Advertisement

Retaining Hispanic Dietetic Undergraduate Students through Mentoring and Professional Development

Published:December 08, 2013DOI:https://doi.org/10.1016/j.jand.2013.09.026
      The Academy of Nutrition and Dietetics' (the Academy's) commitment to diversity within the profession and the reduction of health disparities is reflected by its diversity philosophy statement,

      Academy of Nutrition and Dietetics. Diversity philosophy statement. http://www.eatright.org/About/Content.aspx?id=7600&terms=diversity+philosophy+statement. Accessed November 8, 2011.

      the Commission on Dietetic Registration Code of Ethics,
      American Dietetic Association, Commission on Dietetic Registration
      American Dietetic Association/Commission on Dietetic Registration code of ethics for the profession of dietetics and process for consideration of ethics issues.
      the Accreditation Council for Education in Nutrition and Dietetics standards,

      Diversity. Academy of Nutrition and Dietetics, Accreditation Council for Education and Dietetics website. http://www.eatright.org/CADE/content.aspx?id=110. Accessed November 8, 2011.

      and in terms of education preparation and retention, the Academy's Diversity Mentoring project.

      Diversity Mentoring Toolkit. American Dietetic Association website. http://www.eatright.org/CADE/content.aspx?id=6442450959. Accessed on June 5, 2011.

      The need to augment the number of registered dietitian nutritionists (RDNs) who are culturally competent to serve the increasing minority populations can be accomplished by implementing new curriculum for all dietetic students
      • Kessler L.A.
      • Burns-Whitmore B.
      • Wallace S.R.
      Focus groups reveal dietetic students opinions on the addition of cultural competency training to the dietetics curriculum.
      • Heiss C.J.
      • Rengers B.
      • Fajardo-Lira C.
      • Henley S.M.
      • Bizeau M.
      • Gillette C.D.
      Preparing dietetics practitioners to effectively serve the Hispanic population.
      and by adding to the recruitment of culturally diverse students into undergraduate dietetic programs.

      Diversity. Academy of Nutrition and Dietetics, Accreditation Council for Education and Dietetics website. http://www.eatright.org/CADE/content.aspx?id=110. Accessed November 8, 2011.

      The need to increase recruitment has been documented,
      • Heiss C.J.
      • Rengers B.
      • Fajardo-Lira C.
      • Henley S.M.
      • Bizeau M.
      • Gillette C.D.
      Preparing dietetics practitioners to effectively serve the Hispanic population.
      but the literature has not addressed retention of students once they have been accepted into a dietetics program.
      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Journal of the Academy of Nutrition and Dietetics
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

      1. Academy of Nutrition and Dietetics. Diversity philosophy statement. http://www.eatright.org/About/Content.aspx?id=7600&terms=diversity+philosophy+statement. Accessed November 8, 2011.

        • American Dietetic Association, Commission on Dietetic Registration
        American Dietetic Association/Commission on Dietetic Registration code of ethics for the profession of dietetics and process for consideration of ethics issues.
        J Am Diet Assoc. 2009; 109: 1461-1467
      2. Diversity. Academy of Nutrition and Dietetics, Accreditation Council for Education and Dietetics website. http://www.eatright.org/CADE/content.aspx?id=110. Accessed November 8, 2011.

      3. Diversity Mentoring Toolkit. American Dietetic Association website. http://www.eatright.org/CADE/content.aspx?id=6442450959. Accessed on June 5, 2011.

        • Kessler L.A.
        • Burns-Whitmore B.
        • Wallace S.R.
        Focus groups reveal dietetic students opinions on the addition of cultural competency training to the dietetics curriculum.
        NACTA J. 2010; 54: 2-6
        • Heiss C.J.
        • Rengers B.
        • Fajardo-Lira C.
        • Henley S.M.
        • Bizeau M.
        • Gillette C.D.
        Preparing dietetics practitioners to effectively serve the Hispanic population.
        J Am Diet Assoc. 2011; 111: 359-364
      4. US Department of Health and Human Services. The Office of Minority Health. Appendix A. Standards for Maintaining, Collecting and Presenting Federal Data on Race and Ethnicity. Federal Register. http://www.whitehouse.gov/sites/default/files/omb/assets/information-an-regulatory-affairs/re_app-a-update.pdf. Published October 30, 1997. Accessed June 4, 2011.

        • Fry R.
        Latinos in Higher Education: Many Enroll, Too Few Graduate.
        Pew Hispanic Center, Washington, DC2002: 3-12
      5. US Census Bureau. Educational attainment in the United States: 2003. http://www.census.gov/prod/2004pubs/p20-550.pdf. Published June 2004. Accessed June 25, 2013.

