Underrepresented Students Research Articles

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

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

Preparing for the STEM Pathways? Dual Enrollment and College Major Choice in STEM

ABSTRACT Guided by the STEM pathway model, our study hypothesizes that dual enrollment can serve as an effective strategy to improve and equalize college students’ access to STEM programs. We analyzed a nationally representative dataset to disaggregate the influence of dual enrollment course-taking (i.e. participation, dual credits in Math/Science, number of dual credits) on students’ STEM major selection, with a focus on traditionally underrepresented students in STEM. We found that taking dual enrollment courses in general is positively associated with the probability of majoring in STEM, especially at the baccalaureate level. However, taking dual enrollment courses in Math/Science is not associated with the probability of majoring in STEM when compared with students with no dual enrollment courses in Math/Science. The relationship between dual enrollment course-taking and STEM outcomes varies across different student background groups: It is consistently positive for students of higher household income to major in STEM but not statistically significant for low-income students. We discussed practical implications and future research with a focus on the role dual enrollment plays in advancing postsecondary STEM access.

Peer leader perspectives from a PLTL implementation in a Hispanic-serving institution.

Peer-Led Team Learning (PLTL) is a pedagogical approach that has been shown to benefit all students, especially underrepresented minority students and peer leaders in Science, Technology, Engineering, and Mathematics (STEM) disciplines. In this work, we present results from our study of the impact of PLTL on our peer leaders from a controlled implementation in general biology, general chemistry, and statistics courses at a Hispanic-serving, minority-serving institution. More specifically, we have measured our PLTL program's impact on our peer leaders' skill development, engagement with the subject material, and sense of belonging as peer leaders. Weekly peer leader reflections analyzed using the Dreyfus model exhibited a consistent set of skills, while those analyzed using the Pazos model revealed a consistent type of student-peer leader interactions, allowing for peer leaders to be assigned to specific levels in the hierarchy of each of the models. Analysis of eight skill-based Likert-scale questions on the SALG survey showed an overall positive shift at the highest level. Independent of the skill or interaction level of the peer leader, we observed several instances of peer leaders acknowledging development in their communication skills, sincere attempts at creating an engaging classroom, and a deep investment in their student's success. Peer leaders also reported improvements in understanding of the subjects they were teaching, wanting to persevere and solve problems independently, and feeling passionate about helping other students.

Underrepresented Students in Gifted and Talented Education: Using Positive Psychology to Identify and Serve

The representation gap in gifted and talented education poses a persistent challenge in educational systems worldwide. This theoretical manuscript presents the Bull’s Eye Model for Affective Development—Expansion (BEM-e) an innovative framework designed to address this gap. By incorporating elements from positive psychology, the BEM-e aims to identify and nurture traditionally underrepresented students who possess camouflaged gifted and talented abilities. Drawing upon the Engagement, Perseverance, Optimism, Connectedness, and Happiness model (EPOCH), along with measures of hope and metacognition, BEM-e provides a comprehensive approach to talent identification and service. The model emphasizes the holistic development of individuals by considering affective factors, engagement, perseverance, optimism, connectedness, happiness, hope, and metacognition. Additionally, dynamic assessment is integrated during the implementation of BEM-e modules, allowing for personalized and adaptive identification processes.

Characteristics of school psychology faculty in 2021.

Although racial, ethnic, and linguistically minoritized school-aged students within the United States are increasing in population, school psychologists have historically been predominantly white, monolingual females. Diversity within the field of school psychology is important for improving students' achievement and postsecondary success, particularly as it relates to underrepresented students. Research shows that the diversity of school psychology faculty is important for the recruitment and retention of minoritized graduate students. However, demographic information within school psychology has only been calculated within the context of memberships to psychological organizations (e.g., the National Association of School Psychologists), which could underestimate the actual diversity of school psychology faculty currently in the profession. The purpose of this study was to collect information on the demographic characteristics of school psychology faculty as of 2021. A total of 429 school psychology trainers completed a brief web-based survey in which they self-identified their employment characteristics, gender identity, sexual orientation, racial-ethnic identity, (dis)ability status, and languages spoken. At the time of the survey, most of the sample were employed as full professors (30.5%) or assistant professors (29.4%). Results demonstrated that majority of the sample identified as white (78.6%), cisgender female (66.2%), heterosexual (87.2%), non(dis)abled (95.1%), and monolingual English speaking (83.9%). Faculty of color were more likely to report a higher percentage of time spent teaching as compared to white faculty. Implications of these findings and future directions are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The US Supreme Court and Affirmative Action: The Negative Impact on the Physician Workforce

