The needs of students from diverse cultures

Taylor, Vera S.; Rust, George

doi:10.1097/00001888-199904000-00006

Cited by 8 publications

(4 citation statements)

References 0 publications

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“…Moreover, increased diversity promotes culturally-sensitive practice, for example, expanding the cultural and linguistic congruence of providers and their patients (Sullivan Commission, 2004;Weaver, 1998Weaver, , 1999Yoder, 2001). Function arguments further suggest that a diverse student body positively affects Caucasian students because they are exposed to differing worldviews and perceptions, thus improving their cultural competency and their delivery of health care to minority and medically underserved communities (Baker, 2000;Gurin, 2001;Kington and Nickens, 2001;Sullivan Commission, 2004;Taylor and Rust, 1999).…”

Section: Importance Of Diversity Within Health Care Professionsmentioning

confidence: 99%

“…A growing number of studies demonstrate that diversity in higher education settings is associated with positive academic and social outcomes for students (Gurin, 2001;Legler and Stohs, 2003;Lopez et al, 2003;Taylor and Rust, 1999;Yoder, 2001) For instance, Legler and Stohs (2003) found that students at diverse institutions were more likely to be involved in community and civic activities and were better able to participate in an increasingly heterogeneous and complex society. These students showed greater understanding and consideration of multiple perspectives, and they were better able to deal with conflicts that different perspectives sometimes create in order to pursue the common good.…”

Section: Importance Of Diversity Within Professional Training Programsmentioning

confidence: 99%

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What Is It Like To Be in the Minority? Ethnic and Gender Diversity in the Genetic Counseling Profession

Schoonveld

Veach

LeRoy

2007

Journal of Genetic Counseling

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Increasingly, the genetic counseling profession is recognizing the need for greater ethnic and gender diversity. Recruitment and retention efforts may be enhanced by better understanding of the experience of individuals considered to be underrepresented in the profession. In this qualitative study, 8 genetic counseling students and 7 practicing genetic counselors who were ethnic minority and/or male participated in semi-structured telephone interviews regarding how they were introduced to the field, perceived career supports and barriers, their experiences within training programs and the field, and suggestions for increasing diversity. Introduction to the field tended to be late and accidental. There were several career supports (e.g., field combines science and helping others) and barriers (e.g., lack of information about the field). Participant experiences, although primarily positive, included instances of passive, unintentional discrimination; and there were internal and external pressures to be diversity experts and positive representatives of their group. Participants reported positively impacting colleagues' cultural competency and offering a different presence within clinical settings. Suggestions for increasing diversity and research recommendations are given.

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Section: Importance Of Diversity Within Health Care Professionsmentioning

confidence: 99%

Section: Importance Of Diversity Within Professional Training Programsmentioning

confidence: 99%

What Is It Like To Be in the Minority? Ethnic and Gender Diversity in the Genetic Counseling Profession

Schoonveld

Veach

LeRoy

2007

Journal of Genetic Counseling

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“…If factors of student backgrounds are proved to have some influence, then the program staff and manager may need to take the diversity factor into consideration when designing the program and look into the possibility of dividing students into subgroups for different activities to better suit their individual needs. Meanwhile, the program manager can also try to utilize the diversity as a resource and design group activities that can encourage students to explore and embrace the diversities among them, since studies have increasingly shown that interaction with diverse groups can benefit a student's personal growth, sense of purpose, and problem solving ability (Association of American Medical Colleges, 2008Colleges, & 2010Taylor, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…Census Bureau, 2010). In order to bring more diversity into medical schools and the physician workforce, various medical school pipeline programs have been established over the past several decades to target under-represented minority and rural students at pre-college, college, and post baccalaureate levels (Butler, 1999;Taylor, 1999).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Short Term and Long Term Outcomes of a Medical School Summer Program for High School Students

Wang

Anderson

Livingston

2015

MRAJ

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The purpose of the study is to evaluate short-term and/or long-term impact of the Summer Institute at Florida State University College of Medicine on high school students who participated in the program between 2011 and 2014. The pre-test/post-test method was used to examine immediate program effects on students' knowledge and skills in medicine and science. Students were surveyed to collect their feedback about various program activities and components. In addition to these short-term outcomes, students were tracked to explore potential long-term outcomes related to college enrollment and choice of major. The results show that the post-test scores are higher than the pre-test scores, and the differences are statistically significant, which indicates that the program has helped increase students' knowledge and skills in science and medicine. The evaluation survey results also show positive feedback from the students about the program, particularly the hands-on activities and mentoring from medical students. Most of the high school graduates tracked and contacted have successfully entered college, and the majority of them chose certain majors related to science or medicine. In conclusion, the results imply that the program has made some positive short-term and long-term impact on the students participating in the program. The program model, based on the contextual learning theory, seems to be effective. However, the variance in students' ratings on program activities and the pre-test/post-test score differences suggest that the program needs to be fine-tuned in order to accommodate the different needs of the students from diverse backgrounds.

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