Underrepresented Minority High School Students Research Articles

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.

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.

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.

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.

Predictors of Satisfying and Impactful Clinical Shadowing Experiences for Underrepresented Minority High School Students Interested in Healthcare Careers

IntroductionDiversity among healthcare professionals lags behind the increasing racial and ethnic diversity of the United States’ population. Increasing diversity of the health professional workforce may be one strategy to influence healthcare disparities. This study sought to understand factors associated with highly satisfying and impactful clinical shadowing experiences among underrepresented minority (URM) students in a health professional development program for urban high school students. MethodsWe analyzed data from students’ summer clinical shadowing experiences in 2016 and 2017. We sought to determine if preceptor factors (e.g. racial and gender concordance with students), or patient related variables (e.g. racial concordance with students, the volume of patients per session) were associated with overall satisfaction with shadowing, the desire to pursue a similar career as their preceptor, and viewing their preceptor as a role model. After each shadowing experience, students completed evaluation forms. Chi-square tests were used for data analysis. ResultsOver two summers, 65 high school juniors participated in an average of 14 half-day clinical shadowing sessions; 59 of these students identify as URMs. Among URM students, racial/ethnic concordance between preceptor and student was significantly associated with viewing the preceptor as a role model (p = 0.028). Witnessing a greater number of patient-provider encounters (≥five patients per session) was associated with higher satisfaction with the experience (p = 0.0002), and viewing the preceptor as a role model (p = 0.04). ConclusionTo increase diversity of the healthcare workforce, URM students need high volume patient-provider encounters. Racial and/or ethnic concordance of URM students and preceptors may provide for preferable role models.

Near Peer Mentors to Address Socio-Emotional Issues Among Underrepresented Minority High School Students in Research Intensive STEM Programs: Perceptions of Students and Mentors.

A Near Peer Mentoring Program (NPMP) was developed in which Medical Student Training Program (MSTP) students met weekly with small groups of high school students who were participating in an intensive summer biomedical research immersion program. The goal of the NPMP was to provide and engage the high school students with opportunities to express and discuss their research and more importantly, their stresses and concerns. After initial reservations, the NPMP provided a comfortable venue for high school students to engage in discussions of both laboratory and personal topics. Overall, their concerns and stresses were expressed in five categories: 1) College Preparation, 2) Preparation for MD and PhD Training and Careers, 3) Summer Research Programmatic Issues and Laboratory Social Structure, 4) Social Issues, and 5) Health and Wellness. High school students identified the following major factors as contributing to programmatic success: relatability, role models, comfort and approachability, organization, and mentor fit. The Near Peer Mentoring initiative revealed the need for STEM and other programs targeting academic success and career development to be alert to social and emotional concerns of students and to provide opportunities for their expression, discussion and guidance.

Self-Efficacy as an Indicator for Success in a Premedical Curriculum for Underrepresented Minority High School Students.

Context:The Aspiring DOctors PreCollege Program at the Ohio University Heritage College of Osteopathic Medicine Cleveland Campus is unique among other precollege pipeline and mini-medical school programs in that it engages learners from urban underserved communities for an entire academic year as a cocurricular adjunct to their high school course load. One day per month, students are brought to the medical college campus and introduced to the field of osteopathic medicine. Students also participate in activities related to preparing for college admissions, diversity in higher education, mental health and wellness, and financial stewardship. All these activities are done with the goal of increasing the number of underrepresented minority (URM) students in the health care professions.Objective:Self-efficacy has been identified as a measure of internal motivation and belief in one’s ability to succeed in the face of challenges. The purpose of this study is to determine what effect, if any, participation in this program has on URM student self-efficacy.Methods:Students were asked to complete a validated self-efficacy questionnaire at the start and end of this program to determine their levels of self-efficacy and if there were changes after participating in this program.Results:Ten of the 12 seniors completed pre- and post-self-efficacy surveys. Two main discoveries were made through this pilot. First, when tested at the beginning of the program, all students had high levels of self-efficacy (mean score, 4.45 of 5). Second, 2 items were specifically increased by a statistically significant amount. The students increased in self-efficacy concerning the responses “I can learn what is being taught in class this year” (P = .024) and “My ability grows with effort” (P = .015).Conclusions:With the competitive standards of acceptance into the Aspiring DOctors PreCollege Program, students enrolled in this program had high levels of self-efficacy from the onset. While there was modest increase across the board, many of these indicators remained consistently high after the program. Using self-efficacy as a screening tool for premedical students may be helpful in identifying candidates likely to succeed in a future medical career.

