Addressing the gate blocking of minority faculty

Amaechi, Octavia; Foster, Krys E.; Tumin, Dmitry; Campbell, Kendall M.

doi:10.1016/j.jnma.2021.04.002

Cited by 18 publications

(30 citation statements)

References 20 publications

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“…[20][21][22] This gap in the literature is particularly important in light of increased institutional awareness of the need to support diversity, equity, and inclusion (DEI) efforts. [23][24][25][26][27][28][29] Additionally, while studies of implicit and explicit bias training exist, we are not aware of any comprehensive interventions or curricula for faculty that target the many facets and effects of anti-Black racism in AM. [30][31][32][33] Furthermore, little has been published on how leaders in the field of anti-Black racism envision an antiracist intervention for AM.…”

Section: Introductionmentioning

confidence: 99%

Perspectives on Anti-Black Racism and Mitigation Strategies Among Faculty Experts at Academic Medical Centers

et al. 2022

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IMPORTANCEBlack faculty and trainees remain underrepresented in academic medicine because of systemic racism. Years of diversity and inclusion efforts have not succeeded in eliminating the unique challenges faced by Black faculty in academic medicine. OBJECTIVES To elicit expert faculty perspectives on anti-Black racism in academic medicine based on lived and/or professional experience and to solicit recommendations for an intervention for faculty to dismantle anti-Black racism within academic medical centers. DESIGN, SETTING, AND PARTICIPANTS This qualitative study included semistructured interviews with experts in understanding and dismantling anti-Black racism within academic medical centers. Participants had expertise in anti-Black racism through their lived experience as a Black faculty member and/or professional experience in diversity, equity, and inclusion efforts. Participants were recruited from academic medical centers from around the United States. Interviews were conducted through an online meeting platform, audio recorded, transcribed verbatim, and subsequently coded following an inductive qualitative description approach. Interviews were completed between October 2020 and March 2021. MAIN OUTCOMES AND MEASURES Outcomes include the experiences of Black faculty and trainees in academic medicine and recommendations for developing an intervention to dismantle anti-Black racism within academic medicine. RESULTS A total of 16 participants completed this study; most identified as Black or African American (9 [56%]) and female (10 [63%]). Results were sorted into 2 content domains, with several themes within those domains: (1) barriers faced by Black faculty and trainees and potential solutions and (2) recommendations for an intervention directed at faculty to dismantle anti-Black racism in academic medicine. Barriers faced by Black faculty and trainees included lack of representation; challenges with the recruitment, retention, and promotion of Black faculty; and experiences of microaggressions and overt racism. Participants suggested that an intervention should have a comprehensive learning objective; be mandatory for all faculty, with the exception of Black faculty; draw from outside expertise; and receive allocation of resources and funding equal to other important training modules. CONCLUSIONS AND RELEVANCE The findings of this study affirm prior work about the unique challenges faced by Black faculty and trainees in academic medicine because of interpersonal and institutional racism and build on this prior work by soliciting recommendations to guide intervention development. An intervention to dismantle anti-Black racism within academic medicine is urgently needed and will require leadership buy-in and financial commitments from institutions for effective development and implementation.

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Section: Introductionmentioning

confidence: 99%

Perspectives on Anti-Black Racism and Mitigation Strategies Among Faculty Experts at Academic Medical Centers

et al. 2022

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“…35 To date, little attention has focused on redistributing these DEI efforts. 36 The minority tax is exacted after energy has already been sapped by the corrosive effects of racism, the daily strain of representing one’s race/ethnicity, and the unease of conforming to normative pressures 37 ( Figure 2 ). Microaggressions, exclusion, feelings of being invisible or isolated, and having fewer outlets for mentorship all deplete resources.…”

Section: Unpacking the Minority Taxmentioning

confidence: 99%

Tackling the Minority Tax: A Roadmap to Redistributing Engagement in Diversity, Equity, and Inclusion Initiatives

Faucett

Brenner

Thompson

et al. 2022

Otolaryngol.--head neck surg.

