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  3. Addressing The Minority Tax By Building Diversity Capital: A Case-based Discussion.
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  3. Addressing The Minority Tax By Building Diversity Capital: A Case-based Discussion.

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Addressing the Minority Tax by Building Diversity Capital: A Case-Based Discussion.

John P Sánchez1, Deion Ellis2, Veronica Plaza3

  • 1Dean, School of Medicine, Universidad Central del Caribe, School of Medicine; President, Building the Next Generation of Academic Physicians, Inc. (BNGAP Inc.).

Mededportal : the Journal of Teaching and Learning Resources
|June 23, 2025

View abstract on PubMed

Summary
This summary is machine-generated.

Minority tax burdens underrepresented health professionals with extra work. A workshop helped participants build diversity capital to address this tax and advance careers.

Keywords:
Case-Based LearningDiversityEquityFaculty AffairsFaculty DevelopmentInclusionMinority TaxRecruitment

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Area of Science:

  • Health Professions Education
  • Diversity, Equity, and Inclusion (DEI)
  • Medical Education

Background:

  • The concept of minority tax describes the uncompensated burden on underrepresented individuals in medicine, involving diversity work, mentorship, and emotional labor.
  • This tax can negatively impact academic performance, research time, and career advancement for minoritized faculty, staff, and trainees.
  • Existing educational materials rarely address minority taxation or strategies for converting DEI work into diversity capital.

Purpose of the Study:

  • To develop and evaluate a workshop aimed at educating health professions individuals about minority tax and diversity capital.
  • To equip participants with strategies for addressing minority tax by building diversity capital.
  • To foster institutional efforts toward mitigating minority taxation.

Main Methods:

  • A 60-minute workshop was designed using Kern's six-step model, focusing on minority tax, diversity capital, and mitigation strategies.
  • Educational delivery utilized virtual and hybrid formats, incorporating presentations, reflection exercises, and case-based discussions.
  • Workshop content included minority tax mitigation, value-based alignment, and tax reform approaches.

Main Results:

  • 103 individuals (faculty, residents, medical students, health professionals) participated; 37 completed pre- and post-evaluations.
  • A significant increase in learner confidence was observed across all learning objectives (p < .01) post-workshop.
  • Participants highly valued illustrative quotes on minority taxation and realistic case discussions on building diversity capital.

Conclusions:

  • The workshop effectively increased participants' confidence in understanding and addressing minority tax through diversity capital.
  • This educational intervention provides practical guidance for individuals to build diversity capital.
  • The findings support the need for both individual strategies and institutional systemic efforts to combat minority taxation.