Changing the face of STEM with stormwater research

BackgroundThe University of Maine Stormwater Management and Research Team (SMART) program began in 2014 with the goal of creating a diverse science-technology-engineering-math (STEM) pathway with community water research. The program engages female and underrepresented minority high school students in locally relevant STEM research. It focuses on creating educational experiences that are active and relevant to students that build confidence, connect knowledge and skills directly to solving problems in local communities, and support student cultural identities. The core tools of the SMART program are resources and relationships: university-designed or commercial water data collection equipment, data loggers and chemistry supplies, on-campus science and engineering training for teacher-mentors and students, and a community mentor network. The program supports an annual summer institute that trains both students and teacher-mentors and academic-year student research projects. SMART groups are formed at local schools or community centers. Activities revolve around engaging students in citizen-science to expand their understanding of the environment, developing community strategies to address the complex problem of stormwater pollution, and using the tools of science, engineering, and technology effectively. In addition, the program supports teachers and students in reaching out to local science and engineering professionals to form a mentor network for student research.ResultsOver 3 years, 220 students and 25 teachers have been trained in the science and engineering of stormwater, having taken and recorded over 4000 local water measurements (i.e., temperature, conductivity, pH). In all cohorts to date, over 75% of student participants have self-identified as either female or a racial minority. Of approximately 125 currently college-eligible former and current SMART students, more than 41% have been accepted or are enrolled in a secondary STEM degree program. In pre- and post-program surveys, female and underrepresented minority students reported that SMART activities and their relationship with mentors have increased their awareness of how stormwater affects the community and increased their interest in pursuing a STEM career.ConclusionWith its focus on problem-solving at the community level, SMART supports students in active, local, and culturally relevant science and engineering experiences that contribute to building their confidence and affirming their decision to pursue post-secondary STEM careers.

Evaluation to Improve a High School Summer Science Outreach Program.

The goal of the Young Scientist Program (YSP) at Washington University School of Medicine in St. Louis (WUSM) is to broaden science literacy and recruit talent for the scientific future. In particular, YSP seeks to expose underrepresented minority high school students from St. Louis public schools (SLPS) to a wide variety of careers in the sciences. The centerpiece of YSP, the Summer Focus Program (SFP), is a nine-week, intensive research experience for competitively chosen rising high school seniors (Scholars). Scholars are paired with volunteer graduate student, medical student, or postdoctoral fellow mentors who are active members of the practicing scientific community and serve as guides and exemplars of scientific careers. The SFP seeks to increase the number of underrepresented minority students pursuing STEM undergraduate degrees by making the Scholars more comfortable with science and science literacy. The data presented here provide results of the objective, quick, and simple methods developed by YSP to assess the efficacy of the SFP from 2006 to 2013. We demonstrate that the SFP successfully used formative evaluation to continuously improve the various activities within the SFP over the course of several years and in turn enhance student experiences within the SFP. Additionally we show that the SFP effectively broadened confidence in science literacy among participating high school students and successfully graduated a high percentage of students who went on to pursue science, technology, engineering, and mathematics (STEM) majors at the undergraduate level.

Doctors of tomorrow: An innovative curriculum connecting underrepresented minority high school students to medical school.

Racial minorities continue to be underrepresented in medicine (URiM). Increasing provider diversity is an essential component of addressing disparity in health delivery and outcomes. The pool of students URiM that are competitive applicants to medical school is often limited early on by educational inequalities in primary and secondary schooling. A growing body of evidence recognizing the importance of diversifying health professions advances the need for medical schools to develop outreach collaborations with primary and secondary schools to attract URiMs. The goal of this paper is to describe and evaluate a program that seeks to create a pipeline for URiMs early in secondary schooling by connecting these students with support and resources in the medical community that may be transformative in empowering these students to be stronger university and medical school applicants. The authors described a medical student-led, action-oriented pipeline program, Doctors of Tomorrow, which connects faculty and medical students at the University of Michigan Medical School with 9th grade students at Cass Technical High School (Cass Tech) in Detroit, Michigan. The program includes a core curriculum of hands-on experiential learning, development, and presentation of a capstone project, and mentoring of 9th grade students by medical students. Cass Tech student feedback was collected using focus groups, critical incident written narratives, and individual interviews. Medical student feedback was collected reviewing monthly meeting minutes from the Doctors of Tomorrow medical student leadership. Data were analyzed using thematic analysis. Two strong themes emerged from the Cass Tech student feedback: (i) Personal identity and its perceived effect on goal achievement and (ii) positive affect of direct mentorship and engagement with current healthcare providers through Doctors of Tomorrow. A challenge noted by the medical students was the lack of structured curriculum beyond the 1st year of the program; however, this was complemented by their commitment to the program for continued longitudinal development. The authors propose that development of outreach pipeline programs that are context specific, culturally relevant, and established in collaboration with community partners have the potential to provide underrepresented students with opportunities and skills early in their formative education to be competitive applicants to college and ultimately to medical school.

