Faculty belonging and satisfaction in pharmacy education is associated with institutional equity efforts

Workplace climate plays a significant role in fostering employee satisfaction and sense of belonging. This study investigates faculty members' perceptions of their schools' climate with respect to diversity, equity, inclusion, and anti-racism (DEIA), whether faculty perceptions of institutional DEIA efforts are associated with faculty satisfaction and inclusion, and whether these associations differ by institutional or personal characteristics.

A national cross-sectional survey of faculty members of the American Association of Colleges of Pharmacy was conducted. Faculty perceptions of their institutions' levels of DEIA were measured using a validated scale. Faculty also quantified their school/college of pharmacy's (S/COP's) DEIA efforts across five categories (Structure, Policies and Procedures, Resources, Academic Equity, Faculty Development) and indicated their level of satisfaction with the extent of these efforts. Demographics, personal allyship (measured using a validated scale), and institutional characteristics were also measured.

Faculty perceived moderate levels of DEIA at their institutions. The greater DEIA efforts were perceived at the S/COPs, the more faculty felt belonging at and satisfied with their institutions' efforts. This was especially true for faculty with strong personal allyship values. Also, faculty involved in administration perceived greater equity than assistant and associate professors. There was no evidence of negative consequences of institutional DEIA efforts.

On average, S/COPs were perceived to have moderately good climates with respect to DEIA. When faculty perceive their institutions to be making greater DEIA efforts, they are more satisfied and feel more included. The results suggest positive impacts of S/COP DEIA efforts on faculty members.