Predicting Admission of Minorities into Medical School.

Autor/inn/en	Lynch, Kathleen Bodisch; Woode, Moses K.
Titel	Predicting Admission of Minorities into Medical School.
Quelle	(1988), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Admission Criteria; College Applicants; Enrollment Influences; Higher Education; Medical Schools; Minority Groups; Predictor Variables; Selective Admission + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; College applications; Studienbewerber; Hochschulbildung; Hochschulsystem; Hochschulwesen; Medizinische Ausbildung; Ethnische Minderheit; Prädiktor; Bildungsselektion
Abstract	A study identifying the relationships between quantitative academic characteristics--specifically, grade point average (GPA) and MCAT scores--and admission into medical school for minorities is presented. Explanations are proposed for contradictory findings related to this question that have appeared in literature. Data from 58 minority student participants in the University of Virginia School of Medicine summer academic enrichment programs who went on to apply to medical school were analyzed. The 49 students who were offered medical school acceptance ultimately enrolled in 17 different medical schools. The major study findings are as follows: the variables that together best explained a statistically significant proportion of the variance in medical school admissions decisions for minority students were performance on the MCAT quantitative subtest, on the MCAT reading subtest, and on the MCAT physics subtest; the three variables with the strongest simple correlations with admission into medical school were performance on the MCAT quantitative subtest, on the MCAT science subtest, and on the MCAT physics subtest; overall GPA did not explain a significant proportion of the variance in the medical school admissions decisions, either alone or in combination with other variables; and the study findings conflict in several ways with the reported results of two previous studies. The conclusions of the current study should be considered preliminary because of the relatively small sample size and the need for comparison data on non-minority students. Tables are included. Contains 2 references. (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC