Promoting introductory knowledge of neuropsychology to underrepresented minority students: findings from 2 years of New2Neuropsychology (N2N) networking events

INTRODUCTION: Neuropsychology has historically lacked inclusion of trainees and professionals from underrepresented minoritized (URM) backgrounds. Recruitment and retention of students from diverse backgrounds is critical to improving the quality of neuropsychology practice and science, ensuring ongoing accessibility and maintaining relevance in the healthcare marketplace. New2Neuropsychology (N2N) has hosted Meet & Learn networking events to address this pathway problem. The current study aimed to (1) examine the impact of these events on students' knowledge and interest in neuropsychology, (2) explore perceived barriers to pursuing a career in neuropsychology, and (3) compare findings between N2N networking events and educational presentations. METHOD: = 25; 77% female; 77% belonged to a URM group; 45% fifth year undergraduate or post-baccalaureate). A sample of 48 attendees completed both pre- and post-event surveys. One-way ANOVA and t-tests examined the study aims. RESULTS: Networking event attendees reported increased knowledge about the field and confidence in their ability to become a neuropsychologist. Fifth year undergraduate students and post-baccalaureates reported an increase in their likelihood of pursuing neuropsychology following the event relative to upper- and underclassmen, though, with no differences among students with or without a URM background. Students who attended the networking events were more interested in pursuing neuropsychology at baseline compared to students who attended the educational presentations, while students who attended educational presentations reported learning more about the field after the presentation. Finances were identified as the primary barrier to pursuing a career in neuropsychology at both types of events. CONCLUSIONS: Findings provide preliminary support for the positive impact of N2N networking event programming and highlight areas for organizational development, including capturing students across interest groups and training stages, financial support and connection to training opportunities, and incorporation of qualitative and longitudinal data.