Underrepresented Racial Minority Research Articles

The importance of adolescents' sense of belonging to mathematics for algebra learning

The current study examined the predictive utility of sense of belonging to math relative to a range of other beliefs previously established as important for achievement (i.e., self-concept, interest, importance, and entity view). A racially and ethnically diverse sample of U.S. public middle-school students (N = 206) completed surveys and an algebra assessment before and after a classroom unit. Of the motivation and belief measures taken, sense of belonging to mathematics was the only significant predictor of learning. Underrepresented racial and ethnic minority students (URM) reported a markedly lower sense of belonging than non-URM students which partially explained their lower posttest scores, even when accounting for socioeconomic status. URM students did not differ from non-URM students on any other motivation or belief measures. We provide the necessary foundational knowledge of one understudied but potentially malleable factor for consideration in improving URM students' experience and opportunities in mathematics.

Holistic Admissions and Underrepresented Minorities in Physician Assistant Programs.

The purpose of this study was to assess holistic review use in physician assistant (PA) programs and determine whether a relationship between holistic review and underrepresented minority (URM) matriculation exists. Using data from the 2016-2017 Physician Assistant Education Association annual survey of PA programs, we examined the frequency of holistic review use across PA programs. Bivariate correlation analyses and binary logistic regression were used to examine relationships between holistic review practices and program percentages of first-year underrepresented racial and ethnic minority students. Most PA programs (169/219 [77.2%]) reported using holistic review, and its use modestly correlated with percentage of students who were underrepresented racial minorities (rho = 0.16, 95% confidence interval [CI] = 0.02-0.30) or Hispanic (rho = 0.20, 95% CI = 0.06-0.33). Using several holistic review elements related to program commitment to diversity modestly correlated with percentage of students who were underrepresented racial minorities (rho = 0.25, 95% CI = 0.10-0.39) or African American (rho = 0.20, 95% CI = 0.04-0.34). Additionally, the odds of a first-year student being an underrepresented racial or ethnic minority were slightly higher in PA programs using holistic review (OR = 1.56, 95% CI = 1.23-1.99 and OR 1.33, 95% CI = 1.09-1.62, respectively). PA program use of holistic review practices was modestly associated with percentage of URM students. Further research is needed to identify elements that are most effective.

Does Supplemental Instruction Improve Grades and Retention? A Propensity Score Analysis Approach

Many colleges and universities seek to promote student success through targeted strategies for individuals or groups of students who are believed to have a higher risk of attrition. Taking a different focused approach, Supplemental Instruction (SI) provides voluntary collaborative learning sessions that are generally linked to specific undergraduate courses with a high percentage of students who either receive low grades or do not complete the course. Although a substantial body of literature has examined the outcomes associated with SI, many of these studies have notable methodological limitations, which include problems with student self-selection into SI participation. The present study examined the effects of SI using doubly robust propensity score analyses with a total of 12,641 observations from 21 different courses across 2 semesters. In both semester samples, SI participation led to higher course grades and retention. The strongest relationships were often observed for underrepresented racial minority students and for students who attended at least five SI sessions. The results did not differ systematically by students’ sex, first-generation status, high school grades, and precollege standardized test scores. The findings have important implications for the use of SI to help students overcome challenges within early college coursework.

Diversity of Pain Medicine Trainees and Faculty in the United States: A Cross-Sectional Analysis of Fellowship Training from 2009-2019.

