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Limitations on diversity in basic science departments.

Phoebe S Leboy1, Janice F Madden

  • 1Department of Dental Biochemistry, University of Pennsylvania, Philadelphia, PA, USA.

DNA and Cell Biology
|July 11, 2012
PubMed
Summary
This summary is machine-generated.

Academic medical schools struggle with faculty diversity, remaining at stage 3 of diversity efforts. This results in lower representation of women and Black faculty in science departments compared to university science departments.

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Area of Science:

  • Academic Medicine
  • Faculty Diversity
  • Higher Education Research

Background:

  • Over 30 years of diversity initiatives in academia have progressed through four stages.
  • Current efforts focus on pipeline, affirmative action, mentoring, and institutional transformation.

Purpose of the Study:

  • To assess the current stage of diversity efforts in research-intensive basic science departments at U.S. medical schools.
  • To compare faculty diversity in medical school science departments with non-medical university science departments.

Main Methods:

  • Review of web-based records for research-intensive departments.
  • Comparison of faculty demographics (women, Black faculty) between medical and non-medical university science departments.

Main Results:

  • Research-intensive basic science departments in highly-ranked U.S. medical schools appear to be "stuck" at stage 3 of diversity efforts.
  • These medical school science departments have a lower proportion of women and Black faculty compared to similarly research-intensive university science departments.

Conclusions:

  • Differences in faculty diversity may stem from differing expectations for faculty productivity between medical school and university-based science departments.
  • Institutional transformation (stage 4) is needed to further advance faculty diversity in academic medical science departments.