Underrepresented Minority Students Research Articles

Robotics and kinetic design for underrepresented minority (URM) students in building education: Challenges and opportunities

AbstractOwing to the widespread distribution of open‐source robotic software and cheaper hardware, design education in architecture and engineering is evolving to emphasize interactive and dynamic geometries, using new digital media and technologies. However, ethnic minority groups are still underrepresented in technology‐driven changes in architecture, and their career is at risk in the growing tech‐related job markets of the architecture, construction, and engineering (ACE) industry. In this context, the paper addresses college‐level pedagogical issues and learning performance related to introductory robotics education in architectural design studios for the underrepresented minority (URM) students. This article presents the organization of curriculum activities, technical experiments in learning, and teaching experiences in the largest Hispanic‐serving institution (HSI) in the U.S. The academic projects presented exhibit both technical challenges and achievements for URM students to build design competency and tool fluency in a streamlined prototyping of responsive kinetic building fabrication. The effectiveness of computer‐aided design (CAD) technologies (3D printing, sensing, microcontrollers, etc.) for the advancement of minority‐serving design education is discussed to promote design‐learning possibilities and interdisciplinary collaborations associated with science and engineering. Expectations from course objectives are compared with final outcomes to suggest efficient learning strategies and teaching solutions of kinetic architecture.

ACS Scholars announced for 2018

The recipients of the 2018 ACS Scholars Program scholarships have been announced. This year’s class includes 143 scholars from 209 universities across the U.S., including Puerto Rico and Guam. The program awards renewable scholarships of up to $5,000 to underrepresented minority students who want to enter chemistry or related fields, such as environmental science, toxicology, or chemical technology. High school seniors and college freshmen, sophomores, and juniors are eligible to apply. The ACS Scholars Program was established in 1994 to encourage African American, Hispanic, and American Indian students—who were considered underrepresented in the chemical sciences by the National Science Foundation—to pursue careers in the field. The list of 2018 winners is available at goo.gl/EdkW12.

Peer-Led Team Learning in General Chemistry I: Interactions with Identity, Academic Preparation, and a Course-Based Intervention

Robust evidence shows that Peer-Led Team Learning (PLTL) improves the academic success of first-year college students in introductory Science, Technology, Engineering, and Mathematics (STEM) courses. Less clear is the extent to which this positive PLTL effect varies across different subgroups of the population. The current study aims to deepen our understanding of the overall PLTL effect by extensively evaluating an optional PLTL program associated with General Chemistry I at a private, research university. Using five years of exam data, this study disaggregates the PLTL effect by demographics (sex and race), academic preparation (math skills, chemistry content knowledge, and experience with college-preparatory coursework), and participation in another curricular innovation (a growth-mindset intervention). Results revealed that the positive effect of PLTL was comparable across demographic identity groups. Thus, the PLTL program benefitted all participants but did not reduce the pre-existing performance disparity between underrepresented minority and white students (no sex-based disparity was observed). In terms of academic preparation, the PLTL effect interacted with students’ level of experience with college-preparatory coursework but not with their math or chemistry knowledge. This pattern suggests that PLTL may help develop students’ self-management or reasoning skills, without necessarily narrowing knowledge gaps. Finally, PLTL interacted with participation in a growth-mindset intervention: the difference between PLTL participants and nonparticipants was smaller among students who received the mindset intervention. Implications for chemical education researchers and practitioners are discussed, with an eye toward fostering equity in introductory STEM courses.

