Experiences of Minoritized Allied Health Students Seeking Meaningful Institutional Relationships: A Focus Group Study Exploring Supports and Barriers.

Abstract

Minoritized individuals are underrepresented in the allied health professions, several of which require a graduate degree to become a certified practitioner. The purpose of this study was to identify the factors related to persistence into graduate school for minoritized undergraduate students within a college of allied health in a predominantly white institution in the southeastern United States. Via focus groups, 11 juniors and seniors were interviewed about their experiences and perspectives related to pursuing graduate-level education. Using a phenomenological approach, student responses were coded for themes and subthemes. Results indicated that personal determination and establishing meaningful relationships with faculty and peers were key to school success and the potential for transition into graduate school. Barriers included inconsistencies in meaningful relationships such as being perceived as invisible or being a part of an institution with a limited culture of inclusion. Students also reported personal barriers such as limited financial resources, lack of family support, and difficulty asking for help as obstructing the path to graduate school. We emphasize the importance of faculty-student relationships, and in particular, mentorship, both informal and formal, for increasing the likelihood of success for minoritized individuals pursuing healthcare fields.