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Minority student persistence in clinical laboratory education programs.
1Department of Allied Health Sciences, School of Medicine, University of North Carolina at Chapel Hill 27599-7145, USA. blaudicina@css.unc.edu
Journal of Allied Health
|July 2, 1999
Summary
Minority student persistence in clinical laboratory science programs varies by ethnic group, influenced by academic and social involvement. Understanding these differences is key to developing effective retention strategies for clinical laboratory technicians and scientists.
Area of Science:
- Medical Education
- Health Professions Education
- Student Affairs
Background:
- Student persistence in health professions programs is crucial for workforce development.
- Understanding factors influencing minority student success in clinical laboratory science (CLS) and clinical laboratory technician (CLT) programs is vital.
Purpose of the Study:
- To characterize minority student persistence in CLS and CLT programs.
- To examine the relationship between persistence and student characteristics, academic involvement, and social integration.
Main Methods:
- A prospective, longitudinal study surveyed 2,426 CLS and CLT students across the US.
- Data collected included demographics, academic/social involvement, and program outcomes (graduation, withdrawal, dismissal).
- Outcome groups were compared on 14 variables.
Main Results:
- Overall graduation rate was 80.7%; 10.8% voluntarily withdrew, 8.5% were academically dismissed.
- Significant differences in academic and social involvement were found between outcome groups.
- African American students were more likely to be academically dismissed; graduation rates varied by ethnic group.
Conclusions:
- Ethnic groups differ in academic and social program involvement, impacting persistence behaviors.
- Tailored retention efforts informed by these differences can improve student success in CLS/CLT programs.
- Further research into specific barriers is recommended.