Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #110454

Martha Soledad Vela Acosta, MD, PhD, Division of Environmental and Occupational Health, University of Texas, School of Public Health, 80 Fort Brown 1.220D. UT-SPH, RAHC building, Brownsville, TX 78521, 956-554-5163, martha.s.vela.acosta@uth.tmc.edu, Lisa Anne Bennett, BS, School of Public Health, Brownsville Regional Campus, Univeristy of Texas, 80 Fort Brown 1.220, RAHC building, Brownsville, TX 78521, Ethel Cantu, MA, Behavioral Sciences, University of Texas at Brownsville, 80 Ft. Brown, Brownsville, TX 78520, Belinda M. Reininger, DrPH, Regional Campus at Brownsville, University of Texas- Houston School of Public Health, 1200 Herman Pressler Drive, Houston, TX 77030, and Nancy G. Murray, DrPH, School of Public Health - Center for Health Promotion and Prevention Research, University of Texas, 7000 Fannin, UCT 2620, Houston, TX 77030.

BACKGROUND: Eleven million Hispanics live along the US-Mexico border. The Texas-Mexico border occupies nearly one third of that distance. As one of the fastest growing areas in the country, the border is home for economically disadvantaged adolescents. Empowering Hispanics to pursue science careers requires culturally appropriate initiatives, community support, and equitable access.

METHODS: An assessment was conducted in south Texas in two phases to determine perceived support, barriers, and motivators for Hispanics (adolescents and adults) to become scientists. Seven focus groups (n = 72) examined adolescents about their school experiences. Individual interviews of Hispanic adult scientists (n = 30, educated in south Texas) recounted their previous experiences while pursuing their career in science in south Texas. All data was transcribed and theme analysis was conducted using ATLASti.

RESULTS: Main themes supporting Hispanic's science careers included support by parents, teachers, and older students. Adolescents' reported barriers for science careers included lack of family support to relocate, financial constraints, and feeling pressured to work. Adolescents' perception of science was limited due to lack of laboratory experience and of role models within their family and friends. The adolescents requested that the science curriculum have more hands-on activities. Hispanic adult scientists added that teachers' extracurricular activities and television series influenced their perception of scientists.

CONCLUSIONS: This study supports empowering local educators to involve family into their programs to encourage Hispanics becoming scientists. Furthermore, the relevance to connect successful local Hispanic scientists within this community as effective role models was shown.

Learning Objectives:

• At the conclusion of the session, the participant in this session will be able to identify historic and present barriers faced by Hispanics into becoming scientist.

Keywords: Special Populations, School Health Educators

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.