexual diversity are associated with reduced homelessness among sexual minority youth. Finally, we investigate the differences in health risk behaviors at the intersections of sexual minority and homelessness status. We conducted a secondary data analysis using a large population-based sample from 21 states collected in the 2017 and 2019 Youth Risk Behavior Surveys. Self-reported data were obtained from sexual minority (n = 28 405) and heterosexual (n = 136 232) youth through a survey administered in high schools. We assessed the prevalence of homelessness and the types of homelessness. Sexual minority-stratified bivariate and multivariable analyses assessed associations between homelessness, state-level policy and cultural environments, and health-risk behaviors. Sexual minority youth were significantly more likely (12%) to be homeless compared with heterosexual youth (4.1%). Greater acceptance of sexual diversity at the state-level was associated with reduced homelessness among both sexual minority and heterosexual youth. Finally, homeless sexual minority youth experienced a broad array of health risk behaviors in excess of both nonhomeless sexual minority youth and homeless heterosexual youth. Sexual minority high school students were more likely to experience homelessness than their heterosexual peers. Public attitudes and greater acceptance of sexual diversity were associated with lower levels of sexual minority homelessness. More research and public health programs are needed to prevent and address homelessness among sexual minority youth.

The Tennessee Center for AIDS Research HIV Research Training Program for Minority High School and Undergraduate Students: Development, Implementation, and Early Outcomes.

The Southern region of the United States has the highest HIV incidence, and new infections disproportionately affect Black Americans. The Tennessee Center for AIDS Research (CFAR) Diversity, Equity, and Inclusion Pathway Initiative (CDEIPI) program supports the training of individuals from groups underrepresented in medicine and science in multiple areas of research to increase the pool of HIV-focused investigators at early educational and career stages. The Tennessee CFAR is a partnership between Vanderbilt University Medical Center, Meharry Medical College (one of the oldest historically Black medical colleges), Tennessee Department of Health, and Nashville Community AIDS Resources, Education and Services (a sophisticated community service organization, which emphasizes research training responsive to regional and national priorities). The Tennessee CFAR CDEIPI program leverages existing Vanderbilt University Medical Center and Meharry Medical College structured biomedical training programs for high school and undergraduate students to provide an intensive, mentored, HIV research experience augmented by CFAR resources situating this training within the broader history, scientific breadth, and societal and political aspects of the HIV epidemic. The first year of the Tennessee CFAR CDEIPI program trained 3 high school and 3 undergraduate students from underrepresented in medicine and science backgrounds in basic, clinical/translational, and community-focused research projects with a diverse group of 9 mentors. All students completed the program, and evaluations yielded positive feedback regarding mentoring quality and effectiveness, and continued interest in HIV-related research. The Tennessee CFAR CDEIPI program will continue to build upon experience from the first year to further contribute to national efforts to increase diversity in HIV-related research.

Social Support Assets and Needs of Underrepresented Students Participating in Health Sciences Pathways Programs in Birmingham, Alabama.

Using the Asset Bundle Model, we sought to understand the social support assets and needs of underrepresented minority (URM) high school, undergraduate, and graduate students. Study participants were or had participated in health sciences pathway programs at Birmingham City Schools and/or the University of Alabama at Birmingham. We took a concurrent mixed methods approach to conduct an environmental scan of health science pathway programs in the Birmingham, AL area. Four focus groups were conducted between November 2022 and January 2023, and a 225-item online survey was administered between November 4, 2022, and February 4, 2023. Both tools collected data from high school, undergraduate, and graduate students to examine key components of existing health care pathways programs for URMs and identify barriers and facilitators to successful implementation of such programs. Twenty-two students participated in the focus groups, and 168 individuals responded to the survey. Both focus group participants and interview respondents were primarily URMs (eg, 68.2% and 65.7% identified as Black or African American, respectively). Survey responses and focus group discussions showed that, overall, undergraduate and graduate students programs develop more robust identities as future health care professionals through friendships and institutional supports, expand their networks more broadly through mentorship, and feel more supported by family members in their academic endeavors than high school students. Health science pathway programs for URMs should facilitate and bolster social supports for students, especially those in high school, to enhance persistence through education and into the workforce.

