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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
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3

Ensuring the Advancement and Promotion of Black Faculty

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
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MaCalus V. Hogan, M.D., M.B.A., University of Pittsburgh Medical Center, moderated a session that was comprised of two medical school deans and the president of a college of engineering: George Q. Daley, M.D., Ph.D., Harvard Medical School; Augustine C. K. Choi, M.D., Weill Cornell Medicine; and Gilda A. Barabino, Ph.D., Olin College of Engineering. Dr. Hogan noted he himself is a mentee of workshop co-chair Randall Morgan and Roundtable chair Cato Laurencin, which he commented speaks to the power of mentoring.

HARVARD MEDICAL SCHOOL

Dr. Daley spoke about efforts at Harvard Medical School (HMS) to have a faculty that reflects the diversity of the patients served across the HMS system, including in affiliate hospitals. In late 2016, after his appointment as dean was announced but before he began, he identified diversity as one of his core priorities. It is central to, and written into, the strategic plan and mission statement.

To focus this effort, Dr. Daley constituted a task force chaired by Dr. Joan Reede, dean for diversity and community partnership, comprised of 36 administrators, staff, faculty, postdocs, and students. The task force recommended a comprehensive plan to convert HMS to become an institution of preference for candidates from diverse backgrounds. Four key goals were articulated: (1) developing people and infrastructure, (2) building community and belonging, (3) addressing culture and communication, and (4) ensuring accountability and generating new knowledge. This is the basis of the school’s Better Together Plan.1

The task force issued announcements throughout the process, with release of a comprehensive report in June 2020. Although coincidental,

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1 See https://hms.harvard.edu/about-hms/campus-culture/diversity-inclusion/bettertogether-plan.

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
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the timing was all the more meaningful in the context of national actions against racism, Dr. Daley observed. He noted,

Recognizing the challenges in a society that aspires to justice and fairness but falls short, deep societal rifts will not be alleviated by a short campaign. We at HMS have been dedicated to a longer-term struggle. Some days, I am overwhelmed at what needs to be done, but some days I am filled with hope as I see the steps we are taking.

In 2019, he and Dr. Reede held a series of meetings with affiliate hospitals’ CEOs and other senior leaders. “We put on the table the grim realities of the lack of progress we have made in representation in our faculty,” he said. “We challenged them to partner with us, both in recruiting and advancing URiM [underrepresented in medicine] faculty.” Harvard has the largest medical school in the nation, with 11,000 faculty members mostly working in affiliate hospitals. Eleven percent are full professors, 14 percent are associate professors, and most of the rest are assistant professors and instructors. Between January 2018 and September 2020, 82 URiM faculty were promoted: 57 to assistant, 16 to associate, and 7 to full professor. While the numbers are promising, progress must continue, he acknowledged. He and Dr. Reede have asked department heads to focus on URiM leadership opportunities. In the past year, three URiM faculty have been named to leadership positions in the affiliate hospitals: Nawal Nour, M.D., M.P.H.; Edward Rodriquez, M.D., Ph.D.; and Seun Johnson-Akeju, M.D. A virtual dinner was held to celebrate these promotions, and the three leaders shared their experiences. “We build strength by coming together as a community, supporting one another, and celebrating successes,” Dr. Daley commented.

HMS is also committed to supporting affinity groups, such as a new Black Postdoctoral Association and a Black Staff Caucus. Another new initiative focuses on the core basic science departments. In the last 10 faculty searches, excellent URiM candidates were not selected because of a focus on narrow scientific subspecialties. To counter the focus on scientific fit, he and department chairs launched what they call a cluster hire, which allows for hiring up to four positions in one round of recruitment. In addition to exceptional scholarship, they seek candidates who have a demonstrated commitment to the mission and values that include advancing diversity and inclusiveness. In the applicant pool of 680 applications to date for the cluster hires, at least 130 are from URiM candidates.

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

According to Dr. Daley, these efforts have inspired the affiliates to launch similar searches. The Office for Faculty Affairs is making meaningful strides to recognize dedication to diversity and inclusion as part of the promotions process. The Harvard CV template is being revised to reflect achievements in advancing diversity and anti-racism.

A committee on artwork and cultural representation is promoting a more inclusive climate on campus. Public works of art now include a portrait of Dr. William Augustus Hinton, the school’s first Black full professor. As an institution that is 238 years old, Harvard Medical School is steeped in history, Dr. Daley noted, but also must “recognize the missteps.” Guiding principles have been established to consider the school’s history, spaces, artwork, and how to commemorate individuals. Applying these principles, a student society named for Oliver Wendell Holmes (who admitted the first Black students in 1850 but expelled them the next year after white students and faculty protested) was renamed for Dr. Hinton.

