Invisible diversities, academic capital, and competitiveness of genetic counseling applicants

Abstract

The field of genetic counseling has historically lacked diversity. Recent research has explored how individuals with visible underrepresented identities may encounter barriers to becoming competitive genetic counseling applicants. This work has yet to characterize barriers with respect to invisible underrepresented identities, such as being a first-generation college student or a part of the lesbian, gay, bisexual, transgender, queer, asexual + (LGBTQ+) community. Therefore, this study aimed to address this gap and to explore whether these factors are related to applicants' academic capital (AC), a theoretical framework used to identify what factors make students more likely to succeed in postsecondary work. AC includes supportive networks, trustworthy information, family uplift, college knowledge, overcoming barriers, concerns about cost, familial expectations, and navigation of systems. Genetic counseling applicants for the 2021 and 2022 admissions cycles were recruited via a multipronged, snowball method and surveyed via Qualtrics (IRB# HSC-MS-21-0477). Mann–Whitney U was used for comparisons. Multiple linear regression analysis was used to account for associations between invisible underrepresented identities and AC. Results indicated individuals who are LGBTQ+, from a disadvantaged background as defined by the National Institute of Health (NIH), or from a low socioeconomic status had significantly lower AC scores by 6.31 points (p < 0.001), 5.81 points (p = 0.001), and 4.53 points (p = 0.050), respectively, compared with individuals who were not underrepresented by each invisible identity. Applicants with mentors had significantly higher AC scores compared with applicants without a mentor (p = 0.042). Concerns about the cost of the application process were prevalent across invisible underrepresented identity groups (UIG). Therefore, mentorship opportunities and reduction of genetic counseling admissions costs may support applicants with invisible diversity in equitable access to the career.