Diversity and equity in medicine remain pivotal to care delivery. Data analysis on sex and racial diversity of pain medicine fellowship trainees and faculty in the United States are scant. We sought to characterize demographic and retention patterns among pain medicine fellows and faculty, who represent the emerging chronic pain management workforce. cross-sectional retrospective analysis. We conducted an analysis of data from the American Association of Medical Colleges (AAMC) and the United States Accreditation Council on Graduate Medical Education (ACGME)-approved residency and fellowship training-programs for each year from 2009 through 2019, inclusively. We compared changes in sex, racial/ethnicity composition and retention rates of fellows and faculty in the United States by practice setting. From 2009 to 2019, there was a 14% increase in the number of ACGME pain fellowship programs. From 2009 to 2019, the ratio of men to women pain fellows ranged from 5:1 to 3.7:1. Compared with their self-identified White peers, Asian (OR 0.44; 95% CI: 0.34-0.58), Black (OR 0.46; 95% CI: 0.30-0.72), and Native American/Alaskan Native (OR 0.26; 95% CI: 0.08-0.80) identifying individuals had significantly lower odds of being a pain fellow, P < 0.05. There was no significant difference in female (OR = 0.4, 95% CI: 0.148-1.09) and Black (OR 0.36; 95% CI: 0.11-1.12) program-directors. Pain-fellow in-state retention was 53%. The demographics of pain medicine training programs reflect a persistent male vs. female gap with underrepresentation of racial minorities. Further research is needed to elucidate reasons underlying these disparities.

The Disparities Researchers Equalizing Access for Minorities (DREAM) Scholars program: career development for underrepresented health equity researchers.

Diversity remains low among US colleges faculty, with only 3% identifying as Black or Hispanic. Moreover, underrepresented racial minority faculty often face unique challenges and are less likely than their white counterparts to earn higher academic rank, tenure, and funding, especially those who study health equity. We developed a novel program for health-equity focused pre-docs and junior faculty. The Disparities Researchers Equalizing Access for Minorities (DREAM) Scholars is a 24-month career development program led by the Center for Clinical and Translational Science (CCTS) that provides pilot and travel funding, career development seminars, mentoring, and writing retreats. We report the outcomes of the first Scholar cohort (N = 10), pre-docs n = 6; assistant professors, n = 4; seven were Black, one Hispanic, two White, one who identified as non-binary. At the end of the program, Scholars coauthored 34 manuscripts, 9 abstracts and 8 grants. Semi-structured interviews revealed seven major program strengths: funding, support and sense of community, accountability, exposure to translational science, network expansion, and exposure to multidisciplinary peers. Scholars provided feedback useful for subsequent cohorts. The DREAM program provided accountability and fostered a sense of community, expanded professional networks and enhanced scholarly productivity. The program serves as a model for implementation throughout the CCTSs.

Helping Students FIG-ure It Out: A Large-Scale Study of Freshmen Interest Groups and Student Success

Freshman seminars are a ubiquitous offering in higher education, but they have not been evaluated using matched comparisons with data at scale. In this work, we use transcript data on over 76,000 students to examine the impact of first-year interest groups (FIGs) on student graduation and retention. We first apply propensity score matching on course-level data to account for selection bias. We find that graduation and re-enrollment rates for FIG students were higher than non-FIG students, an effect that was more pronounced for self-identified underrepresented racial minority students. We then employ topic modeling to analyze survey responses from over 12,500 FIG students to find that social aspects of FIGs were most beneficial to students. Interestingly, references to social aspects were not disproportionately present in the responses of self-identified underrepresented racial minority students.

Math and Science Identity Change and Paths into and out of STEM: Gender and Racial Disparities

Researchers emphasize the role of math and science identities in science, technology, engineering, and mathematics (STEM) education. However, little is known about whether these identities might evolve during college; likewise it is not known how changes in math and science identities are associated with switching majors between STEM and non-STEM fields. This study addresses these questions. With data from the Pathways through College Study, this study revealed that science identity changes matter more than math identity changes in their association with the decision to switch majors. Most notably, underrepresented racial minority women are the most vulnerable in terms of decreasing science identity and the associated probabilities of leaking out of STEM. The authors also find evidence that Asian students are the least sensitive to their science identity drop. These findings have significant policy implications with regard to STEM choice and attainment.

