Health occupations salary outcomes: intersections of student race, gender, and first-generation status

Springer Science and Business Media LLC - Tập 28 - Trang 223-241 - 2022
Peggy Gesing1, Mohan D. Pant2, Amanda K. Burbage1
1Medical and Health Professions Education Program, Eastern Virginia Medical School, Norfolk, USA
2Master of Public Health, Eastern Virginia Medical School, Norfolk, USA

Tóm tắt

Greater diversity in the healthcare workforce has been identified as a critical need in serving an increasingly diverse population. Higher education institutions have been tasked with increasing the number of underrepresented students in the health occupations pipeline to better align with the demographics of the general population and meet the need for a diverse health occupations workforce. This study used the National Science Foundation’s National Survey of College Graduates dataset to capture data across time, examining the intersectionality of race, gender, and first-generation status on the salary outcomes of students who earn degrees related to health occupations. Results indicate that the intersecting identities of students who earn a bachelor’s degree or higher in the health professions impact salary outcomes. Results of this study have implications for higher education policies that can impact increased diversity in the health occupations workforce pipeline.

Tài liệu tham khảo

American Psychological Association. (2017). Multicultural guidelines: An ecological approach to context, identity, and intersectionality. http://www.apa.org/about/policy/multicultural-guidelines.pdf

Anxo, D., & Karlsson, M. (2019). Overtime work: A review of literature and initial empirical analysis. International Labour Office, Inclusive Labour Markets, Labour Relations and Working Conditions Branch.

Association of American Medical Colleges. (2004). Underrepresented in medicine definition. https://www.aamc.org/what-we-do/mission-areas/diversity-inclusion/underrepresented-in-medicine

Becker, G. S. (1992). Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago Press.

Bi, S., Vela, M., Nathan, A., Gunter, K., Cook, S., López, F., Nocon, R., & Chin, M. (2020). Teaching intersectionality of sexual orientation, gender identity, and race/ethnicity in a health disparities course. MedEdPORTAL., 16, 10970. https://doi.org/10.15766/mep_2374-8265.10970

Bouye, K. E., McCleary, K. J., & Williams, K. B. (2016). Increasing diversity in the health professions: Reflections on student pipeline programs. Journal of Healthcare, Science and the Humanities, 6(1), 67–79.

Brigman, M. C. (2016). Predicting first-year retention of first-generation college students at a regional state university in Missouri. ProQuest Dissertations and Theses. Northcentral University. http://ezphost.dur.ac.uk/login?url=https://search.proquest.com/docview/1816216886?accountid=14533

Brinkman, B., & Donohue, P. (2020). Doing intersectionality in social justice oriented clinical training. Training and Education in Professional Psychology, 14(2), 109–115.

Brosnan, C., Southgate, E., Outram, S., Lempp, H., Wright, S., Saxby, T., Harris, G., Bennett, A., & Kelly, B. (2016). Experiences of medical students who are first in family to attend university. Medical Education, 50(8), 842–851.

Cahalan, M., & Perna, L. (2015). Indicators of higher education equity in the United States: 45 year trend report. Pell Institute for the Study of Opportunity in Higher Education.

Carlton, M. T. (2015). First generation students and post-undergraduate aspirations. SAGE Open. https://doi.org/10.1177/2158244015618433

Centers for Disease Control (n.d.). Social determinants of health. Retrieved March 8, 2020, from https://www.cdc.gov/socialdeterminants/index.htm

Charleston, L. J., Adserias, R. P., Lang, N. M., & Jackson, J. F. (2014). Intersectionality and STEM: The role of race and gender in the academic pursuits of African American women in STEM. Journal of Progressive Policy & Practice, 2(3), 273–293.

Chen, X. (2005). First-generation students in postsecondary education: A look at their college transcripts. https://nces.ed.gov/pubs2005/2005171.pdf

Chen, X. (2013). STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001. National Center for Education Statistics.

Choo, H. Y., & Ferree, M. M. (2010). Practicing intersectionality in sociological research: A critical analysis of inclusions, interactions, and institutions in the study of inequalities. Sociological Theory, 28(2), 129–149.

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 138–167.

