First Advisor

Esperanza De La Vega

Term of Graduation

Fall 2022

Date of Publication

1-19-2023

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education

Department

Educational Leadership and Policy

Language

English

DOI

10.15760/etd.8118

Physical Description

1 online resource (vii, 230 pages)

Abstract

Very little is known about the experiences and perceptions of underrepresented minority (URiM) medical students in the U.S. allopathic medical schools. (Najibi, et al., 2019; Weiss et al., 2021). The limited literature posits URiMs experience more adverse experiences in the learning environment and have different learning outcomes in comparison to their White peer counterparts (Orom, et al., 2013). Latino medical students represent 7.1% of all entering medical students across all U.S. medical schools (AAMC, 2021) students across all U.S. medical schools while they represent the largest ethnic minority in the United States (U.S. Census Bureau, 2020.) within parity lack representation among the physician workforce. There is a dearth of knowledge of what factors contribute to the success of Latino medical students progressing in medical school, as well as learning what factors serve as barriers in their learning environment (Soto et al., 2022). Using a case study approach, in-depth phenomenologically multi-case interviews (Seidman, 2006) was used to investigate the cuentos and counterstories (Delgado, 1989; Solórzano, 2007; Yosso, 1995) and to learn of the facilitators and barriers Latino medical students experience during their journey at the Pacific University Northwest Medical University (PNWMU). The theoretical framework of Critical Race Theory (CRT) was applied as a centered conceptual framework (Ladson-Billings & Tate 1995) and extension of Latino Critical Race Theory (LatCrit) (Solórzano & Yosso (2001) was applied to this study. Findings revealed two main themes serving as barriers and one main theme was identified as a facilitator to assist with the navigation during the medical education journey of eight Latino medical students. Findings provide new insights of the Latino medical student journey in a medical school learning environment. Recommendations are made to ensure the learning environment is addressed to mitigate and eliminate barriers, biases, and provide resources to Latino medical students.

Rights

© 2022 Leslie García

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

https://archives.pdx.edu/ds/psu/39180

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