| Human Capital: Educational Endowments |
Focuses on academic performance, which is primarily determined by students’ high school math and science curricula and teacher quality. Advance courses such as advanced placement, international baccalaureate, and college prep, as well as hands-on laboratory experiences, study groups, tutors, and systemic educational reform to improve math and science curricula can enhance this asset.
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| Human Capital: Science Socialization |
UIM students may need additional encouragement to envision themselves as physicians and scientists, as it is unlikely that they have regular access to role models in these fields in their homes or proximal communities due to systemic underrepresentation. This can be done by 1) emphasizing the relevance of science and technology to addressing problems in their community; 2) exposing students to successful identity-concordant scientists and physicians; and 3) developing individualized plans to benchmark students’ progress toward their career goals.
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| Social Capital: Network Development and Expansion |
Mentoring and extracurricular activities are important avenues to develop and expand social networks. Mentoring that is both identity-concordant and cross-cultural can be successful in expanding students’ networks and facilitating positive career outcomes. Broadening peer networks through multiracial study groups, for instance, may expose UIM students to information and resources they would not otherwise obtain.
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| Social Capital: Family Expectations |
Family expectations, which may be dictated by constraining social norms such as women in caretaking roles, may create tension with educational goals. Conversely, familial expectations that affirm educational goals can be a positive influence. These dynamics are difficult to impact externally; thus, programs may need to reinforce other assets such as science socialization.
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| Financial Capital: Material Resources |
Scholarships and grants are critical resources needed to reduce education attrition among students who do not have significant familial financial resources. Economically disadvantaged students often take part-time employment, limiting their time for academic study and extracurricular enrichment, which further limits their competitiveness for scholarships.
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