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Home > jLPHA > Vol. 6 (2026) > No. 1 (2026)

 

Journal of the Louisiana Public Health Association

Journal of the Louisiana Public Health Association

Abstract

Background: In Louisiana, underrepresented minorities (URMs) compared to the general population face significant disparities in representation within allied health professions.¹ Although Blacks/African Americans represent 31.4% of the state’s population, they comprise only 1.5% of physical therapists, 4.5% of occupational therapists, 2.7% of physician assistants, and 12.7% of speech-language pathologists. Similarly, while the Latinx population makes up 4.8% of Louisiana’s population, they represent only 0.5% of physical therapists and 2.7% of physician assistants. These persistent disparities point to systemic educational barriers and structural inequities that limit access to health profession programs. This study investigated the perceived barriers underrepresented students face when entering allied health education programs in Louisiana. Data collected will help administrators understand the efficacy of the Allied Health Education and Discovery Program (AHEAD), a high school pipeline program designed to educate and support URM students interested in pursuing allied health careers. Methods: The researcher conducted a qualitative phenomenological study using semistructured interviews to explore perceived barriers related to pursuing allied health careers. As of 2020, the AHEAD Program had graduated approximately 150 students. Alumni were contacted using existing program contact information and updated information when available. Results: A total of 150 alumni were contacted via email, and 11 agreed to participate and complete interviews. Three main findings emerged: the need for mentorship, the fear of student loan debt and financial strain hindering career attainment, and the positive reframing of race as a source of strength and motivation. Conclusion: Three main points: needing concurrent racial mentorship, providing robust financial support for URM students, and shifting the perception of race from a barrier or hindrance to a source of motivation and strength, emerged. This study’s findings mirror observations by others in terms of URM students lacking social capital and the need for universities to promote mentorship programs that create connection and a sense of belonging among URM students.

DOI

10.59020/06642

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