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039

Demetriou, C. P. (2014). Reflections at the finish line: The activities, roles, and relationships of successful first-generation college students. ProQuest Dissertations and Theses. The University of North Carolina at Chapel Hill. http://ezphost.dur.ac.uk/login?url=https://search.proquest.com/docview/1612598354?accountid=14533

Dennis, J. M., Phinney, J. S., & Chuateco, L. I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46(3), 223–236. https://doi.org/10.1353/csd.2005.0023

Dewsbury, B., Taylor, C., Reid, A., & Viamonte, C. (2019). Career choice among first-generation, minority STEM college students. Journal of Microbiology & Biology Education. https://doi.org/10.1128/jmbe.v20i3.1775

Dhamoon, R. K. (2011). Considerations on mainstreaming intersectionality. Political Research Quarterly, 64(1), 230–243. https://doi.org/10.1177/1065912910379227

Eckstrand, K., Eliason, J., St Cloud, T., & Potter, J. (2016). The priority of intersectionality in academic medicine. Academic Medicine, 91(7), 904–907.

Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income, first-generation students. Pell Institute for the Study of Opportunity in Higher Education.

Funk, P., Knott, P., Burdick, L., & Roberts, M. (2018). Development of a novel pathways program for pre-health students by a private four-year university and a private health professions university. The Journal of Physician Assistant Education : The Official Journal of the Physician Assistant Education Association, 29(3), 150–153. https://doi.org/10.1097/JPA.0000000000000218

Garcia, N., López, N., & Velez, V. (2018). QuantCrit: Rectifying quantitative methods through critical race theory. Race Ethnicity and Education, 21(2), 149–157.

Gilchrist, K. L., & Rector, C. (2007). Can you keep them? Strategies to attract and retain nursing students from diverse populations: Best practices in nursing education. Journal of Transcultural Nursing, 18(3), 277–285.

Gillborn, D., Warmington, P., & Demack, S. (2018). QuantCrit: Education, policy, ‘big data’ and principles for a critical race theory of statistics. Race Ethnicity and Education, 21(2), 158–179. https://doi.org/10.1080/13613324.2017.1377417

Gilles, I., Burnand, B., & Peytremann-Bridevaux, I. (2014). Factors associated with healthcare professionals’ intent to stay in hospital: A comparison across five occupational categories. International Journal for Quality in Health Care, 26(2), 158–166. https://doi.org/10.1093/intqhc/mzu006

Guan, A., Thomas, M., Vittinghoff, E., Bowleg, L., Mangurian, C., & Wesson, P. (2021). An investigation of quantitative methods for assessing intersectionality in health research: A systematic review. SSM-Population Health, 16, 100977. https://doi.org/10.1016/j.ssmph.2021.100977

Gumport, P. J. (2016). Graduate education and research: Interdependence and strain. In M. N. Bastedo, P. G. Altbach, & P. J. Gumport (Eds.), American higher education in the 21st century: Social, political, and economic challenges (4th ed., pp. 110–154). Johns Hopkins University Press.

Haynes, C., Joseph, N., Patton, L., Stewart, S., & Allen, E. (2020). Toward an understanding of intersectionality methodology: A 30-year literature synthesis of black women’s experiences in higher education. Review of Educational Research, 90(6), 751–787. https://doi.org/10.3102/0034654320946822

Ishitani, T. T. (2006). Studying attrition and degree completion behavior among first-generation college students in the United States. Journal of Higher Education, 77(5), 861–885. https://doi.org/10.1353/jhe.2006.0042

Jackson, C. S., & Gracia, J. N. (2014). Addressing health and health-care disparities: The role of a diverse workforce and the social determinants of health. Public Health Reports, 129(SUPPL. 2), 57–61. https://doi.org/10.1177/00333549141291s211

Jang, S. T. (2018). The implications of intersectionality on Southeast Asian female students’ educational outcomes in the United States: A critical quantitative intersectionality analysis. American Educational Research Journal, 55(6), 1268–1306.