“As scientists and physicians, we are constantly reviewing and critiquing to ensure we are making progress in our aspirations of social justice,” Dr. Daley said. He stressed the importance of being able to safely discuss mistakes in order to move forward and learn. A statement of mutual respect and public discourse (HMS, 2021) frames and guides discussions about such issues as diversity in clinical research, being a first-generation college student, the imposter syndrome, and microaggressions. Specialized fellowships, such as the Commonwealth Fund Fellowship in Minority Health (see Chapter 6 for information about this program), are preparing physicians, especially URiM physicians, to become leaders to transform health-care delivery systems, health equity, and the social determinants of health.

Dr. Daley concluded that it is critical to celebrate diversity and chart a course for improvement so the HMS community can nurture the best science, education, and service. “We need to remedy the pipeline problem in the biomedical and other STEM [science, technology, engineering, and mathematics] fields, interface better with patients and communities, and reduce health disparities,” he said, because “faculty are the cornerstone of Harvard Medical School.”

WEILL CORNELL MEDICINE

Dr. Choi discussed ongoing, new, and developing strategies to ensure the advancement and promotion of Black faculty at Weill Cornell Medicine (WCM). These strategies aim to enhance the culture of equity and belong-

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

ing, strengthen the pipeline, focus on faculty recruitment, optimize mentorship and career development, and engage board leadership and donors.

Current faculty composition is about 55 percent men and 45 percent women, Dr. Choi said. By race and ethnicity, “the numbers are not as good as we want them to be”: The faculty is 64 percent Caucasian, 28 percent Asian, and 7 percent URiM. In the past 4 or 5 years, resources have been invested to move the needle on faculty development. From 2016 to 2020, overall faculty numbers grew 16 percent (from 1,649 to 1,908). URiM faculty increased by 47 percent (from 111 to 163), and women faculty increased by 21 percent (from 721 to 874). Most are at the junior faculty level, especially assistant professors, and he said improvement is needed at all levels.

He said enhancing the culture of equity and belonging requires top-down, bottom-up, and peer-led efforts. The diversity dean sits on the Dean’s Leadership Council, and there are also two associate and two assistant deans for diversity. All departments hold seminars during the school’s Diversity Week. Other recent initiatives include WCM strategic planning to include diversity, Dean’s Diversity and Healthcare Disparity Research Awards, and governance through a newly formed Office of Institutional Equity. All faculty, staff, and students must complete anti-bias training, which he characterized at the 101 (basic) level with plans for 102 (more advanced) training in early 2021. Proactive efforts also include an anti-racism task force launched in 2020 and senior-level diversity champions in every department. There are also a number of Weill/Cornell pipeline programs from middle and high schools through college, medical/graduate school, and residency/postdoctoral to academic leaders.

Last year, funds were raised to launch a debt-free scholarship program, in perpetuity, for students with financial need. It covers all costs of attendance, not just tuition. Preliminary analysis of incoming 2020 students shows a significant increase of URiM students (from about 21 to 29 percent), American Association of Medical Colleges Fee Assistance program participants, and graduates of public universities compared with the previous 3 years, with no change in academic scores.

New programs are also aiming to transition to residents at the WCM Medical Center and then to WCM faculty positions, and to retaining WCM postdoctoral scholars as faculty. A linkage with City University of New York–Hunter College, as part of the Clinical and Translational Science Center, is being deepened, and a new relationship with a Historically Black College and University (HBCU) medical college is under development, Dr. Choi said.

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

Faculty recruitment prioritizes diversity as a marker of institutional excellence. It is built into the search committee process policies, and a program is being developed to support departments in recruiting diverse faculty. Mentoring and faculty development are important for all faculty, especially for URiM faculty, Dr. Choi said. A Mentoring Academy was established in 2018 to foster mentorship and sponsoring across career pathways. JumpStart Research Career Development, launched in 2019, provides seed funds to senior postdoctoral scholars and junior faculty to help in the transition to become independent scientists. Relaunched in 2020, Research Assistance for Primary Parents provides technical assistance to faculty who are primary caretakers of their children.

It is important to engage board leadership and donors, Dr. Choi said. There is now a Board Special Committee on Equity, Diversity and Inclusion that charges the board to advance initiatives in equity, diversity, and inclusion at WCM and in the delivery of health care. Dr. Choi stressed the “Equity and Social Justice ecosystem” consists of the range of groups and efforts at the student, faculty, staff, leadership, and board levels. “We want to continue to move the needle as a society and at Weill Cornell Medicine,” he said.

OLIN COLLEGE OF ENGINEERING

Dr. Barabino spoke more broadly about the advancement and promotion of Black faculty. She reminded participants that Black people make up 13 percent of the U.S. population but only 5 percent of faculty across all disciplines and 4 percent of new Ph.D.s in science and engineering, which undermines the health and well-being of the nation. The gap persists despite years-long interventions such as future faculty programs, fellowships, visiting professorships, professional development programs, and more.

