The Diversity Scholars Program at Boston University School of Public Health

Lois McCloskey, DrPHNovember, 2014

Department of Community Health Sciences

The challenge:

A cadre of men and women of color leading work in communities that

experience health inequities

Our shared public health vision:

How can we as MCH programs and faculty best support underrepresented minority students as they gain public health skills and grow in

capacity for leadership?

Goal: To support underrepresented minority students to become leaders

in the fight to eliminate health inequities

Diversity Scholars Program at BUSPH

Jo-Anna Rorie PhD, CNM, MSN, MPH, FACNMFounding Director

Judith Bernstein RNC, MSN, PhDFaculty Director

Paradigm Shift

• From recruitment and retention– Underrepresented minority students may enter with

academic disadvantage as well as extra challenges, such as financial and family demands that compete for their time and energy.

• To a strength based approach & community building– Underrepresented minority students bring critical

skills and experiences that enrich the learning experience of all students and contribute to their ability to become leaders

• 2 Year residency in MPH program

• Required, in addition to core MPH courses Coursework focused on health inequities Diversity Scholars Program Seminar

• Selected Skill Area: Program Management & Leadership Research & Evaluation Policy & Advocacy

Diversity Scholars at BUSPH Academic Program

Diversity Scholars Program at BUSPH

Financial Support Up to half of tuition incorporating other awards (e.g. Gates, merit)SOON: set # of credits for each student regardless of other awards

Mentoring with local community leaders of color Match with experienced MCH public health leader/practitioner (typically an alum)

Faculty support DSP students meet regularly with a faculty mentor, who provides DSP-specific advising & support, and helps process experiences in and out of the classroom

Community-building (Student or School-led)Activities for students to spend time together outside of classroom

Diversity Scholars Program at BUSPH

Maisha Douyon Cover, MPH ‘06, Women‘s Health Program Manager, Center for Community Health and Health Equity at Brigham and Women‘s Hospital and affiliated neighborhood health centers

Sharon Callender, RN, MPH ‘__, Coordinator, Family and Community Health Services, Mattapan Community Health Center

Julie Mottl-Santiago, CNM, MPH ‘01, Director of Nurse-Midwifery Services at Boston Medical Center and founding Director of the Birth Sisters

Vivien Morris, MPH ‘98, MS, RD, LDN, Senior Project Manager for Overarching Goals in Policy and Planning Division at Boston Public Health Commission

Mentors

Elaine Fitzgerald, DrPH ‘12, MIA, CLC, Associate Project Director and Perinatal Operational Lead, National Initiative for Children’s Healthcare Quality

Craig Andrade, DrPH ‘11, MPH, RN, Director, Office of Child & Adolescent Health, Massachusetts Department of Public Health

Nashira Baril, MPH ‘06, Former Director of the Center for Health Equity and Social Justice at the Boston Public Health Commission

Gerry Thomas, MPH, Director of Community Initiatives Bureau, Boston Public Health Commission

Renee Boynton-Jarrett, MD, ScD, Associate Professor of Pediatrics, Boston University School of Medicine; Founding Director, Vital Village Community Engagement Network

Michele David, MD, MPH, Internal Medicine, Harvard Vanguard Medical Associates; Member, Massachusetts Public Health Council

Lessons of Our First Four Years

• Selected students are highly talented• Many find the MPH program challenging– balancing priorities– connecting to a student body that has had different

opportunities and life experiences– sense of isolation, both geographic and cultural

• Their commitment to health equity and experiences with negotiating discrimination add a critical component to everyone’s learning

• The DSP program offers key supports as they develop their potential as leaders

STUDENTS EXPERIENCES, IN THEIR OWN WORDS

DSP Program

Diversity Scholars Program at BUSPH

Usefulness of financial support

Evaluation: Students Mid-point & Exit Interviews

“I was able to gather some work experience while getting my degree. And that has set me up really well in terms of now looking for a job. I think having that flexibility, being able to space those finances out, really benefitted me. What do you do with a masters degree if you have no experience?” 2013 grad

Diversity Scholars Program at BUSPH

Appreciation of 2-year residency requirement (chance to take more courses, discover new things)

