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Journal articles on the topic 'Underrepresented Minorities'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 June 2025

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1

Ko, Michelle, and Hendry Ton. "The Not Underrepresented Minorities." Academic Medicine 95, no. 2 (2020): 184–89. http://dx.doi.org/10.1097/acm.0000000000003019.

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2

Gunderman, Richard B., and Melanie Moore. "Increasing Diversity: Underrepresented Minorities." Journal of the American College of Radiology 5, no. 1 (2008): 57–59. http://dx.doi.org/10.1016/j.jacr.2007.09.018.

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3

Bergen, Jr, Stanley S. "Underrepresented Minorities in Medicine." JAMA 284, no. 9 (2000): 1138. http://dx.doi.org/10.1001/jama.284.9.1138.

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4

Sturges, Daytheon. "Imposter Phenomenon and Underrepresented Minorities." Journal of Physician Assistant Education 29, no. 2 (2018): 126–28. http://dx.doi.org/10.1097/jpa.0000000000000194.

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5

Wingrove-Haugland, Erik, and Jillian McLeod. "Not “Minority” but “Minoritized”." Teaching Ethics 21, no. 1 (2021): 1–11. http://dx.doi.org/10.5840/tej20221799.

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Rather than referring to “minorities,” “members of minority groups” or “underrepresented minorities,” we should refer to such individuals as “minoritized.” Using “minoritized” makes it clear that being minoritized is about power and equity not numbers, connects racial oppression to the oppression of women, and gives us an easy way to conceive of intersectionality as being a minoritized member of a minoritized group. The term “minoritized” reveals the fact that white males and other dominant groups minoritize members of subordinated groups rather than obscuring this agency, describes microaggressions better than the term ‘microaggressions,’ and helps explain the need for solidarity within minoritized groups. It gives us a powerful way to promote racial justice by appealing to the common experience of being excluded. While using “minoritized” risks creating a false equivalence that sees all instances of being minoritized as equal and discounting unique forms of oppression by subsuming them under a single term, using this term carefully can ensure that its advantages outweigh these risks.

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6

Callender, Alana. "Recruiting Underrepresented Minorities to Chiropractic Colleges." Journal of Chiropractic Education 20, no. 2 (2006): 123–27. http://dx.doi.org/10.7899/1042-5055-20.2.123.

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Background: Admissions departments at chiropractic colleges across the United States are under continual pressure to recruit students. The underrepresented minority populations in the United States are potential markets for chiropractic patients, students, and doctors. Objective: To assess the current diversity recruiting practices of the chiropractic colleges. Methods: Directors of admissions of the chiropractic colleges were polled to identify recruiting programs and their success. Results: Sixteen of the 17 colleges were polled. Nine of the respondents had no program for targeted underserved populations and seven did have such a program. Five colleges employed several methods to work with universities to recruit underserved populations. Other strategies included outreach via student groups and alumni recruiters. Conclusion: Programs to attract minority students can be created and infrastructure can be provided but they are nearly useless without role models. Encouraging alumni participation to raise awareness of chiropractic in minority communities may be a step toward a profession more reflective of America's population.

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7

White, Susan C. "Underrepresented minorities among physics family members." Physics Teacher 53, no. 1 (2015): 37. http://dx.doi.org/10.1119/1.4904241.

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8

Jarman, Benjamin T., Kara J. Kallies, Amit R. T. Joshi, et al. "Underrepresented Minorities are Underrepresented Among General Surgery Applicants Selected to Interview." Journal of Surgical Education 76, no. 6 (2019): e15-e23. http://dx.doi.org/10.1016/j.jsurg.2019.05.018.

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9

Hawkins, Anita. "Health Equity and Progress for Underrepresented Minorities." Journal of Underrepresented & Minority Progress 2, no. 1 (2018): 1–3. http://dx.doi.org/10.32674/jump.v2i1.40.