Abstract P161: Addressing Hypertension And Aging In Growing Tribal Afro-pakistani And Indigenous Migrant Populations In San Joaquin

Introduction: San Joaquin Valley (SJV) Pakistani indigenous elderly migrants (SJIEM) and tribal Afro-Pakistani elderly populations (TAPEP) face health problems due to poor nutritional habits, financial and emotional stress from loss of social status, loss of physical capabilities, orthopedic disorders (OD), loneliness, reduced income which can increase risk for hypertension (HTN) and cardiovascular disease (CVD). Pakistan is ranked as the 12th highest source country for immigration into USA. SJV has a growing rate of at risk for HTN in SJIEM and TAPEP who live with their full time working adult children. Objectives: Trainees conducted HTN screenings at mosques located in the most medically served region, SJV to reduce CVD risk and spread awareness on HTN, stress management, nutrition, OD, exercise, and their implications in SJIEM and TAPEP. Methods: I trained medically ambitious low-income minority high school students to conduct blood pressure screenings with cultural humility and serve as health coaches for SJIM and TAPEP at SJV mosques. HTN screenings, stress management guidance, nutrition and heart health talks were conducted at SJV mosques with Imam (religious leader) for adult children and elderly. Findings: -Approximately (≈) 83% (91 of 110) of SJIEM & TAPEP felt financial & emotional stress during COVID and last year -≈68% (74 of 110) of SJIEM & TAPEP are hypertensive -≈68% (74 of 110) of SJIEM & TAPEP are at risk for CVD -≈2% (2 of 110) of SJIEM & TAPEP reported daily physical exercise -≈12% (13 of 110) of SJIEM & TAPEP were encouraged to physically exercise -≈90% (99 of 110) of SJIEM & TAPEP suffer from at least one form of OD -≈95% (105 of 110) of SJIEM & TAPEP eat over 4 servings of red meat per week -≈94% (103 of 110) of SJIEM & TAPEP prefer to rest than physically exercise -≈89% (97 of 110) of SJIEM & TAPEP felt dissatisfied by SJV medical treatment Direct Outcomes: -Development of self advocacy for health in SJIEM and TAPEP -Improved patient provider trustAdult children felt more confident in caring for elderly parents with nutrition and physical therapy -Youth learned the value of multiculturalism and service to disadvantaged communities -Program students are determined to pursue medicine and address health disparities in indigenous communities

Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective

AbstractAlthough the educational potential of social media has been widely acknowledged, it remains unclear whether social media use might present opportunities for the development of math identity. This study drew on the socialization framework of math identity to examine the relationships between social media use for math learning, bicultural identity integration, ethnic‐math beliefs and math identity among ethnic minority high school students in China. Structural equation modelling results showed that (a) social media use was positively related to math identity; (b) high bicultural identity integration was positively associated with math identity, while biased ethnic‐math beliefs were negatively related to math identity and (c) social media use suppressed the socialization process of math identity, weakening the maladaptive roles of low bicultural identity integration and biased ethnic‐math beliefs in shaping math identity. Our findings highlight the beneficial role of social media use in student math learning. Theoretical and practical implications are discussed. Practitioner notesWhat is already known about this topic Social media use for learning is associated with students' academic motivation, engagement and academic achievement. Social media use may have affordances for identity development, especially for ethnic minorities. The formation of ethnic minority students' math identity is intertwined with their math and ethnic socialization. What this paper adds Social media use for math learning was directly and positively related to ethnic minorities' math identity. This study quantitatively confirmed the associations of bicultural identity integration and ethnic‐math beliefs with math identity. Social media use suppressed the relations of bicultural identity integration and ethnic‐math beliefs with math identity. Implications for practice and/or policy Promoting social media use for math learning benefits ethnic minority students' math identity. Social media use for math learning could alleviate the maladaptive role of low bicultural identity integration and biased ethnic‐math beliefs in math identity development. Ethnic minority students' math identity socialization processes merit attention.

