Individual, Family, and Community Education ETDs

Publication Date

2-8-2011

Abstract

This study investigated the cognitive and non-cognitive weighting schemes of the medical school admissions process and the effect they had on the rate of under-represented minority applicants being accepted to medical school. Non-cognitive characteristics were explored to ascertain which subcategory was the best predictor in determining the final overall non-cognitive score and whether the gender and/or race and ethnicity background of the interviewer had an influence on subcategory scoring. The sub scores used to derive the final non-cognitive score were based on four content areas: background and diversity, suitability for a career in medicine, problem solving and letters of recommendation.

Keywords

Medical colleges--Admission--Social aspects, Medical colleges--Entrance requirements--Social aspects, College admission officers--Attitudes, Minorities--Education (Higher)--United States--Social aspects

Document Type

Dissertation

Language

English

Degree Name

Educational Psychology

Level of Degree

Doctoral

Department Name

Individual, Family, and Community Education

First Advisor

Parkes, Jay

First Committee Member (Chair)

Armstrong, Jan

Second Committee Member

Bear, David

Third Committee Member

Romero-Leggott, Valerie

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