This study focused on the self-efficacy and experiences described by a purposively sampled case (n = 8) of high school-aged underrepresented minority women (URMW) as they entered the medical career pipeline through their participation in a formal medical pipeline program. The study was framed by three theories: intersectionality, positionality, and self-efficacy. Research questions were analyzed qualitatively, using case study methods, and quantitatively, using a paired sample t-test. Study data revealed that participants came into the program with high levels of self-efficacy in several self-efficacy factors. Yet, participants in the pipeline program made significant improvements in their self-assertive efficacy. Analysis of other data revealed that students remained motivated and persisted in the pursuit of their aspirations in spite of challenges they encountered because of their ethnicities and gender. Also, students described a lack of engagement with science courses, indicated poor relationships with science instructors, and revealed inadequate understanding of important high science content that, along with ethnic and gendered factors, caused them to negatively position themselves in science. This study provides valuable information to K-12 science educators, medical education institutions, and policy makers concerned with extending science education and healthcare-related career opportunities to minority women.

The current study was undertaken to examine the effectiveness of the Rowan University-School of Osteopathic Medicine - Summer Pre-Medical Research and Education Program (Summer PREP), a postsecondary medical sciences enrichment pipeline program for under-represented and disadvantaged students. Thirty-four former program participants were surveyed (Male=11; Female=23) regarding their current vocational status, undergraduate experience, attributions of success, aspirations for advancement and satisfaction with their professional outcomes and Summer PREP experience. The 5-year undergraduate graduation rate and post-baccalaureate enrollment rate was higher than a national reference population of young adults. The group's average GPA and average MCAT score were comparable to those of other minority applicants and matriculants to osteopathic medical schools nationally. Female respondents reported lower levels of satisfaction with the program and their current academic and professional attainments (p<.05) relative to male participants. They also reported much lower expectations for remaining or advancing in their chosen fields (p<.003). Students rated the contribution of medical specialty area seminars, interactions with interns, residents, medical and graduate students, and faculty mentoring highest among the program's components. The study demonstrated that Summer PREP had a significant impact at the student level and was valued by former participants. The results were similar to other successful models of undergraduate pipeline programs designed to help prepare minority and disadvantaged students for entry into medical and graduate school. Implications for policy, future research, and program practice and administration at the postsecondary and professional school level are addressed. The value of the discourse is rooted in the need for supplemental education and training programs designed to improve postsecondary success among minority and disadvantaged students, their representation among healthcare professionals, and the expected increase in healthcare demands within minority, rural and underserved areas resulting from implementation of the Patient Protection & Affordable Care Act. / Educational Leadership