Anti‐racism structures in academic dentistry: Supporting underrepresented racially/ethnically diverse faculty

Abstract

Objectives The purpose of this paper is to describe the racialized barriers to recruiting and retaining historically underrepresented racially/ethnically diverse (HURE) faculty at U.S. dental schools and the linkages of these barriers to structural racism to assist dental schools in eliminating these hurdles through an antiracism framework. Methods Data is used to describe the trends in the racial/ethnic composition of dental school faculty and the parity gaps by race/ethnicity between dentists and the U.S. population. Literature on the recruitment and retention of faculty of color at higher education institutions is reviewed to identify challenges and best practices. Barriers to the full participation of HURE faculty, outlined in the American Dental Education Association's Faculty Diversity Toolkit, are also identified. Research on antiracism frameworks is also investigated to denote their uses and key components. Results There is a critical shortage of HURE faculty at dental schools and active HURE dentists in the U.S. A history of racism and its legacy reinforce biases, stereotypes, and power structures that harm HURE faculty at U.S. dental schools. An anti‐racism framework is needed to holistically eliminate inequities and racialized policies and practices that persists as barriers for HURE faculty. Conclusions Increasing the representation of HURE dentists in the workforce and dental school faculty requires a major disruption to culture and institutional practices that mask centuries of structural racism embedded within complex academic systems. Dental schools must use antiracism models to create strategic initiatives that support a humanistic, equitable, and antiracism environment where HURE faculty can thrive.

Professionalism and professional identity formation in dental students: Revisiting the professional role orientation inventory (PROI)

“…Recent PIF studies have enlightened our understanding across racial and ethnic identities of the contributions to PI antiracism and decolonized pedagogic frameworks have in the learning environment. 14,23,[34][35][36] This is of particular importance given this study's finding of lower Authority scores among Asian students. "A strong sense of Authority is seen in a person who believes their judgements and opinions ought to be respected" and more considered than others, also feeling "they know what's best for themselves and others in matters" of the profession and practice.…”

“…This is systemic racism and centuries‐old negative stigmatization of Black women's hair. Recent PIF studies have enlightened our understanding across racial and ethnic identities of the contributions to PI antiracism and decolonized pedagogic frameworks have in the learning environment 14,23,34–36 …”

Factors influencing applicants' rank order in the Genetic Counseling Admissions Match

“…To better appeal to and meet the needs of underrepresented applicants, programs should increase diversity among their faculty and fieldwork supervisors, as underrepresented applicants/students report that overrepresented program faculty are limited in what support they can offer to students when it is needed (Carmichael et al, 2021). In addition to JEDI efforts, strategic antiracism action plans could facilitate recruitment and retention of racially diverse faculty and supervisors, as well as prompt overall campus climate perception changes leading to increased student self‐confidence and learning outcomes (Nelson Laird, 2015; Smith et al, 2022). Further, programs should ensure equitable application requirements and interview opportunities to overcome barriers for underrepresented applicants, such as perceived biases, standardized testing scores, and associated costs (Cuenca et al, 2022; Joy, 2022; Yuen & Honda, 2019).…”