Exploring Obstacles to and Opportunities for Professional Success Among Ethnic Minority Medical Students

Kara L. Odom · Rachel L. Johnson · Lisa A. Cooper

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Diversity and Career in Medicine Innovations in Medical Education Career Development and Diversity

Abstract

PURPOSE: To explore the barriers and facilitators experienced by ethnic minority medical students in achieving personal and professional success. METHOD: In 2002 and 2003, 43 minority medical students participated in one of six two-hour focus groups located in Philadelphia, Pa; Kansas City, Mo; Baltimore, Md; Miami, Fl; New York, NY; and Los Angeles, Calif. Focus groups consisted of an average of seven (range 5-10) individuals. Eighty-eight percent were of black/African descent, 10% were Hispanic, and 2% were Asian/Pacific Islanders. Students discussed their views of personal and professional success, including opportunities and obstacles, and completed a brief demographic survey. Discussions were audiotaped, transcribed verbatim, and reviewed for thematic content in a three-stage independent review/adjudication process. RESULTS: All 748 comments were grouped into themes relating to definitions of success (35%) and to perceived facilitators (25%) or inhibitors (40%) of success. Participants strove to achieve professional/academic status, financial security, and quality of life. In so doing, participants identified facilitators of success, including support systems, professional exposure, financial aid, and personal characteristics. Lack of financial and social support, challenges with standardized tests, experiences with racial stereotyping and discrimination, and self-imposed barriers were among inhibitors to success. CONCLUSIONS: The opportunities for and barriers to academic success identified by minority students should be heeded by educators and administrators who develop programs and policies to recruit minority medical students and to ensure their professional development. To enhance the institutional climate for diversity, programs that improve cultural awareness and reduce biases among all students, faculty, staff, and administrators are needed.

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References

1990Basics of qualitative research 1989Focus Groups: A Practical Guide for Applied Research 1995Stereotype threat and the intellectual test performance of African Americans.2003Unequal treatment: confronting racial and ethnic disparities in health care 2006Qualitative Research in Health Care 1994Validating culturally diverse students: Toward a new model of learning and student development 2000Users' Guides to the Medical Literature 2000Users' Guides to the Medical Literature

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2010Stereotype Threat and Health Disparities: What Medical Educators and Future Physicians Need to Know 2013The Social and Learning Environments Experienced by Underrepresented Minority Medical Students 2015Understanding the Leaky Pipeline: Perceived Barriers to Pursuing a Career in Medicine or Dentistry Among Underrepresented-in-Medicine Undergraduate Students 2012Institutional Variation in the Promotion of Racial/Ethnic Minority Faculty at US Medical Schools 2008Minority Faculty Voices on Diversity in Academic Medicine: Perspectives From One School

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