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Executive Summary

Introduction

Chapter 1 

Chapter 1: Laying the Foundation for HURE Groups in Dental Education

This chapter discusses the need for dentists from diverse backgrounds and how these dentists benefit both their patients and colleagues. In addition, it reviews the increasingly diverse population, challenges in population parity, importance of addressing persistent health disparities and how HURE groups contribute to the profession of dentistry.

1. Defining Who Is Considered a HURE Group in Dentistry
2. The Importance of HURE Groups in Dentistry
3. Contemporary Issues of HURE Groups in Dental Education
4. HURE Groups in the Current Dental Workforce and the Parity Gap
5. A Review of the 2019 HURE Applicants and First-time, First-year Enrollees to U.S. Dental Schools
6. 2019 HURE Graduates and the Need for HURE Men in Dental Education

Chapter 2

Chapter 2: Trends in the Application, Matriculation and Graduation of HURE Students

This chapter reviews the application, matriculation and graduation trends of HURE students. Moreover, it examines contributing issues that have significant impact on HURE groups as they embark on pathways to a career in dentistry.

1. Trends in the HURE Dental School Application, Matriculation and Graduation
2. Factors Contributing to the Parity Gap
3. Upcoming Demographic Changes Affecting the Parity Gap

Chapter 3

Chapter 3: Significant Issues Impacting the Recruitment and Retention of HURE Students in Dental Education

This chapter examines factors that impact the recruitment and retention of HURE students along the dental education pathway, such as the lack of preparation in science, technology, engineering and math (STEM); high school graduation rates; and the impact of mentors on career choice.

1. K-12 Education
2. Higher Education
3. Dental School Admissions

Chapter 4

Chapter 4: Strategies for Effective Recruitment and Retention of HURE Students in Dental Education

This chapter provides strategies for successful planning and preparation for HURE students entering dentistry, detailing approaches to address early academic preparation and exposure to the profession of dentistry.

1. K-12 Education
2. Higher Education
3. Dental School Admissions
4. Replicate Successful Practices Used by Dental Schools

Chapter 5

Chapter 5: Model Programs and Key ADEA Recruitment and Outreach Initiatives

This chapter explores a descriptive overview of programs and practices that have demonstrated the successful recruitment and enrollment of HURE students and HURE men. In addition, key ADEA programs that have supported a pathway to dentistry for HURE students are reviewed.

1. Model Programs with Demonstrated Success in Recruiting HURE Students to Dentistry
2. ADEA Initiatives to Increase the Dental School Applicant Pool

Conclusion

Appendices

Appendix A—Health Professional Degrees Conferred, by Field of Study and Race and Ethnicity, 2016-2017

Appendix B—Health Professions Education Model Programs That Support HURE Men

Appendix C—Postsecondary Pathway Model Programs That Support HURE Men

In this HURE dental student report, we present data, recommendations, best practices and model programs for introspection, strategic action, collaboration and from which to build forward momentum.

Additionally, I am issuing a critical call to action to eliminate the disparities in HURE dental school graduates and dentists in our nation! Alone, we cannot tackle the racial barriers that have plagued our society and the educational systems in which academic dentistry reside.

No single actor or organization can bring about the critical changes that must take place throughout dental education and the oral health profession to ensure equitable access and an opportunity for students to pursue dentistry regardless of race or ethnicity. The changes needed require a shared vision and a shared strategy.

This report, Slow to Change: HURE Groups in Dental Education, has helped us to affirm the need and value of HURE groups to the diversity of the profession of dentistry. It also highlighted some areas where change has occurred, though not significant. Thus, it is important to talk about where we go from here.

The recommendations noted below provide direction and structure on how we can move the needle, as well as, highlighting the role of ADEA, our dental schools and our related partners. Again, these recommendations should serve as a guide with an understanding that there is much more to do.