To understand the reasons, she urged a focus on social-organizational factors that are institutional, environmental, and structural and that are deeply embedded and often overlooked. “The system needs to change, and we can start by challenging assumptions, also known as myths,” she stated. These assumptions include a presumed shortage of talent, presumed meritocracy, and a presumed link between diversity and inclusion. Related to presumed shortage of talent, although the numbers are low, there are many talented Black engineers and scientists from whom to draw, she said. The assumption of meritocracy can perpetuate inequities, reinforce privilege, and provide a convenient excuse for biased and unfair behavior.

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

She also challenged as false the assumption that inclusion automatically accompanies diversity.

Real change requires an inclusive culture, Dr. Barabino said. Creating an inclusive culture requires acceptance of the authenticity of the message, open dialogue followed by meaningful action, equitable adherence to policies and practices, recognition of scholarly contributions and behind-the-scenes contributions (sometimes referred to as a “cultural tax”), deep respect for cultures and cultural competence, and a proactive stance on righting wrongs. HBCUs can provide lessons, she said. HBCUs provide valuable examples for creating inclusive environments. She referred to her alma mater, Xavier University of Louisiana, as an example. Xavier has been described as a place that “nurtures its students and feeds their souls” with an emphasis on excellence, a supportive community, and leadership. Students are expected to succeed, and alignment of professional and racial identity go hand in hand. As important as discipline-based knowledge, she noted,

Socialization is critical for career advancement: that is, understanding the ways of practicing, understanding unwritten rules and norms, and understanding how to navigate the system. As you can imagine, this requires coaching from those already in the system.

Dr. Barabino and social scientist Dr. Cheryl Leggon led a research-driven project to unpack factors involved in the careers of minority women in academic engineering (Leggon and Barabino, 2015). Lessons learned include the importance of mentors, sponsors, and champions; the importance of communalism (free exchange of ideas), community, and community building to create a sense of belonging; and the importance of contextual and longitudinal data disaggregated by race/ethnicity and gender.

Beyond socialization, strategies to promote career advancement include recognition, informed and culturally competent faculty and administrators, and new models and styles of mentoring and advocacy, recognizing that there is no one-size-fits-all. “Leaders who are not of color often make assumptions about whether or not the person who does not look like them has been afforded the same networking and mentoring opportunities to advance their careers,” she observed. “They and all leaders must be open to learning and acting in ways that are supportive.” While same-race/same-gender mentoring is desirable, the dearth of minority faculty does not always make this possible. “We don’t necessarily have to have mentors and advocates from the same backgrounds, but we do need to have mentors and advocates who

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

understand the experiences, and we need leaders who hold themselves and others in their organizations accountable,” she observed. She also called for adjusted evaluation and reward systems, as well as restructured environments that ensure inclusivity and provide a supportive community for progression and for functional mentoring, networking, and collaboration.

Black faculty must navigate at the intersection of competence and authority, she said. They are often hypervisible when it comes to service and invisible when it comes to recognition and inclusion in collaborations or having their work cited. She also warned about a concept called “pet to threat,” described by Kecia Thomas (Thomas et al., 2013), in which junior faculty of color are embraced when first hired and given development opportunities but seen as tokens; then, when they start to excel, are perceived as upsetting the status quo by outperforming majority colleagues and as undeserving of awards or success. Their competence is often met with hostility, which impedes career progress.

Career advancement is attainable when these factors are addressed. “Black talent abounds,” she concluded. “Current and future Black leaders are ready. I invite everyone to join us.”

DISCUSSION

A participant commented on the MARC (Minority Access to Research Careers) Scholars funded by the National Institutes of Health. However well prepared the students are, they have not been accepted by Ph.D. programs or are advised to do a postbac program first at a higher rate than other students. Dr. Choi said he planned to look at the data related to MARC Scholars at his institution.

Dr. Hogan asked the participants what they see as the main challenges to promotion for Black and Latinx faculty and how to overcome the hurdles. Dr. Daley noted retention and promotion is a broad problem among all academic medicine faculty, but disproportionately occurs for faculty who are women and faculty of color. “We need targeted sponsorship programs that identify individuals as future leaders and target unique and empowering support to them,” he said, citing Harvard’s Commonwealth Fund Fellowship program in Minority Health Policy as an example.2 He continued, “We are also learning as a community that mentorship does not mean color-blind mentorship. It means targeted, unique strategies

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2 For more information, see https://cff.hms.harvard.edu/.

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

for supporting the needs of the scholars in our community.” A train-the-trainer model now provides better training about mentorship that speaks to the needs of the Black faculty. With the largest medical school faculty in the country, there are more than 600 faculty of color in the HMS system. “What we really need to do is continue to increase representation. We must create a safe haven community within community by bringing our physicians and scientific scholars of color together,” he said.