Advancing Cancer Health Equity in Pacific Islanders: A 15-Year Investment in Cancer Research, Training and Outreach in Guam, Hawaii and the U.S. Associated Pacific Islands

Background: Pacific Islanders (PI) in Guam (GU), Hawaii (HI), and the U.S. associated Pacific Islands (USAPI) experience greater cancer health disparities compared with majority populations in GU, HI, and the U.S. continent. Social determinants including geographic, socio-cultural, and economic factors are barriers to health and health care, leading to late stage diagnosis and poor survival outcomes. PIs are also highly underrepresented among cancer researchers. Aim: The University of Guam (UOG)/University of Hawaii Cancer Center (UHCC) partnership aims to grow cancer research capacity at UOG, develop cancer health disparities research at UHCC focusing on Pacific Islanders (PI), raise awareness of cancer and cancer prevention in GU, HI and the USAPI, and increase the number of cancer and biomedical scientists of PI ancestry in the U.S. Methods: An infrastructure comprised of five principal investigators and approximately 30 participating faculty, administrative staff, and community and scientific advisory members, supported by funds from the National Cancer Institute and the partnering institutions, has provided 15 years of support for cancer research, training, and outreach designed to reduce cancer health disparities and advance health equity among Pacific Islanders in GU, HI and the USAPI. Results: Fifteen collaborative research projects have been funded through the partnership. Many of these projects have focused on the prevention of unhealthy lifestyle behaviors that lead to increased cancer risk. Prepilot, pilot and full research projects address cancer health disparities of regional relevance and global importance, notably breast, cervical and oral cancers as well as tobacco and betel nut use. A betel nut cessation intervention, the first of its kind, shows promising quit rates. This research has resulted in over 80 publications, 100+ abstracts, and 9 grant awards. The partnership has recruited and trained 26 underrepresented graduate scholars in cancer health disparities, including two scholars who have since joined UOG's faculty and are now independently conducting research, participating in the partnership as investigators, and mentoring tomorrow's scientists. UOG faculty and early stage investigators continue to receive mentorship and career development support. Outreach activities have contributed to the introduction and passage of significant cancer prevention and control legislation in Guam and Saipan. Outcomes are communicated through the partnership's Website, social media, and community reports and seminars. Conclusion: The partnership has significantly increased research capacity at UOG and cultivated interest in cancer research among underrepresented minority students at the partnering institutions. A regional research infrastructure has been established, and research findings are informing public health policy and planning. Resources have been leveraged to address PI cancer health disparities in GU, HI, and the USAPI.

Self-regulation and STEM persistence in minority and non-minority students across the first year of college.

Psychological factors have been implicated in STEM persistence but remain poorly understood. In particular, the role of self-regulation--the cognitive, behavioral, and emotional skills that allow individuals to work efficiently toward their desired goals, especially when under stress--has received minimal attention. Psychological factors may be particularly important for persistence by underrepresented minority (URM) students, many of whom face significant barriers to success in STEM. We examined the extent to which self-regulation predicts STEM persistence in 732 STEM students and whether minority status moderated self-regulation's associations with STEM persistence. We found minimal differences in self-regulation styles between URM and nonunderrepresented minority students. Baseline cognitive-emotional self-regulation predicted intentions to persist in a science career, using alcohol and drugs to cope with stress predicted less persistence in STEM major across the year, and only URM status predicted end-of-year GPA. Minority status did not moderate these associations. Future research is needed on self-regulation skills and students' trajectories of STEM success.

Purposeful Recruitment Strategies to Increase Diversity in Physical Therapist Education

Background and Purpose. A more diverse physical therapist (PT) workforce is needed to meet the rapidly changing demographic of the United States. To achieve this increased representation within the profession, PT education must recruit, admit, and retain a more diverse student body. A comprehensive definition of underrepresented minorities (URMs) in professional physical therapy education was recently expanded to include educational, economic, and geographic disadvantage in addition to race and ethnicity. Position and Rationale. The PT profession has not examined the disadvantaged profile of its applicant pool or student demographic, but this expanded URM definition now supports this effort. This position paper reports on a survey conducted by the American Council of Academic Physical Therapy's Diversity Task Force designed to examine recruitment into PT education through the lens of the new URM definition, with a focus on how students from underrepresented and disadvantaged backgrounds decide to pursue a PT career. The position taken was that identifying potential differences in how URM students achieve this decision will support the development of purposeful recruitment strategies for students from URM groups. Discussion and Conclusion. Students from URM backgrounds reported different critical decision ages, as well as different use of or preference for resources to learn about the PT career and to prepare for application to DPT programs. Although personal experience with physical therapy was the primary influence on white students' decision to pursue a PT career, values and interests were equally impactful on this decision for disadvantaged students. Both nonwhite and disadvantaged students were also more influenced by exposure to the patient–therapist relationship and by inclusion and diversity than white students. This paper uses these data to support the need for different strategies and tailored recruitment of URM students into physical therapy education programs.

