Disconnected

Chapter 6 provides an overview of students in a Disconnected geography. Consistent with previous research, the largest portion of the National Longitudinal Survey of Freshmen sample are Disconnected. These students, while academically motivated and interested in a social life, struggled to make connections or find a niche, whether through classes, clubs, or social circles. One important commonality among Disconnected respondents was a delay in forming friendships: These students could not form early connections and described how difficult it was to make friends after the initial rush of being new together with other first-year students. Most students in Disconnected geographies did not participate in a substantial precollege program, wading into campus life on their own. Many of our Disconnected respondents were unhappy and unable to locate comfortable spaces on campus, in some cases despite long-term efforts to find a sense of belonging.

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

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.