Underrepresented Racial Minority Research Articles

Discrimination and Mental Health Outcomes Among Underrepresented College Students: The Role of Sense of Belonging at Predominantly White Institutions

In this study, we explored the potential for an individual’s sense of belonging to serve as an indirect pathway that could explain the noxious effects of discrimination on mental health outcomes among underrepresented college students at a predominantly White institution (PWI). Students ( N = 308; 68% female) were eligible to participate if they identified as a historically underrepresented racial or ethnic minority, economically disadvantaged, and/or if they identified as a first-generation college student. Data were collected over three time points during students’ first three academic years. Bootstrapped confidence intervals of the standardized indirect effect indicated that discrimination at time one indirectly predicted higher levels of depressive symptoms and experienced stress at time three via a lowered sense of belonging at time two. These results suggest that underrepresented students’ sense of belonging at a PWI may explain some of the relationship between students’ experiences of discrimination and negative mental health outcomes.

It’s in Our DNA: Leadership Perspectives on Institutionalizing STEM Success in an Alliance

This study investigated how institutional leaders within an alliance navigate and use their agency to cultivate organizational change to support the success of underrepresented racial minority (URM) science, technology, engineering, and math (STEM) students. As part of this study, we partnered with the Illinois Louis Stokes Alliance for Minority Participation (ILSAMP), a signature program of the National Science Foundation (NSF), to explore our research question. The phenomenon of interest is the institutional leaders’ perceptions of their agency and their organization’s efforts to engage in the Alliance and support URM STEM student success through the various initiatives. The research team conducted 20 semi-structured interviews with institutional leaders and faculty at 11 public and private institutions as part of the STEM alliance. We utilized Braun and Clarke’s (2006) six-phased thematic analysis to identify patterns of meaning within the data that respond to the research question. Findings revealed a leadership perspective that frames approaches to STEM initiatives becoming a part of an institution’s fabric. The contribution of this study relates to the illumination of the tension between institutional leaders' agency to make change sustainable versus structural and leadership networks inhibiting STEM success efforts.

Experiences of Underrepresented Racial Minorities in the Entry-Level Physical Therapy Education Application Process: A Conceptual Framework.

The purpose of this study was to explore the experiences of Black and Latinx students as they navigate the entry-level physical therapy education program (PTEP) admissions process and how they made meaning of their experiences. Existing literature is focused on quantitative aspects of the admissions process and on the applicant's potential for success within an entry-level PTEP. There is currently not enough evidence to provide the applicant perspective when navigating the entry-level physical therapy education admissions process. A total of 11 participants were recruited from all entry-level PTEPs through social media sites and national student organizations for Black and Latinx students enrolled in entry-level PTEPs. Three interviews were conducted for each participant. Their responses were combined with a demographic survey received before the first. Interviews were then transcribed and coded with deductive and inductive processes. The study yields a conceptual model for recruitment of Black and Latinx students. Factors for programs to consider include introduction to the profession, challenges and factors of support within the application process, and factors influencing enrollment decisions. This exploratory study provides a roadmap to better understand the experiences and journey of Black and Latinx students to the field of physical therapy. Findings could be used by entry-level PTEPs to provide better access to information for prospective students.

The Role of Minoritized Student Representation in Promoting Achievement and Equity Within College STEM Courses

In the context of continued equity gaps in student success within and beyond STEM, this paper explored the extent to which the representation of underrepresented racial minority (URM) and first-generation college students predict grades in postsecondary STEM courses. The analyses examined 87,027 grades received by 11,868 STEM-interested students within 8,468 STEM courses at 20 institutions. Cross-classified multilevel models and student fixed effects analyses of these data both support the same conclusion: the proportion of URM and first-generation students within a class is positively associated with STEM grades among all students, and these relationships are stronger among students who are members of the minoritized group. Thus, promoting the representation of students with minoritized identities in STEM courses may lead to greater equity in college outcomes.