Supporting the Writing Productivity of Biomedical Graduate Students: An Integrated, Structured Writing Intervention

Writing is a critical skill for graduate students, but few studies in the literature describe how it is supported in the training of biomedical graduate students. The Initiative for Maximizing Student Development program at Loma Linda University aims to develop this important skill in its students through an integrated, structured writing intervention. Specifically, the program hired a writing specialist who taught writing seminars, facilitated writing and publishing workshops, and mentored students in one-on-one writing conferences. Doctoral students in the program, primarily underrepresented minority students with some not having English as a first language, all exhibited writing apprehension and blocking behaviors. The percentage of students graduating, publishing, and entering science careers, all of which require writing, is high. To yield insight into how this intervention worked, we conducted in-depth interviews of six of the earliest graduates, derived themes, analyzed data from pre- and post-assessments, and described their publication records. Participating students increased their writing confidence, adopted productive writing strategies, decreased writing anxiety and blocking behaviors, and published successfully.

Sat Retaking and Inequality in College Enrollment

Data on millions of SAT-takers show only half retake the exam, with even lower retake rates among low income and underrepresented minority students. Scoring below multiples of 100 increases retaking, implying some students have round number target scores. Regression discontinuity evidence finds retaking once improves admissions-relevant SAT scores by 0.3 standard deviations on average. Likely by strengthening college applications, retaking substantially increases four-year college enrollment, particularly for low income and underrepresented minority students. Eliminating disparities in retake rates could close up to 20 percent of the income gap and 10 percent of the racial gap in four-year college enrollment.

Build a more diverse, likely‐to‐succeed class through intentionality

The University of Oregon boasts a student body that is more diverse than the overall population of the state of Oregon, a fact of which Roger Thompson, vice president for student services and enrollment management at U of O, is very proud. When Thompson joined the institution, the population of underrepresented domestic minority students accounted for only 17 percent of the student body.

Take Two! SAT Retaking and College Enrollment Gaps

Only half of SAT-takers retake the exam, with even lower retake rates among low-income students and underrepresented minority (URM) students. We exploit discontinuous jumps in retake probabilities at multiples of 100, driven by left-digit bias, to estimate retaking’s causal effects. Retaking substantially improves SAT scores and increases four-year college enrollment rates, particularly for low-income and URM students. Eliminating disparities in retake rates could close up to 10 percent of the income-based gap and up to 7 percent of the race-based gap in four-year college enrollment rates of high school graduates. (JEL I21, I23, I24, J15)

Dental Students' Readiness to Address Adolescent Risk Behaviors: A Pilot Study.

Adolescents' engagement in risk-taking behaviors is well documented. However, the role of the dental practitioner in helping teenage patients understand and avert those behaviors is relatively unknown. The aim of this pilot study was to assess dental students' familiarity with adolescent risk behaviors, comfort level in discussing adolescent risk behaviors with teenage patients, and ratings of the relevance of these topics in dental education. Of the 373 University of Florida dental students across all four years who were invited to participate in 2017, 151 (40.5%) completed the survey. Among these respondents, 66% were female, 53% were from an underrepresented minority (URM) group, 40% were above the age of 25, 53% were in their preclinical years of education, and 47% were in their clinical years. In the results, the males had higher levels of comfort discussing adolescent risk behavior topics than the females, and the non-URM students had higher levels of comfort than the URM students. The clinical students showed statistically significant higher levels of comfort and ratings of the relevance of adolescent risk behaviors than the preclinical students. This pilot study assessed these students' comfort in discussing adolescent risk behaviors with patients and their level of agreement about the relevance of those topics in dental education across groups (age, gender, minority status, and educational level). Future studies are needed to examine pre- and posttest changes following interventions aimed at enhancing students' knowledge and comfort in discussing adolescent risk behaviors.