Math Attitudes and Identity of High Schoolers Impacted through Participating in Informal, Near-peer Mentoring

Research in mentoring has shown that students may at times be more willing and able to absorb information that is delivered to them by their near-peers, rather than by traditional figures of authority, like teachers and professors. In this study, underrepresented minority high school students participated in an informal learning experience that was led by college students who were "near-peers" to the high schoolers. Students were engaged by participating in interactive MathShows, following a Math Social Media Campaign, and attending a summer Math Internship. Participants in the quantitative component of the study included N = 559 U.S. high schoolers who were from predominantly (99%) Hispanic ethnic backgrounds. The qualitative component of the study involved another 19 students from the same school. The mixed methods study addresses associations between high schoolers’ attitudes toward mathematics and their identity alignment, as well as classes of reasons that students gave for their identity alignment. Interactions with the college near-peers that occurred during the experiential learning intervention are also discussed. Results of this study address the goal of broadening participation of underrepresented student groups in STEM careers.

Educational attainment for at-risk high school students: closing the gap.

The higher education gap persists in the United States for underserved, first-generation, low-income minority students. They often have little knowledge of college application and future success. This mixed-method study evaluated a Northeastern university-sponsored tutorial-mentorship 2-year program, Soar (pseudonym), for 80 metropolitan first-generation junior and senior high school students. One research question guided the study: Does Soar as a precollege program for underserved, first-generation, minority high school students help them successfully complete applications and prepare them for higher educational success? With college-oriented classes and workshops, the students submitted applications and received 205 acceptances from 96 colleges. Quantitative surveys and qualitative forums showed significant improvement in socioemotional and cognitive skill development and knowledge. Themes derived from qualitative focus groups supported the quantitative results. For juniors: Confidence, Aligning Schools and Strengths, Financial Literacy. For seniors: College Aspirations; Successfully Complete College Applications; Confidence, Self-Advocacy, Communication; Knowledge About Diversity of Schools and Critical Thinking. For mentors: Matching, Closeness, Trust; Confidence, Voice, Perseverance, Strengths, Goal Pursuit; Civic Engagement. The findings illustrate how an outreach program can result in higher education attainment and success for underserved, first-generation, minority high school students. Soar can become a model for college preparation for similar underserved students in other urban areas.

Association Between Gender Minority Status and Mental Health in High School Students

PurposeAdolescence is a phase when young people begin to explore their gender identity. Adolescents who identify as a gender minority are vulnerable to experiencing mental health problems due to stigmatization of their identity. MethodsA population-wide study compared gender minority and cisgender students (aged 13–14 years) self-reported symptoms of probable depression, anxiety, and conduct disorder, and auditory hallucinations, including the distress and frequency of hallucinations. ResultsGender minority students compared to cisgender students had four times the odds of reporting a probable depressive disorder, anxiety disorder, auditory hallucinations, but not conduct disorder. Of those who reported a hallucination, gender minority students were more likely to report hearing them daily but were no more likely to find them distressing. DiscussionGender minority students experience a disproportionate burden of mental health problems. Services and programming should be adapted to better support gender minority high-school students.

Dismantling the curse of the “first”

