Two Latinx, Non-Tenure Clinical Faculty Navigating Academia: A Roadmap to Diversity and Inclusion in Academia

Increased diversity in academic institutions may potentially result in more diversity seen in practicing clinicians. Colleges and universities have recently implemented strategies to diversify their faculty. However, current efforts and scholarly publications are often limited to recruitment and retention strategies. This article aims to provide a comprehensive DEI (diversity, equity, and inclusion) critique on professional development through the personal journey of two Latinx physical therapists in higher education on a non-tenured, clinician-educator track. A personal narrative of the two authors examines some barriers and challenges faced, as well as accounting for catalysts that facilitated their professional development at a tier one academic institution. These perspectives follow the model principles adopted by the University of Pittsburgh. Program for underrepresented minority (URM) faculty members, which considers URM educational background, recruitment, retention, research opportunities, community building, counseling, mentoring, scientific writing, and scientific presentation skills training. To create conditions where URM individuals can thrive, organizations should resist using a "quick fix" by only attempting to hire diverse individuals and fill a quota. Professional development efforts should assess failures and accomplishments, fostering an environment of trust to address the specific needs of URM faculty members to ensure their success in their academic journey.