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The purpose of this qualitative study was to explore pre-medical advisors’ perceptions on their role in the pathway to medicine for students historically underrepresented in medicine (URiM) and to gain insight into barriers these students face. While a small amount of research exists on the perspective of URiM pre-medical students on the pathway to medicine, no analysis has been conducted on the role pre-medical advisors play. The underlying framework of this research study focused on the experience of advisors through the lens of academic advising approaches, self-authorship theory, and capital theory to make a strong collective framework to begin understanding the role of advising in the pathway. Data were gathered through interviews using a non-random purposeful sampling strategy. Study participants were pre-medical advisors at undergraduate institutions in the SAAHP. Participants discussed their role in the pre-medical pathway for URiM students, advising approaches they employ, and their advising experience. Key themes emerged during data analysis. Advisors tend to approach their student encounters as individual experiences but draw from a variety of advising approaches. URiM students experiences a variety of barriers but most frequently encounter financial barriers, academic challenges, and concerns over lack of belonging. Advisors face a variety of challenges in addressing barriers faced by URiM students. Advisors indicated that early intervention for academic support, collaboration with others tangential to the process, and more visibility for URiM students were approaches that would help retain URiM students on the path to medicine. There is perceived value in utilizing the role of pre-medical advisors as a method of support to keep URiM students moving forward as they can both an advocate for their success and help them navigate the challenge of being a pre-medical student.

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abstract: There has been an ever-increasing demand in the United States to produce educated science, technology, engineering and mathematics (STEM) professionals. Because more women and minority students have begun their higher educational preparation at community colleges, these institutions have been uniquely positioned to support these students and increase the number of STEM graduates. Nevertheless, to attain this commendable goal, community college staff and faculty members will need to redouble their efforts to provide active and sustained programs and interventions to support and assure student persistence in STEM fields. To address the problem of practice, the researcher engaged in a variety of validating practices to influence women and minority students’ intent to persist in a STEM degree. Thirteen, first-year women and minority students participated in the study. Validation theory (Rendón, 1994) provided a framework to inform the intervention and forms of validation. The validating practices included two advising visits and intentional email communications to students in their first semester at community college. A mixed methods approach was employed to examine two objectives: (a) the types of validation students experienced in their first semester and (b) the influence of validating advising practices on intention to persist in STEM. The Theory of Planned Behavior (TPB; Ajzen, n.d.) guided study efforts in relation to the second objective. Data gathered included survey data, interviews, email communications, and researcher journal entries. Results suggested students experienced academic and interpersonal validation by in-class and out-of-class validating agents. Although not all experiences were validating, students were validated to a greater extent by their academic advisor. Because of validating advising practices, students in this study developed confidence in their ability to be capable college students. Students also felt motivated and expressed intentions to persist toward a STEM degree. The discussion focuses on explaining outcomes of the four research questions by connecting to the extant literature. In addition, limitations of the study are presented. Finally, implications for practice, implications for future research, and lessons learned are also shared. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2020

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The identification of reliable predictors of early academic achievement is imperative for the retention and graduation of all nursing students, and particularly underrepresented minority (URM) students. Students with a high sense of academic self-efficacy exhibit greater persistence and interest in their academic performance, a premise that led to this investigation of self-efficacy as a variable affecting early academic success among baccalaureate nursing students. The purpose of this study was to (a) to determine if a significant relationship existed between academic self-efficacy and successful progression for first semester baccalaureate nursing students in general and URM students specifically, (b) determine the predictive ability of academic self-efficacy on progression, and (c) determine if ethnicity moderates the predictive effect of self-efficacy. Self-efficacy theory, which is grounded in social cognitive theory, was the framework for this study. A cross-sectional, descriptive research design was employed utilizing the College Academic Self-Efficacy Survey (CASES). Correlational analysis and logistic regression were conducted to test the hypotheses. Demographic variables were analyzed regarding their relationship to academic self-efficacy. Although statistical analysis did not support any of the proposed hypotheses, a statistically significant relationship was demonstrated between academic self-efficacy and overall GPA, which, for this population, may have implications for retention. Age and transferring from a four-year institution were significant predictors of progression for this population. Although this study was limited by its lack of generalizability and small sample size, further research related to the effects of academic self-efficacy on academic success are warranted

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.

