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| Author and date | Study purpose | Study design | Sample | Findings |
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| Jordan (1996) [34] |
Examine lived experiences of AA students in mostly White BSN program |
Hermeneutics study—interviews |
4 AA nursing students | Three patterns emerged—Seeking Identity: being only AA student in the class led to feelings of representing entire race; Student as Teacher: nursing curricula did not always include cultural differences and was not inclusive; Resoluteness: forced to persevere even in the face of racism, ignorance, and myths |
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| Villarruel et al. (2001) [29] | Identify barriers and bridges to educational mobility | Qualitative methodology utilizing focus groups | 37 Hispanic nurses participated in focus groups | Financial considerations required participants to work while pursuing education and reason many choose ADN program. Institutional barriers included unsupportive faculty, perceived discrimination by faculty and peers, lack of advisement, and lack of scheduling flexibility. Cultural/family barriers included family care giver or wage earner responsibilities |
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| Weaver (2001) [31] | To describe supports and struggles endured as student | Survey | 40 Native American nurses and nursing students | Barriers identified included culture shock or differences, endured stereotypes and racist attitudes, isolation, and assumption about cultural identity |
|
| Sanner et al. (2002) [23] | Explore the experiences of international students in BSN program. | Guided interview approach | 8 Nigerian nursing students | All students reported becoming socially isolated and being prewarned of the social and academic challenges of the nursing program. Further identified the need to work to pay academic and living expenses |
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| Perez (2003) [30] | To build understanding of the nursing education choices made by participants | Quant./qual. utilizing questionnaire and interviews | Qualitative—20 Mexican Americans—all female Quantitative—485 responses years | Numerous barriers were identified including financial difficulties and need to be employment, nursing education considered more difficult than expected, stress on family priorities and commitments |
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| France et al. (2004) [32] | Explore the lived experiences of AA students in a mostly White rural university | Phenomenological approach—interviews | 4 AA nursing students | Three themes emerged including—You’re just shoved in the corner: lack of relationships with other students, lack of collegiality and lack of support among classmates, I have to strive to do the best I can: students set high expectations for themselves, and finally, “… You just got to maintain”: students expressed persevering in spite of obstacles |
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| Gardner (2005a) [16] | Identify the factors influencing success of foreign-born nursing students | Case study | East Indian nursing student | Identified barriers included family demands and obligations, feeling of exclusion and isolation with regard to peers, and cultural differences including a reluctance to speak up in class or make eye contact with faculty |
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| Gardner (2005b) [24] | To document minority nursing students’ perspectives of their experiences in a mostly White program | Phenomenological framework utilizing semistructured interviews | 15 racially and ethnically diverse students | Emerging themes included—Loneliness and Isolation from majority students; Differentness: feeling “different” from majority students; Absence of Acknowledgment from faculty; Lack of Understanding from peers about cultural differences; Desired Support from Faculty—but often did not receive it; Coping with Insensitivity and Discrimination; Determination to build Better Future |
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| Mills-Wisneski (2005) [33] | To examine AA BSN students’ perception of impact of absence of minority faculty | Descriptive design-questionnaire utilizing Likert-type scale and open-ended questioning | 71 AA students from 9 programs | Students expressed concerns about lack of minority role models and difficulty establishing relationship with majority faculty as well as perception of being treated differently by White faculty |
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| Amaro et al. (2006) [22] | To determine diverse nursing students perceptions of educational barriers | Grounded theory methodology utilizing in-depth interviews | 17 ethnically diverse recent graduate RN’s | Student needs and barriers included: lack of time due to family responsibilities, lack of adequate finances, major academic difficulties—some related to academic background and language, and prejudice and discrimination |
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| Taxis (2006) [11] | To explore the experiences, perceptions, and factors that influence retention and graduation from a mostly White BSN program | Qualitative methodology utilizing questionnaire and face to face interviews, and focus group | Nine Mexican-American students in a predominately White BSN program or recent graduates | Identified barriers included financial situations that required working which resulted in inadequate time for rest, exercise, and study, not fitting in with Anglo peers, and difficulty functioning in two separate cultures including their predominately White university and their Mexican American peers and family |
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| Goetz (2007) [26] | Identify the barriers faced by students completing studies and to identify strategies used to manage or overcome barriers | Qualitative methodology utilizing interview—grounded theory approach | 12 Hispanic nurses and nursing students | Numerous barriers identified including: being ill-prepared for the difficulty and intensity of the nursing program, time management problems balancing home, school and work responsibilities, financial issues, family beliefs and cultural influences, inadequate academic preparation, and prejudices |
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| Rivera-Goba and Nieto (2007) [25] | To explore meaning and significance of mentoring during prelicensure program for Latinos in nursing | Phenomenological framework utilizing semistructured interviews | 17 Latina students or recent graduates | Marginalization was identified as a major challenge; feeling isolated or as if they lacked knowledge. Financial burdens were identified as a barrier. Faculty suggested students decrease amount of work although students needed to pay educational expenses as well as family expenses |
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| Bond et al. (2008) [20] | To identify perceived barriers and support for retention in nursing program | Qualitative—focus group studies with theory guided data analysis | 14 Mexican-American students All Hispanic | Findings included revealed barriers congruent with model components of financial issues, emotional and moral support issues, professional socialization issues, mentoring, technical support, and academic advising issues |
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| Coleman (2008) [12] | To explore academic and social experiences of AA students enrolled in a mostly White institution | Qualitative methodology utilizing semistructured interviews | 14 African-American students from a two-year community college | Four primary themes emerged including difference, coping, and survival, support systems, and institutional context as having significant influence on the experiences of the students |
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| Evans (2008) [27] | Compare and contrast perceptions concerning barriers between minority students and a comparison group of Anglo students | Descriptive qualitative utilizing semistructured interviews | 14 Hispanic and American Indian students | Barriers to success included: financial hardships and work-related issues, heavy family obligations, early difficulty relating to nonminority students and faculty, fear of academic failure, and lack of faculty contact |
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| Loftus and Duty (2010) [28] | To determine facilitators and barriers to successful completion of a BSN program | Naturalistic utilizing survey | 314 student participants:
White—276
Black/AA—16
Other minority—17 | Five barrier factors were identified including English language and computer skills, workload and pace of program, financial and family concerns, technology access (owning a computer or having internet access), and technology competence |
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