Health disparities continue to persist in the United States, with individuals in rural areas often experiencing greater health concerns and health outcomes than individuals living in suburban or urban areas. Lack of access to healthcare providers is one contributing factor to these disparities. Studies have shown that healthcare providers from rural areas are more likely to return to those areas to work. Increasing pipeline education programs within K-12 settings may help create a larger pool of rural individuals interested in healthcare professions. Connecting education and careers to the well-being of a community may help students to see how their future careers can contribute to the vitality of their community, such as through sociopolitical development. This dissertation evaluated and compared the effectiveness of two conditions of an existing healthcare career education program, Project HOPE. The seven-week intervention was implemented with rural 8th grade students within the context of a seminar class. The results of the study showed, overall, that the intervention is effective at increasing healthcare career search self-efficacy; however, the findings suggest that it decreases community engagement. In contrast to the hypothesis, the results showed that the standard condition of the intervention was more effective at increasing socio-cognitive variables than the sociopolitical development condition. The findings are discussed in context of existing literature and with consideration to the sociopolitical context in which the intervention was implemented. Implications of the findings for vocational psychologists, as well as future directions of study are discussed.

African-American/Black and Hispanic/Latinx racial populations are underrepresented in the healthcare field relative to their overall representation of the United States population. Previous studies have identified programs as one source to combat this issue. In this study, a Health Careers Opportunity Program (HCOP) is explored to gain early insight into the participants’ experience. The transformative learning theory was used as a lens to uncover elements employed by the students to display signs of developing self-empowerment to overcome challenges. A qualitative, case study approach was used to design the study. Data instruments included several program artifacts: 1) original application package, 2) transcripts, 3) one-on-one coaching session notes, 4) case management plan recommendations, 5) requirements verification form results, and 6) observations from the end of year one session. Additionally, interviews and an end of the year questionnaire were collected specifically for this study. Artifacts were collected from all fifteen students in HCOP. Four of the fifteen students served as study participants and provided interviews in addition to completing the end of year questionnaire. As 60% of the students quit the program at the end of the first year, results indicated that overall the remaining students valued and found the HCOP Ambassador Program to be useful, especially the one-on-one coaching sessions. Participation in HCOP yielded in an increase in overall average GPA, yet a decrease in combined average GPA for critical science and math courses. Time management skills and study skills need improvement. Through the lens of the transformative learning theory, results revealed that students are somewhat self-aware, yet need additional support in changing long-term academic behaviors. The future design and structure of program activities should be modified to increase the likelihood of retaining a greater percentage of students. Recommendations for future HCOP Ambassador Program changes include: 1) increase participant input for suggested program workshops and activities, 2) provide more hands-on experience and career related activities, and 3) develop ways to improve soft skills for participants. Additional recommendations were aimed at the funding agency to encourage HCOP awardees to publish and disseminate best practices in order to determine short-term and long-term impacts of HCOP. Lastly, the principal investigator of an awarded HCOP should provide more specificity in the design of HCOP programs in order to best meet the needs of the target population. Future research is needed to determine the long-term impact of the UB HCOP Ambassador Program on its participants with regard to success in matriculation into graduate health professions degree programs. / Educational Leadership