Sense of Belonging in Computing: The Role of Introductory Courses for Women and Underrepresented Minority Students

This study examines an aspect of gender and racial/ethnic gaps in undergraduate computing by focusing on sense of belonging among women and underrepresented minority (URM) introductory computing students. We examine change in sense of belonging during the introductory course as well as the predictors of belonging, with attention to conditional effects by gender and URM status. Results show that sense of belonging outcomes are a product of both incoming student characteristics and college environments and experiences, highlighting the important role the computing faculty play in fostering belonging. These and other findings are discussed, focusing on sense of belonging among women, URM students, and URM women.

Abstract A44: University of Guam/University of Hawaii Cancer Center Partnership: Fourteen years of progress in addressing cancer health disparities in Pacific Islanders

Abstract The University of Guam (UOG)/University of Hawaii Cancer Center (UHCC) Partnership aims to grow cancer research capacity at UOG; develop cancer health disparities research at UHCC focusing on Pacific Islanders (PI); raise awareness of cancer and cancer prevention in Guam (GU), Hawaii (HI), and the U.S. Associated Pacific Islands (USAPI); and increase the number of cancer and biomedical science researchers of PI ancestry in the United States. An infrastructure comprising 6 principal investigators, over 30 participating faculty, administrative staff, and external and internal reviewers, backed by institutional support and NCI sponsorship, has supported 14 years of research, training, and outreach designed to reduce cancer health disparities and advance health equity among PI in GU, HI, and the USAPI. Since 2009, the Partnership has funded 17 cancer research projects addressing cancer research priorities of global and regional relevance, including cervical cancer and betel nut chewing--a traditional practice associated with oral pre/carcinoma, affecting 600 million users worldwide. Approximately 75 manuscripts have been published, approximately 100 abstracts presented, and 13 grants secured. To address the under-representation of PI in biomedical sciences, the Partnership has supported 30 graduate fellows, including 76 doctoral students at UH. Two PhD graduates are now faculty members at UOG and engaged in cancer health disparities research. UOG's Micronesian Studies Program now offers a cancer health disparities track, developed by the Partnership and tailored for the Pacific region. In addition, UOG/UHCC faculty, junior investigators, and pre/postdocs receive mentorship, career development, and summer research fellowships; to date, six UOG faculty have participated in the summer fellowship program at UHCC and two have subsequently secured pilot funding. Outreach projects have explored community-based participatory approaches to youth tobacco-use prevention and cessation in Guam, and the use of social networking to reduce tobacco-related cancer risk. Community-based participatory research has also led to landmark tobacco-control legislation in Guam, resulting in decreased tobacco use and increased tobacco taxes, a percentage of which supports cancer programs and patient services in Guam including the Guam Cancer Registry. Current outreach efforts aim to increase cervical cancer screening among Micronesian migrants and build cancer prevention knowledge and awareness among physicians who serve them in Guam and Hawaii. In conclusion, the Partnership has significantly increased research capacity at UOG and cultivated interest in cancer research among under-represented minority students at the partnering institutions. Supported by NCI grants U54CA143727 and U54CA143728. Citation Format: Carl-Wilhelm Vogel, David C. Ward, Neal A. Palafox, Hali R. Robinett, Rachael T. Leon Guerrero, Robert A. Underwood, John A. Peterson. University of Guam/University of Hawaii Cancer Center Partnership: Fourteen years of progress in addressing cancer health disparities in Pacific Islanders [abstract]. In: Proceedings of the Tenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2017 Sep 25-28; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2018;27(7 Suppl):Abstract nr A44.