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10

Boateng, Beatrice A., and Billy R. Thomas. "Underrepresented Minorities and the Health Professions Pipeline." Academic Medicine 84, no. 1 (2009): 6–7. http://dx.doi.org/10.1097/acm.0b013e31819015d0.

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11

Cregler, Louis L. "Underrepresented Minorities and the Health Professions Pipeline." Academic Medicine 84, no. 1 (2009): 7. http://dx.doi.org/10.1097/acm.0b013e31819015ee.

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12

Barr, Donald A., Maria Elena Gonzalez, and Stanley F. Wanat. "Underrepresented Minorities and the Health Professions Pipeline." Academic Medicine 84, no. 1 (2009): 7. http://dx.doi.org/10.1097/acm.0b013e3181901620.

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13

Gonzalez, Roberto J. "“Top 10” Anthropology Departments and Underrepresented Minorities." Anthropology News 43, no. 7 (2002): 21. http://dx.doi.org/10.1111/an.2002.43.7.21.1.

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14

Morgan, Paul L., George Farkas, Marianne M. Hillemeier, et al. "Minorities Are Disproportionately Underrepresented in Special Education." Educational Researcher 44, no. 5 (2015): 278–92. http://dx.doi.org/10.3102/0013189x15591157.

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15

Mahaney, F. X. "Minorities Remain Underrepresented in Science and Medicine." JNCI Journal of the National Cancer Institute 86, no. 2 (1994): 83–84. http://dx.doi.org/10.1093/jnci/86.2.83.

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16

Rico, M., and A. Stagnaro-Green. "Debt and career choices of underrepresented minorities." Academic Medicine 72, no. 8 (1997): 657–9. http://dx.doi.org/10.1097/00001888-199708000-00002.

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17

Johnson, Ashanti, and Melanie Okoro. "How to Recruit and Retain Underrepresented Minorities." American Scientist 104, no. 2 (2016): 76. http://dx.doi.org/10.1511/2016.119.76.

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18

Toledo, Paloma, Choy R. Lewis, and Elizabeth M. S. Lange. "Women and Underrepresented Minorities in Academic Anesthesiology." Anesthesiology Clinics 38, no. 2 (2020): 449–57. http://dx.doi.org/10.1016/j.anclin.2020.01.004.

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19

Hawkins, Anita. "Health Equity and Progress for Underrepresented Minorities." Journal of Underrepresented and Minority Progress (JUMP) 2, no. 1 (2018): 1–3. https://doi.org/10.5281/zenodo.1322165.

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Diversity in the workplace has been recognized as a beneficial and profitable practice which fosters greater creativity and innovation generated from varied perspectives and experiences. (Richard and Miller, 2013).  Even in the public sector, the benefits of a diverse workforce are recognized.  The US Office of Personnel Management’s (2016) Strategic plan aims to attain a workforce representative of all segments of society with the objective of being more responsive in the provision of public service. The Journal of Underrepresented Minority Progress (JUMP) provides an opportunity to recognize the negative but refocus on the positive and the potential via sharing stories of seized opportunities, and successfully met challenges by those who have experienced the phenomenon of being an underrepresented minority. It is through the sharing of such efforts that others may be inspired to conduct and disseminate studies and scholarly thought pieces. Dissemination of such works leads to an increase in the understanding of the systemic complexity of the phenomena creating disparities and challenging diversity while seeking to find less complicated solutions. Evidence is continually needed to advance and advocate health equity, and diversity and inclusion policies as best practices but also as an ethical imperative.

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20

Levin, Sharon G., and Paula E. Stephan. "WOMEN AND UNDERREPRESENTED MINORITIES IN THE IT WORKFORCE." Journal of Women and Minorities in Science and Engineering 11, no. 4 (2005): 345–64. http://dx.doi.org/10.1615/jwomenminorscieneng.v11.i4.30.

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21

Feder, Toni. "Bridge programs boost PhD enrollment among underrepresented minorities." Physics Today 67, no. 9 (2014): 24. http://dx.doi.org/10.1063/pt.3.2511.

