INSTRUCTOR REBECCA AGOSTAENGLISH 110328 MARCH 2014 HOW DOES MAPS GIVE THEIR PROVIDED OUTWARD VIEW OF IMPROVING THE BASIS OF MINORITIES IN MEDICINE COMPARED TO THE REALITY OF THE DISADVANTAGES THEY FACE? – ANNOTATED BIBLIOGRAPHY

BY: KEIMHYA COVINGTON

SOURCE 1 – PRIMARY INTERVIEW

These are my notes taken for the interview – a screenshot of each question

Exact answers to the questions on following slides

PRIMARY SOURCE - PERSONAL PREVIEW INSIGHT: INTERVIEW PORTFOLIO

Cheatam, Noelle Interview 27 March 2014

Covington: How do you view the MAPS organization that you are in?

Cheatam: I believe that the MAPS organization is one that would be able to hold its own and I view it as one that is trying to prepare young medical students for the harsh realities and struggles that go with going into becoming a medical doctor or nurse. I mean they give some good advantages that maybe you wouldn’t be able to get if you tried to do medical practice on your own.

Covington: Do you think the logistics that they provide are helpful to prepare one, especially a minority, for the healthcare practice?

Cheatum: I think they try their best to. I wouldn’t say it’s the best since it is a student-led organization. However, the club does try to create diversity with the activities that they have and, as far as minorities, I think they kind of treat it not as focusing on the minority, but focusing on every group, as a whole, instead of individual groups. So, I wouldn’t say that the group focuses on how getting minorities ahead nor giving them specific guidelines to follow. I guess so not to discriminate against other groups.

Covington: What is your role as a student member?

Cheatam: I guess I would have to say my role as a student is to join as an active student and be prepared to be involved. That’s really all I can do since I don’t know what to expect. Its only my first year joining the group.

Covington: What is the leading students’ role?

Cheatam: The team leaders are supposed to guide us on the right path and give us enlightenment on what we are supposed to do in order to get the best experience possible when it comes to MAPS itself.

Covington: Do you believe that people join this group for the benefit of belief, knowledge or reward?

Cheatam: Um, I really don’t know. I guess I never really thought about it. The reason I joined was because I thought that this club would give me a little guidance and have me learning the roles of medicine, as well as giving opportunities for community service. These are the things that I personally will need to know before I enter med school and I will need these things on my applications when I apply. So, I guess for me I joined because of reward and I would say that that’s what everyone wants from it too. Of course some just join for enjoyment, but mostly everyone here has biology as a primary so they are doing anything they possibly can to get ahead.

Covington: Where do you see this group taking you and how has it impacted you?

Cheatam: This organization is helpful, but to be honest its not as helpful as I expected it to be. The concepts that they go over are great, but some things I don’t understand how they are assisting me with medicine and becoming a pre-med student. The best I think I could say is that it will look good on my resume with all of the community service that I have actually participated in and it has given me a first hand up to the courses that I will have to take as well as the standardized tests.

Covington: Has it changed your mindset or individual personality based upon the way that you can look at yourself and what you are able to do?

Cheatam: I would say that the group has made me more passionate about what I want t do. It has given me reassurance that medicine will be hard but if I push through like the leaders of the group, it will all be worth it in the end. The leaders seem so happy with their accomplishments and I want that too. So, in a way my personality has changed for the better – it’s a lot stronger than it was before and now I am a lot more aggressive with what I want.Covington: How much of a community is MAPS? Are they strong bonded in your opinion or is it kind of loose?

Cheatam: I would say MAPS is an okay community. I wouldn’t say its strong, because if was so many more people who signed up would participate on a regular basis. And then there are times where you may hear students actually say that since its not what they expected there is no point in going. Or there are even times where people may even put the club on the backburner because it isn’t as much of a priority to them.

Covington: What are appropriate improvements that should be taken into consideration?

Cheatam: When you have an organization you have to learn what the people actually want and provide. If we did more things around charlotte instead of doing marches, or listening to general health speakers then maybe people would interact more. For me, its kind of a thing where sometimes I participate and then when I'm out of it, its hard to get me back on track with what I'm supposed to be doing, like going to the interest meetings.I definitely think that there should be more hands-on activities with the group itself. Some improvements would be visiting hospitals, having guest speakers that are doctors or nurses, having interactive games between the members or maybe doing more fundraisers for the benefit Covington: Is there enough interaction with the leaders and the students and even the activities?

Cheatam: No, the leaders just pretty much tell members what is going on, but they kind of have their own little group that they stay in, so there is definitely not much interaction. Covington: Does this group successfully motivate or inspire?