P61 - Engaging Underrepresented Minority Students in Experiential Learning Opportunities and Research Training Through the “Abriendo Caminos” Program

P61 - Engaging Underrepresented Minority Students in Experiential Learning Opportunities and Research Training Through the “Abriendo Caminos” Program

The Impact of Student Engagement, Institutional Environment, College Preparation, and Financial Support on the Persistence of Underrepresented Minority Students in Engineering at a Predominately White Institution: A Perspective from Students

The Impact of Student Engagement, Institutional Environment, College Preparation, and Financial Support on the Persistence of Underrepresented Minority Students in Engineering at a Predominately White Institution: A Perspective from Students

Abstract C25: Bridging the gap through a targeted research fellowship: Introduction and recruitment of under-represented minority students to the cancer research physician scientist pipeline

Abstract Introduction: The Chicago Cancer Health Equity Collaborative (ChicagoCHEC) is a National Cancer Institute comprehensive cancer partnership led by the Robert H. Lurie Comprehensive Cancer Center of Northwestern University, Northeastern Illinois University, and the University of Illinois at Chicago. The mission of ChicagoCHEC is to advance cancer health equity through meaningful scientific discovery, education, training, and community engagement. The current number of individuals in research and cancer health equity-related careers does not mirror the nation's demographics. While there are several gains in health status among racial and ethnic minority groups, disparities in health status have widened for certain indicators. At the culmination of the eight weeks, Research Fellows learned fundamental research practices and methodologies, pertinent research content topics (e.g., cancer inequity and recruitment of underserved minorities in clinical trials), social contexts for health inequity across the cancer continuum, and critical professional development practices and networks. Methods: Eligible participants were all undergraduate and post-baccalaureate students without graduate education from Northwestern University, Northeastern Illinois University, the University of Illinois at Chicago, and City Colleges of Chicago. Quantitative and qualitative data were collected and entered into RedCap via responses to module evaluations and a baseline survey with questions on self-efficacy in cancer disparity research. We applied modules around overarching core competencies envisioned by the ChicagoCHEC Research Education Core: (1) research practices, (2) research content, (3) social context/ interaction and personal development, and (4) professionalization. We recruited an intentional selected sample of underrepresented minorities to achieve representation across various definitions of “underrepresented” not limited to race/ethnicity, citizenship status, gender identification, sexual orientation, first-generation college student, and more. To achieve a high number of competitive candidates, the Research Education Core, one of four cores of the overarching U54 ChicagoCHEC, utilized existing cross-institutional inventories of student programs and groups, and corresponding recruitment strategies. This included Research Education Core staff collaborative presentations at career fairs, with student organizations, and in classes. The program leveraged the expertise of leading scholars and cancer researchers, health professionals, institutional leadership, and community leaders across Chicago taking part as guest lecturers, project mentors, and site visit hosts. The program served as an opportunity to move the needle on health by expanding opportunities to the next generation in a way that also changes the architecture of collaboration, community engagement, and the culture of research education to address health inequities. Core components of the intervention include individual and personal reflection, group exercises, didactic lecture, and classroom-based, and immersion and hands on experiences. These learning vehicles aimed to advance core values and competencies. Core values include teamwork, mentorship, critical thinking, value alignment, professionalism, intellectual curiosity, social justice, and reflective dialogue. Citation Format: Shaneah Taylor, Melinda Monge. Bridging the gap through a targeted research fellowship: Introduction and recruitment of under-represented minority students to the cancer research physician scientist pipeline [abstract]. In: Proceedings of the Tenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2017 Sep 25-28; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2018;27(7 Suppl):Abstract nr C25.

Diagnosis, Prescription, Intervention, Evaluation, Advanced Academic Training, and College Student Success

