Racial and Ethnic Diversity at Medical Schools…
Racial and Ethnic Diversity at Medical Schools — Why Aren’t We There Yet?
List of authors.
National discourse has galvanized organizations throughout society to identify and address inequities based on race and ethnic group. In medicine, diversity at all levels — from the frontline workforce to executive suites and from classrooms to laboratories — is an essential component of efforts to achieve equity. More than a decade ago, one of us examined data from the Faculty Roster of the Association of American Medical Colleges (AAMC) and found minimal progress in the proportion of medical school faculty belonging to racial and ethnic groups that are underrepresented in medicine (URM).1 Such trends disappear or are reversed when shifting U.S. population dynamics are accounted for. Similar stagnation in the relative diversity of medical school matriculants has been reported.2 Recent AAMC data suggest little improvement in representation among faculty: 5.5% of medical school faculty are Hispanic, Latinx, or of Spanish origin; 3.6% are Black or African American; and 0.2% are Native American or Alaskan Native.3
Why has there been little or no progress in this area? For one thing, it’s challenging to make progress while overlooking a root cause of disparities, and academic medical institutions have focused disproportionately on the lack of qualified URM applicants. Because of this narrow focus, leaders haven’t developed a more comprehensive understanding of the structural inequities and system-level biases that prevent recruitment, retention, and advancement of highly talented students, trainees, and faculty from underrepresented groups. Structural inequities and system-level biases privilege White students and those from wealthy backgrounds who have access to high-performing elementary and high schools. (continues)
Doctors of different ages and races. Different doctors icons set. Nurse, ENT, pediatrician. Family doctor. Vector illustration