Anushree Vichare and Yoon Hong Park are with the Fitzhugh Mullan Institute for Health Workforce Equity and the Department of Health Policy and Management, Milken Institute School of Public Health, George Washington University, Washington, DC. Christine M. Plepys is with the Association of Schools and Programs of Public Health, Washington, DC.
Am J Public Health. 2023 Sep;113(9):1000-1008. doi: 10.2105/AJPH.2023.307352. Epub 2023 Jul 13.
To develop a diversity index (DI) comparing the diversity of graduates across public health schools and programs in the United States and to examine characteristics associated with institutions' graduate diversity. We analyzed longitudinal data from the Association of Schools and Programs of Public Health (ASPPH) across 5 academic years (2016-2017 to 2020-2021) for 109 ASPPH members. The outcome was the percentage of underrepresented minority (URM) students among those with bachelor's and graduate degrees in public health. The DI was constructed by dividing the percentage of URM graduates by the percentage of URM residents 20 to 35 years of age in the state where the ASPPH member was located. The mean DI score increased from 0.7 in 2016 to 0.8 in 2020, but URM students remain underrepresented. A 1-percentage-point increase in the proportion of URM faculty members was associated with a 0.7-percentage-point increase in the proportion of URM graduates ( < .001). Although the diversity of the public health educational pipeline shows an upward trend, racial/ethnic minority students remain underrepresented in public health. We found that institutional characteristics such as faculty diversity, program degree level, and area of study were associated with student diversity. ( 2023;113(9):1000-1008. https://doi.org/10.2105/AJPH.2023.307352).
为了开发一个多样性指数（DI），比较美国公共卫生学校和项目的毕业生多样性，并研究与机构研究生多样性相关的特征。我们分析了美国公共卫生学校和计划协会（ASPPH）跨越 5 个学年（2016-2017 年至 2020-2021 年）的 109 个 ASHP 成员的纵向数据。结果是公共卫生学士和研究生中代表性不足的少数族裔（URM）学生的百分比。DI 通过将 URM 毕业生的百分比除以 ASPPH 成员所在州 20 至 35 岁的 URM 居民的百分比来构建。DI 得分从 2016 年的 0.7 增加到 2020 年的 0.8，但 URM 学生仍然代表性不足。URM 教师比例增加 1 个百分点，与 URM 毕业生比例增加 0.7 个百分点相关（<0.001）。尽管公共卫生教育管道的多样性呈上升趋势，但少数族裔学生在公共卫生领域仍然代表性不足。我们发现，机构特征，如教师多样性、项目学位水平和研究领域，与学生多样性相关。（2023；113（9）：1000-1008. https://doi.org/10.2105/AJPH.2023.307352）。