Cheatam: I would say it motivates and inspires because when you join that’s exactly what it does. But then it comes down to whether there is a continuous motivation because if it puts you off about if the group is satisfactory or not then that could effect how it motivates you.

Covington: What do you think gives some people more inspiration than others if everyone mainly has the same goals, as well as major?

Cheatam: How far they want to go with it. If someone doesn’t plan to use the organization for more than what it is then they will be less passionate about it. Clearly, if it means so much to you then you’re going to do anything to keep moving forward. And though some people may not have the same major as most that still applies.

Covington: Is there enough communication between all? Is there a language barrier?

Cheatam: There isn’t enough communication which makes the club harder to come together and really enjoy the organization like they really should. If I was a leader, I would try my best not to go off into groups with my friends, it would be me obligation to make everyone feel as though they are part of a family. So, that everyone may have a part. There is no language barrier from what I see, but there is a lack of language between us all.

Covington: What did you expect when you joined?

Cheatam: When I joined I expected it to be visiting hospitals, doing lots of community service, participating in charlotte activities or the leaders giving us more pointers of what to expect in our later years of school as an undergraduate.

Covington: How would you like to see this group come together based upon what you expected when you first came in?

Cheatam: I would just like the group to feel more like a club, not just something that you go to that relates to medical students.

SOURCE 2 - PRIMARY MINORITY MEDICAL STUDENTS

SOURCE 2: UNITED STATES. OFFICE OF HEALTH RESOURCE OPPORTUNITY. MINORITY MEDICAL STUDENTS: WHO THEY ARE, THEIR PROGRESS, CAREER ASPIRATIONS, THEIR FUTURE IN MEDICAL SCHOOL. HYATTSVILLE, MD: U.S. DEPT. OF HEALTH, EDUCATION, AND WELFARE, PUBLIC HEALTH SERVICE, HEALTH RESOURCES ADMINISTRATION, OFFICE OF HEALTH RESOURCES OPPORTUNITY, 1978. PRINT.

“Minority Medical Students” is a government document that highlights the increase of enrollment of minority students in the medical institutions. It explores these individuals, asking who they are, how they have progressed and what is in the future for these types of students since the 1960s. The still standing and productive chapters AAMC also known as the Association of American Medical Colleges, the American Medical Association, the American Hospital Association and the National Medical Association trooped together to increase the representation of minority medical students. At the time of the late 1960s the percentage had increased from about 2.8 percent to 12 percent of medical adversity within the minority group.

The article suggested that poor income families and disadvantages that minority groups come from substantially make it harder for Puerto Ricans, Mexicans, Blacks and Native Americans to withhold high academic standings based upon the background that they come from. So then, this questions how these groups are doing when it comes to the government standardized testing such as the MCAT that is required for everyone to take before entering into a medical institution. MCATS, Medical College Admission Tests, are required to take and with the disadvantages of lower grades and lack of being educationally equipped or prepared raises bars to understand how groups such as minorities are managing their medical education in a satisfactory manner.

In the statistical range, it was reported that in the 1970s, African Americans scored at least 117 points lower than that of whites on the MCAT section of verbal ability, clearly showing a significant difference in the resources provided in the upbringing of a minority verses those who are naturally well off according to economic standings. However, it also shows graphically that though African Americans test lower than those of the white heritage, there is a difference in scoring when it comes to the economic status of the Black family. In better terms, race is not the only factor – the better the income the better the scores received. In understanding what catches medical admissions eye, we can also say that the size of the school an undergraduate comes from has an essential impact on acceptance within medical universities. The larger the school the greater chance of enrollment. Though this doesn’t directly have anything to do with minority groups the size of the school estimates how much one is willing to spend per say based on the previous expenditures throughout undergrad.

When overcoming the disadvantages that’s come with being someone from a minority group, there is shown to be improvement and less repeated issues after the first year of the uproar of medical school. Most minorities from an Ohio study showed that the difficulties caused minorities to fall far behind traditional students. However, the same statistics can be used to demonstrate the noteworthy progress that has been made.

SO HOW DOES MINORITY MEDICAL STUDENTS HELP MY RESEARCH• Minority medical students would be a reliable source, and although it isn’t as current as one would

hope, it gives valuable information on how minority medical research opportunities were studied and researched, comparing that of different racial and ethnic groups. Its related information ties into what MAPS, the Minority Association for Pre-med Students, is trying to portray as its goals and establish a clear understanding as to why there are so many hardships between those of different groups. Comparing what research has found verses today’s opinion upon what it really is in the real world.

• The main points:

• The effect of a background

• The primary objectives of income and undergraduate school

SOURCE 3 – SECONDARY TAKING YOU PLACE IN MEDICINE

SOURCE 3: WEBB, CARMEN. TAKING MY PLACE IN MEDICINE: A GUIDE FOR MINORITY MEDICAL STUDENTS. THOUSAND OAKS, CA: SAGE, 2000. PRINT.