“Tellin’ the Truth in Their Own Words”: A Critical Race Qualitative Analysis of Ethnic Minority Law School Students’ Experiences

<i>The purpose of this study was to explore the law school experiences of underrepresented racial minorities (URMs) enrolled at predominantly white institutions (PWIs), paying close attention to the nature of their racialized academic and social lives on campus. Drawing upon one-on-one and group interviews with 29 ethnic minority law school students at three PWIs, I identify the myriad factors that law school students of color consider when choosing, enrolling, and/or persisting through law school. In consonance with the beliefs and standards of phenomenological research, I use information from these extensive interviews to describe the essence of their law school experiences, paying close attention to any racialized challenges, supports, or opportunities using critical race theory (CRT) as a lens. Verbatim quotes from participants are presented to illustrate the depth, meaning, and context of the findings <i>in their own words</i></i>.<i> Results from the present study hold promise for informing the future decisions, programs, and practices of law school administrators, legal educators, diversity officers, policymakers and enrollment management staff more generally.</i>

Towards a more representative Alzheimer’s disease clinical trial: Ethnic differences in underlying pathology call for demographic consideration in drug label development

AbstractBackgroundClinical trials have historically underrepresented racial and ethnic minority groups, often exhibiting sub‐par external validity and representing a population that is exceedingly White and not Hispanic or Latino (H/L). An understanding of the underlying pathology and safety profile of racial and ethnic minority groups is important to interpretation of clinical trial results and the development of accurate drug labels. T3D Therapeutics’ Phase 2 PIONEER Study (evaluating the safety and efficacy of lead candidate drug T3D‐959) provides a unique opportunity to examine safety data in an Alzheimer’s disease (AD) trial with a relatively high percentage of H/L subjects.MethodPIONEER is an ongoing randomized, double‐blind, placebo‐controlled, Phase 2 trial involving 256 mild to moderate AD patients dosed orally once‐a‐day for 24‐weeks. Exploratory analyses examine ethnic differences in medical data including screen fail reasons, medical history, and adverse events.ResultMedical history and screen fail reason data suggest differences in underlying pathology between H/L and non‐H/L subjects. For example, data show a higher rate of screen failure due to elevated HbA1c among H/L subjects vs. non‐H/L subjects. Conversely, H/L subjects show lower rates of surgical and medical procedures as well as other medical history events. Rates of reporting adverse events as well as types of adverse events reported are also significantly different between the two groups.ConclusionEthnic differences drive differential safety profiles across study subjects, challenging the applicability of non‐H/L clinical trial data to the H/L population. Our data suggest that more weight should be put on ethnicity and other demographic characteristics in developing drugs’ side effects listings. We stress that ethnic background should play a larger role in label development, and urge the clinical trial community to continue in the direction of enrolling underrepresented racial and ethnic minority groups.

Association of Hurried Communication and Low Patient Self-Efficacy With Persistent Nonadherence to Lupus Medications.

Medication nonadherence is common among patients with systemic lupus erythematosus (SLE), and adherence often fluctuates with time. Underrepresented racial minorities have disproportionately lower rates of medication adherence and more severe SLE manifestations. We aimed to identify modifiable factors associated with persistent medication nonadherence. Patients taking ≥1 SLE medication were enrolled. Adherence data were obtained at baseline and at follow-up roughly 1 year later using both self-reported adherence and pharmacy refill data. Covariates included patient-provider interaction, patient self-efficacy, and clinical factors. We compared characteristics of patients in 3 groups using the Kruskal-Wallis H test: persistent nonadherence (low adherence by self-report and refill rates at both time points); persistent adherence (high adherence by self-report and refill rates at both time points); and inconsistent adherence (the remainder). Among 77 patients (median age 44 years, 53% Black, 96% female), 48% had persistent nonadherence. Compared with other adherence groups, patients with persistent nonadherence were younger and more likely to be Black, have lower income, take ≥2 SLE medications, have higher SLE-related damage at baseline, and have higher physician global assessment of disease activity at follow-up. Persistently nonadherent patients also rated more hurried communication with providers (particularly fast speech and difficult word choice) and had lower self-efficacy in managing medications. Potential avenues to improve medication adherence include optimizing patient-provider communication, specifically avoiding difficult vocabulary and fast speech, and enhancing patient self-efficacy, particularly among younger Black patients with lower income who are at higher risk for nonadherence.