Increasing underrepresented minority youth (URMY) engagement in STEM education remains at the forefront of our Nation's educational battle. The aim of this study was to create, implement, and evaluate the impact of innovative food science and technology (FST) lesson plans on URMY engagement in, and attitudes towards science, and their awareness of the field of FST. The 2011 United States census recalls that URMY make up only 13.3% of the STEM workforce. This study identifies URMY as individuals representing one or more of the following demographics: Low income, African American, Latino(a) American, and Indian American. Eight 5th-6th grade youth participated in a seven-week program, The Enliven Program (TEP), which is a STEM education program created for the purpose of this. The Enliven Program focuses on youth engagement in science learning through the implementation of a FST curriculum. The lessons delivered in TEP utilized the Biological Sciences Curriculum Study (BSCS) 5E instructional model as its foundation. This model focuses on five phases of student centered learning: engagement, exploration, explanation, elaboration, and evaluation. Data was collected using a fixed-mixed methods design. A qual-quan approach was employed to measure youths' positive behavioral and cognitive engagement in science learning. Measures of positive behavioral and cognitive engagement demonstrated that youth were positively behaviorally and cognitively engaged in the science learning activities. Furthermore, relationship building played an instrumental role in maintaining youth participants' positive attitudes towards and engagement in TEP activities. The results display an overall increase in youth's desire to do science and self-concept in science. / Master of Science in Life Sciences

Beginning with the understanding that minority students are often underrepresented in STEM doctoral programs despite their growing proportions in the population, this study provides a description of selected minority doctoral students' experiences in STEM programs. Specifically, this study examines the influence financial support and relationships with faculty advisors and doctoral peers have on doctoral students' experiences and progress. Data for this research were obtained from 13 minority respondents enrolled during spring, summer, and fall 2009 and 73 majority respondents who provided some comparisons and contrasts. The participants were all Ph.D. students from several STEM programs at a research university in the Midwest. Findings from this study suggest that financial support of doctoral students through fellowships and research/teaching assistantships enables students to interact closely with their faculty and their peers and consequently become integrated into the social and academic systems of their programs. Further, through their experiences in teaching and research minority students report acquiring skills and competencies useful not only for graduate school success (e.g. time management; course reading; dissertation writing) but also for successful transition into their respective professions and careers. Funding takes a different form and plays a different role in shaping students' positive experiences in each of the three stages of doctoral study: fellowships during a student's transition year(s), teaching/research assistants during the middle years, and fellowships during the final year(s). Students reported that this sequence of funding supports successful transition into the doctoral program, development of academic and professional competencies during the middles years, and successful doctoral completion during the final year. Faculty-student relationships are important in socializing minority doctoral students into their disciplines and professions. Faculty advisors and mentors are especially important in developing students' academic competencies as well as in preparing them for their professions. In addition, faculty-student relationships characterized by faculty availability, approachability, interest in developing students' academic and professional competence, and support and encouragement are important, perhaps especially so in the absence of mentoring by faculty of color. Peer to peer interactions primarily offer academic combined with social support. Further, interactions and group dynamics among minority students and their transition into PWI doctoral programs seem to be affected by their undergraduate educational backgrounds.

There is little diversity among earned doctorates in the United States. First-generation college students are especially at-risk for not matriculating to a doctoral degree. This applied dissertation provided an understanding of the obstacles faced by first-generation college students in doctoral programs by studying alumni of the McNair Scholars Program. The study examined the components of the McNair Scholars Program that can help ameliorate obstacles faced by first-generation college students as they enroll and persist into graduate school. This study utilized a sequential exploratory mixed methods approach to evaluate the components of the McNair Scholars Program that prepared students for successful persistence into graduate school and subsequent completion of an earned doctorate.