PurposeMaintaining admissions of underrepresented students to medical schools is essential to securing a diverse health care workforce. Empirical evidence indicates that minority patients may prefer practitioners of their own race. The recent US Supreme Court decision concerning affirmative action makes this goal more difficult, but medical schools can still work within the language of the law to redouble their efforts to seat a diverse class of medical students. MethodsWe examined the literature correlating the availability of minority physicians and the health outcomes of the patients they serve. We also examined the literature on race-conscious policies of medical schools intended to address the shortage of minority physicians considering the benefits achieved through a diverse field of health care workers. We also examined the law and the recent US Supreme Court opinion, including the application of equal protection principles, to suggest strategies to seat a diverse class of students within the scope of the law. FindingsInstitutions have maintained the status quo of disparate distributions of professions by race through structural biases that also limit access to medical schools. The new US Supreme Court decision is expected to exacerbate this disparity unless medical schools engage in admissions protocols that actively solicit the character and unique abilities that each of the applicants can offer to contribute to the medical school and the health care profession. ImplicationsThe new US Supreme Court mandate is likely to create challenges for medical schools in their efforts to recruit and seat minority applicants. The mandate provides little discussion, suggesting a lack of understanding of the downstream public health consequences to patients if medical school applicants are denied the benefits of race-conscious admissions policies. Nevertheless, the language of the US Supreme Court's opinion may provide a viable path forward, at least with respect to medical schools where the need for a diverse pool of health care practitioners is particularly compelling.

Lifting as We Climb: The Development of a Support Group for Underrepresented Minority Medical Students

Abstract: Structural racism affects health care systems and leads to disparities that impact medical treatment. The lack of multiracial and multiethnic representation among health care professionals negatively impacts outcomes for patients, who often distrust medical treatment across racial and ethnic lines. This article discusses the origin and development of an affinity psychotherapy group for racial and ethnic minority medical students at a medical school. To address the mental health needs of those who are underrepresented in medicine, the group supported students while offering interventions to address the impact of institutional racism on their lives and careers. The author draws on some of her personal experiences in describing the group’s development and process to illustrate the fostering of support.

44514 A Survey Study Evaluating the Effectiveness of a Dermatology Information Session on Increasing Exposure to Dermatology in Underrepresented High School Students

44514 A Survey Study Evaluating the Effectiveness of a Dermatology Information Session on Increasing Exposure to Dermatology in Underrepresented High School Students

A Workshop on Mitochondria for Students to Improve Understanding of Science and Hypothesis Forming.

There remains a clear deficiency in recruiting middle school students in science, technology, engineering, mathematics, and medicine (STEMM) fields, especially for those students entering physiology from underrepresented backgrounds. A large part of this may be arising from a disconnect between how science is typically practiced at a collegiate and K-12 level. Here, we have envisioned mitochondria and their diverse subcellular structures as an involver for middle school, high school, and undergraduate students. We present the framework for a workshop that familiarizes students with mitochondria, employing 3D visual-spatial learning and real-time critical thinking and hypothesis forming. This workshop had the goal of familiarizing middle school students with the unique challenges the field currently faces, and better understanding the actuality of being a scientist through critical analysis including hypothesis forming. Findings show that as tested with middle school students responded positively to the program and felt as though they had a better understanding of mitochondria. Future implications for hands-on programs to involve underrepresented students in science are discussed.

Project Strengthen: An STEMM-focused career development workshop to prepare underrepresented minority students for graduate school

Maximizing Access to Research Careers (MARC) programs are aimed to increase diversity in science, technology, engineering, math, and medicine (STEMM) fields. However, limited programs and eligibility requirements limit the students who may apply to similar programs. At Winston-Salem State University, we piloted a series of workshops, collectively termed Project Strengthen, to emulate some of the key aspects of MARC programs. Following the workshop, Project Strengthen students showed a significant increase in their understanding of essential educational development skills, such as writing personal statements, applying to graduate school, studying for the GRE, and seeking summer internships. This suggests Project Strengthen may be a potential lower cost comparable option than MARC to make up for current deficiencies in preparedness for graduate school. We also provide educational materials from Project Strengthen, including a clear framework for this seminar series, six ready-made PowerPoints to share with trainees that have been demonstrated to be effective.

Exhausting work-life challenges through boundary management: an investigation of work-life boundary management among college students during remote work and COVID-19

ABSTRACT The abrupt transition to remote learning during the first year of the COVID-19 pandemic created considerable work-life boundary challenges for college students. Grounded in boundary management theory, this study utilizes an explanatory sequential mixed-methods approach, incorporating both a survey and subsequent focus groups, to explore the dynamics of boundary permeability, communication, work-life conflict, and exhaustion. Both traditional and underrepresented students were included, highlighting the experiences of these distinct populations. Our findings underscore that underrepresented students are particularly susceptible to work-life conflicts and exhaustion, a realization that points towards the critical need for supportive interventions tailored to their specific needs. Furthermore, this research addresses the paucity of studies focusing on students in the boundary management literature and offers valuable insights into diversity, equity, inclusion, and justice (DEIJ) research. By emphasizing the necessity of differentiating support strategies for diverse student populations, the study aids in formulating effective practices for institutions to enhance student well-being in the context of remote work and learning.