Kane, L., Schubsky, B., Locke, T., Duqueroy, V., Gottschling, C., Lopez-Mejia, M., Schwartz, L., Ovadia, D., & Cotelo, J. (2021). International physician compensation report 2021: Do US doctors have it better? Medscape. https://www.medscape.com/slideshow/2021-international-compensation-report-6014239#1

Karani, R., Varpio, L., May, W., Horsley, T., Chenault, J., Miller, K., & O’Brien, B. (2017). Racism and bias in health professions education: How educators, faculty developers, and researchers can make a difference. Academic Medicine, 92(11S), S1–S6.

Keshet, Y., Popper-Giveon, A., & Liberman, I. (2015). Intersectionality and underrepresentation among health care workforce: The case of Arab physicians in Israel. Israel Journal of Health Policy Research, 4(1), 1–13.

Lavaysse, L. M., Probst, T. M., & Arena, D. F., Jr. (2018). Is more always merrier? Intersectionality as an antecedent of job insecurity. International Journal of Environmental Research and Public Health, 15(11), 2559.

Letizia, A. (2017). Using strategic planning to create the public good for higher education in volatile times. International Journal of Progressive Education, 13(2), 144–164.

Lohfink, M. M., & Paulsen, M. B. (2005). Comparing the determinants of persistence for first-generation and continuing-generation students. Journal of College Student Development, 46(4), 409–428. https://doi.org/10.1353/csd.2005.0040

Longhi, S. (2020). Racial wage differentials in developed countries. IZA World of Labor. https://doi.org/10.15185/izawol.365.v2

Lu, H., Zhao, Y., & While, A. (2019). Job satisfaction among hospital nurses: A literature review. International Journal of Nursing Studies, 94, 21–31. https://doi.org/10.1016/j.ijnurstu.2019.01.011

Luzeckyj, A., Scutter, S., King, S., & Brinkworth, R. (2011). The significance of being first: A consideration of cultural capital in relation to “first in family” student’s choices of university and program. A Practice Report. The International Journal of the First Year in Higher Education, 2(2), 91–96. https://doi.org/10.5204/intjfyhe.v2i2.89

Manuel, J. I. (2018). Racial/ethnic and gender disparities in health care use and access. Health Services Research, 53(3), 1407–1429. https://doi.org/10.1111/1475-6773.12705

Manzoni, A., & Streib, J. (2019). The equalizing power of a college degree for first-generation college students: Disparities across institutions, majors, and achievement levels. Research in Higher Education, 60(5), 577–605. https://doi.org/10.1007/s11162-018-9523-1

Maroto, M., Pettinicchio, D., & Patterson, A. C. (2019). Hierarchies of categorical disadvantage: Economic insecurity at the intersection of disability, gender, and race. Gender & Society, 33(1), 64–93. https://doi.org/10.1177/0891243218794648

Mason, H., Winseman, J., Marcellon, R., Huamantl, M., Ruiz, C., & Ayala, E. (2018). First-generation medical student wellness in the United States. Journal of Best Practices in Health Professions Diversity, 11(2), 96–106.

Muntinga, M., Krajenbrink, V., Peerdeman, S., Croiset, G., & Verdonk, P. (2016). Toward diversity-responsive medical education: Taking an intersectionality-based approach to a curriculum evaluation. Advances in Health Sciences Education, 21(3), 541–559.

NASPA. (2019). First-generation college graduates’ employment and finances. NASPA: Student Affairs Administrators in Higher Education. https://firstgen.naspa.org/files/dmfile/FactSheet_04.pdf

National Center for Health Workforce Analysis. (2017). Sex, race, and ethnic diversity of U.S. health occupations (2011–2015). U.S. Department of Health and Human Services, Health Resources and Services Administration. https://bhw.hrsa.gov/sites/default/files/bureau-health-workforce/data-research/diversity-us-health-occupations.pdf

Nemmaniwar, A., & Deshpande, M. (2016). Job satisfaction among hospital employees: A review of literature. IOSR Journal of Business Management, 18(6), 27–31.

Nguyen, T. H., & Nguyen, B. M. D. (2018). Is the “first-generation student” term useful for understanding inequality? The role of intersectionality in illuminating the implications of an accepted—yet unchallenged—term. Review of Research in Education, 42(1), 146–176.

