Diversities at US Colleges and Universities: Online Diversity Statements at Institutions Employing Chief Diversity Officers

Unangst, Lisa; Borg, Natalie A.; Connors, Ishara Casellas; Barone, Nicole

doi:10.52547/johepal.3.3.16

Cited by 1 publication

(1 citation statement)

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“…Racial and ethnic diversity in higher education is urgently needed to increase diversity in medicine and research so that a more representative healthcare workforce [25,26] can contribute to improving population health [27]. However, while higher education mission statements often claim diversity in gender identity, race, ethnicity, socioeconomic status and diversity of thought as goals [28,29], there is little information on how racial and ethnic differences in timing of academic program application or enrollment completion may affect attaining these goals. Today's ongoing underrepresentation of a more diverse STEM workforce, despite a plethora of educational enrichment programs compels a more comprehensive approach to elucidating not only the strengths and shortcomings of these programs but the application process for participation [30].…”

Section: Discussionmentioning

confidence: 99%

Racial and Ethnic Differences in Time to Completion of Academic Enrichment Program Applications

Jones,

Chitwanga,

Qiu

et al. 2024

Cureus

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Introduction: Diversity in healthcare and research is integral to serving our increasingly diverse population. Access to academic enrichment programs, an important pathway to science, technology, engineering, and mathematics (STEM) careers promotes educational attainment through academic preparation and increased interest, useful strategies for improving diverse representation in higher learning. Given this important pathway to STEM fields, attention to equity in enrichment programs admissions is as important as the increasing focus on mitigating racial/ethnic disparities in undergraduate and graduate admissions.Methods: In a retrospective cohort study at the University of Washington, we used descriptive and Chi-Square statistics to compare a hybrid competitive summer application program with stipend with an asynchronous first-come, first-served enrollment program in injury and violence prevention research. The three main outcomes were: 1) time to application, measured by number of days to apply/enroll after application or enrollment period start date, 2) percentage of application/enrollment period, measured by when application or enrollment occurred in relation to the total application or enrollment period, and 3) differences in Black, Hispanic, and Native American applicants and enrollees.Results: In a study examining two injury and violence prevention programs, which reached educational institutions including Historically Black Colleges and Universities (HBCU) and Tribal Colleges: 1) Applicants were 9.6% and 6.4% Black (application vs enrollment programs; p<0.0001), 0.4% and 0% Native American to the application and enrollment programs, and 9.1% and 10.3% Hispanic (application vs enrollment programs; p=0.6), 2) Across all racial and ethnic groups, students applied later (last 15% percent of application period) in the competitive application program than to the first-come first-served enrollment program in which students enrolled throughout the enrollment period, and 3) Across both program types, there were racial and ethnic differences in time to application and enrollment start and completion.Conclusion: Findings show that free enrollment programs alone do not incentivize educational attainment for all groups and that application rolling admissions processes may not equally promote racial and ethnic diversity for all groups.

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