Diversifying the bench: Applying social cognitive theories to enhance judicial diversity

AbstractWhite men remain overrepresented in the American judiciary (i.e., the bench) despite increasing demographic diversity among law students and lawyers. Augmenting efforts to tackle systemic barriers, a social cognitive process model integrating Goal Congruity and Cultural Mismatch Theories to partially explain why women, first‐generation, and underrepresented racial minority (URM) lawyers are less likely to pursue and thrive in judicial roles was proposed. The unexplored misalignment between the goals and values typically endorsed by eligible underrepresented judicial candidates and their perceptions of judgeship was addressed. Specifically, women, first‐generation, and URMs tend to endorse primarily communal/interdependent goals and values, while judgeship is viewed as a stereotypically agentic/independent profession. Thus, judicial diversity could be enhanced by (1) highlighting role attributes that are aligned with communal/interdependent values and (2) increasing appreciation for existing judicial communality/interdependence. It was concluded by providing hypothesized interventions to target key psychological mechanisms along the “leaky pipeline” to the judiciary.

Recruiting, Retaining, and Supporting Students from Underrepresented Racial Minority Backgrounds in Doctoral Counselor Education

Few models exist that inform how counselor education programs proactively address the gap between diverse student needs and effective support. In this study, we utilized grounded theory qualitative research to gain a better understanding of how 15 faculty members in doctoral counselor education and supervision programs reported that their departments responded to the need for recruiting, retaining, and supporting doctoral students from underrepresented racial minority backgrounds. We also explored participants’ reported successes with these strategies. A framework emerged to explain the strategies that counselor education departments have implemented in recruiting, supporting, and retaining students from underrepresented racial minority backgrounds. The main categories identified were: (a) institutional and program characteristics, (b) recruitment strategies, and (c) support and retention strategies. The latter two main categories both had the same two subcategories, namely awareness and understanding, and proactive and intentional efforts. The latter subcategory had three subthemes of connecting to cultural identity, providing personalized support, and faculty involvement.

How Do Medical Students Perceive Diversity in Orthopaedic Surgery, and How Do Their Perceptions Change After an Orthopaedic Clinical Rotation?

How Do Medical Students Perceive Diversity in Orthopaedic Surgery, and How Do Their Perceptions Change After an Orthopaedic Clinical Rotation?

Academic affect shapes the relationship between racial discrimination and longitudinal college attitudes

Underrepresented racial minority college students attending predominantly White institutions disproportionately experience school-based racial/ethnic microaggressions, which can impede college satisfaction and college graduation rates. This study examines the longitudinal implications of school-based racial/ethnic microaggressions on college attitudes (e.g., college satisfaction and graduation expectations). The study also compares the mediating roles of academic achievement (GPA) and academic affect (feelings toward academic experiences). Among a sample of 437 Black and Latinx college students attending five universities in the Midwestern United States, results indicated that academic affect, but not academic achievement, mediated the relationship between school-based microaggressions and graduation expectations. Additionally, school-based discrimination indirectly predicted lower college satisfaction through a negative impact on academic affect. Overall, more frequent exposure to school-based discrimination in college led to lower academic affect, which in turn, predicted lower graduation expectations and lower college satisfaction. These findings highlight the powerful role of academic affect in explaining how racial discrimination impairs graduation expectations and college satisfaction over time. Implications and policy recommendations regarding the impact of racial discrimination on underrepresented minority college students are further discussed.

Promoting Access and Equity for Underrepresented Racial Minorities? An Examination of Policies and Practices in Community College Baccalaureate Programs

Objective/Research Question: The purpose of this study was to examine the extent to which programs offering community college baccalaureates (CCBs) address access and equity for underrepresented racial minorities (URMs). The study first aimed to understand how administrators described the purpose of CCBs with regard to advancing equity for URMs. Next, the study explored how CCB programs incorporate policies and practices advancing access and success of URM students. Method: The study employed a multiple-case study design by focusing on three states offering bachelor’s degrees at several community colleges. Interviews with administrators were conducted at two colleges offering CCB programs in each state. Colleges differed in demographic composition and in the number and type of CCB programs offered. Results: Administrators described how CCBs advanced socioeconomic mobility, which promoted equity, particularly for low-income students. Findings suggested that only some attention was placed on providing access to URMs, which was largely contingent on the representation of URMs in the surrounding community and feeder programs. Few outreach efforts and support services specifically targeted URMs. Conclusion/Contributions: Given that URMs are largely concentrated at community colleges and significant gaps exist between URMs and non-URMs in college completion, CCBs might serve as an educational policy to reduce those gaps. As CCBs are primarily framed as essential to meeting workforce needs, increased opportunities for URMs may be limited without intentional efforts to outreach and support URMs.

