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In the State of Maryland, and to achieve fair representation of Black and Latino students pursuing advanced coursework, 67 Black students must be enrolled in gifted and talented programs for every 100 Black students. For Latinos, sixty-four are registered for every 100 hundred to have fair representation.
In terms of fair representation in gifted and talented programs (Courses offered), 100 Black students must take part in such programs. The state is close to reaching this goal, with 92 Black students enrolled. The Latino student population has surpassed the fair representation with 111 Latino student enrollments. Overall,7 2 percent of Maryland’s elementary school students attend gifted and talented programs. To meet the total number of seats for Maryland’s fair representation goal, 84 Black students must enroll in Gifted and talented programs to reach the state’s target, and 91 out of 100 Latino students need to register in the Gifted and talented programs in the state’s schools serving Latino students.
In the Share number of seats, 72 Black students are enrolled in Maryland’s Gifted and Talented programs for every 100 to achieve fair representation, and for Latino, 58 are registered for each 100.
Reviewing the data from the Advanced Coursework for the State of Maryland has made some progress in achieving a fair representation of Black and Latino students in participating in Gifted and Talented programs. However, there is still a way to reach the goal in the eighty, ninety, or one hundred percentiles. Both groups are currently in the sixty percentiles. Developing more ways to get Black and Latino students involved in such programs is necessary to reach equitable goals with all students. Incorporating more programs in schools across the state can also improve fair representation. Since Healthcare involves the sciences and mathematics, increasing the enrollment and fair representation in Gifted and Talented programs and implementations in State schools can play a vital role in increasing student interest in healthcare and the medical field. Because of this underrepresentation, State school districts must increase representation for equitable educational opportunities beyond the usual course regime.
What aspects of the ChicagoCHEC program do you find helpful in addressing underrepresentation?
The ChicagoCHEC program has made a tremendous effort to address the underrepresented populations of students in Chicago by targeting specific people to change the trajectory of how underserved students are being educated and to increase their chances for success in school and society. The ChicagoCHEC program begins studying the trends and data of students attending various community colleges in the Chicago area. This population is chosen as statistical data shows a high percentage of underrepresented students attending such institutions. The ChicagoCHEC program also views the data of students attending various colleges in the area and how completion of year one provides implications of the tenacity and zeal to continue the educational journey, most likely in a college program. To increase the enrollment of underrepresentation students, CHEC devises ways to keep those in school to continue their education. Developing ways to recruit other students in this population increases the trajectory of getting more underrepresentation enrolled in higher education. The implementation of reflective dialogue to consider health inequities and participation by various stakeholders have played a vital part in addressing the disparities. Developing programs for mentoring and sponsorships and building partnerships with existing programs has created a network of resources to offset the differences. Analyzing the application process to ensure that equitable standards are not overlooked and looking at ways to move the application forward has also been a proactive measure to decrease the underrepresentation of such population and increase their chances for success. They are engaging in recruitment fairs, using social media, job fairs, and workshops to assist those interested in pursuing higher education. Tracking student data from the initial phase of the application, pre, and post-programs, and surveys have also helped remove disparities. Including cohort models, innovative programs, and increasing student participation from various backgrounds in research programs have also promoted other students to join such programs.
What observations have you noted regarding underrepresented populations in health care leadership roles and your organization, and how do your observations compare with Salsberg’s findings?
Since African Americans make up the majority of students and are often considered underrepresented, they have the opportunity to engage in various academic options that are made available to them. Unlike other institutions, African Americans are often underrepresented in multiple educational programs, such as Gifted and Talented. If we want to look beyond race, our school system demographics consist of the following:
• Hispanic: 47999, 36.46%
• American Indian / Alaska Native: 381, 0.29%
• Asian: 3637, 2.76%
• Black or African American: 72830, 55.32%
• Native Hawaiian or Other Pacific Islander: 264, 0.20%
• White: 4836, 3.67%
• Two or more races: 1710, 1.30%
• Free and Reduced Meals: 66.46%
• Special Education: 10.54%
• English Language Learners: 20.59%
• EMPLOYEES: 22,000
• PGCPS PROGRAMS: Academy of Health Sciences at PGCC; Academy of Aerospace Engineering and Aviation Technology; Charter Schools; Dual Enrollment; Even Start Family Literacy Program; Health Education; Immersion Programs; International Baccalaureate; International High Schools; Montessori Programs; Physical Education; Pre-Kindergarten and Kindergarten; Science and Technology; Talented and Gifted; Advanced Placement; Advancement Via Individual Determination (AVID); Career and Technology Education; and Creative, Visual, and Performing Arts.
• CAREER TECHNICAL EDUCATION (CTE) PROGRAMS: Law, Education, and Public Service; Global Studies; Consumer Services, Hospitality, and Tourism; Business and Finance; Graphic Arts, Media, and Communications; Health and Biosciences; Engineering and Science; Architecture and Design; Environmental Studies; Aviation and Transportation; Information Technology; and Homeland Security and Military Science and Junior Reserve Officers’ Training Program (JROTC). (Prince George’s County Public Schools, 2020)
PGCPS makes an earnest effort to employ equitable ways to utilize various resources and strategies to ensure that all students have equitable access to the same educational opportunities in all programs with a fair and honest way to get into the varied PGCPS Programs and offerings. Because PGCPS engages in practices to ensure equitable representation, there is little or practically no issue with fair representation, unlike Salsberg’s. However, in Salsberg’s findings, there is underrepresentation in health care professions in correlation to racial and ethnic groups, which shows disparities between the populations. More work is needed to change the trajectory of underrepresentation in health care professions.
Facts and figures. (n.d.). Retrieved July 16, 2022, from https://www.pgcps.org/about-pgcps/facts-and-figures
Salsberg, E., Richwine, C., Westergaard, S., Martinez, M. P., Oyeyemi, T., Vichare, A., & Chen, C. (2021). Estimation and Comparison of Current and Future Racial/Ethnic Representation in the Us Health Care Workforce. JAMA.
Taylor, S., Iacobelli, F., Luedke, T., Matthews, P. A., ChicagoCHEC Cancer Health Equity Collaborative, Simon, M. A., Yanez, B., Molina, Y., Girotti, J., Grippo, P., Moreira, J., Cooper, J., & Monge, M. (2019). Improving Health Care Career Pipeline Programs for Underrepresented Students: Program Design that Makes a Difference. Prog Community Health Partnership.
Trust, E. (2020, October 26). Advanced Coursework in Your State. The Education Trust. Retrieved July 11, 2022, from https://edtrust.org/resource/advanced-coursework-tool/