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Introduction <p>This study explores the resources needed by minoritized students—particularly students of color and first-generation college students—to succeed in the pathway toward advanced health sciences degrees. Using Teemant et al.’s equity framework, we investigated how partnerships among key stakeholders—including students, parents, school leaders, and community members—contribute to these students’ academic success in the health sciences.</p> Methods <p>We conducted four focus groups (total = 31 participants) with the following groups: (1) parents of first-generation college students, (2) community college students, (3) graduate students in health sciences, and (4) academic advisors. An additional four participants provided perspectives through individual interviews. Focus groups and interviews were transcribed verbatim and coded inductively by a subset of the authors.</p> Results <p>Using Teemant et al.’s framework, our analysis illustrated three overarching themes: barriers, supports, and capacities. Key barriers included limited access to information about applying to higher-education programs and facing skepticism from teachers and advisors regarding the potential to succeed in health sciences. Supportive factors included university-based diversity programs and bridge programs that provided target guidance, resources, and information to both students and their families. Data also indicated that higher-education systems often fall short in ensuring that resources are truly accessible and relevant to diverse student populations.</p> Conclusions <p>Our study illuminates how the success of minoritized individuals in advanced health sciences hinges on bolstering both students’ and their parents’ navigational capital, while addressing the complex interplay of structural barriers and targeted supports that shape their educational journeys.</p>

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“It Honestly Took Me About Two Years”: Minoritized Students’ Experiences in Navigating Pathways Between High School, College, and Health Science Graduate Programs

  • 期刊论文

  • 发表日期：

    2025年11月28日

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  • Candace J. Chow,
  • Scott Curtis,
  • Michael Chen,
  • Johanna C. Purdy,
  • Gillian M. Stanfield,
  • Erica Rojas,
  • Rebekah Wadsworth,
  • Shawna Sisler,
  • Juliana Simonetti

摘要

Introduction

This study explores the resources needed by minoritized students—particularly students of color and first-generation college students—to succeed in the pathway toward advanced health sciences degrees. Using Teemant et al.’s equity framework, we investigated how partnerships among key stakeholders—including students, parents, school leaders, and community members—contribute to these students’ academic success in the health sciences.

Methods

We conducted four focus groups (total = 31 participants) with the following groups: (1) parents of first-generation college students, (2) community college students, (3) graduate students in health sciences, and (4) academic advisors. An additional four participants provided perspectives through individual interviews. Focus groups and interviews were transcribed verbatim and coded inductively by a subset of the authors.

Results

Using Teemant et al.’s framework, our analysis illustrated three overarching themes: barriers, supports, and capacities. Key barriers included limited access to information about applying to higher-education programs and facing skepticism from teachers and advisors regarding the potential to succeed in health sciences. Supportive factors included university-based diversity programs and bridge programs that provided target guidance, resources, and information to both students and their families. Data also indicated that higher-education systems often fall short in ensuring that resources are truly accessible and relevant to diverse student populations.

Conclusions

Our study illuminates how the success of minoritized individuals in advanced health sciences hinges on bolstering both students’ and their parents’ navigational capital, while addressing the complex interplay of structural barriers and targeted supports that shape their educational journeys.