Indicating Disadvantage: Who Identifies as Disadvantaged, and What Are the Effects on Admissions Offers?

• In Event: 49.043 - Selection, Matriculation, and Success for Students in Educational Programs for the Professions

Abstract

Large disparities remain among the types of students who enter the higher education pipeline, particularly medical schools. Efforts to provide equitable access have included asking students to identify if they are disadvantaged or creating indicators of disadvantage. This study examines the relationship between self-identifying as disadvantaged, indicators known to be related to socioeconomic disadvantage, and admission offer rates in a medical school population. Sixteen percent of applicants identify as disadvantage and most possess several indicators associated with socioeconomic disadvantage. Self-identification increased likelihood of acceptance. However, most students with socioeconomic indicators did not identify and were not admitted at equal rates. This study supports the need for class-conscious admissions, not relying on proxies, and gathering more objective indicators.

Authors

• Kadian McIntosh, The University of Arizona

• Diana B Sesate, The University of Arizona

• Jeffrey F. Milem, The University of Arizona

• W. Patrick Bryan, The University of Arizona

• Matthew James Hoolsema, Carnegie Mellon University