This Diversity Action Plan demonstrates how attention to diversity in education benefits both majority and minority populations. Institutions who are not striving to diversify their student body, faculty and curricula are limiting the learning capacity of their students. The guiding principles of the intuition’s Action Plan are faculty diversity, student diversity, curricular transformation, educational and professional training, campus and community climate, and community outreach and engagement.
‘“It is time to renew the promise of American higher education in advancing social progress, end America’s discomfort with race and social difference, and deal directly with many of the issues of inequality present in everyday life.”’
Michigan State University has highlighted an essential component of diversity; to build a community. Diversity in higher education is pointless without initiatives to foster support, success, and cohesive thought processes.
The purpose of a multicultural learning environment is to bridge experiences, values, beliefs, and perspectives. Students must understand that all things and people are interconnected, and this article suggests context, content, and teaching strategies to create multicultural learning environments efficiently.
Describes the results of interviews with underrepresented in medicine (URM) students and graduates at The University of Chicago Pritzker School of Medicine. The goal of the student was to identify potential strategies through which medical schools can support the success of URM medical students.
This article describes an innovative summer enrichment program based on a cascading mentorship model. The program was designed to give high school students a glimpse of life in medical school and enhance the teaching and leadership skills of underrepresented undergraduate and medical students.
This commentary from the Chief Diversity Officer of the Association for American Medical Colleges (AAMC) assesses the collective progress made by the nation’s medical schools and teaching hospitals in integrating diversity into their core strategic activities as well as highlighting areas for continued improvement.
summarizes the latest projects, publications, and partnerships including the Altering the Course: Black Males in Medicine initiative, the Summer Medical and Dental Education Program (SMDEP), AAMC Accelerating Health Equity, Advancing Through Discovery (AHEAD) initiative, and the 2015 Mid-Career Minority Faculty Development Seminar. Details of these programs, as well as additional data and resources can be found at: https://www.aamc.org/members/gdi/resources/
Describes the process by which the University of Pittsburgh linked the diversity and inclusion-related health science programs across the undergraduate campus, school of medicine, schools of the health sciences, clinical practice plan, and medical center in order to improve resource allocation and address health disparities in the community.
Highlights in-depth qualitative research conducted with institutions that have developed cluster hiring programs in order to transform higher education through the development of diverse research teams that will address some of society’s most complex challenges.
Details the results of the National Study on University Admissions in the Health Professions. The study was conducted to examine the impact of admissions strategies across multiple health professions in order to provide data regarding admissions practices intended to improve diversity in the health workforce.
Describes current and future strategies that have been developed at the College of Health Sciences and Human Services at the University of Texas-Pan American to prepare a culturally competent and ethnically diverse health care workforce that can meet the needs of a diverse population.
Describes the development and validation of the Diversity Engagement Survey, designed to assess the capacity for diversity and inclusion and leverage opportunities for improvement at academic medical centers (AMCs).
Presents the results of a survey of students attending three national medical student conferences. The survey was designed to elicit diverse medical students’ perceptions of and interest in careers in academic medicine.
Presents a review of the background and history of the Supreme Court’s decisions on race as a factor in university admissions decisions and examines the potential effects of Fisher on medical education specifically.
Presents the results of a survey of medical school faculty, comparing the experiences of underrepresented in medicine minority (URMM) faculty with those of non-URMM faculty related to leadership aspiration, inclusion, equity, diversity, and research.
The Health Care Institution, Population Health and Black Lives
A conceptual framework to address factors that contribute to racial disparities in health and treatment in health institutions and hospitals. The framework’s center is racism as a social determinate of health.
Breaking the Silence: Time to Talk About Race and Racism
An article explaining why health professions faculty are to be equipped to facilitate deep dialogue centering racism, internalized dominance, internalized oppression, and the invisibility of privilege. Therefore, HP administration and faculty must undergo programming that unequivocally identifies individual self-barriers and fears which cause them to avoid dialogues about race, racism and other essential conversations for HP students.
This multimedia webcast, created in collaboration with experts in the field of institutional culture, walks participants through the Diversity 3.0 Framework, explains what elements should be included in a comprehensive assessment of institutional culture and climate, and provides examples of how institutions might best utilize their findings to effect change. (Video Length: 34 minutes)