scholarly journals Introducing Underrepresented Minority High School Students To An Aeronautical Technology Program At Purdue University

2020 ◽  
Author(s):  
Ronald Sterkenburg
Keyword(s):  
High School ◽  
High School Students ◽  
Underrepresented Minority ◽  
School Students ◽  
Technology Program ◽  
Purdue University

scholarly journals Self-Efficacy as an Indicator for Success in a Premedical Curriculum for Underrepresented Minority High School Students

2020 ◽  
Vol 7 ◽  
pp. 238212052094066
Author(s):  
Rosellen Roche ◽  
Joel Manzi ◽  
Terra Ndubuizu ◽  
Samantha Baker
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Osteopathic Medicine ◽  
Underrepresented Minority ◽  
School Students ◽  
Medical College ◽  
Precollege Program ◽  
College Of Osteopathic Medicine ◽  
Medical College Campus

Context: The Aspiring DOctors PreCollege Program at the Ohio University Heritage College of Osteopathic Medicine Cleveland Campus is unique among other precollege pipeline and mini-medical school programs in that it engages learners from urban underserved communities for an entire academic year as a cocurricular adjunct to their high school course load. One day per month, students are brought to the medical college campus and introduced to the field of osteopathic medicine. Students also participate in activities related to preparing for college admissions, diversity in higher education, mental health and wellness, and financial stewardship. All these activities are done with the goal of increasing the number of underrepresented minority (URM) students in the health care professions. Objective: Self-efficacy has been identified as a measure of internal motivation and belief in one’s ability to succeed in the face of challenges. The purpose of this study is to determine what effect, if any, participation in this program has on URM student self-efficacy. Methods: Students were asked to complete a validated self-efficacy questionnaire at the start and end of this program to determine their levels of self-efficacy and if there were changes after participating in this program. Results: Ten of the 12 seniors completed pre- and post-self-efficacy surveys. Two main discoveries were made through this pilot. First, when tested at the beginning of the program, all students had high levels of self-efficacy (mean score, 4.45 of 5). Second, 2 items were specifically increased by a statistically significant amount. The students increased in self-efficacy concerning the responses “I can learn what is being taught in class this year” ( P = .024) and “My ability grows with effort” ( P = .015). Conclusions: With the competitive standards of acceptance into the Aspiring DOctors PreCollege Program, students enrolled in this program had high levels of self-efficacy from the onset. While there was modest increase across the board, many of these indicators remained consistently high after the program. Using self-efficacy as a screening tool for premedical students may be helpful in identifying candidates likely to succeed in a future medical career.

Mini-medical school programs decrease perceived barriers of pursuing medical careers among underrepresented minority high school students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Abraham Abdulrazzak ◽  
Andrew Chandler ◽  
Rosemary Lu ◽  
Olivia Mobarakai ◽  
Bryan Lebron ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Medical School ◽  
Role Models ◽  
Healthcare Disparities ◽  
The United States ◽  
Perceived Barriers ◽  
Underrepresented Minority ◽  
School Students ◽  
School Programs

Abstract Context The percent of underrepresented minority (URM) students who apply to medical school has changed minimally in the past 40 years. Due to the lack of URM applicants, the consequent matriculation of URMs is grossly disproportionate from their percent representation of the US population. Increasing diversity among medical students and physicians has previously been identified as essential to decreasing healthcare disparities among US minorities. Objectives The objective of our study was to recognize the barriers of applying to medical school among URMs in high school. Methods To identify and assess the prevalence of barriers, surveys were distributed to participants of Med-Achieve, a mini-medical school program of diverse high school students in New York City during the 2019–2020 academic year. Results Among students who will be first in their immediate family to attend college, 80.0% perceived a barrier to pursuing medical school. Specified barriers indicated include the cost of medical school (77%), a lack of guidance/role models (53.9%), and the predicted inability to do well in medical school classes (53.9%). At the end of the program, a statistically significant reduction in the barrier of lack of guidance/role models was seen. Conclusions This study highlights the benefit of mini-medical school programs, especially programs with a mentoring component, to decrease the perceived barriers of applying to medical school among URMs. It also suggests the potential role of similar programs to increase diversity in medicine and to decrease healthcare disparities among minorities in the United States.

scholarly journals Youth Enjoy Science Program at the Case Comprehensive Cancer Center: Increasing Engagement and Opportunity for Underrepresented Minority Students

2020 ◽  
Vol 30 (1) ◽  
pp. 15-24
Author(s):  
Kelli Qua ◽  
Klara K. Papp ◽  
Damian J. Junk ◽  
Monica Webb Hooper ◽  
Nathan A. Berger
Keyword(s):  
High School ◽  
High School Students ◽  
Comprehensive Cancer Center ◽  
Cancer Center ◽  
Responsible Conduct Of Research ◽  
Future Research ◽  
Full Time ◽  
Underrepresented Minority ◽  
School Students ◽  
Faculty Mentor

The Youth Enjoy Science (YES) Program at the Case Comprehensive Cancer Center is a National Cancer Institute (NCI) R25- funded training grant, designed to increase the pipeline of underrepresented minor­ity (URM) students entering college and pursuing biomedical research and health care careers in the Cleveland Metropolitan and surrounding school districts. The three components of the program include: Learn to Beat Cancer, engaging middle school students and their families; Research to Beat Cancer, designed for high school students and college undergraduates; and Teach to Beat Cancer, focused on enhancing science, technology, engineering, and mathemat­ics (STEM) teaching capacity among high school teachers. This study focuses on Research to Beat Cancer, which, in 2018 enrolled 36 URM students as paid sum­mer scholars. Students were assigned to a faculty mentor, were taught laboratory safety, responsible conduct of research and the scientific method, and then immersed in full-time laboratory cancer research during an eight-week period. Twice each week, students participated in Lunch and Learn Seminars where faculty members provided combined motivational and scientific guidance lectures. In a capstone poster session at the end of the program, students presented their research to peers, medical and graduate students, family members, faculty, community members and leaders. Students’ perceptions of the program were reported using descriptive statistics and qualitative thematic analyses. Twenty-four of the 2018 YES students (67%) and 19 (53%) mentors completed the online post-program survey. Opportunity was a major qualitative theme from student and mentor responses. Future research will investigate the long-term impacts of YES, including college enrollment.Ethn Dis. 2020;30(1):15-24; doi:10.18865/ed.30.1.15

Fostering Technology Interest Among High School Girls

2011 ◽  
pp. 349-354 ◽  
Author(s):  
Donna M. Grant ◽  
Linda V. Knight ◽  
Theresa A. Steinbach
Keyword(s):  
High School ◽  
High School Students ◽  
Holistic Approach ◽  
Technical Skills ◽  
School Students ◽  
It Industry ◽  
Technology Program ◽  
Multiple Components ◽  
Self Worth ◽  
Basic Life Skills

This article describes a pilot program that uses a holistic approach to address the multitude of barriers girls face when considering a career in the information technology (IT) field. Girls with Engineering Mindz (GEMz) is a highly structured technology program developed to encourage female high school students to embrace technology while strengthening their academic, personal, and social development. GEMz is not just a program for girls to develop technical skills. The premise of the GEMz program is to attract and maintain its participants by developing multiple components of the “whole” person. The GEMz program was designed to attract its participants to the IT industry through a three-prong strategy: develop technical skills in a societal framework, enhance basic life skills, and promote positive self-images. The name GEMz was selected to promote enthusiasm and collaboration among program participants. Teams are given the names of precious gems, (e.g., Diamonds, Rubies, etc.) to symbolize their positive self-worth as valuable contributors to both technology and their communities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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