Office of Personnel Management. (n.d.). Policy, data, oversight: Pay & leave. Retrieved April 6, 2022 from https://www.opm.gov/policy-data-oversight/pay-leave/pay-administration/fact-sheets/night-shift-differential-for-federal-wage-system-employees/#:~:text=An%20employee%20will%20either%20receive,for%20a%20night%20shift%20differential.

Organisation for Economic Co-operation and Development (n.d.). Gender wage gap. Retrieved January 7, 2022, from https://data.oecd.org/earnwage/gender-wage-gap.htm

Paulsen, M. B. (2001). The economics of human capital and investment in higher education. In M. B. Paulsen & J. C. Smart (Eds.), The finance of higher education: Theory, research, policy, and practice (pp. 55–94). Agathon Press.

Pérez Huber, L., Vélez, V. N., & Solórzano, D. (2018). More than ‘papelitos:’a QuantCrit counterstory to critique Latina/o degree value and occupational prestige. Race Ethnicity and Education, 21(2), 208–230. https://doi.org/10.1080/13613324.2017.1377416

Proctor, S., Kyle, J., Fefer, K., & Lau, Q. (2018). Examining racial microaggressions, race/ethnicity, gender, and bilingual status with school psychology students: The role of intersectionality. Contemporary School Psychology, 22(3), 355–368.

Roberts, L., Maldonado, Y., Coverdale, J., Balon, R., Louie, A., & Beresin, E. (2014). The critical need to diversify the clinical and academic workforce. Academic Psychiatry. https://doi.org/10.1007/s40596-014-0175-y

Silver, J., Bean, A., Slocum, C., Poorman, J., Tenforde, A., Blauwet, C., Kirch, R., Parekh, R., Amonoo, H., Zafonte, R., & Osterbur, D. (2019). Physician workforce disparities and patient care: A narrative review. Health Equity, 3(1), 360–377.

Spradlin, T., Rutkowski, D., Burroughs, N., & Lang, J. (2010). Effective college access, persistence and completion programs, and strategies for underrepresented student populations: Opportunities for scaling up. Center for Evaluation & Education Policy Indiana University Bloomington, Indiana.

Stimpfel, A. W., Fletcher, J., & Kovner, C. T. (2019). A comparison of scheduling, work hours, overtime, and work preferences across four cohorts of newly licensed registered nurses. Journal of Advanced Nursing, 75(9), 1902–1910.

U.S. Equal Employment Opportunity Commission. (2022, April 7). Overview. https://www.eeoc.gov/overview

United States Bureau of Labor Statistics. (2016). Labor force characteristics by race and ethnicity, 2015. https://www.bls.gov/opub/reports/race-and-ethnicity/2015/pdf/home.pdf

United States Bureau of Labor Statistics. (2018). Labor force characteristics by race and ethnicity, 2017. https://www.bls.gov/opub/reports/race-and-ethnicity/2017/pdf/home.pdf

United States Bureau of Labor Statistics. (2020). Labor force characteristics by race and ethnicity, 2019. https://www.bls.gov/opub/reports/race-and-ethnicity/2019/pdf/home.pdf

United States Bureau of Labor Statistics. (2021). Usual weekly earnings of wage and salary workers, second quarter 2021 [Press release]. https://www.bls.gov/news.release/pdf/wkyeng.pdf

United States Census Bureau. (n.d.). National Survey of College Graduates (NSCG). Retrieved February 27, 2020, from https://www.census.gov/programs-surveys/nscg.html

United States Department of Labor. (2009). Fact sheet #54: The health care industry and calculating overtime pay. Retrieved April 6, 2022, from https://www.dol.gov/agencies/whd/fact-sheets/54-healthcare-overtime#:~:text=When%20they%20work%20the%20evening,basic%20hourly%20rate%20of%20%2422.

World Health Organization (n.d.). Social determinants of health. Retrieved January 7, 2022, from https://www.who.int/health-topics/social-determinants-of-health

World Health Organization (2008) Commission on Social Determinants of Health, 2005–2008. https://www.who.int/teams/social-determinants-of-health/equity-and-health/commission-on-social-determinants-of-health

Thông tin
Thông tin xuất bản

Springer Science and Business Media LLC

Tập 28

223-241

Thông tin tác giả