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Underrepresented Minority Dental Student Recruitment and Enrollment Programs: An Overview from the Dental Pipeline Program
Author(s) -
Formicola Allan J.,
D’Abreu Kim C.,
Tedesco Lisa A.
Publication year - 2010
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2010.74.10_suppl.tb04983.x
Subject(s) - underrepresented minority , accreditation , diversity (politics) , dental education , medical education , curriculum , ethnic group , medicine , dentistry , psychology , political science , pedagogy , law
By now, all dental schools should understand the need to increase the enrollment of underrepresented minority (URM) students. While there has been a major increase in the number of Hispanic/Latino, African American/Black, and Native American applicants to dental schools over the past decade, there has not been a major percent increase in the enrollment of URM students except in the schools participating in the Pipeline, Profession, and Practice: Community‐Based Dental Education program, which have far exceeded the percent increase in enrollment of URM students in other U.S. dental schools during Phase I of the program (2002–07). Assuming that all dental schools wish to improve the diversity of their student bodies, chapters 9–12 of this report—for which this chapter serves as an introduction—provide strategies learned from the Pipeline schools to increase the applications and enrollment of URM students. Some of the changes that the Pipeline schools put into place were the result of two focus group studies of college and dental students of color. These studies provided guidance on some of the barriers and challenges students of color face when considering dentistry as a career. New accreditation standards make it clear that the field of dentistry expects dental schools to re‐energize their commitment to diversity.