Evaluation: Students Mid-point & Exit Interviews

“Because it was two years and because there was financial support, because it was required, it made me explore more different courses. I took a logistics course, and that was kind of an add-on, but that was probably one of the best classes that I’ve taken. I was thankful for things like that, where I was forced to add on a class and stay longer, but I ended up getting a lot out of it.” 2014 grad

Diversity Scholars Program at BUSPH

DSP gives recognition to students of color:

Evaluation: Students Mid-point & Exit Interviews

“But I think the fact that there is a scholarship with the purpose of diversity and addressing health disparities, especially at BUSPH where it’s not as diverse as one would think–I think that says a lot about recognizing students of color. That’s something I found was really rare in public health schools. That was part of why I came to BUSPH, it seemed more like Oh, they really care about diversity, and there are a lot of other programs as well.” 2014 grad

Diversity Scholars Program at BUSPH

Relationship with mentor very important for most- Match not always perfect, but always useful- Helpful to have non-academic mentor

Evaluation: Students Mid-point & Exit Interviews

“She’s always willing to meet up, and to check in on me, and really flexible. The advice she gives is fantastic. Sometimes it’s nice to just have someone to talk to, to bounce ideas off of. She’s very good at being understanding, and giving really great guidance. That’s been invaluable.” 2013-15 cohort

“I share some background experience with my mentor; it’s been helpful to talk to him. He’s from the city and I’m from the city. Similar family background. He chronicles his own struggles with higher education, and how he’s been able to overcome them. I’ve been very grateful to hear them.” 2015 grad

Diversity Scholars Program at BUSPH

Evaluation: Students Mid-point & Exit Interviews

DSP on resume is platform to discuss diversity, disparities

“DSP’s whole mission statement is of course to develop strong leadership among underrepresented communities. To be part of a structured program that’s trying to speak about it in a structured way puts us in a position to be good communicators about these issues. I’ve been armed with good information, good peers who are thinking about these issues. It’s a work of continuity—you just have to keep thinking about it, you have to be conscious. I think it’s triggered my thinking more.” 2015 grad

Diversity Scholars Program at BUSPH

Evaluation: Students Mid-point & Exit Interviews

Desire for more community, group cohesionStudents of color group emerging this year

with DSP student leadership

“It didn’t really feel like we were a cohesive group. I saw them whenever we had the seminars, but that would have helped too, being a minority in this school—just having more support with other people of color.” 2013 grad

Diversity Scholars Program at BUSPHEvaluation: Students Mid-point & Exit Interviews

Frustrated by offenses by peers, faculty in classroom

“There’s been challenges in the sense that people make assumptions about your experiences or what you’ve done. Both students and faculty… Learning not to be offended, but just telling people about your experiences is a challenge I’ve experienced.” 2012 grad

“I’ve found that sometimes there are racially or culturally insensitive things said in class by professors or classmates [that] just rub me the wrong way. I’ve only talked about these things to classmates who are from minority groups, or in the DSP, who feel the same way.” 2013-15 cohort

Diversity Scholars Program at BUSPH

Evaluation: Mentors Interviews end of Year 3

See their role with student mentee as

• Connecting to world of public health outside school, and neighborhoods and organizations in Boston

• Talking about public health leadership & advocacy

• Including them in work activities, making introductions

• Helping think through interests, options, preparation for workplace (academic & non-academic)

Diversity Scholars Program at BUSPH

“To the extent that they’re underrepresented minorities at the [BU] school of public health, they’re not underrepresented minorities in the larger community. If they’re not from here, a big support for them could be being tied in more with this community here.”

Evaluation: Mentors Interviews end of Year 3

Importance of connection to Boston neighborhoods

In summary….

• The DSP Program turns an outdated retention focus into a strength-based, community building approach

• Financial supports are critical• Supportive faculty and mentors facilitate

growth, connection and development as leaders• Goals for the future include program expansion,

and enhancement of opportunities for cohesion and mutual support (a DSP community)

Questions We Ask…

• How can we select Diversity Scholars most wisely? (most likely to succeed academically, most disadvantaged, most committed?)

• Whether to and how to incorporate other kinds of diversity, such as LGBTQ, low-income families, and disability, as we expand DSP?

• How can we best support the mentor relationships, and students to take lead in community building?

• In our classrooms how can we value and incorporate life experience of students of color in a way that is safe and does not require them to speak on behalf of all?