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Paris SE, Dinno A, Marr MC, Raz Link A, Lentz BL, Setthavongsack A, Espinosa SN, Shusterman G, Abel J, Harrison K, Hook J, Alvord TW, Richardson DM, Chase K, Marriott LK. Inclusive Approaches for Measuring Demographics of Underrepresented Populations in STEM and Biomedical Research Training Programs. JOURNAL OF STEM OUTREACH 2024; 7. [PMID: 39006760 PMCID: PMC11241867 DOI: 10.15695/jstem/v7i2.10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
As federal strategic plans prioritize increasing diversity within the biomedical workforce, and STEM training and outreach programs seek to recruit and retain students from historically underrepresented populations, there is a need for interrogation of traditional demographic descriptors and careful consideration of best practices for obtaining demographic data. To accelerate this work, equity-focused researchers and leaders from STEM programs convened to examine approaches for measuring demographic variables. Gender, race/ethnicity, disability, and disadvantaged background were prioritized given their focus by federal funding agencies. Categories of sex minority, sexual (orientation) minority, and gender minority (SSGM) should be included in demographic measures collected by STEM programs, consistent with recommendations from White House Executive Orders and federal reports. Our manuscript offers operationalized phrasing for demographic questions and recommendations for use across student-serving programs. Inclusive demographics permit the identification of individuals who are being excluded, marginalized, or improperly aggregated, increasing capacity to address inequities in biomedical research training. As trainees do not enter training programs with equal access, accommodations, or preparation, inclusive demographic measures can welcome trainees and inform a nuanced set of program outcomes that facilitate research on intersectionality to support the recruitment and retention of underrepresented students in biomedical research.
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Affiliation(s)
- S E Paris
- Oregon Health and Science University, Portland, OR
| | - A Dinno
- Portland State University, Portland, OR
| | - M C Marr
- Oregon Health and Science University, Portland, OR
| | | | - B L Lentz
- Oregon Health and Science University, Portland, OR
| | | | - S N Espinosa
- Oregon Health and Science University, Portland, OR
| | | | - J Abel
- Portland State University, Portland, OR
| | | | - J Hook
- Portland State University, Portland, OR
| | - T W Alvord
- Oregon Health and Science University, Portland, OR
| | | | - K Chase
- Oregon Health and Science University, Portland, OR
| | - L K Marriott
- Oregon Health and Science University, Portland, OR
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Lee JK, Levine RB, Yousem DM, Faraday N, Skarupski KA, Ishii M, Daugherty Biddison EL, Oliva-Hemker M. Commitment to inclusion: The importance of collaboration in gender equity work. WOMEN'S HEALTH (LONDON, ENGLAND) 2024; 20:17455057241252574. [PMID: 38742705 PMCID: PMC11095174 DOI: 10.1177/17455057241252574] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Revised: 03/12/2024] [Accepted: 04/16/2024] [Indexed: 05/16/2024]
Abstract
Despite decades of faculty professional development programs created to prepare women for leadership, gender inequities persist in salary, promotion, and leadership roles. Indeed, men still earn more than women, are more likely than women to hold the rank of professor, and hold the vast majority of positions of power in academic medicine. Institutions demonstrate commitment to their faculty's growth by investing resources, including creating faculty development programs. These programs are essential to help prepare women to lead and navigate the highly matrixed, complex systems of academic medicine. However, data still show that women persistently lag behind men in their career advancement and salary. Clearly, training women to adapt to existing structures and norms alone is not sufficient. To effectively generate organizational change, leaders with power and resources must commit to gender equity. This article describes several efforts by the Office of Faculty in the Johns Hopkins University School of Medicine to broaden inclusivity in collaborative work for gender equity. The authors are women and men leaders in the Office of Faculty, which is within the Johns Hopkins University School of Medicine dean's office and includes Women in Science and Medicine. Here, we discuss potential methods to advance gender equity using inclusivity based on our institutional experience and on the findings of other studies. Ongoing data collection to evaluate programmatic outcomes in the Johns Hopkins University School of Medicine will be reported in the future.
