The COVID-19 pandemic has had major implications on socially vulnerable populations, especially minoritized populations. This article examines how technology-mediated learning can both operate as a tool to rectify inequities and a weapon that antagonizes existing divides for socially disadvantaged minoritized Black students. In analyzing this subsection of the population, we discuss technology-mediated learning during the pandemic and access problems that arise due to socially disadvantaged students' systematic inequalities. This article finds that technology is an essential tool that can be a solution to help rectify inequalities during crisis, coupled with models of success and future research.

This scoping literature review examines the outcomes and institutional adaptations of pathway programs designed to increase diversity in medical and allied health professions. These programs address systemic barriers faced by students from underrepresented (UR) backgrounds through a targeted focus on improving their academic performance and preparedness for healthcare careers. Utilizing a scoping approach, peer-reviewed publications from 2014 to March 2024 were analyzed, focusing on pathway programs within the United States. Following PRISMA-ScR guidelines, no formal quality appraisal was conducted. The review highlights the geographical distribution of these programs, particularly in the Greater Philadelphia area, and evaluates their success rates and key components, such as mentorship, academic support, and clinical exposure. Key thematic findings include the importance of sustained mentorship, financial and emotional support, early exposure to health careers, and comprehensive academic preparation. The study also discusses the recent implications of the Supreme Court rulings on race-conscious admissions and the resulting institutional strategies to maintain diversity within legal constraints. By providing a comprehensive overview of the literature, this review aims to inform the development and implementation of pathway programs that can improve diversity in the healthcare workforce.

This study engages in a rigorous process to develop an instrument, College Students' Financial Stress (CSFS). This instrument aims to assess college students' generalized financial stress, or financial unsafety, to provide administrators with a tool to gauge students' mental well-being and financial experiences in higher education. Accurately measuring generalized financial stress is imperative to developing appropriate student success supports. The study uses a design-based approach (DBR), which iteratively examines and refines the CSFS survey items through several phases. The qualitative field testing collected data from college students and subject matter experts (SMEs), who were critical to the development and refinement process of this survey. As participants shared their experiences, the researcher uncovered the potential consequential effects of poorly constructed items. Using the DBR methodological approach, this study developed a succinct survey comprised of 18 items, which is a reduction from the originally 60 proposed items. Findings and results from psychometric analyses found that the CSFS has good persons and item separation, fit, "Excellent" unidimensionality, and item targeting. The full CSFS can be found in Appendix H.