Building sustainable approaches to recruit, retain, and professionalize Black, Latinx, and American Indian students interested in dental careers

Abstract

BackgroundOnly twelve percent of dentists in 2020 self‐identified as being Black, Latinx, or “Other,” which includes American Indian. Moreover, the proportion of dentists from these groups profoundly fails to reflect the demographic composition of the U.S. overall. Evidence‐based, ethically‐grounded approaches are needed to successfully and continuously recruit and retain Black, Latinx, and American Indian dental students. We explored the barriers and opportunities to sustainable pathways to the dental profession.MethodsWe conducted focus groups in 2021 with current Black, Latinx, and American Indian dental students and key informant interviews with dental school administrators using elicitation guides developed for this project. We completed a thematic analysis of data to identify and check findings to strengthen validity.ResultsWe identified the following successes, challenges, and opportunities for recruiting Black, Latinx, and American Indian dental students. Successes include institutional investment to build and sustain pathways, yet many of these practices are institution‐ or administrator‐specific and may defy replication. Challenges are more widespread, and include weak accreditation standards; systemic bias and failure to consider candidates holistically in admissions decisions; costs associated with admissions test preparation and volunteer shadowing; transportation, geography, school culture and language/citizenship status. Opportunities include mentoring, scholarships, removing bias from admissions, institutional financial investment in pathway programs, and peer norming among programs.ConclusionBuilding sustainable pathways involve early support of students, removing systemic biases, and institutional commitments to equity to create a workforce to meet population needs.

Heightened vigilance and perceived discrimination in dental trainees’ readiness for clinical practice

“…We found that dental students who reported heightened vigilance and perceived discrimination were less likely to be ready for clinical practice and/or residency. While this finding is consistent regardless of race/ethnicity, minoritized students’ higher vigilance and perceived discrimination scores as compared to their non‐Hispanic White counterparts may be reflective of the racialization of educational spaces that perpetuates inequities in dental education and training thus, quantifying results identified in qualitative studies of minoritized dental students’ professional trajectories 5,33 …”

A decade of grassroots pathway programming: Saturday Academy at New York University College of Dentistry

“…6,7 It is recognized that intentional, early, exposure to the health professions along with representative mentorship is important for the successful recruitment of students from historically underrepresented racial and ethnic (HURE) backgrounds. [8][9][10][11][12][13] Pathway, previously referred to as "pipeline," programs are proven vehicles through which academic enrichment, career development and mentorship opportunities can be provided to students from backgrounds that have been historically underrepresented and marginalized in the health professions. 1,11,[13][14][15][16] Despite the recognized potential of pathway programs to impact student interest and pursuit of the health professions, the lack of faculty diversity in dental schools, as well as a lack of sustainable organizational structures and processes, limits these initiatives.…”

“…[8][9][10][11][12][13] Pathway, previously referred to as "pipeline," programs are proven vehicles through which academic enrichment, career development and mentorship opportunities can be provided to students from backgrounds that have been historically underrepresented and marginalized in the health professions. 1,11,[13][14][15][16] Despite the recognized potential of pathway programs to impact student interest and pursuit of the health professions, the lack of faculty diversity in dental schools, as well as a lack of sustainable organizational structures and processes, limits these initiatives. 7,17 Calls for an increased number and capacity of pathway programs are prevalent.…”

“…It is recognized that intentional, early, exposure to the health professions along with representative mentorship is important for the successful recruitment of students from historically underrepresented racial and ethnic (HURE) backgrounds 8‐13 . Pathway, previously referred to as “pipeline,” programs are proven vehicles through which academic enrichment, career development and mentorship opportunities can be provided to students from backgrounds that have been historically underrepresented and marginalized in the health professions 1,11,13‐16 .…”

“…Calls for an increased number and capacity of pathway programs are prevalent 1,11,12,17‐19 . Responses to calls for pathway programs have come, in part, from individual dental schools despite the aforementioned limitations.…”