For a discipline often lauded for its ubiquity, science can be incredibly isolating. This is especially true for Black folks. When I was in third grade, my favorite teacher Mrs. Schiele, a Black woman herself, tasked our class with individual reports concerning a Black historical figure not often acknowledged in the mainstream. For me, she chose, Dr. Mae C. Jemison, the first Black woman to travel to space. When I got home, I immediately accused my parents of hiding valuable information from me, “How could you not tell me about this?! Black people in space!” I obsessively read articles and interviews about and of Dr. Jemison; learning of a Black woman in science changed my life. I wanted to become someone as brilliant as her. My teacher and my parents affirmed me in this desire. “You are brilliant. You can do it,” they would say to me. I never thought that I could not be a scientist until I actually began pursuing science. I realized how few people looked like me, and even fewer believed in me. In science, not belonging is often disguised by the descriptors “first”, “only”, and “one of”. Knowing one’s own ability and brilliance is difficult when you are faced with the overwhelming solitude of science. Having a community of Black scientists will alleviate that burden for many young researchers. I find joy in establishing a community of chemists from underrepresented backgrounds. Many of my efforts have been toward increasing the accessibility of undergraduate research opportunities. During my own undergraduate experience, I felt extremely isolated and had little help in securing a research position. In a large school like University of Texas, research positions are an even more finite resource. Without research experience, students will not pursue higher positions within academia or scientific careers. This lack of representation does a disservice to Black students and the field of chemical research. By expanding the inclusion of the TEJAS program at University of Texas at Austin (UT), I have helped even the playing field. This program provides research opportunities for undergraduate students who receive work-study accommodations. This has been incredibly beneficial because students of lower socioeconomic backgrounds are prioritized, and those students are historically underrepresented in science. When I was able to obtain a summer undergraduate research position, my work was unpaid. I had two other jobs to afford living, minimizing my time in lab. Instead, students in the TEJAS program, one of which is working in my own research lab, can focus on enjoying their research and learning. To provide additional resources for undergraduates, I have acted as a counselor for the Jackson School of Geosciences Virtual Math and Science Institute, which provides courses for minority high school students before they began their collegiate careers. This offers students with resources to be successful in “weed-out” STEM courses. These programs also allow these students to develop community with one another. Upon completion of these programs, students have a community of professors, graduate students, and other undergraduates to look to when they need encouragement or assistance. I also find joy in my work. Initially, I coped with my own lack of community by dreams of how I could contribute to improving the world with my research. I was inspired to pursue chemistry after learning about the pathology and treatment of various diseases in both my Cancer Biology and Technology course and my Drug Design, Development, and Delivery course. Learning how the work of researchers directly saves lives led to my pursuit of an organic chemistry and methodology PhD at UT. Currently, I work with developing rapid assembly of drug molecule analogs, particularly making carbon–nitrogen bonds. Amine-containing molecules make up about 75% of market drug products, yet they are extremely challenging to synthesize. To make healthcare accessible, there must be an efficient and inexpensive route to life-saving drug molecules. Many diseases often disproportionately affect Black and brown communities. While researchers diligently work to discover cures, serving these communities and ensuring Black and Brown people are properly treated is usually not a priority. I plan to work on improving the equity and transparency of the pharmaceutical industry. With my work as a medicinal chemist, I will leverage my skills and discoveries to lobby for access to healthcare for underserved communities. While I have been lucky to have the unconditional support of my family and friends, forging my path in science is still something I have largely done alone. This has made me a self-sufficient and diligent chemist, who has a passion for establishing equity and diversity in every space I occupy. I still would have preferred to have more support within my scientific network. That is my hope for future Black scientists. Science is important and challenging work; we should not have to do it alone.

Evaluating a Health Care Pathway Internship Program for Minority High School Students

Background In 2005, Mountain Area Health Education Center (MAHEC) collaborated with community partners to establish the Minority Medical Mentoring Program (MMMP), a semester-long health care pathway internship for high school seniors of color. This evaluation aimed to assess program participants’ perceptions of program components, identify areas for improvement, and broaden the evidence base of pathway programs. Methods Seventy-three MMMP alumni were invited to participate in an online survey. Closed- and open-ended questions aimed to assess respondents’ perceptions of program components and MMMP’s impact on their personal and professional lives. Results Forty-six alumni responded to the survey. The MMMP was perceived as universally valuable. Clinical shadowing, mentors of color, and exposure to a variety of health professionals were viewed as the most valuable program components. The MMMP strengthened participants’ awareness of health disciplines, improved their self-confidence, and increased their professional skill sets. Surprisingly, the MMMP enabled some participants to recognize health career interests outside of clinical care. Limitations Selection, social desirability, and recall bias may limit interpretation of findings. Conclusion The MMMP is highly valued by participants. A high majority of respondents (40/46; 87%) plan to have a health career in the future. Pathway programs can shape career paths, increase self-awareness, and build self-confidence for success. It is important to note that systemic racism and discrimination must be addressed to fully ensure recruitment and retention of health care providers of color.

