From the NIH: A Systems Approach to Increasing the Diversity of the Biomedical Research Workforce

Valantine, Hannah A.; Lund, Patricia; Gammie, Alison E.

doi:10.1187/cbe.16-03-0138

Cited by 111 publications

(127 citation statements)

References 18 publications

(17 reference statements)

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“…This would require making faculty positions and work environments attractive and supportive to these scientists, ensuring the proper types of support (e.g. funding, mentorship and sponsorship) to allow URM postdocs to effectively progress to independence (Valantine et al, 2016), and ensuring institutional faculty recruitment, evaluation, and retention processes support scientists from all backgrounds (Gasman, 2016). Such efforts would have to take into account factors such as the broader landscape in which scientists from all backgrounds have greater career options (Nature, 2014), and the specific career development of women from URM backgrounds (Gibbs et al, 2014; Gibbs et al, 2013; National Research Council, 2013) who make up the majority of URM biomedical PhD graduates (National Science Foundation, 2015b).…”

Section: Discussionmentioning

confidence: 99%

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US

Gibbs

Basson

Xierali

et al. 2016

eLife

154

148

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Faculty diversity is a longstanding challenge in the US. However, we lack a quantitative and systemic understanding of how the career transitions into assistant professor positions of PhD scientists from underrepresented minority (URM) and well-represented (WR) racial/ethnic backgrounds compare. Between 1980 and 2013, the number of PhD graduates from URM backgrounds increased by a factor of 9.3, compared with a 2.6-fold increase in the number of PhD graduates from WR groups. However, the number of scientists from URM backgrounds hired as assistant professors in medical school basic science departments was not related to the number of potential candidates (R2=0.12, p>0.07), whereas there was a strong correlation between these two numbers for scientists from WR backgrounds (R2=0.48, p<0.0001). We built and validated a conceptual system dynamics model based on these data that explained 79% of the variance in the hiring of assistant professors and posited no hiring discrimination. Simulations show that, given current transition rates of scientists from URM backgrounds to faculty positions, faculty diversity would not increase significantly through the year 2080 even in the context of an exponential growth in the population of PhD graduates from URM backgrounds, or significant increases in the number of faculty positions. Instead, the simulations showed that diversity increased as more postdoctoral candidates from URM backgrounds transitioned onto the market and were hired.DOI: http://dx.doi.org/10.7554/eLife.21393.001

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Section: Discussionmentioning

confidence: 99%

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US

Gibbs

Basson

Xierali

et al. 2016

eLife

154

148

View full text Add to dashboard Cite

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“…Lack of progress in workforce diversity can contribute to the persistent racial/ number and quality of diverse faculty who are more likely to have a passion for, and commitment to, reducing health disparities. [11][12][13] The NIH Biomedical Research Workforce Pipeline Report 1 noted that 'mentorship' was among the top three most frequently noted pipeline issues. A number of mentoring programs for minority scholars address diversity in the research workforce; however, few, if any, focus on faculty of color at Historically Black Colleges and Universities (HBCUs) and other teaching-intensive institutions.…”

Section: Introductionmentioning

confidence: 99%

Theory-Informed Research Training and Mentoring of Underrepresented Early-Career Faculty at Teaching-Intensive Institutions: The Obesity Health Disparities PRIDE Program

et al. 2018

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Mentoring has been consistently identified as an important element for career advancement in many biomedical and health professional disciplines and has been found to be critical for success and promotion in academic settings. Early-career faculty from groups underrepresented in biomedical research, however, are less likely to have mentors, and in general, receive less mentoring than their majority-group peers, particularly among those employed in teaching-intensive institutions. This article describes Obesity Health Disparities (OHD) PRIDE, a theoretically and conceptually based research training and mentoring program designed for early-career faculty who trained or are employed at Historically Black Colleges and Universities (HBCUs). Ethn Dis. 2018;28(2):115-122; doi:10.18865/ed.28.2.115.

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“…Potential areas of scholarship include the impact of diversity on health sciences research; best practices in recruitment, retention, and career advancement; the impact of unconscious bias and stereotype threat on recruitment and retention; and strategies to sustain diversity. 8 …”

Section: Support Research Into the Science Of Diversitymentioning

confidence: 99%

“…7,8 2. Raise institutional awareness of the importance of diversity: Diversity brings a broader range of information, experiences, talent, and perspectives to the table.…”

Section: Strategies To Develop Diverse Leaders At Ahcsmentioning

confidence: 99%

Developing Diverse Leaders at Academic Health Centers: A Prerequisite to Quality Health Care?

et al. 2017

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From the NIH: A Systems Approach to Increasing the Diversity of the Biomedical Research Workforce

Abstract: The National Institutes of Health presents a systems approach to developing and sustaining a diverse biomedical workforce through interventions that promote successful transitions from training to career independence.

Cited by 111 publications

References 18 publications

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US

Theory-Informed Research Training and Mentoring of Underrepresented Early-Career Faculty at Teaching-Intensive Institutions: The Obesity Health Disparities PRIDE Program

Developing Diverse Leaders at Academic Health Centers: A Prerequisite to Quality Health Care?

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