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22

Abreu, Maria T., and Patrick I. Okolo. "RE: Underrepresentation of Underrepresented Minorities in Academic Medicine." Gastroenterology 139, no. 1 (2010): 359. http://dx.doi.org/10.1053/j.gastro.2010.03.069.

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23

Wong, Linda L. "Not All Minorities Are Underrepresented in Academic Surgery." Annals of Surgery 250, no. 3 (2009): 505–6. http://dx.doi.org/10.1097/sla.0b013e3181b4ce14.

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24

Noah, Barbara A. "The Participation of Underrepresented Minorities in Clinical Research." American Journal of Law & Medicine 29, no. 2-3 (2003): 221–45. http://dx.doi.org/10.1017/s0098858800002823.

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The past decade witnessed unprecedented growth in medical research involving human subjects, promising the development of new treatments that extend and improve the quality of life, as well as prevent disease. Recent biomedical breakthroughs such as the mapping of the human genome, improved understanding of pharmacokinetics and molecular biology, and novel theories about the mechanisms of diseases such as cancer have led to a proliferation of clinical trials. Such research provides the necessary bridge from scientific theory to practical medical application, and it is essential that these efforts benefit all persons who suffer from the studied diseases.In addition to the potential long-term pay-offs, clinical trials may offer immediate dividends to enrolled subjects. The opportunity to participate in medical research carries with it a variety of potential risks and benefits. Because clinical trial participation potentially results in significant individual benefits, including access to state-of-the-art care and improved disease monitoring, fairness demands equal opportunity for inclusion whenever scientifically appropriate.

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25

Shantharam, Govind, Timothy Y. Tran, Heather McGee, and Simone Thavaseelan. "Examining Trends in Underrepresented Minorities in Urology Residency." Urology 127 (May 2019): 36–41. http://dx.doi.org/10.1016/j.urology.2018.10.061.

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26

Weiss, Jennifer, and Michelle S. Caird. "Editorial Comment: Women and Underrepresented Minorities in Orthopaedics." Clinical Orthopaedics and Related Research® 474, no. 9 (2016): 1943–44. http://dx.doi.org/10.1007/s11999-016-4923-z.

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27

Wakeling, Paul. "Are Ethnic Minorities Underrepresented in UK Postgraduate Study?" Higher Education Quarterly 63, no. 1 (2009): 86–111. http://dx.doi.org/10.1111/j.1468-2273.2008.00413.x.

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28

Contreras, Johanna, Jeremy Nussbaum, Peter Cangialosi, et al. "Pulmonary Hypertension in Underrepresented Minorities: A Narrative Review." Journal of Clinical Medicine 13, no. 1 (2024): 285. http://dx.doi.org/10.3390/jcm13010285.

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Minoritized racial and ethnic groups suffer disproportionately from the incidence and morbidity of pulmonary hypertension (PH), as well as its associated cardiovascular, pulmonary, and systemic conditions. These disparities are largely explained by social determinants of health, including access to care, systemic biases, socioeconomic status, and environment. Despite this undue burden, minority patients remain underrepresented in PH research. Steps should be taken to mitigate these disparities, including initiatives to increase research participation, combat inequities in access to care, and improve the treatment of the conditions associated with PH.

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29

Aguilera, Renato J. "Issues on diversity, training, and mentorship of young scientists: an interview." Molecular Biology of the Cell 23, no. 12 (2012): 2237–39. http://dx.doi.org/10.1091/mbc.e12-03-0208.

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Academic institutions across the country have long recognized the value of racial integration and have consistently opposed legal challenges to affirmative action policies. Despite these efforts, the percentage of underrepresented minorities in academic positions has not increased in proportion to their representation in society. Recruitment of underrepresented minorities into scientific and academic careers is important, because these individuals provide valuable contributions to research and teaching, and they serve as positive role models to others aspiring to such professions. In this interview, Renato Aguilera, Chair of the ASCB Minorities Affairs Committee, answers questions from MBoC Features Editor Doug Kellogg about diversity in the scientific workforce.