Underrepresented racial minorities in biomedical informatics doctoral programs: graduation trends and academic placement (2002-2017).

Biomedical informatics attracts few underrepresented racial minorities (URMs) into PhD programs. We examine graduation trends from 2002 to 2017 to determine how URM representation has changed over time. We also examine academic job placements by race and identify individual and institutional characteristics associated with URM graduates being successfully placed in academic jobs. We analyze a near census of all research doctoral graduates from US-accredited institutions, surveyed at graduation by the National Science Foundation Survey of Earned Doctorates. Graduates of biomedical informatics-related programs were identified using self-reported primary and secondary disciplines. Data are analyzed using bivariate and multivariable logistic regressions. During the study period, 2426 individuals earned doctoral degrees in biomedical informatics-related disciplines. URM students comprised nearly 12% of graduates, and this proportion did not change over time (2002-2017). URMs included Hispanic (5.7%), Black (3.2%), and others, including multi-racial and indigenous American populations (2.8%). Overall, 82.3% of all graduates accepted academic positions at the time of graduation with significantly more Hispanic graduates electing to go into academia (89.2%; P < .001). URM graduates were more likely to be single (OR = 1.38; P < .05), have a dependent (1.95; P < .01), and not receive full tuition remission (OR = 1.37; P = .05) as a student. URM graduates accepting an academic position were less likely to be a graduate of a private institution (OR = 0.70; P < .05). The proportion of URM candidates among biomedical informatics doctoral graduates has not increased over time and remains low. In order to improve URM recruitment and retention within academia, leaders in biomedical informatics should replicate strategies used to improve URM graduation rates in other fields.

Underrepresentation of Racial Minorities in Breast Surgery Literature: A Call for Increased Diversity and Inclusion.

In this study, the extent of racial diversity in images of breast-related plastic surgery published literature was investigated to better understand disparities that exist in breast surgery. The lack of racial diversity in images of skin color in surgery literature can perpetuate implicit bias and stereotypes. Implicit bias can affect the way patients are evaluated, diagnosed, and treated. The visual aspects of plastic surgery make a lack of diversity in imagery especially impactful on patient care and outcomes. Published medical images and graphics depicting human skin were analyzed across 4 major plastic surgery journals. Up to 4 years were chosen a priori to evaluate from each journal and represented the initial year of color image publication, the year of study initiation (2016), and representative years for a given decade (2000 and 2010). Images and graphics were tabulated, rated by Fitzpatrick scale and categorized into "White" or "non-White." Data were evaluated with pair-wise and linear regression statistics. Of the 2774 images and 353 graphics that met inclusion criteria, only 184 (8.18%) images and 9 graphics (6.34%) depicted non-White skin. Temporal analysis showed that there is an increased diversity of images published since 2010 with 0% of images being non-White before and 7.3% to 10.3% after 2010. International and multi-national authors tended to publish more non-White images. There is insufficient racial diversity visually represented in the breast-related plastic surgery literature with a small degree of progress made towards more equitable imagery over time. Increasing awareness of image content, and the need for equitable visual representation may allow for improved racial diversity in surgical literature.

