GSA-MAS Guidelines for the Structure and Functions of Minority Affairs Offices at U.S. Medical Schools*

Over the past two years, the Minority Affairs Section (MAS) of the Group on Student Affairs (GSA) has reviewed the structure and functions of minority affairs offices. Of grave concern to minority affairs representatives is stability of the office.

The enclosed document was developed, discussed by the MAS Coordinating Committee, discussed at the spring regional meetings, approved by the MAS Coordinating Committee, and approved by the GAS Steering Committee at its November, 1997 meeting for transmission to the COD leadership. The GSA and the MAS hope that the COD Administrative Board will consider distributing this document to medical schools to provide helpful information that could be used to develop plans for minority affairs offices or to review the functions of an existing office in ways that provide credibility for the office at this critical time.

Introduction

In 1975 the AAMC Committee on the Medical Education of Minority Group Students presented a position paper to the AAMC recommending the organization of a new group on minority concerns. This resulted in the establishment of the Minority Affairs Section within the Group of Student Affairs.

The GSA-MAS was established in recognition of the essential role minority issues play within academic medical centers. Most medical schools have a minority affairs representative whose duties and responsibilities cover a wide spectrum of activities in preparing minorities for a career in medicine. Initially, minority affairs representatives focused their attention on recruitment and retention of underrepresented minority students via visits to recruitment fairs, sponsoring summer and enrichment programs, etc. However, over time, the roles and job responsibilities of the MAS representatives have become more diverse and extensive. The specifics vary by job title and institution, and each school determines the most appropriate staffing pattern of their respective offices.

The changing roles and responsibilities of the MAS representative and the need for professional development led to the first Minority Affairs Professional Development Conference (PDC) in January 1994. The conference focused on the multiple demands in minority affairs. The opening plenary which set the stage was delivered by Dr. Bruce Ballard, "Minority Affairs--External Conflicts, Internal Conflicts: The Perpetual Struggle." He presented a list of essential knowledge and skills that would be necessary to function in minority affairs in the years to come. During this Conference three minority affairs office models were presented: Minority Affairs, Student Affairs and Faculty-Administrator. Within these three models the titles of the incumbent vary -- Program Associate, Director, Assistant Dean, Associate Dean, Assistant Vice Chancellor -- of Minority Affairs, of Student and Faculty Development, of Cultural and Ethnic Programs, of Diversity. With the recent attacks on affirmative action, the titles of the MAS representative have become more varied with less emphasis on minority affairs.

• Office of Minority Affairs Model
  In this model, the office primarily serves the needs of minority students which include recruitment, admission, academic support programs, academic progress, guidance and counseling and financial aid. It is necessary for the incumbent in this office to be knowledgeable about all aspects of student affairs. A disadvantage to this model is that, historically, funding is often soft money.
• Student Affairs Model
  In this model, the services are integrated into a single system. All student activities and services are housed in the office of student affairs. Minority affairs functions are less vulnerable to funding problems since the Student Affairs Office and its services are generally funded on hard money. An ethnically diverse staff is crucial. Professional staff must work with students irrespective of their ethnic/racial background.
• Faculty-Administrator Model
  Here, minority affairs activities are coordinated in the context of an office that provides support to the entire student body, faculty, and administrators and which are administered by a faculty member who usually serves in a part-time administrative position.
  

A follow-up survey to the 1994 PDC along with a survey of the southern region's minority affairs representatives was conducted in 1994 to determine the roles and responsibilities of MAS officers. As a result of these findings the Minority Affairs Coordinating Committee appointed an ad hoc committee to develop recommendations for a model job description for minority affairs officers.

Based on the recommendations from the ad hoc committee, the MAS concluded that it would be helpful to develop a document to provide guidance to schools that plan to establish a minority affairs office or wish to review the functions of that office. MAS realizes that the structure and mission of medical school administrations vary among institutions and that there is no one ideal model. Understanding the organizational structure of the institution plays an important part in defining the spheres of responsibilities of minority affairs officers. The minority affairs officers represent a wide range of professional and educational backgrounds such as physicians, educators, psychologists, social workers.