• The novel written by Carmen Webb goes over the basic concepts that one may think about when considering the lower class or minority races within the medical filed. She focuses on the medical culture itself – breaking it down into how one learns to fit in, what is this place exactly and who that person is when they walk in. She asks do they consider how their race or ethnicity, as well as gender and family are influences of predominantly suggesting their chances of getting into medical careers. Giving her own personal feedback and possible life scenarios, she describes the resolutions that allow one to navigate through. Teaching the obstacles of the reality of medicine she defines what it means to motivate one’s self – not only for minorities, but for all.

All of these teams and motives will then lead to establishing a community to hold onto – not one that just defines to your own group of culture. One may feel that staying in a particular conformity is right for them, giving the illusion that one needs to branch out and discover other communities. Webb then considers the different dynamics that each minority group faces – going through their background, obstacles, current challenges and secrets to success. Not only that she gives a detail overview of the first two years that one will go through basing higher status verses lower statuses and their differences.

TAKING MY PLACE: IN RELATION

• The relation of this book gives a comparison of how common groups feel when they are trying to enter into the medical field. If they think that have greater obstacles, if some are similar and the current issues they face. I can compare my feedback to the mindset of the pre-medical student compared to one who is just barely there.

SOURCE 4 – PRIMARY MEDICAL ASSOCIATION OF PRE-MED STUDENTS

WEBPAGE

SOURCE 4: "MINORITY ASSOCIATION OF PRE-MED STUDENTS." MINORITY ASSOCIATION OF PRE-MEDICAL STUDENTS. UNC CHARLOTTE STUDENT CLUBS, N.D. WEB. 24 MAR. 2014.

• The UNCC MAPS chapter website is a good resource because it gives a detailed insight on what they believe themselves to be. They see themselves to be a multi-cultural group on the way to success upon the basis of SNMA (Student National Medical Association). This website is a portion of what medical groups are offering for opportunities for chances benefit services and familiarity of students’ surroundings. They go throughout the year empowering women, saving lives through blood drives, making tips for MCATS accessible, providing marches, teaching the aspects of resume building, presenting speakers, as well as inviting students to attend medical conferences at other participating universities. They also give chances for students to build up leadership skills by actively participating in events, becoming young job promoters and gaining experiences, and listening to the lavish lectures of seminar groups.

Click the Link

MAPS WEBSITE VS. MAPS ITSELF – IN RELATION

• This is a perfect source because it derives directly from the group I am studying. They claim to provide all of these opportunities so it will allow me to compare if what they say they are is accurate to what they really are. Based on the interviews that I will be getting my feedback from, this source proves a statistical element of how many people participant and how these events have affected them.

SOURCE 5 – SECONDARY SWALES “THE CONCEPT OF A DISCOURSE

COMMUNITY”

SOURCE 5: WARDLE, ELIZABETH A., AND DOUG DOWNS. "THE CONCEPT OF DISCOURSE COMMUNITY." WRITING ABOUT WRITING: A COLLEGE READER. BOSTON: BEDFORD/ST. MARTINS, 2011. 463-73. PRINT.

• Swales presents a discourse community as a difference between the speech and the everyday work life of those around you. It is the basis of understanding how a group has common interest and how they share those everyday moments with others. There is an intercommunication between the members that help them to articulate and formally state what is important to the functioning of the discourse community and the focus of what the group is supposed to be analyzing. A discourse also has a participatory mechanism that goes within it , so swales is teach us all as a discourse community to value everyone role because everyone has to actively participate not only for a group to feel like a functioning discourse community, but to be a functioning discourse community. Genres of one or more also portray a part within a discourse because these are the basics that conclude where ideas naturally come from – thus branching into several more supportive ideals. The lexis or speeches that they gather are the ways that they learn to communicate with those upon the outside world in order to actively get their points across to others. It is a form of recognizing how to downplay the complexity of terms and delivery so that everyone may understand without the primary resources that led to the intricate side of their focus. And lastly swales mentions that their needs to be a balance between the expertise level and the novice level within the discourse.

AND HOW DOES SWALES’ DISCOURSE RELATE

• Swales concept of analyzing a discourse community relates because it defines the six leading categories to what makes a discourse. As MAPS it is made out the be a discourse because it shares its common goals with others including other groups with common interest. Everyone in the group matters making MAPS a team, with individual roles being given to each member. There are leaders, or for better words experts who have been in MAPS formally as student members once before – experiencing the transition and learning the skilled knowledge necessary to know how the group shall be run. As a whole swales introduction of discourse defines that MAPS is a discourse in some aspects, but then how are they not?