Minority Faculty Voices on Diversity in Academic Medicine: Perspectives From One School

Abstract

Purpose To examine the perceptions and experiences of ethnic minority faculty at University of California–San Francisco regarding racial and ethnic diversity in academic medicine, in light of a constitutional measure outlawing race- and gender-based affirmative action programs by public universities in California. Method In 2005, underrepresented minority faculty in the School of Medicine at University of California–San Francisco were individually interviewed to explore three topics: participants’ experiences as minorities, perspectives on diversity and discrimination in academic medicine, and recommendations for improvement. Interviews were tape-recorded, transcribed verbatim, and subsequently coded using principles of qualitative, text-based analysis in a four-stage review process. Results Thirty-six minority faculty (15 assistant professors, 11 associate professors, and 10 full professors) participated, representing diversity across specialties, faculty rank, gender, and race/ethnicity. Seventeen were African American, 16 were Latino, and 3 were Asian. Twenty participants were women. Investigators identified four major themes: (1) choosing to participate in diversity-related activities, driven by personal commitment and institutional pressure, (2) the gap between intention and implementation of institutional efforts to increase diversity, (3) detecting and reacting to discrimination, and (4) a need for a multifaceted approach to mentorship, given few available minority mentors. Conclusions Minority faculty are an excellent resource for identifying strategies to improve diversity in academic medicine. Participants emphasized the strong association between effective mentorship and career satisfaction, and many delineated unique mentoring needs of minority faculty that persist throughout academic ranks. Findings have direct application to future institutional policies in recruitment and retention of underrepresented minority faculty.

Racial and Ethnic Minority Medical Students’ Perceptions of and Interest in Careers in Academic Medicine

“…This latter point is particularly important given that some institutional climates are reported as not valuing or supporting racial and ethnic minorities. 2,[15][16][17] …”

“…2,[4][5][6]9,11,17 Sixty-four percent of the medical students who responded to our survey, regardless of race or ethnicity, indicated interest in a career in academic medicine. They characterized performing teaching and research, activities central to academia, as positive influences on their interest.…”

Mentoring Programs for Underrepresented Minority Faculty in Academic Medical Centers

“…30,40,50 Establishing standardized programmatic guidelines that can be implemented nationally will not only help ensure the success of underrepresented individuals but also strengthen the country’s academic health care workforce.…”

Successful Efforts to Increase Diversity in a Cardiology Fellowship Training Program

“…He meets with each of them monthly to discuss overall career goals and has mentored them during research projects. Because URM faculty members often face challenges within academic medicine mirroring that of trainees, including limited senior mentorship and disparities in rates of promotion, [11][12][13] this type of time commitment has the potential to become too onerous for 1 faculty member, despite best intentions.…”