A Diversity Ideology Intervention: Multiculturalism Reduces the Racial Achievement Gap

In the United States, underrepresented racial minority (URM) students continue to face psychological barriers that undermine their achievement and fuel disparities in academic outcomes. In the current research, we tested whether a multicultural ideology intervention could improve URM students’ grade point averages (GPAs) during the first 2 years of college and thereby reduce the racial achievement gap. Specifically, first-year college students (N = 407) read a diversity statement that represented the schools’ diversity ideology in terms of either multiculturalism or colorblindness. URM students who read a multicultural diversity statement earned higher GPAs 2 years later compared to those who read a colorblind diversity statement. Furthermore, they earned higher GPAs compared to a nonparticipant campus-wide control group. The current study is the first to demonstrate that multiculturalism can increase the long-term academic outcomes of URM students in college.

Dermatology consultation service at a large metropolitan hospital system serving minority populations.

Dermatology consultations in the inpatient hospital setting can improve diagnostic accuracy and management. Characterize dermatologic diagnostic and treatment trends in the hospital setting and identify variables that may affect patient care. Retrospective chart review from 1 January 2012 to 31 December 2017 at Jackson Memorial Hospital (JMH) (Miami, Florida, USA), an academic non-profit tertiary care centre affiliated with University of Miami Miller School of Medicine, was performed. Patients who received dermatology consultations in the emergency department (ED) or inpatient settings were included. Patient demographics, admission information, provisional diagnosis and management plans by primary teams, final diagnosis, management plans and testing recommendations by the dermatology consults team, and follow-up information were collected. Analysis using Microsoft Excel of how time to consultation, admission length, inpatient versus ED setting and primary team affected diagnostic accuracy was also performed. The 1004 consultations for 812 patients (n=812) were reviewed (359 women, 453 men). Most patients were Hispanic (n=359; 44.2%) or African American (n=273; 33.6%). Mean admission length was 20.6days (range 0-439; median 6). The most common consulting service was internal medicine (n=452). In 387 cases (47.6%), primary teams did not give a provisional diagnosis. The most common provisional diagnoses were bacterial infection (n=93), viral infection (n=49) and drug reaction (n=44). The most common diagnoses by dermatology were viral infection (n=93), bacterial infection (n=90) and drug reaction (n=80). Dermatology consultation changed the provisional diagnosis in 55.7% of cases, more often in cases where consultation took place ≥2days after admission (P<0.05). Primary teams followed dermatology treatment recommendations in 85.2% of cases. Dermatology consultation improves diagnostic accuracy in skin disorders in the hospital setting and serves as a valuable resource for inpatient care. A notable aspect of data from this study is the unique patient population, predominantly comprised of underrepresented racial and ethnic minorities including Hispanics and African Americans.

STEM challenge: two years of community-engaged engineering

PurposeCommunity-engaged partnerships have the ability to combine expertise and resources to enhance the local STEM learning ecosystem, by engaging the actors in communities that can enhance students' experiences in science, technology, engineering and mathematics (STEM) education. Texas Tech University (TTU) and Lubbock Independent School District (LISD) have partnered to coordinate an annual STEM Challenge to encourage STEM learning and interest among local middle grade students. Each summer, teams of (three to four) students from ten LISD middle schools participate in a week-long engineering design challenge, facilitated by TTU undergraduate mentors and their teachers, structured by the Engineering Design Process (EDP).Design/methodology/approachQuantitative (survey) and qualitative (open-ended responses) data from two years of student glider and hovercraft projects offer insight into how 66 students developed STEM knowledge and leveraged 21st-century skills to accomplish a shared aim (design challenge).FindingsFindings suggest growth in students' 21st-century skills, most among underrepresented (racial, ethnic and gender minority) groups. Data from year one (2018) informed year two (2019) in both programming and the research, including enhanced training for mentors and a deeper exploration of students' experiences during each stage of the EDP during the STEM challenge.Originality/valueSignificant and salient findings are discussed along with recommendations for both programmatic and methodological improvements for year three (2020). This study provides insight into how to structure similar community-engaged partnerships in enhancing the community STEM ecosystem through collaborative STEM experiences for diverse, younger learners.

