Longitudinal Trends in Gender and Underrepresented Minority Representation Among United States Otolaryngology Faculty

This study aimed to characterize longitudinal trends in underrepresented in medicine (URiM) and gender representation among U.S. otolaryngology faculty, evaluate differences across academic ranks, and identify stages within the training‑to‑faculty pipeline where disproportionate URiM attrition occurs.

A retrospective cross‑sectional analysis of national faculty and trainee demographics was performed, using logistic regression to evaluate URiM and gender representation among faculty and linear regression to assess temporal trends across the applicant‑to‑faculty pipeline.

Academic otolaryngology departments affiliated with LCME‑accredited U.S. medical schools.

The study included otolaryngology faculty identified from AAMC Faculty Roster data from 2000 to 2024 (n = 47,216), residents and fellows from AAMC GME datasets from 2020 to 2025 (n = 10,463 and n = 428, respectively), and ERAS otolaryngology applicants from 2013 to 2024 (n = 8103).

From 2000 to 2024, URiM faculty increased from 4.0% to 7.4%, driven primarily by URiM women (1.0%-3.1%), while overall URiM increased at a slower rate (3.0%-4.3%). URiM representation increased most among full professors with smaller increases at lower ranks. Residents demonstrated significant annual increases in URiM representation (1.10% ± 0.10% per year; p < 0.001), while faculty increased more modestly (0.13% ± 0.01% per year; p < 0.001) and remained below U.S. population growth (0.32% ± 0.01% per year; p < 0.001). For women, representation increased similarly across applicants, residents, and faculty, in contrast to a slight decline in the US population.

Despite workforce expansion, gains in URiM representation among faculty were modest and largely driven by women. URiM growth was concentrated at senior ranks, with less progress among early‑career faculty. Analysis demonstrated divergence in URiM representation across stages, with faster increases among residents compared to faculty. These findings highlight the need for targeted interventions beyond early recruitment, particularly at the transition from residency to faculty, to ensure that gains in trainee diversity are reflected in the academic workforce.