Abstract

In 2019, individuals that identified as Black represented 13.4% of the U.S. population, 12.5% of the undergraduate student enrollment population and 7.1% of the medical school population. Subsequently, this has yielded a 5% Black physician population and workforce consisting of just 2.3% Black male physicians (AAMC, 2018). The disproportionately low Black physician representation contributes to greater healthcare disparity outcomes within the U.S. Black population. This study is centered on the post-positive characteristics of Black male medical students that have successfully overcome barriers to entry and matriculated into medical school. The phenomenological post-positive study was conducted through the lens of Self-Efficacy Theory and Critical Race Theory. This qualitative study utilizes a phenomenological approach and semi-structured interviews to collect the steep, rich-lived experiences of the participants (Siedman, 1991). A purposive sampling and snowballing sampling methodology was used to acquire a six-participant sample population of Black male medical students. An in-depth review of the data revealed seven emerging themes associated with Black male students overcoming barriers to matriculate into medical school: 1) Educational Cost, 2) Honors College, 3) Motivation, 4) Support, 5) Academic Excellence, 6) Diversity and Inclusion, and 7) AMCAS Application Process. Higher education institutions, higher education practitioners and Black male premedical students would benefit from the findings outlined in the study. Future research should center on comparative studies focused on the role of the honors college, PWI and HBCU medical institutions and cultural variances among Black subcultures.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu

Graduation Date

2023

Semester

Spring

Advisor

Bartee, RoSusan

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education Track

Format

application/pdf

Identifier

CFE0009489; DP0027490

URL

https://purls.library.ucf.edu/go/DP0027490

Language

English

Release Date

May 2023

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Download

Share

COinS