Improving Learning Engagement Among Ethnic Minority High School Students in China Through School-Based Social Support: An Intervention Study

The study aimed to examine the effect of school-based social support, specifically the integrated peer and teacher support on the learning engagement of ethnic minority high school students in China. Researchers designed a customized reading program to incorporate peer and teacher support through collaborative learning and dual-teacher classroom mechanisms. The intervention groups involve 192 first year high school students in an underdeveloped area in Yunnan province. Learning engagement was measured using a self-report interview and observation field note during the intervention. Results showed that the school-based social support has effectively promoted the student’s self-confidence, learning motivation, self-identity, and develop a positive learning environment. These findings suggest that school-based social support can be a productive way to improve learning engagement among ethnic minority high school students in China. Implications for education practice and future research are discussed.

Math Placement of Language Minority High School Students

Math Placement of Language Minority High School Students

Disparities Education Strategies in the Case Comprehensive Cancer Center STEM Focused Youth Enjoy Science Program.

The Youth Enjoy Science/Scientific Enrichment and Opportunity (YES/SEO) Program at Case Western Reserve University (CWRU) School of Medicine and the Case Comprehensive Cancer Center (Case CCC) in Cleveland, OH is an intensive Research, Science, Technology, Engineering, and Mathematics (STEM) program targeted at engaging underrepresented minority high school students to better understand and to pursue careers in cancer research and healthcare. The program's long-range goals are to increase diversity of the cancer professional workforce to contribute to elimination of cancer health inequities. A challenging aspect of this intensive research and STEM education program is how to effectively teach about cancer health disparities and to address the importance of developing strategies for their remediation. We describe herein some innovative approaches utilized to engage students in learning about disparities and thinking about solutions. Overall, feedback from our students indicates the importance of introducing disparities education topics often and using multiple approaches, including small and large meetings as well as lecture and conversational formats. These approaches provide opportunities for frequent student engagement and concept reinforcement. Based on this experience, a series of recommendations are provided for incorporating disparities education into intensive research and STEM programs.

Effects of intergroup contact on explicit and implicit outgroup attitudes: A longitudinal field study with majority and minority group members.

A longitudinal field study tested the long-term effects (three years) of intergroup contact on both explicit and implicit outgroup attitudes. Participants were majority (Italian) and minority (immigrant) high-school students, who were tested at four waves from the beginning of their first year in high-school to the end of the third school year. Results revealed, first, a longitudinal association of quantity (but not quality) of contact with lower intergroup anxiety and more positive explicit attitudes, as well as bidirectional effects over time between explicit attitudes and intergroup anxiety, on the one hand, and quantity and quality of contact, on the other. Second, reduced intergroup anxiety mediated the association between quantity of contact and improved explicit attitudes over time. Third, the product of quantity and quality of contact longitudinally predicted more positive implicit outgroup attitudes over school years. We discuss the theoretical and practical implications of findings.

Positive School Climate and Emotional Engagement: A Mixed Methods Study of Chinese Students as Ethnocultural Minorities in Malaysian Secondary Schools

Past research on ethnocultural minority students indicates that persistent inequities require greater attention to the multiple learning supports needed to enhance school success. The present study was designed to extend research in this area by exploring school climate and emotional engagement among minority ethnocultural Chinese students in Malaysian secondary schools. We employed quantitative surveys with 724 students ( Mage = 16.1 years; 47.9% female), followed by qualitative interviews with a subset of 25 students ( Mage = 16.1 years; 52% female). Path analysis indicated that feelings of safety, socio-emotional support from teachers and peers, and student voice were predictors of emotional engagement for Chinese students, which further predicted cognitive engagement, academic performance, and school behavior. Thematic analysis further revealed that language and communication barriers and bullying negatively impacted students’ sense of safety and engagement. Caring, respectful relationships with teachers led to students having opportunities to direct their own learning and make decisions on schoolwide activities, promoting students’ feelings of engagement. Support from peers increased students’ emotional engagement by reducing school-related stressors. The findings suggest that a mutually respectful, caring school climate and opportunities for student voice can enhance critical school experiences for ethnocultural minority high school students.