Is diversity enough? Cross-race and cross-class interactions in college occur less often than expected, but benefit members of lower status groups when they occur.

More than ever before, institutions of higher education are seeking to increase the racial and social class diversity of their student bodies. Given these efforts, the present research asks two broad questions. First, how frequently do intergroup interactions occur across the lines of race and social class, and to what extent do these interactions reflect the diversity of a setting? Second, when cross-race and cross-class interactions occur, how do individuals experience them and what consequences do they have for their outcomes in these settings? Leveraging a longitudinal design and daily diary methods, we conducted the first large study (Ninteractions = 11,460) which tracks the frequency, experience, and consequences of meaningful cross-race and cross-class interactions. We found that students reported far fewer cross-race and cross-class interactions than would occur at chance given the racial and social class diversity of their student bodies. Furthermore, students experienced less satisfaction and perspective-taking in cross-race and cross-class interactions compared to same-race and same-class interactions, respectively. Nevertheless, these cross-group interactions predicted better academic performance for underrepresented racial minority students and students from working and lower class backgrounds. They did so, in part, by increasing students' feelings of inclusion (i.e., increased belonging and reduced social identity threat). Together, these findings suggest that the mere presence of diversity is not enough to foster meaningful intergroup interactions. Furthermore, fostering intergroup interactions may be one important pathway toward reducing racial and social class disparities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

“They Helped Me to Get Through”: Investigating Institutional Sources of Support at Two-Year Colleges that Facilitate the Transfer and Persistence of Black Engineering Students

Introduction: While a considerable amount of extant scholarship describes the importance of and strategies for improving the postsecondary pathways of Black engineering students, most literature is contextualized within 4-year institutions. Objectives: The purpose of this article is to illuminate Black engineering students’ experiences at community colleges in order to understand ways in which they engage different types of 2-year institutional support. Methods: We draw from data obtained through a series of focus groups and interviews facilitated between fall 2018 and fall 2019 with 13 engineering undergraduates. Results: Findings include evidence of important connections with faculty at 2-year colleges, such as positive engagement with them inside the classroom, as well as during office hours and general advising. In addition, we describe support from academic advisors regarding transfer pathways, as well as from campus staff who helped identify scholarships or other valuable resources on campus. Conclusion: We offer implications and conclusions that highlight the tremendous capacity of community colleges to support and educate future Black engineers. We also discuss the significance of underrepresented students of color working closely with faculty, adding that research to date notes that these interactions often tenuous for underrepresented racial and ethnic minorities. Finally, we discuss ways in which our results can inform the broader landscape of undergraduate engineering education, which—like other STEM fields—has often created unwelcoming and competitive environments that lead to student attrition for students from all demographic backgrounds.

Diversity, equity, and inclusion in gastroenterology and hepatology: A survey of where we stand.

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of five national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n=431 [35.4%]), in professional leadership (n=340 [27.9%]), and among practicing GI and hepatology professionals (n=324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n=545 [44.7%]), medical student opportunities (n=520 [42.7%]), and program and professional society leadership roles for underrepresented racial and ethnic minority groups (n=473 [38.8%]). Our survey explored imperative and timely perspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

Diversity, equity, and inclusion in gastroenterology and hepatology: a survey of where we stand

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of 5 national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n= 431 [35.4%]), in professional leadership (n= 340 [27.9%]), and among practicing GI and hepatology professionals (n= 324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n= 545 [44.7%]), medical student opportunities (n= 520 [42.7%]), and program and professional society leadership roles for underrepresented racialand ethnic minority groups (n= 473 [38.8%]). Our survey explored imperative and timelyperspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

Diversity, Equity, and Inclusion in Gastroenterology and Hepatology: A Survey of Where We Stand

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of 5 national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n= 431 [35.4%]), in professional leadership (n= 340 [27.9%]), and among practicing GI and hepatology professionals (n= 324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n= 545 [44.7%]), medical student opportunities (n= 520 [42.7%]), and program and professional society leadership roles for underrepresented racialand ethnic minority groups (n= 473 [38.8%]). Our survey explored imperative and timelyperspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