        • Martinez C.R.
        • DeGarmo D.S.
        • Eddy J.M.
        Promoting academic success among Latino youths.
        Hispanic J Behavioral Sci. 2004; 26: 128-151
        • Tinto V.
        The dimensions of institutional action.
        in: Leaving College: Rethinking the Causes and Cures of Student Attrition. University of Chicago Press, Chicago, IL1993: 150-160
        • Booker K.
        Perceptions of classroom belongingness among African-American college students.
        College Student J. 2007; 41: 178-186
        • Rodriguez N.
        Predicting the academic success of Mexican American and white college students.
        Hispanic J Behav Sci. 1996; 18: 329-342
        • Strage A.
        Predictors of college adjustment and success: Similarities and differences among Southeast-Asian-American, Hispanic, and white students.
        Education. 2000; 120: 731-740
        • Wawrzynski M.R.
        • Sedlacek W.E.
        Race and gender differences in the transfer student experience.
        J College Student Dev. 2003; 44: 489-501
        • Ceballo R.
        From barriers to Yale: the role of parenting strategies in Latino families.
        Hispanic J Behav Sci. 2004; 26: 171-186
        • Phinney J.S.
        • Ong A.
        • Madden T.
        Cultural values and intergenerational value discrepancies in immigrant and non-immigrant families.
        Child Development. 2000; 71: 528-539
        • Tseng V.
        Family interdependence and academic adjustment in college: Youth from immigrant and US-born families.
        Child Development. 2004; 75: 966-983
        • Borres V.
        • Arredondo P.
        Mentoring and first year Latino/a college student.
        J Hispanic Educ. 2005; 4: 114-133
        • Campos C.M.
        • Phinney J.S.
        • Perez-Brena N.
        • et al.
        A mentor-based targeted intervention for high-risk Latino college freshmen.
        J Hispanic Educ. 2009; 8: 158-178
        • Doley J.
        English as a second language dietetic students: lessons from nursing to facilitate learning experiences in dietetic internships.
        J Am Diet Assoc. 2010; 110: 1806-1809
        • Ralston P.A.
        Diversifying the health professions: a model program.
        Am J Health Behav. 2003; 27: 235-245
        • Wilson Z.S.
        • Holmes L.
        • deGravelles K.
        • Sylvain M.R.
        • Batiste L.
        • Johnson M.
        • McGuire S.Y.
        • Pang S.S.
        • Warner I.M.
        Hierarchical mentoring: a transformative strategy for improving diversity and retention in undergraduate STEM disciplines.
        J Sci Educ Technol. 2011; 11: 956-965
        • Gardner J.D.
        A successful minority retention project.
        J Nursing. 2005; 44: 566-568
        • Fuertes J.N.
        • Sedlacek W.E.
        Needs and interests of Hispanic students.
        College Student Affairs J. 1990; 10: 16-21
        • Sutherland J.A.
        • Hamilton M.I.
        • Goodman N.
        Affirming at-risk minorities for success (ARMS): Retention, graduation and success on the NCLEX-RN.
        J Nurs Educ. 2007; 46: 347-353
        • Karimi R.
        • Arendt C.S.
        • Cawley P.
        • Buhlet A.V.
        • Elbarbry F.
        • Roberts S.C.
        Learning bridge: curricular integration of didactic and experiential education.
        Am J Pharm Educ. 2010; 74: 48-50
        • Clifton E.O.
        • Anderson E.
        • Schreiner L.
        Strengthsquest.
        2nd ed. Gallop Press, New York, NY2006
        • Solberg S.V.
        • Valdez J.
        • Villarreal P.
        Social support, stress, and Hispanic college adjustment: Test of a diathesis-stress model.
        Hispanic J Behav Sci. 1994; 16: 230-239
        • Gilroy M.
        Tools for success in recruiting and retaining Hispanic students.
        Hispanic Outlook Higher Educ. 2010; 20: 32-34
        • Longbeam S.D.
        • Sedlacek W.E.
        • Alatorre H.M.
        In their own voices: Latino student retention.
        J Student Affairs Res Pract. 2004; 41: 538-550
        • Krueger R.A.
        Analyzing focus group results.
        in: Focus Groups: A Practical Guide for Applied Research. 2nd ed. Sage Publications, London, UK1994: 120-139
        • Krueger R.A.
        • Casey M.A.
        Analyzing focus group results.
        in: Focus Groups: A Practical Guide for Applied Research. Sage Publications, Thousand Oaks, CA2000: 100-118