After-School Program for urban youth: Evaluation of a health careers course in New York City high schools.

Mentoring in Medicine (MIM) addresses an urgent national need for minority health professionals and promotes careers in health care for urban youth. The MIM After School Program (ASP or The Course) has as its primary objectives to provide academic enrichment in human biology and motivate disadvantaged youth to pursue a career in the health professions. Secondary objectives of The Course, although not evaluated here, are to improve students' health literacy and knowledge of healthy living behaviors. Since 2009, over 1500 middle and high school students have completed the New York City based Course, which is offered once a week over a 10 week semester in an out-of-school venue. This study assesses the success of The Course in achieving its primary objectives with 84 students at five New York City high schools during the fall 2014 semester. The Course curriculum was created especially for MIM, comprises the body's 11 organ systems, and is presented in discrete modules (one each semester), along with complementary educational activities, including field trips and class projects. This study reports on a formal evaluation using quantitative and qualitative methods. The quantitative evaluation found that the students significantly increased their knowledge of the Gastrointestinal System. Students across the academic spectrum appeared to have learned the MIM ASP Course content - high school GPA was not a predictor of knowledge acquisition. The students also reported that The Course significantly increased their self-confidence in their ability to succeed (self-efficacy). The students expressed a significant increase in five health care related attitudes and an additional increase in their ability to overcome personal issues to succeed in their career and significantly improving their feeling toward, and likely pursuit of, a health career. The students stated that The Course significantly increased their interest and intent to seek out more information about health care, participate in health care activities, and take more health care courses in high school. The qualitative evaluation found that the students and their parents were pleased with the MIM ASP Course's composition, presentation, and effectiveness. With a large majority of the parents stating that their child got out of The Course what they had hoped for and that The Course made it more likely that they would recommend a health career for their child. The students and instructional staff also identified The Course elements that they felt were most and least effective. Best practices that were used in designing and conducting The Course were identified. The MIM ASP Course appears to have achieved its principal educational objectives of providing academic enrichment in human biology and improving attitudes towards a health career for a self-selected population of disadvantaged, underrepresented minority high school students in an urban setting.

Theoretical and Conceptual Framework for a High School Pathways to Pharmacy Program

To determine whether participation in the University of Illinois at Chicago College of Pharmacy (UIC-COP) Pathways to Pharmacy, an early urban pipeline program, motivated underrepresented minority students to pursue a prepharmacy curriculum in college and choose pharmacy as a career. Over a 4-year period, underrepresented minority high school students participated in a comprehensive 6-week program that included 3 weeks of prepharmacy curriculum and intensive socialization and 3 weeks working as a pharmacy technician in a chain pharmacy. The High School Survey of Student Engagement (HSSSE) was administered 3 times to 120 program participants from 2005-2008, with 4 open-ended questions added to the pretest, 3 open-ended questions added to the test administered at the midpoint of the program, and 7 open-ended questions added to the posttest. After completing the program, 88 (75%) of the 120 students enrolled in the college's prepharmacy curriculum and planned to pursue a career in pharmacy, 10 (8%) were not interested in pursuing a career in pharmacy, and 20 (17%) were undecided, compared to the pretest data which showed that 40 (33%) were interested in a career in pharmacy, and 80 (67%) were undecided (p < 0.0001). Participation in a Pathways to Pharmacy program grounded in both a theoretical and conceptual socialization model framework increased the number of underrepresented minority students in the pipeline to pharmacy schools.