The Personal Background Preparation Survey (PBPS) identifies students at risk for academic nonadvancement. Uniquely, the PBPS produces individualized reports making evidence-based risk-specific recommendations prescribing interventions targeting students’ empirically identified risk indicators. At a large southwestern health sciences community college, after baseline PBPS administration among 409 diverse first-semester-fall 2010 students, fall 2011 PBPS administration helped target PBPS-individualized interventions among 618 first-semester-fall 2011 students. Group-oriented Advanced Academic Training (AAT) workshops augmented PBPS-targeted individualized interventions among 1,183 additional first-semester students during fall 2012 and fall 2013. AAT participants practiced a daily self-testing retrieval regimen to reduce PBPS-identified cognitive processing, information-, and time-management risk indicators. Controlling PBPS risk level, underrepresented minority status, and gender as covariates, first-semester student nonadvancement rate decreased from baseline’s 42.3% and PBPS-individualized interventions’ 41.4% to 16.2% and 11.6% postAAT ( p < .001), respectively. AAT was designed to reduce primarily higher risk student nonadvancement; yet, retention gains did not differ significantly across risk levels, underrepresented minority students status, and gender.

2503 First year medical student characteristics associated with readiness to talk about race

OBJECTIVES/SPECIFIC AIMS: Calls to break the silence around the effects of racism on health are growing. Few researchers have examined the relationship between medical student characteristics and students’ comfort, motivation, and skill to discuss racism. This paper examines medical student characteristics associated with readiness to talk about racism among first-year medical students at the University of Minnesota. METHODS/STUDY POPULATION: In February 2017 prior to a lecture on racism and health, we invited first year medical students to participate in a web-based survey about their experiences and comfort discussing racism. We calculated descriptive statistics and measured differences by student race (White vs. Asian vs. Black/multiracial/other) and undergraduate major type (STEM vs. non-STEM) using χ2 tests for variables with categorical responses and generalized linear regression models with pairwise comparisons (i.e., 2-sample t-tests) for variables with continuous responses. RESULTS/ANTICIPATED RESULTS: (n=107/163). The majority of students were male (53%); White (75%); and majored in STEM majors in college (85%). College major was not associated with race. Students’ responses to multiple items suggest that the vast majority perceived racial inequality as a major problem in the United States. Race was significantly associated with only 1 of these items. Specifically, 100% (16/16) of Black/multiracial/other students [under-represented minority (URM) students] reported “too little attention” is paid to race and racial issues, while only 53% of White students (42/79) and 55% of Asian students (6/11) chose this response. Students with non-STEM majors and students who identified as URM students reported talking about racism with friends more often than STEM majors and white students, respectively. In conversations about race at school, two-thirds of students were concerned that they might unintentionally offend others or be misunderstood. However, non-STEM majors and URM students were significantly less worried that they would unintentionally offend others in conversations about race at school than STEM majors and white students. Larger percentages of URM students (50%) than White students (25%) were afraid that others would not respect their views because of their race. White students were more afraid that they might that they would be called racist than URM students. DISCUSSION/SIGNIFICANCE OF IMPACT: Many students find it challenging to discuss race and racism in medical education settings. URM students and non-STEM majors reported greater frequency talking about racism with friends and appear to be less anxious in conversations about racism than White students and STEM majors respectively. Given non-STEM majors' greater psychological safety discussing racism, future research should explore whether non-STEM majors are better prepared and more motivated to address racial disparities in health and health care than STEM majors. Such research could have important implications for medical school admissions.

2468 CTSI 500 Stars Initiative (CTSI of SE-Wisconsin)

2468 CTSI 500 Stars Initiative (CTSI of SE-Wisconsin)

Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD Students.

The faculty and student populations in academia are not representative of the diversity in the U.S. population. Thus, research institutions and funding agencies invest significant funds and effort into recruitment and retention programs that focus on increasing the flow of historically underrepresented minorities (URMs) into the science, technology, engineering, and mathematics (STEM) pipeline. Here, we outline challenges, interventions, and assessments by the University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences (GSBS) that increased the diversity of the student body independently of grade point averages and Graduate Record Examination scores. Additionally, we show these efforts progressively decreased the attrition rates of URM students over time while eliminating attrition in the latest cohort. Further, the majority of URM students who graduate from the GSBS are likely to remain in the STEM pipeline beyond the postdoctoral training period. We also provide specific recommendations based on the data presented to identify and remove barriers that prevent entry, participation, and inclusion of the underrepresented and underserved in the STEM pipeline.