A review of mentoring deaf and hard-of-hearing scholars

ABSTRACT Diversification of the scientific workforce usually focuses on recruitment and retention of women and underrepresented racial and ethnic minorities but often overlooks deaf and hard-of-hearing (D/HH) persons. Usually classified as a disability group, such persons are often members of their own sociocultural linguistic minority and deserve unique support. For them, access to technical and social information is often hindered by communication- and/or language-centered barriers, but securing and using communication access services is just a start. Critical aspects of training D/HH scientists as part of a diversified workforce necessitates: (a) educating hearing persons in cross-cultural dynamics pertaining to deafness, sign language, and Deaf culture; (b) ensuring access to formal and incidental information to support development of professional soft skills; and (c) understanding that institutional infrastructure change may be necessary to ensure success. Mentorship and training programs that implement these criteria are now creating a new generation of D/HH scientists.

Why Are US Corporate Boards Under-diversified Among Genders and Races?

The popular and academic literatures report that women, Blacks, Hispanics, and Native Americans are under-represented on US corporate boards of directors, relative to their incidence in the US labor force. We confirm this observation by tabulating the presence of female and under-represented racial minority (URM) directors on the boards of the S&P 1500 firms. We examine two hypotheses that may explain this empirical regularity. The first is that qualified female and URM candidates are scarce. Firms must compete for their services, putting price pressure on their compensation and leading to higher compensation for female and non-URM directors. The second hypothesis is a perception that women and URM directors in general are less valuable to firms, leading to lower compensation for them relative to their white male peers. Our evidence is mixed: we find that women (URM) make significantly higher (insignificantly lower) compensation than males and non-URM directors, controlling for firm and director variables (like age, education, achievements, and committee appointments). However, when we compare the compensation of female and URM directors against male and non-URM directors’ compensation on the same boards, that significant difference reverses, even though they have more education and more achievements than those peers. This result is consistent with the “myopic hypothesis” that predicts female and URM are paid less because of a biased view of their value to the board. However, when we compare the average compensation of female and URM directors who hold board leadership roles (dual CEO-Chairs and independent lead directors), we find very low participation of female and URM directors, but they are paid substantially more than their male and non-URM counterparts. We conclude that females and URM directors are chosen by larger firms with larger and more active boards (and higher base compensation), but are very rarely chosen to lead those boards. When they are chosen for board leadership positions, they are paid significantly more than their non-URM male peers. This result is more consistent with the “glass ceiling” hypothesis that appropriate candidates who add to the diversity of the board are scarce and command higher compensation.

A Conceptual Framework for Exploring the Experiences of Underrepresented Racial Minorities in Pharmacy School

Objective. To explore the social and academic experiences of students identifying as underrepresented racial minorities (URMs) in a pharmacy school, how they made meaning of their experiences, and the strategic actions they took to navigate towards degree completion. Methods. Twenty students from a school of pharmacy within a research-intensive institution participated in semi-structured interviews. Data were analyzed through several rounds of coding. Trustworthiness procedures included the use of multiple coders, a dependability audit, and analytic memos to promote reflexivity. Results. The study yields a conceptual model. Pre-pharmacy school factors such as pipeline programs, work experiences, family, and URM health professionals impacted students' interest in and encouragement to attend pharmacy school. Students reported experiences including a lack of diversity, feeling unwelcomed, and concerns about cultural competency and group work challenges. Students were motivated by URM faculty members, self-efficacy, and a sense of purpose. Students were inhibited by the mental impact of sociopolitical events, the pressures of representing their race/ethnicity, and feeling inferior. Students took several actions to navigate the school including "code-switching," finding solace and support with other URMs, seeking cultural competence-related experiences to complement the curriculum, and strategically remaining silent or speaking up during group work conflicts. Conclusion. This exploratory study provides a roadmap to better understand URM students' journey to pharmacy school and experiences therein. Findings could be used by pharmacy schools to create a more inclusive environment for URM students and provide future directions for scholars pursing diversity-related research agendas in health professions education.