DIVERSITY, EQUITY, AND INCLUSION

racial identity, it is still important to consider them as individuals who have unique perspectives, backgrounds, and identities.

The experiences of participants also inform us of the importance of faculty relationships with racially minoritized students in health professions programs. Compared with undergraduate education, students in graduate programs tend to have more contact time with faculty in their programs. In many research-based graduate programs, faculty work very close with students as they serve as mentors and advisors. This relationship is similar in health progressions where faculty serve as advisors to students and provide both academic and professional support. It is therefore important for faculty to understand the needs of diverse students and be able to work with students of various backgrounds in a culturally responsive way.

Participant experiences also suggest the need for inclusion. An inclusive academic environment is one that supports students by being respectful of all backgrounds and identities. It does not require cultural competency, but it does require faculty and staff to be responsive to the needs of students based on their unique identities, backgrounds, and experiences. It is therefore important for faculty and staff who work with graduate students to develop knowledge and skills that allow them to work effectively with students of all backgrounds. n professional behavior intervention during clinical rotations in the United States. Journal of Educational Evaluation for Health Professions, 13, 26.

Dr.MelissaYeunghasextensivebackground workingwithinternational,first-generation, andhistoricallyunderrepresentedgraduate studentsinpublicuniversities.Dr.Yeung’s researchcentersonracialequitywithin thegraduateandprofessionalschool admissionsprocess.Herworkfocuseson theexperiencesofstudentsofcolorasthey aspiretograduatestudy,andhowthey navigatethegraduateandprofessional schoolapplicationprocess.

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Lifecycle, Engagement, Support