Representation of Race and Ethnicity in Randomized Clinical Trials of Diabetic Macular Edema and Retinal Vein Occlusion Compared to 2010 US Census Data

Diverse enrollment and adequate representation of racial and ethnic minority groups in randomized clinical trials (RCTs) are valuable to ensure external validity and applicability of results. To compare the distribution of race and ethnicity in RCTs of diabetic macular edema (DME) and macular edema from retinal vein occlusion (RVO) to that of US Census data. This was a cross-sectional retrospective analysis comparing racial and ethnic demographic characteristics of US-based RCTs of DME and RVO between 2004 and 2020 with 2010 US Census data. PubMed and ClinicalTrials.gov were searched to screen for completed phase 3 RCTs with published results. Of 169 trials screened, 146 were excluded because they were incomplete, did not report race and ethnicity, or were not based in the US, and 23 trials were included (15 DME and 8 RVO). The number and percentage of American Indian or Alaska Native, Asian, Black, Hispanic, Native Hawaiian or Other Pacific Islander, and White participants was recorded in each RCT. The demographic distribution and proportion was compared to the reported distribution and proportion in the 2010 US Census using the χ2 test. Overrepresentation, underrepresentation, or representation commensurate with 2010 US Census data in the racial and ethnic populations of RCTs of retinal vascular disease. In 23 included RCTs of DME and RVO, there were a total of 38 participants (0.4%) who identified as American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander (groups combined owing to small numbers), 415 Asian participants (4.4%), 904 Black participants (9.6%), 954 Hispanic participants (10.1%), and 7613 White participants (80.4%). By comparison, the 2010 US Census data indicated that 1.1% of the US population self-reported as American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander (groups combined for comparison in this study), 4.8% self-reported as Asian, 12.6% as Black or African American, 16.3% as Hispanic, and 63.7% as White. American Indian or Alaska Native and Hawaiian or Other Pacific Islander participants were underrepresented in 2 trials, neither overrepresented nor underrepresented in 20, and not overrepresented in any of the included trials. Asian participants were underrepresented in 10 trials, overrepresented in 4, and neither overrepresented nor underrepresented in 8. Black participants were underrepresented in 9 trials, overrepresented in 2, and neither overrepresented nor underrepresented in 11. Hispanic participants were underrepresented in 15 trials, overrepresented in 2, and neither overrepresented nor underrepresented in 5. White participants were underrepresented in 2 trials, overrepresented in 14, and neither overrepresented nor underrepresented in 7. The χ2 values comparing RCT demographic distribution to US 2010 Census data were significantly different in 22 of 23 included RCTs. The findings in this study indicated a discrepancy between racial and ethnic demographic data in RCTs of DME and RVO and the US population according to the 2010 Census. White study participants were most frequently overrepresented, and Hispanic study participants were most frequently underrepresented. These findings support the need for more efforts to recruit underrepresented racial and ethnic minorities to improve external validity in trial findings.

How granularity of data matters in understanding and accelerating racial diversity in U.S. clinical trials.

88 Background: Historically, US clinical trials have been shown to recruit disproportionately large percentages of White patients, raising concerns about the generalizability of clinical trial results to underrepresented racial minority patient populations. Because of this, the FDA has recently reiterated its guidance stating that clinical trials need to reflect the demographic distribution of the US. In this research, we sought to understand how participation of Black patients varies by therapeutic area and geography within the US. Methods: Studying patient-level clinical trial data from an industry-leading historical clinical trial data repository of over 8 million patients from 27,000 clinical trials, we assessed the racial composition of US interventional trials across indications from 2010 to 2021 which encompassed 433,822 clinical trial participants across 2,997 trials. We also analyzed participants’ racial composition within the subset of trials from three distinct therapeutic areas (i.e., oncology n = 118,194, cardiovascular n = 12,281, central nervous system n = 35,533) and distinct sites over the same period. Results: The racial distribution of clinical trial participants in the US across all therapeutic areas was 78% White, 15% Black, and 3% Asian. Within the three distinct therapeutic areas, the proportion of Black clinical trial participants varied, with oncology trials reporting 8.5% Black participants, cardiovascular trials reporting 15.3% Black participants, and central nervous system trials reporting 19.9% Black participants. Black participation also varied within a therapeutic area, depending on the indication, as well as by site, with individual sites contributing differently to the racial diversity of trials. Conclusions: Our analysis shows that US interventional trials enroll 15% Black participants, appearing consistent with the 2020 US Census, which estimates that 14.6% of Americans are Black. However, more granular analyses at the level of therapeutic area, indication and site suggest substantial variation in Black participation in clinical trials including a gap in Black representation in oncology trials vs. US Census estimates. This research suggests that aggregate estimates of racial enrollment may mask dramatic variation by other factors like granularity of disease area and geographic location. The study of historic clinical trial data may yield useful insights for accelerating diverse representation in clinical trials.

