Strengthening the Workforce: Barriers and Supports to Increasing and Retaining Hispanic Students

The lack of minority health professionals has been linked to the nation's persistent racial and ethnic health disparities. A state supported school of nursing, a privately supported school of nursing and a school of public health in Texas partnered to attempt to identify the barriers/ supports to increase and retain Hispanic students.

Qualitative data was collected through two focus groups in the school of public health. One group was with the MPH students and one with DrPH students. Hispanic facilitators served as focus group leaders. The Model of Institutional Support provided the theoretical context for the content analysis of the group transcripts. Components of the model include: academic advising and support from faculty; opportunities for socialization with other students; mentoring from public health professionals; financial aid; and technical support. Transcripts were analyzed to identify primary themes.

A total of eleven MPH(7) and DrPH(4) students participated in the focus groups. Both groups recommended beginning academic advising early to prepare students to attend a higher education institution. Emotion/social support was particularly important, but working was a barrier to sustaining connections with family and friends. Limited opportunities to interact with Hispanic public health professionals for mentoring except through work due to work/school schedules were reported. Finance was a major barrier forcing students to work full or part time and attend school part time. Technical support worked well, but was a potential barrier to the highly valued human interaction.