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Academic medical centers striving to implement diversity, equity, and inclusion (DEI) and antiracism initiatives often ask faculty to volunteer substantial time to committee work, recruitment, mentoring, community, and administrative responsibilities. These requests are not in lieu of current workload and seldom count toward scholarship; the service may go unrecognized, unrewarded, and uncompensated. URiM faculty (underrepresented in medicine) providing such service thus pay a minority tax when precious time is syphoned away from career-advancing activities and personal growth. The resulting strain on available resources has social, psychological, and monetary ramifications that can undermine the long-term objectives of DEI initiatives. We examine the facets of the minority tax, consider the current state of diversity, and present a roadmap to redistribute, reform, and reduce URiM taxation through shared engagement in DEI initiatives. Key interventions include ascribing value to DEI efforts, implementing evidence-based policies to reduce bias, and promoting mentorship, sponsorship, and allyship.

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“…Distance traveled describes differences among faculty in the path to their present position; for many URM faculty, arriving at this position entailed more tasks than for non-URM faculty [ 19 ]. This may mean having to work during high school, college, or even medical school to help meet financial obligations at home; taking extended leaves of absence to care for loved ones; dealing with health, legal, or educational challenges that impede academic progress, etc.…”

Section: Glossary Of Concepts In Equity Diversity and Inclusion In Ac...mentioning

confidence: 99%

“…Gate Blocking describes the result of institutional actions and institutional neglect in the setting of institutional racism that essentially blocks the gate of progress or advancement for underrepresented faculty in academic medicine [ 19 ]. Underrepresented minority faculty are gate blocked from promotion and tenure and leadership opportunities and can be subjected to pseudo-leadership and minority and gratitude taxation (see below).…”

Section: Glossary Of Concepts In Equity Diversity and Inclusion In Ac...mentioning

confidence: 99%

“…Underrepresented minority faculty are gate blocked from promotion and tenure and leadership opportunities and can be subjected to pseudo-leadership and minority and gratitude taxation (see below). Institutional action or inaction leads to feelings of imposter syndrome and reverse imposter syndrome for underrepresented minority faculty [ 19 ]. This phenomenon can be experienced in any situation where academic promotion is controlled by institutional leaders, and underrepresented minority faculty can be tokenized.…”

Section: Glossary Of Concepts In Equity Diversity and Inclusion In Ac...mentioning

confidence: 99%

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Towards a common lexicon for equity, diversity, and inclusion work in academic medicine

et al. 2022

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Differential rewarding of work and experience has been a longtime feature of academic medicine, resulting in a series of academic disparities. These disparities have been collectively called a cultural or minority “tax,” and, when considered beyond academic medicine, exist across all departments, colleges, and schools of institutions of higher learning–from health sciences to disciplines located on university campuses outside of medicine and health. A shared language can provide opportunities for those who champion this work to pool resources for larger impacts across the institution. This article aims to catalog the terms used across academic medicine disciplines to establish a common language describing the inequities experienced by Black, Latinx, American Indian/Alaska Native and Native Hawaiian/Other Pacific Islander, Women, and other underrepresented people as well as queer, disabled, and other historically marginalized or excluded groups. These ideas are specific to academic medicine in the United States, although many can be used in academic medicine in other countries. The terms were selected by a team of experts in equity, diversity, and inclusion, (EDI) who are considered national thought leaders in EDI and collectively have over 100 years of scholarship and experience in this area.

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Addressing the gate blocking of minority faculty

Cited by 18 publications

References 20 publications

Perspectives on Anti-Black Racism and Mitigation Strategies Among Faculty Experts at Academic Medical Centers

Perspectives on Anti-Black Racism and Mitigation Strategies Among Faculty Experts at Academic Medical Centers

Tackling the Minority Tax: A Roadmap to Redistributing Engagement in Diversity, Equity, and Inclusion Initiatives

Towards a common lexicon for equity, diversity, and inclusion work in academic medicine

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