Disproportionate impacts of COVID-19 on marginalized and minoritized early-career academic scientists

Early research on the impact of COVID-19 on academic scientists suggests that disruptions to research, teaching, and daily work life are not experienced equally. However, this work has overwhelmingly focused on experiences of women and parents, with limited attention to the disproportionate impact on academic work by race, disability status, sexual identity, first-generation status, and academic career stage. Using a stratified random survey sample of early-career academics in four science disciplines (N = 3,277), we investigated socio-demographic and career stage differences in the effect of the COVID-19 pandemic along seven work outcomes: changes in four work areas (research progress, workload, concern about career advancement, support from mentors) and work disruptions due to three COVID-19 related life challenges (physical health, mental health, and caretaking). Our analyses examined patterns across career stages as well as separately for doctoral students and for postdocs/assistant professors. Overall, our results indicate that scientists from marginalized (i.e., devalued) and minoritized (i.e., underrepresented) groups across early career stages reported more negative work outcomes as a result of COVID-19. However, there were notable patterns of differences depending on the socio-demographic identities examined. Those with a physical or mental disability were negatively impacted on all seven work outcomes. Women, primary caregivers, underrepresented racial minorities, sexual minorities, and first-generation scholars reported more negative experiences across several outcomes such as increased disruptions due to physical health symptoms and additional caretaking compared to more privileged counterparts. Doctoral students reported more work disruptions from life challenges than other early-career scholars, especially those related to health problems, while assistant professors reported more negative changes in areas such as decreased research progress and increased workload. These findings suggest that the COVID-19 pandemic has disproportionately harmed work outcomes for minoritized and marginalized early-career scholars. Institutional interventions are required to address these inequalities in an effort to retain diverse cohorts in academic science.

Diversity, Equity, and Inclusion in Gastroenterology and Hepatology: A Survey of Where We Stand.

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of 5 national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1,219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n = 431 [35.4%]), in professional leadership (n = 340 [27.9%]), and among practicing GI and hepatology professionals (n = 324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n = 545 [44.7%]), medical student opportunities (n = 520 [42.7%]), and program and professional society leadership roles for underrepresented racial and ethnic minority groups (n = 473 [38.8%]). Our survey explored imperative and timely perspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

Mentoring Relationships in Academe: An Examination of URM Graduate School Experience

Recent research has provided evidence that underrepresented racial minorities receive substantially less support than their White and Asian counterparts from academic advisors. This presents a critical issue: beyond providing custodial duties, advisors are also known to supply their current and former students with intangible support such as advocacy, coaching, and ongoing support in graduate school and their early careers. Hence, to better understand how to retain a diverse faculty in the professoriate, I examine the circumstances in which an advisor is likely to take on a mentoring role in the advising relationship, i.e., one that extends beyond their custodial duties, for White and Asian versus for underrepresented racial minority doctoral students. In doing so, I extend the mentoring literature, showing that, in the context of academia, the progression of mentorship through distinct stages (i.e., initiation, cultivation, and separation or redefinition) cannot be understood without considering what takes place in the early stages of the relationship through graduate school and into the first academic job of the advisee. To better understand the behavioral processes that define the progression of advising relationships, I use a multi-method design including a survey and the construction of a database of research publications conducted jointly by junior faculty members and their former dissertation advisors in the context of a business school setting. In examining the development and transformation of the relationship between the advisee and advisor, I shed light on underrepresented racial minorities’ career progression in the academic pipeline.

