Analysis in Brief
Each online issue of Analysis in Brief (AIB) tackles an academic medicine research topic, and presents a two-page, easy-to-read snapshot of the AAMC’s data collection and research activities. Topics are selected through a peer-review process and support the association’s strategic research agenda. The reports not only present data, but also provide context on the issues, interpretation of results and trends, and discussion of the policy and practical implications of the results—all of which may help to facilitate institutional and policy improvements at medical schools and teaching hospitals.
In addition to the latest issue highlighted here, you can access the Analysis in Brief archives and download the free PDF reports.
Women faculty in academic medicine and STEM fields face barriers in their career advancement. Emerging studies suggest that women of color may face unique barriers, including those related to the intersection of gender and race. This Analysis in Brief (AIB) presents the numbers and proportions of full-time faculty who are women of color by faculty rank and by department chair status in U.S. medical schools using AAMC Faculty Roster data. Results show that in 2015, women faculty make up more than one-third of the U.S. full-time faculty workforce (39 percent) with women of color making up 28 percent of all women faculty. Similar proportions are seen for women faculty within most, but not all, racial and ethnic categories (see Table 1). Women may be a majority, or a near majority, of faculty within their racial or ethnic group yet, importantly, may still be underrepresented in higher faculty ranks and leadership roles. In 2014, of all chairs, about 14 percent were women; women of color represented 3 percent of all chairs and 18 percent of all women chairs. Addressing intersecting identities is important in understanding the experiences of individuals belonging to more than one minority group, including experiences of bias. Institutional leaders and administrators may benefit from knowing these numbers because they could then develop and refine institutional interventions that address barriers to advancement and equity.