Health Risk Factors and Outcomes Among Gender Minority High School Students in 15 US States

This study uses state data sets from the 2017 and 2019 Youth Risk Behavior Survey to assess health risk factors and health outcomes by gender identity among a large, population-based sample of gender minority adolescents.

If You Can See It, You Can Be It: Perceptions of Diversity in Surgery Among Under-Represented Minority High School Students

Increasing racial and ethnic diversity in the surgical workforce is essential to improving outcomes for marginalized communities. To address the persistent shortage of under-represented minority (URM) surgeons, this study assessed the impact of providing early exposure to the field of surgery on URM high school students' perceptions of pursuing surgical careers. The Association of Women Surgeons organized a pilot 3-hour "Day in the Life" virtual event geared toward URM high school students involving suturing/knot-tying, case conferences, and mentoring activities. Pre- and post-event survey results from 65 participants showed that students became more familiar with surgery (p < 0.001) and perceived the field as more diverse (p = 0.017). Over 70% felt capable of becoming surgeons themselves and over 80% were interested in learning more and gaining mentorship. Our programming provides a model for future initiatives aimed at strengthening the pipeline of URM surgeons.

Impact of summer healthcare diversity camp on students' interest and pursuit of healthcare careers

IntroductionThe diversity of the United States population has increased drastically, yet minority enrollment in healthcare schools continues to be low. The annual Healthcare Diversity Summer Camp for underserved minority high school students with an interest in a future healthcare career was created to expose students to pharmacy, nursing, and dental medicine. MethodsCamp participants completed pre- and post-surveys before and after attending the summer camp over four years to assess students' knowledge and confidence in pursuing a career in the healthcare field. Additionally, past participants were surveyed to assess academic progression following the completion of the camp. ResultsA total of 70 students completed both pre- and post-surveys during camp participation. Results were analyzed using descriptive statistics and paired t-test analysis. Post-survey results showed statistically significant improvement in comparison to pre-survey results. Of the past participants contacted, all except two are pursuing a healthcare-related degree. ConclusionsThis camp was effective in increasing students' interest and awareness of nursing, pharmacy, and dental careers. The profound majority of participants that declared the intention of pursuing a career in healthcare showcases its impact. This interdisciplinary program can serve as a model pipeline program for healthcare institutions nationwide.

Mini-medical school programs decrease perceived barriers of pursuing medical careers among underrepresented minority high school students.

The percent of underrepresented minority (URM) students who apply to medical school has changed minimally in the past 40 years. Due to the lack of URM applicants, the consequent matriculation of URMs is grossly disproportionate from their percent representation of the US population. Increasing diversity among medical students and physicians has previously been identified as essential to decreasing healthcare disparities among US minorities. The objective of our study was to recognize the barriers of applying to medical school among URMs in high school. To identify and assess the prevalence of barriers, surveys were distributed to participants of Med-Achieve, a mini-medical school program of diverse high school students in New York City during the 2019-2020 academic year. Among students who will be first in their immediate family to attend college, 80.0% perceived a barrier to pursuing medical school. Specified barriers indicated include the cost of medical school (77%), a lack of guidance/role models (53.9%), and the predicted inability to do well in medical school classes (53.9%). At the end of the program, a statistically significant reduction in the barrier of lack of guidance/role models was seen. This study highlights the benefit of mini-medical school programs, especially programs with a mentoring component, to decrease the perceived barriers of applying to medical school among URMs. It also suggests the potential role of similar programs to increase diversity in medicine and to decrease healthcare disparities among minorities in the United States.