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30

Banwo, Bodunrin O., Lizette Navarrete-Burks, Steven McGee, and Randi McGee-Tekula. "Building Bridges in STEM Education: Minoritized Secondary School Student Computer Science Pathways and Experiences." Education Sciences 14, no. 8 (2024): 831. http://dx.doi.org/10.3390/educsci14080831.

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The experiences of underrepresented women and ethnic minorities in computer science (CS) fields are at the heart of understanding the factors that impact the critical transitions students face when entering into Science, Technology, Engineering, or Mathematics (STEM) careers. The research, conducted using a grounded theory approach, gauges student and teacher perspectives, specifically investigating minoritized student perspectives that influence their entrance and continuation into an educational pathway. The study’s outcomes underscore the crucial roles of (1) Student Family Encouragement, (2) School and Community Engagement, and (3) Professional/Teacher Mentorship as critical junctions that school districts should be aware of when creating student pathways into college and career, particularly for underrepresented groups.

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31

de la Cruz, Lorena Fernández, Marta Llorens, Amita Jassi, et al. "Ethnic inequalities in the use of secondary and tertiary mental health services among patients with obsessive–compulsive disorder." British Journal of Psychiatry 207, no. 6 (2015): 530–35. http://dx.doi.org/10.1192/bjp.bp.114.154062.

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BackgroundObsessive–compulsive disorder (OCD) has similar prevalence rates across ethnic groups. However, ethnic minorities are underrepresented in clinical trials of OCD. It is unclear whether this is also the case in clinical services.AimsTo explore whether ethnic minorities with OCD are underrepresented in secondary and tertiary mental health services in the South London and Maudsley (SLaM) NHS Foundation Trust.MethodThe ethnic distribution of patients with OCD seen between 1999 and 2013 in SLaM (n = 1528) was compared with that of the general population in the catchment area using census data. A cohort of patients with depression (n = 22 716) was used for comparative purposes.ResultsEthnic minorities with OCD were severely underrepresented across services (–57%, 95% CI –62% to –52%). The magnitude of the observed inequalities was significantly more pronounced than in depression (–29%, 95% CI–31% to–27%).ConclusionsThere is a clear need to understand the reasons behind such ethnic inequalities and implement measures to reduce them.

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32

Stanic, George M. A., and Laurie Hart Reyes. "Research Report: Minorities and Mathematics." Arithmetic Teacher 33, no. 7 (1986): 12. http://dx.doi.org/10.5951/at.33.7.0012.

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Concern is increasing about the performance of minorities in school mathematics. For example, the entire March 1984 issue of the Journal for Research in Mathematics Education was devoted to this topic. The reason for this concern is that certain minority groups are underrepresented in mathematics enrollments and have not achieved up to their potential.

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33

Bayer, Amanda, Gary A. Hoover, and Ebonya Washington. "How You Can Work to Increase the Presence and Improve the Experience of Black, Latinx, and Native American People in the Economics Profession." Journal of Economic Perspectives 34, no. 3 (2020): 193–219. http://dx.doi.org/10.1257/jep.34.3.193.

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Recently in economics there has been discussion of how to increase diversity in the profession and how to improve the work life of diverse peoples. We conducted surveys and interviews with Black, Latinx and Native American people. These groups have long been underrepresented in the economics profession. Participants were at various stages along the economics career trajectory, or on the trajectory no longer, and used their lived experience to reflect on what helps and hurts underrepresented minorities in economics. We heard a few consistent themes: bias, hostile climate, and the lack of information and good mentoring among them. Respondents’ insights and experience point toward action steps that you can take today to increase the presence and improve the work life of underrepresented minorities in the economics profession.

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34

Egete, D. O., B. I. Ele, and D. U. Ashishie. "Unequal Culture of Women and Minorities in Cybersecurity Domain." British Journal of Computer, Networking and Information Technology 6, no. 1 (2023): 11–19. http://dx.doi.org/10.52589/bjcnit-q1mzpvwz.

