Racial Inequities in Undergraduate Student Success: Implications for the Diversity of Allied Health Professions

This investigation explores the differential impact of race and course subject on the likelihood of students receiving a grade of D, F, or withdrawal (DFW) within undergraduate Health Science and Human Service (HHS) programs. Utilizing a critical quantitative approach, the author used de-identified institutional data from a university in the Midwest spanning 5 academic years to examine interactions between race and course subject. Results indicate that Black, Hispanic/Latine, and multiracial students in HHS programs were significantly more likely to receive a DFW compared to their White and Asian peers. Moreover, the increase in the likelihood of receiving a DFW in basic science courses was higher for Asian, Black, and multiracial students, worsening these racial disparities. These findings contribute to a larger literature demonstrating that systemic exclusionary dynamics within academic programs disproportionately impact the academics of students of color. These results hold important implications for programs attempting to address equity and inclusion in HHS programs and professions. The discussion advocates for policy changes and institutional interventions to address racial inequities in health science education.