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Affiliation(s)
- Jennifer K Lee
- Office of Faculty, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
- Department of Anesthesiology and Critical Care Medicine, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
- Department of Pediatrics, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
| | - Rachel B Levine
- Office of Faculty, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
- Department of Medicine, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
| | - David M Yousem
- Office of Faculty, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
- Department of Radiology, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
| | - Nauder Faraday
- Office of Faculty, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
- Department of Anesthesiology and Critical Care Medicine, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
| | - Kimberly A Skarupski
- Office of Faculty, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
- Department of Medicine, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
| | - Masaru Ishii
- Office of Faculty, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
- Department of Otolaryngology, Head and Neck Surgery, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
- Department of Neurosurgery, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
| | - EL Daugherty Biddison
- Office of Faculty, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
- Department of Medicine, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
| | - Maria Oliva-Hemker
- Office of Faculty, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
- Department of Pediatrics, Johns Hopkins University School of Medicine (JHUSOM), Baltimore, MD, USA
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Chatterjee D, Jacob GA, Varvayanis SS, Wefes I, Chalkley R, Nogueira AT, Fuhrmann CN, Varadarajan J, Hubbard NM, Gaines CH, Layton RL, Chaudhary S. Career self-efficacy disparities in underrepresented biomedical scientist trainees. PLoS One 2023; 18:e0280608. [PMID: 36857379 PMCID: PMC9977038 DOI: 10.1371/journal.pone.0280608] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 01/04/2023] [Indexed: 03/02/2023] Open
Abstract
The present study examines racial, ethnic, and gender disparities in career self-efficacy amongst 6077 US citizens and US naturalized graduate and postdoctoral trainees. Respondents from biomedical fields completed surveys administered by the National Institutes of Health Broadening Experiences in Scientific Training (NIH BEST) programs across 17 US institutional sites. Graduate and postdoctoral demographic and survey response data were examined to evaluate the impact of intersectional identities on trainee career self-efficacy. The study hypothesized that race, ethnicity and gender, and the relations between these identities, would impact trainee career self-efficacy. The analysis demonstrated that racial and ethnic group, gender, specific career interests (academic principal investigator vs. other careers), and seniority (junior vs. senior trainee level) were, to various degrees, all associated with trainee career self-efficacy and the effects were consistent across graduate and postdoctoral respondents. Implications for differing levels of self-efficacy are discussed, including factors and events during training that may contribute to (or undermine) career self-efficacy. The importance of mentorship for building research and career self-efficacy of trainees is discussed, especially with respect to those identifying as women and belonging to racial/ethnic populations underrepresented in biomedical sciences. The results underscore the need for change in the biomedical academic research community in order to retain a diverse biomedical workforce.
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Affiliation(s)
- Deepshikha Chatterjee
- Department of Psychology, Baruch College and The Graduate Center, City University of New York, New York, NY, United States of America
| | - Gabrielle A. Jacob
- Department of Biostatistics and Epidemiology, School of Public Health, Rutgers University, Piscataway, New Jersey, United States of America
| | | | - Inge Wefes
- School of Medicine, CU Denver Anschutz Medical Campus, Aurora, CO, United States of America
| | - Roger Chalkley
- Department of Molecular Physiology and Biophysics, School of Basic Science, Vanderbilt University, Nashville, TN, United States of America
| | - Ana T. Nogueira
- Department of Pharmacology, Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| | - Cynthia N. Fuhrmann
- RNA Therapeutics Institute, Biochemistry & Molecular Biotechnology, & Morningside Graduate School of Biomedical Sciences, University of Massachusetts Chan Medical School, Worcester, MA, United States of America
| | - Janani Varadarajan
- BRET Office of Outcomes Research, The Office of Biomedical Research Education and Training, Vanderbilt University School of Medicine, Nashville, TN, United States of America
| | - Nisaan M. Hubbard
- Cell Biology & Physiology, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
- Biology Department, West Virginia University, Morgantown, WV, United States of America
| | - Christiann H. Gaines
- Department of Pharmacology, Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| | - Rebekah L. Layton
- Department of Pharmacology, Office of Graduate Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, United States of America
| | - Sunita Chaudhary
- Department of Surgical Oncology, Robert Wood Johnson Medical School, Research Education, Rutgers Cancer Institute of New Jersey, Rutgers, The State University of New Jersey, New Brunswick, New Jersey, NJ, United States of America
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