Date of Award

3-2017

Document Type

Dissertation

Degree Name

Ed.D.

Keywords

Underrepresented minority faculty, URM, faculty of color, academic medicine, higher education, diversity, inclusion, inclusive excellence, culturally engaging campus environments, socialization, mentoring, faculty development

Department

Higher Education

First Advisor

Judy Kiyama, Ph.D.

Second Advisor

Frank Tuitt, Ed.D.

Third Advisor

Sam Museus, Ph.D.

Abstract

The doctoral research examines the experiences and perceptions of underrepresented minority faculty in academic medicine through a case study approach. The study focuses on several stages as presented through a model referred to as the faculty life cycle. Specifically, the study addresses the socialization, mentoring, and professional development experiences of URM faculty in academic medicine. How do URM faculty experience their environment, culture, and climate in academic medicine? And what is their perception of the impact of diversity and inclusion initiatives and offices in academic medicine? This study utilizes the conceptual frameworks of Inclusive Excellence (IE} and Culturally Engaging Campus Environments (CECE}. Analysis of the experiences and perspectives is accomplished through an intentional view of the organization (IE} while simultaneously examining the importance of culturally relevant environments in academic medicine (CECE}. Findings demonstrate that socialization, mentoring and faculty development are of extreme importance to URM faculty in academic medicine in ways that affect their perspectives on diversity and inclusion, organizational structures, culture and climate, and academic advancement. The findings describe a "win or lose" academic medicine culture and institutional climate plagued with challenges and misalignment with URM faculty values. Moreover, socialization into academic medicine impacts URM faculty sense of belonging and identity, and demand extraordinary self-agency and resilience. Identity as "URM faculty" is forced upon by the institution and adversely adds another layer to already complex intersectionalities. URM faculty mentoring is enriched by informal mentoring and shapes their own identities as mentors. Furthermore, URM faculty need development programs that acknowledge the differences in experience and create spaces for networking, affirmation and accountability. Overall, these experiences relayed by URM faculty voices inform the institution and academic medicine about its environment. Conclusions and recommendations craft the next research and practical agendas in support of URM faculty in academic medicine.

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