The SCI – DOT: A New dimension of scientific innovation for persons with BLV.

Throughout history, students with blindness and low vision (BLV) have been vastly underrepresented in science, technology, engineering, and mathematics (STEM) disciplines with regards to both K-12 education and post-secondary endeavors (Burgstahler, 1994; Supalo, 2010). This underrepresentation of students with BLV in STEM is due to limitations in technology that allow them to access data in a laboratory setting, thus inhibiting their abilities to partake actively in data acquisition with their peers. The Sci-Dot, a multiline, refreshable braille and tactile graphics display capable of logging scientific data in real time with the support of Vernier Science Education’s (VSE) Go-Direct Bluetooth sensors, stands as a unique innovation for persons with BLV given its capabilities to output multiline, tactile data in real time. The Sci-Dot allows individuals with BLV to collect and analyze data by supplying them with tactile data at their fingertips. The author reports findings from a usability study to ascertain the technical feasibility of the device – its capability to produce interpretable tactile data in real time. Participants provided feedback that proved the Sci-Dot was technically feasible as a scientific data logger, and more. The Sci-Dot also has the potential to provide a wealth of independence and inclusivity for educational and social activities beyond the laboratory.

The Role of Fatigue Management in Achieving Resilience for Underrepresented Minorities

Aviation education and professional flight training present unique stressors to college students, such as mental, physical, and time management demands and the extensive financial burden. These stressors, on top of an already challenging college environment, can create a source of fatigue for students if not managed appropriately. As aviation education institutions continue to make progress in recruiting and retaining students from underrepresented minority groups using various tools and resources, it is crucial to recognize that underrepresented students face additional sources of fatigue that contribute to their attrition. For example, racial identity, cultural fatigue, and imposter syndrome can manifest in the daily life of a student in the form of microaggressions or biases. It is critically important to recognize these as sources of fatigue and find ways to address them holistically.

Correction to: Incorporating lessons from women naturalists to support biodiversity education and under-represented students

Correction to: Incorporating lessons from women naturalists to support biodiversity education and under-represented students

Implementing and evaluating a diversity, equity, and inclusion resident recruitment strategy.

A recruitment strategy was designed to increase the racial diversity of applicants to the postgraduate year 1 pharmacy program at University of Michigan Health, Michigan Medicine (MM). This article describes MM's diversity, equity, and inclusion (DEI) residency recruitment approach, from conceptualization through implementation, and includes an evaluation of its effectiveness. The report of the American Society of Health-System Pharmacists (ASHP) Task Force on Racial Diversity, Equity, and Inclusion, published in January 2021, provided a foundation for our recruitment approach. The approach consisted of establishing a residency DEI subcommittee, conducting outreach to under-represented students, and reducing bias in the process by amending the application screening rubric. The combination of these efforts resulted in a 5% increase in applicants from pharmacy schools with a high proportion of under-represented minority students. A diverse residency program benefits patients, trainees, and the larger healthcare organization. In addition, incorporating DEI into resident recruitment is required by the new ASHP Accreditation Standard for postgraduate pharmacy residency programs effective July 1, 2023. Evaluation of our recruitment efforts demonstrated targeted recruitment as an effective strategy to increase the diversity of a residency program's applicants. There may be additional barriers not addressed by our interventions to be further explored.

Lessons Learned From Remotely Onboarding Undergraduates Into Applied Energy and Entrepreneurship Research

Understanding what motivates students to enroll, persist, and complete an undergraduate research experience is crucial in developing strategies for creating well-rounded and inclusive research programs. This paper showcases an approach for a virtual undergraduate research onboarding program to orient engineering students to the National Science Foundation (NSF) Research Experience for Undergraduates (REU). A participatory action research strategy, photovoice, was used to identify factors influencing student motivation, satisfaction, and success for a virtual research onboarding program. Although photovoice has been used as an assessment tool in various educational settings, to our knowledge, it has not been used to evaluate virtual undergraduate research onboarding programs to promote retention of historically underrepresented students in science, technology, engineering, and mathematics (STEM). The exploratory findings of this study reinforce best practices for formal face-to-face onboarding programs, offer new insights for informal virtual programs, and provide an approach to program assessment with recommendations for developing impactful onboarding experiences for student enrollment, persistence, and completion.