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Women and ethnic minorities have historically been underrepresented in the cybersecurity industry. Although there are an increasing number of open opportunities in the cybersecurity industry, this pattern has not changed. There is still an imbalance in the participation of women and ethnic minorities in the cybersecurity domain. Issues that impact both Africa and the global participation of women and ethnic minorities in cyber-security include inadequate representation and awareness as well as retention problems. Further, issues such as harassment, gender bias and the idea that cybersecurity is a “man’s world” are also contributing factors. This paper provides a framework for discussing some of the skills that are available to women and underrepresented groups and argues for the necessity to solve this problem. Programs striving to increase the participation of women and ethnic minorities in cybersecurity are discussed. Lastly, some suggestions to remediate this pervasive issue are also provided.

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35

Coplan, Bettie, Michael Todd, James Stoehr, and Gerri Lamb. "Holistic Admissions and Underrepresented Minorities in Physician Assistant Programs." Journal of Physician Assistant Education 32, no. 1 (2021): 10–19. http://dx.doi.org/10.1097/jpa.0000000000000337.

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36

Truong, Oanh. "The Forgotten Underrepresented Minorities: A Call for Data Disaggregation." Family Medicine 54, no. 2 (2022): 157–58. http://dx.doi.org/10.22454/fammed.2022.582301.

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37

Campbell, Kendall M., José E. Rodríguez, Leslie M. Beitsch, and Charles Saunders. "Underrepresented Minorities in Academic Medicine: Is Florida Better Off?" Southern Medical Journal 107, no. 3 (2014): 173–76. http://dx.doi.org/10.1097/smj.0000000000000073.

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38

Hadinger, Margaret A. "Underrepresented Minorities in Medical School Admissions: A Qualitative Study." Teaching and Learning in Medicine 29, no. 1 (2016): 31–41. http://dx.doi.org/10.1080/10401334.2016.1220861.

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39

Doerschuk, Peggy, Jiangjiang Liu, and Judith Mann. "Increasing Participation of Females and Underrepresented Minorities in Computing." Computer 42, no. 4 (2009): 110–13. http://dx.doi.org/10.1109/mc.2009.122.

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40

Temming, Lorene, Kaeli Manzanares, Sarah K. Dotters-Katz, et al. "Trends in underrepresented minorities in maternal fetal medicine fellowship." American Journal of Obstetrics and Gynecology 228, no. 1 (2023): S503. http://dx.doi.org/10.1016/j.ajog.2022.11.862.

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41

Daily, Shaundra Bryant, and Wanda Eugene. "Preparing the Future STEM Workforce for Diverse Environments." Urban Education 48, no. 5 (2013): 682–704. http://dx.doi.org/10.1177/0042085913490554.

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Following the belief that diversity breeds innovation in scientific endeavors, there is a national push for more diversity in the science, technology, engineering, and mathematics (STEM) workforce in order to maintain national economic competitiveness. Currently, STEM-related employment is only 28% non-White; however, greater efforts to recruit and retain underrepresented minorities should increase this figure. Amidst the attention given to supporting “leaky pipelines,” less emphasis has been placed on mitigating challenges associated with bringing diverse cultures together. This article presents a framework for supporting underrepresented minorities in building STEM-relevant skills and enhancing their ability to collaborate with peers different from themselves.

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42

Asai, David J., and Cynthia Bauerle. "From HHMI: Doubling Down on Diversity." CBE—Life Sciences Education 15, no. 3 (2016): fe6. http://dx.doi.org/10.1187/cbe.16-01-0018.

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In spite of modest gains in the past four decades, the United States has not been able to substantially improve on the pervasive underrepresentation of minorities in postsecondary science, technology, engineering, and mathematics (STEM) pathways. We suggest a way to guide a national effort to double the persistence of underrepresented minorities in STEM in the next decade.

