Date of Award

Summer 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Dale Lamb

Abstract

This study explored the perceptions of middle school counselors regarding strategies to increase enrollment of minority students, specifically African American and Hispanic, in the health science curriculum at Empire High School. Utilizing a mixed methods convergent parallel design, this research integrated both quantitative and qualitative data to provide a comprehensive understanding of counselor viewpoints, existing barriers, and potential solutions. Lewin’s Change Model, as outlined by Burnes (2019), provided the theoretical framework for the analysis, guiding it through the stages of unfreezing existing mindsets, implementing change, and refreezing new practices. Quantitative data were collected via surveys administered to middle school counselors within the district, while qualitative data were obtained through one-on-one interviews. The findings revealed that counselors perceive a lack of awareness among minority students and their families about health science careers, limited exposure to role models in the field, and systemic barriers such as implicit bias and resource inequities as key challenges. Counselors suggested that early intervention, targeted outreach programs, mentorship opportunities, and culturally responsive advising are critical to increasing minority representation. By applying Lewin’s model, the study emphasizes the importance of creating urgency around change (unfreezing), fostering professional development and structural supports (change), and embedding new practices into the school culture (refreezing). This research offers actionable insights for policymakers and educators aiming to advance equity in specialized academic pathways.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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