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Institutional characteristics, faculty rank and URM faculty representation.

Kendall M Campbell1, Ashley Collazo2, Xiaoying Yu3

  • 1Department of Family Medicine at the University of Texas Medical Branch, Galveston, TX, USA.

Journal of the National Medical Association
|February 14, 2025
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Underrepresented minority (URM) faculty in academic medicine show varied promotion trends across US medical schools. Institutional characteristics like region and ownership significantly impact URM faculty advancement, necessitating further investigation.

Keywords:
Academic medicineFaculty rankUnderrepresented minorities

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Area of Science:

  • Academic Medicine
  • Faculty Diversity
  • Health Professions Education

Background:

  • Underrepresented minority (URM) faculty are disproportionately concentrated in lower academic ranks compared to their well-represented peers.
  • This disparity has prompted medical institutions to implement changes in academic culture and climate.
  • This study offers a detailed analysis of URM faculty underrepresentation, examining longitudinal trends in academic rank.

Purpose of the Study:

  • To characterize URM faculty underrepresentation in US medical schools.
  • To evaluate longitudinal trends in faculty rank among URM faculty.
  • To analyze the influence of institutional characteristics on URM faculty promotion.

Main Methods:

  • Utilized data from the AAMC Faculty Roster and Organizational database.
  • Incorporated Mullan et al.'s social mission score.
  • Employed multiple adjusted Generalized Estimating Equation (GEE) models to assess trends by race/ethnicity, academic rank, and institutional factors.

Main Results:

  • URM faculty in the West show a higher rate of change (1.7%) compared to the South.
  • At the Instructor rank, the West shows increased change rates for Asian (6.3%), White (5.1%), and URM (5%) faculty versus the South.
  • URM faculty at Historically Black Colleges and Universities (HBCUs) experienced decreased change rates (-4.9%) at the Instructor level compared to predominantly white institutions.

Conclusions:

  • Significant variations exist in URM faculty trends based on region, ownership, institution type, social mission score, and research intensity.
  • Institutional characteristics differentially affect URM faculty at various academic ranks.
  • Further research is required to fully understand the reasons behind these observed differences in URM faculty advancement.