Starting Conversations toward Inclusion

Karanja, Faith; Bostic, Raegan R.; DaCrema, Danielle; Pacheco, Gustavo G.

doi:10.1016/j.cell.2020.09.003

Cited by 4 publications

(3 citation statements)

References 3 publications

(3 reference statements)

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“…Consistent with similar studies, our study shows UR respondents feel less like they were a part of the social and intellectual community during both their PhD and postdoctoral training ( Fisher et al, 2019 ; Stachl and Baranger, 2020 ). This finding is not particularly surprising, especially in light of the poignant personal stories recently shared from #BlackintheIvory hashtag on Twitter and other venues that illuminate this lack of inclusion in the research enterprise ( Armstrong et al, 2020 ; Dzirasa, 2020 ; Karanja et al, 2020 ; Odekunle, 2020 ). Sense of belonging has been shown to mediate desire to pursue further studies in a discipline ( Gardner, 2008 ; Good et al, 2012 ), and a feeling of isolation is related to higher attrition rates from PhD programs ( Lovitts, 2001 ; Herzig, 2004b ).…”

Section: Discussionmentioning

confidence: 90%

Factors That Influence Career Choice among Different Populations of Neuroscience Trainees

Ullrich

Ogawa

Jones-London

2021

eNeuro

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Specific groups have historically been, and continue to be, underrepresented in the biomedical research workforce, especially academia. Career choice is a multifactorial process that evolves over time; among all trainees, expressed interest in faculty research careers decreases over time in graduate school, but that trend is amplified in women and members of historically underrepresented racial and ethnic groups ( Golde and Dore, 2004 ; Fuhrmann et al., 2011 ; Sauermann and Roach, 2012 ; Gibbs et al., 2014 ; Roach and Sauermann, 2017 ). This work was designed to investigate how career interest changes over time among recent neuroscience PhD graduates, and whether differences in career interests are associated with social identity, experiences in graduate school and postdoctoral training, and personal characteristics. We report results from a survey of 1479 PhD neuroscientists (including 16% underrepresented scientists and 54% women scientists). We saw repeated evidence that individual preferences about careers in general, and academic careers specifically, predict current career interest. These findings were moderated by social identity and experiences in graduate school and postdoctoral training. Our findings highlight the important influence of the advisor in shaping a trainee’s career path, and the ways in which academic culture is perceived as unwelcoming or incongruent with the values or priorities of certain groups. They suggest several areas for positive growth, ways to change how we think about the impact of mentorship, and policy and programmatic interventions that extend beyond trying to change or “fix” the individual and instead recognize the systemic structures that influence career choices.

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Section: Discussionmentioning

confidence: 90%

Factors That Influence Career Choice among Different Populations of Neuroscience Trainees

Ullrich

Ogawa

Jones-London

2021

eNeuro

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“…Initiatives taken by individual AHCs to address institutionalized racism include (a) a reexamination and acknowledgment of institutional history, (b) initiating open, safe, and ongoing dialogues around inequity in medical care, education, and research, (c) training to recognize implicit bias, and (d) community partnerships to address social needs of marginalized patients (Karanja et al, 2020;Mateo & Williams, 2020;Morse & Loscalzo, 2020;Peek et al, 2020;Wilkins et al, 2021). Indigenous, African American, and Hispanic/Latino persons are less represented in the health care workforce not by chance but due to long-standing formal and informal discrimination.…”

Section: Evolution Of Academic Health Centersmentioning

confidence: 99%

Reckoning with Our Racist Past: An Academic Health Center’s Engagement with History and Health

Vetrovec¹,

Massey²,

Santen³

et al. 2022

MUJ

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Academic health centers (AHC) both contribute to and are influenced by the communities they serve. As part of a central commitment to improving human health, there is a need for AHCs to acknowledge their history related to race and racism, the resulting impact on current health disparities, and the disparate treatment of racial and minoritized communities. As AHC’s care for Black and Brown communities, they have a unique responsibility to redress their respective legacies of bias, discriminatory practices, and experimentation without consent. One way to achieve this is to provide learning opportunities for in-depth engagement with students, faculty, staff, health care providers, and community members in conversations regarding racial equity, which are essential to shaping and impacting change at an individual and institutional level. Virginia Commonwealth University in Richmond, Virginia, launched a new initiative, History, and Health; Racial Equity, designed to (a) increase awareness of our institution’s history, impact, identity, and culture, and (b) support meaningful conversations around history, health equity, structural racism, and health sciences education. Urban and metropolitan universities may learn from and replicate this program and encourage such conversations in their communities.

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“…New approaches grounded in equity must be implemented and evaluated within every domain of medical education, including admissions, 31,82–84 curricula, 85–88 assessment strategies, 89 the learning environment, 90,91 and institutional culture. 78,92 Although some of these changes will be visible and publicly celebrated, 93 small innovations are just as important. 94 The interventions within our walls must also be accompanied by transformative change in the relationships between academic medical centers, the people that they employ, and the communities they serve.…”

Section: Advancing a Framework For Antiracism In Medical Education: S...mentioning

confidence: 99%

Diversity Is Not Enough: Advancing a Framework for Antiracism in Medical Education

2021

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Medical students, residents, and faculty have begun to examine and grapple with the legacy and persistence of structural racism in academic medicine in the United States. Until recently, the discourse and solutions have largely focused on augmenting diversity across the medical education continuum through increased numbers of learners from groups underrepresented in medicine (UIM). Despite deliberate measures implemented by medical schools, residency programs, academic institutions, and national organizations, meaningful growth in diversity has not been attained. To the contrary, the UIM representation among medical trainees has declined or remained below the representation in the general population. Inequities continue to be observed in multiple domains of medical education, including grading, admission to honor societies, and extracurricular obligations. These inequities, alongside learners’ experiences and calls for action, led the authors to conclude that augmenting diversity is necessary but insufficient to achieve equity in the learning environment. In this article, the authors advance a 4-step framework, built on established principles and practices of antiracism, to dismantle structural racism in medical education. They ground each step of the framework in the concepts and skills familiar to medical educators. By drawing parallels with clinical reasoning, medical error, continuous quality improvement, the growth mindset, and adaptive expertise, the authors show how learners, faculty, and academic leaders can implement the framework’s 4 steps—see, name, understand, and act—to shift the paradigm from a goal of diversity to a stance of antiracism in medical education.

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Starting Conversations toward Inclusion

Cited by 4 publications

References 3 publications

Factors That Influence Career Choice among Different Populations of Neuroscience Trainees

Factors That Influence Career Choice among Different Populations of Neuroscience Trainees

Reckoning with Our Racist Past: An Academic Health Center’s Engagement with History and Health

Diversity Is Not Enough: Advancing a Framework for Antiracism in Medical Education

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