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43

Johnson, Brett D., and Norris R. Johnson. "Stacking and “Stoppers”: A Test of the Outcome Control Hypothesis." Sociology of Sport Journal 12, no. 1 (1995): 105–12. http://dx.doi.org/10.1123/ssj.12.1.105.

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One explanation for stacking in sports is that minorities are excluded from positions with the greatest opportunity for determining the outcome of the competition, with the place kicker in football cited as an example. This paper postulated that the short relief pitcher in baseball also has high outcome control, and it hypothesized that minorities would be underrepresented in that position as well. We classified major league pitchers from the 1992 and 1993 seasons as starters, stoppers, or others and tested whether race or ethnicity was a factor in assignment to these positions. The hypothesis was not supported for either African American or Latin American pitchers. Minority group members were equally underrepresented in all categories of the pitcher position.

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44

Hofstra, Bas, Vivek V. Kulkarni, Sebastian Munoz-Najar Galvez, Bryan He, Dan Jurafsky, and Daniel A. McFarland. "The Diversity–Innovation Paradox in Science." Proceedings of the National Academy of Sciences 117, no. 17 (2020): 9284–91. http://dx.doi.org/10.1073/pnas.1915378117.

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Prior work finds a diversity paradox: Diversity breeds innovation, yet underrepresented groups that diversify organizations have less successful careers within them. Does the diversity paradox hold for scientists as well? We study this by utilizing a near-complete population of ∼1.2 million US doctoral recipients from 1977 to 2015 and following their careers into publishing and faculty positions. We use text analysis and machine learning to answer a series of questions: How do we detect scientific innovations? Are underrepresented groups more likely to generate scientific innovations? And are the innovations of underrepresented groups adopted and rewarded? Our analyses show that underrepresented groups produce higher rates of scientific novelty. However, their novel contributions are devalued and discounted: For example, novel contributions by gender and racial minorities are taken up by other scholars at lower rates than novel contributions by gender and racial majorities, and equally impactful contributions of gender and racial minorities are less likely to result in successful scientific careers than for majority groups. These results suggest there may be unwarranted reproduction of stratification in academic careers that discounts diversity’s role in innovation and partly explains the underrepresentation of some groups in academia.

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Fattouh, M., T. Kuno, J. Skendelas, et al. "500 Power Of Zero In Underrepresented Minorities With Chest Pain." Journal of Cardiovascular Computed Tomography 16, no. 4 (2022): S47—S48. http://dx.doi.org/10.1016/j.jcct.2022.06.111.

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46

Robles, Juan, Tanya Anim, Maria Harsha Wusu, et al. "An Approach to Faculty Development for Underrepresented Minorities in Medicine." Southern Medical Journal 114, no. 9 (2021): 579–82. http://dx.doi.org/10.14423/smj.0000000000001290.

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Beck, Christopher, Kate Boersma, C. Susannah Tysor, and George Middendorf. "Diversity at 100: women and underrepresented minorities in the ESA." Frontiers in Ecology and the Environment 12, no. 8 (2014): 434–36. http://dx.doi.org/10.1890/14.wb.011.

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48

Lewis, Vivian, Camille A. Martina, Michael P. McDermott, et al. "A Randomized Controlled Trial of Mentoring Interventions for Underrepresented Minorities." Academic Medicine 91, no. 7 (2016): 994–1001. http://dx.doi.org/10.1097/acm.0000000000001056.

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Hollie, Shay, and Rachel Chappelle. "Admissions process review of a PA program regarding underrepresented minorities." Journal of the American Academy of Physician Assistants 32, no. 12 (2019): 1. http://dx.doi.org/10.1097/01.jaa.0000604656.48253.df.

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Coombs, J., and K. Mulitalo. "Supplemental Applications: A Tool For Increasing Enrollment of Underrepresented Minorities." Journal of Physician Assistant Education 14, no. 1 (2003): 38. http://dx.doi.org/10.1097/01367895-200314010-00014.

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