Promoting Graduation Outcomes for Racially Minoritized Law School Students

Despite decades of efforts to diversify the legal profession, White lawyers in the U.S. remain substantially overrepresented. As a necessary step for fostering equity in the workplace, law schools must work to reduce or eliminate the current racial disparities in their persistence and graduation rates. Therefore, this study explored the link between various institutional factors and graduation outcomes among students from several racially minoritized identities using school-level data from 2011-2019. The results indicate that the ingroup racial representation within the state (in which the law school is primarily housed) was positively related to graduation outcomes among Asian, Black, Latinx, underrepresented racial minority, and all law Students of Color; the percentage of Faculty of Color was also significantly related to graduation when examining most of these racial identities. Within subgroup analyses among lower- versus higher-ranking law schools, finances (e.g., financial aid provided, total tuition and fees, and estimated cost of living) were more consistently associated with graduation outcomes at law schools outside of the top 100, whereas racial representation (among faculty, other students, and within the state) and rankings were more often related to graduation among Students of Color within the top 100 law schools.

Patient, provider, and nurse preferences of patient reported outcomes (PRO) and side effect management during cancer treatment of underrepresented racial and ethnic minority groups, rural and economically disadvantaged patients: a mixed methods study.

The purpose of this study was to evaluate patient, oncologist and nurse perspectives on side effects and patient reported outcomes (PROs) with the question of how to optimize side effect management and PRO tools in this unique population. This pilot study utilized a mixed method explanatory design. Patients receiving intravenous (IV) chemotherapy from June to August 2020 were surveyed about side effect burden and PRO system preferences. Providers and nurses (PN) completed complementary surveys. Semi-structured phone interviews were conducted among a subset of each group. Of 90 patient surveys collected; 51.1% minority, 35.6% rural, and 40.0% income < $30,000, 48% felt side effect management was a significant issue. All patients reported access to a communication device but 12.2% did not own a cell phone; 68% smart phone, 20% cell phone, 22% landline, 53% computer, and 39% tablet. Patients preferred a response to reported side effects within 0-3h (73%) while only 29% of the 55 PN surveyed did (p < 0.0001). Interviews reinforced that side effect burden was a significant issue, the varied communication devices, and a PRO system could improve side effect management. In a non-White, rural and low-income patient population, 87.8% of patients reported owning a cell phone. Although all agreed side effect management was a prominent issue, expectations between patients and PN differed substantially. Qualitative data echoed the above and providing concrete suggestions to inform development of a PRO program and side effect mitigation strategies among a diverse patient population.

The role of academic self-determined reading motivation, reading self-concept, home reading environment, and student reading behavior in reading achievement among American Indian and Hispanic students

Although an increasing body of reading research explores motivation among students from underrepresented racially minoritized groups in academic settings, the research tends to either lump students into an “underrepresented racial minority” (URM) or an “Other” category or focus on students from specific racial backgrounds (e.g., White, Asian, or Black students). This approach results in students too few in number being overlooked (e.g., American Indian students). However, these students represent an important part of the U.S. culture and school population. The scarce research available focuses on achievement gaps, rather than studying factors such as reading motivation and reading self-concept, which have been suggested to contribute to reading success among American Indian students. Therefore, this study explored self-determined reading motivation, reading self-concept, home reading environment, and student reading behaviors in the prediction of reading achievement among American Indian students representing 19 American Indian Tribes (in comparison to Hispanic students) from one Southwestern State and explored the interrelations between these variables. In a sample of 343 grade 5–8 students (n = 219, 63.8%, American Indian students; n = 124, 36.2% Hispanic students) multiple-group path analyses in Mplus revealed differential relations among the variables: Whereas reading self-concept was the strongest predictor of reading achievement for both groups of students, intrinsic motivation was negatively related to reading achievement for American Indian students. Potential explanations of the observed interrelations are discussed.