Exploring the spatial belonging of students in higher education

ABSTRACT This paper presents a conceptual framework of spatial belonging. The aim is to enrich our conceptual understanding of space and belonging in higher education, with a provisional spatial belonging framework for researchers and practitioners to critically reflect on the different ways in which higher education spaces can facilitate and shape belonging and inclusion for students. Understanding spatial influences on student belonging is key to appreciating the nuances and multidimensionality of their experiences, especially for underrepresented students whose belonging at university is often more precarious. Drawing on theories from education, sociology and geography – especially Foucault’s (1986. “Of Other Spaces.” Diacritics 16 (1): 22–27) heterotopia, Lefebvre’s (1991. The Production of Space. Oxford: Blackwell) spatial production, Massey’s (2005. For Space. London: Sage) spatial relations and literature on spatial justice – four dimensions of spatial belonging are proposed as a lens to better recognise the influence of multiple spaces on student belonging. The physical dimension includes the material and visible aspects of space and how that can shape student experiences and belonging, while the digital dimension considers the role of technology, especially virtual learning and hybrid spaces. The relational dimension highlights the importance of social relationships and connections, which transcends physicality and digitality, and likewise, the structural dimension focuses on the wider societal system and how dominant discourses shape the way space is experienced by different students. By examining the physical, digital, relational and structural spaces, the spatial belonging framework provides an innovative conceptual insight into student belonging in higher education. This paper lays the groundwork for future research to examine how multiple spaces intersect and contribute to student belonging.

Northeast Regional Center for Excellence in Vector-Borne Diseases' Master of Science training program: a curriculum to support future capacity in public health entomology.

A major lack of expertise in vector biology, surveillance, and control for public health professionals has been acknowledged over the past several decades, especially in light of the introduction of West Nile and Zika viruses to the United States. To address this growing need, the Northeast Regional Center for Excellence in Vector-Borne Diseases (NEVBD) designed a unique educational program to cross-train students in the fundamentals of vector biology and public health. Here, we summarize the formation, evaluation, and outcomes of NEVBD's Master of Science in Entomology: Vector-Borne Disease Biology program and provide details on core competencies to enable adoption and adaptation of the program to other institutions and contexts. A discussion of major barriers to filling the nation's need for public health personnel with medical entomology training, such as financial barriers and recruitment of underrepresented students, is presented. We conclude with considerations for administering these training programs.

Centering the Marginalized: Creating a Coalition to Enhance Retention Initiatives in the Workplace

Purpose: This practitioner reflection provides a narrative of how I intervened to make Utah State University (USU) a more socially-just workplace for graduate students, by creating a coalition to establish the Graduate Students of Color Association (GSCA). I argue that graduate students are not only professionalizing scholars but are also often university employees. I extend conversations in the field by centering multiply marginalized or underrepresented (MMU) students' perceptions of inclusive spaces while offering a solution to Popham's (2016) argument that recruitment efforts may not be enough when trying to diversify knowledge in the workplace. Method: By taking a descriptive narrative approach to this reflection, I offer insights into the different methods to establish GSCA and the stakeholders involved. I provide readers with ways to enact transformative diversity, equity, and inclusion (DEI) in their workplaces while promoting reciprocity for all involved. Results: The continuous commitment to enhance workplace environments through social, academic, emotional, and culture-affirming support has proven to be a major impact to USU thanks to GSCA. The association has become an integral retention initiative that USU's graduate programs can promote and use alongside their recruitment efforts. Conclusion: I provide readers with insights on how to create cultural spaces for professionalizing scholars while centering their lived experiences and their need for belonging. This reflection provides readers with divergent ways to creating an infrastructure that helps MMU scholars persist in the workplace.

Perceptual Barriers to Becoming a Plastic Surgeon among Underrepresented Medical Students.

The field of plastic surgery has experienced difficulty increasing diversity among trainees, despite significant efforts. Barriers to recruitment of underrepresented in medicine (URM) students are poorly understood. This study assesses URM students' exposure to plastic surgery, access to mentors and research opportunities, and the importance of diversity in the field. A survey was designed and distributed to members of the Student National Medical Association over 3 months. Survey data were collected using Qualtrics and descriptive statistics, and logistical regressions were performed using SAS. Of the 136 respondents, 75.0% identified as Black (n = 102/136), and 57.4% (n = 66/115) reported a plastic surgery program at their home institution. Of the total respondents, 97.7% (n = 127/130) were concerned about racial representation in plastic surgery, and 44.9% (n = 53/114) would be more likely to apply if there were better URM representation. Most respondents disagreed that there was local (73.4%, n = 58/79) or national (79.2%, n = 57/72) interest in URM recruitment. Students whose plastic surgery programs had outreach initiatives were more likely to have attending (OR 11.7, P < 0.05) or resident mentors (OR 3.0 P < 0.05) and access to research opportunities (OR 4.3, P < 0.05). URM students feel there is an evident lack of interest in recruiting URM applicants in plastic surgery. Programs with outreach initiatives are more likely to provide URM students access to mentorship and research opportunities, allowing students to make informed decisions about pursuing plastic surgery.