Thus the recommended characteristics are meant to provide guidance to institutions and are not intended to be prescriptive. Since minority affairs activities for some medical schools are carried out in central administrative units of a university, where appropriate "institution" will be used instead of medical school.

Proposed Guidelines for Minority Affairs Staffing at Medical Schools

In considering the organization of a minority affairs office and role of the minority affairs officer, an institution may wish to consider some or all of the following characteristics. This office and its staff are essential to the achievement of institution's goals and missions. Diversity is also an important goal of the medical school.

1. Responsibilities of Minority Affairs Officers:
   Regardless of the placement of the minority affairs officer in the organizational structure of the institution, the basic responsibilities should be consistent. The effectiveness of minority programs should be showcased in the Dean's Annual Report.
   
   Ideally,
   

   • The minority affairs officer should provide leadership for the Minority Affairs Program and be the lead person on issues related to recruitment, retention, counseling (academic, personal, and career) of minority students, and public relations as it relates to minority affairs.
   • The minority affairs officer should work closely with other administrators and the faculty to develop measurable goals and objectives for minority programs.
   • Depending on the institution, the role could encompass all minority programs that involve predoctoral and postgraduate education and faculty development.
   • Since student recruitment, retention, and counseling must have a close interface with other units of the institution, especially student affairs, the minority affairs officer should be an integral part of the institution's administration, fully participate in policy and program development as it relates to student affairs, and have access to student records.
     
     

2. Resources and Placement in the Administration of Minority Affairs Officers
   Depending on the institutional administrative structure, the minority affairs officer may have an autonomous office or be incorporated in another administrative office or academic unit. Although the minority affairs officer may report to another administrator on the institution;s administrative chart, it is critical for the minority affairs officer to have ready access to the Dean of the School of Medicine.
   
   To accomplish the goals of the position, it is recommended that minority affairs officers have:

   • a dedicated budget with appropriate control;
   • adequate support staff, appropriate office space and equipment which are important prerequisites for a successful program;
   • access to faculty, administrators, and staff who are integral to the success of minority programs; and
   • support and acceptance of the faculty to assure the success of the goals and objectives of minority programs.
   
   
   
Characteristics and Qualifications of Minority Affairs Officers:
Minority Affairs Officers should:
1. have a personality or leadership style suitable to a leadership role;
2. have experience and background that are generalizable within the scope of medical education;
3. have a sensitivity and appreciation for cultural diversity, and have personal experience with minority issues that impact academic progress in medical school. Experience in working with a diverse student populations, faculty and staff;
4. hold Faculty rank with teaching, clinical, and research responsibilities, if appropriate to the position description and/or the individual;
5. have allocated time and support for research and professional development necessary for retention and promotion in the institution if the position entails faculty status;
6. have essential knowledge and skills which include areas such as:
   • Awareness and/or knowledge of the preparation necessary to enter medicine;
   • Familiarity with financial aid issues and regulations;
   • Ability to provide professional, personal and social counseling;
   • Expertise in diversity and its impact;
   • Knowledge of and skill in working with the community;
   • Acquiring grant support and working withthe institution's development office; and
   • Knowledge of and working with legislators

Summary

Programs within minority affairs offices should be integrated into the Institution's mission and educational philosophy. Therefore, institutional commitment is important to the effective functioning of minority affairs officers and offices, irrespective of their location within the organizational chart of the institution.

It is hoped that these Guidelines will enhance the relationship between the minority affairs officers and their institutions as they pursue the common goal of improving medical education for all students.

*Approved by the AAMC Council of Deans' Administrative Board June 11, 1998

For more information:
Lily May Johnson
AAMC-Division of Diversity Policy and Programs
(202) 828-0573
lmjohnson@aamc.org

Vivian Harriday
AAMC-Division of Diversity Policy and Programs
(202) 828-0584
vharriday@aamc.org

Angela Moses
AAMC-Division of Diversity Policy and Programs
(202) 862-6203
amoses@aamc.org

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