Comparing perceptions of marginality in urban and rural midwestern universities' healthcare programs

Background

Schools are expected to be sites for academic and social preparations, yet they are also a place where marginalization is found. Marginalization affects academic and work performance and sense of belongingness, impacting individual success and retention, in a time when the shortage of healthcare workers is a national concern. There is evidence, albeit very limited, on marginality in higher education.

Purpose

The purpose of the study was to explore perceptions of marginality between rural and urban universities, roles within the university, and health profession programs.

Method

A cross-sectional, descriptive quantitative design. Surveys were distributed to faculty, staff, and students in health professions programs from one rural and one urban university. The Englund Marginality Index measure marginality among health professional students, faculty, and staff.

Results

Greater racial and ethnic diversity at the urban university and also higher perceived marginalization scores. Also, faculty at the urban university had a statistically higher score in the Power subscale as compared to students. No significant differences were identified between health profession programs.

Conclusion

An increase in diversity on a college campus did not indicate a decrease in perceptions of marginalization in this study. Additional interventions aimed at removing barriers and narrowing gaps in support for marginalized individuals may improve the overall sense of belonging and optimize success of faculty, students, and administrative staff.