Dr. Barabino said many challenges to promotion are invisible, but they accumulate. “Biases, slights, challenges to authority, not being included in collaboration, these go unnoticed and unnamed,” she said. “They need to be made visible to talk about them.” She gave such examples as how criteria for success are set up, who is setting them up, and the subjectivity of evaluations. “It is cumulative, it wears people down over time but holds them back.” Courageous leadership, she pointed out, does not always translate and get put into action.

Dr. Daley referred to the observation by Dr. Barabino about having a system that recognizes microaggressions and provides remediation. A few years ago, he said, Harvard recognized that medical students, especially in the surgical subspecialties, were suffering mistreatment in many areas, including related to racism. A learning environment review was instituted in which students anonymously reported their experiences in their clinical clerkships, and the data were aggregated and shown to departments. “What we have seen is slow uptick in improved reporting from students,” he said. As learned from patient safety and quality improvement, feedback cannot be presented in a judgmental way with shame. “Think of it as a ‘Morbidity and Mortality Report’ for racism,” he said. “We need to be able to recognize our mistakes but have a blame-free culture of continuous improvement.”

Dr. Choi agreed with the top-down, bottom-up, and peer-led strategies discussed by Dr. Daley and Dr. Barabino. “It’s about being color blind but also seeing color,” he said.

Oftentimes, I get asked about a metric of success beyond the numbers. To me, one intangible metric of success is we have to get to the point that when you see a microaggression or racist behavior, it goes to the level of intolerance as when we view child abuse…. We’re not there yet. But during rounding in a hospital with an attending physician along with residents, interns, and students, if anyone sees a microaggression, they need to be able to get that issue

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

to the right place and not look the other way. We as a community are not there yet, but I think we are gearing toward that, and I think that is quite important.

Dr. Hogan asked about mentorship in scientific environments outside of hospitals and other medical settings. Dr. Barabino responded that the environment in which people are trained is important. Many students start out in a STEM field, often with the desire to give back to their communities, but they feel pushed out and leave. “We should provide an environment to show them how to excel,” she said. “Matching up goals with the environment that allows them to meet those goals will make a difference.” Instead, gatekeepers push people out. They need to understand the messages sent by their behaviors, such as through disparaging comments, not making eye contact in the classroom, or choosing how the institution represents itself.

Medicine and STEM in general are hard, added Dr. Daley, and it is a toil and travail to get through the schooling and training. Loss of research funding is a further challenge. “We have to recognize the challenges but also take steps to make careers in science and medicine more appealing for everyone, but in particular for those communities who are already underrepresented,” he said. He reiterated Dr. Barabino’s point about the need for role models so people facing these challenging fields can look up and can “see themselves” in outstanding leaders.

Dr. Choi noted his institution has an Office of Diversity and Inclusion. A sense of belonging is essential, but not a given. He disagrees with the assertion by some people that diversity and inclusion must be achieved before belonging can occur. “We need to achieve belonging and we are not there yet,” he said. “The sense of belonging is critical. What does it mean? It means we value what you say. It means, you will help us get better. That is our goal.” Culture is powerful, he added. “We have to get to a culture of equity.” He also commented that while the appointment of a person of color as a dean of diversity to sit on WCM’s leadership council was important, more people took note when the new dean of admissions named was a person of color.

Dr. Hogan thanked the presenters and asked the workshop co-chairs for additional comments. Dr. Reede reflected on both sessions so far. She noted it began with a grounding of the data by Dr. Poll-Hunter and Dr. Reid (see Chapter 2). Hearing from the leaders in this session showed movement from words of support for diversity to actions. “I am witnessing the growth of our leaders and what they see,” she said. “I heard many wonderful

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

ideas to carry this work forward and a clear message of intentionality, transparency, and accountability. We have been involved in these conversations for many years. We don’t need to repeat the same conversations, but need to move forward.”

Dr. Morgan noted when he and Dr. Reede planned the workshop, they agreed it could not cover the entire pipeline. This robust discussion proves the need to focus on academic institutions and transition points, and the role that one or two people can make in a person’s career. Creating the environment where people can belong is extremely important, and HBCUs also provide valuable lessons, he added.

REFERENCES

HMS (Harvard Medical School). 2021. Statement of Mutual Respect and Discourse at HMS. https://hms.harvard.edu/about-hms/campus-culture/statement-mutual-respect-publicdiscourse-hms.

Leggon, C., and G. Barabino. 2015. Socializing African American female engineers into academic careers: The case of the cross-disciplinary initiative for minority women faculty. Chapter 9 in J. B. Slaughter, Y. Tao, and W. Pearson, Jr. (eds.), Changing the Face of Engineering: The African American Experience. Baltimore: Johns Hopkins University Press.

Thomas, K. M., J. Johnson-Bailey, R. E. Phelps, N. M. Tran, and L. Johnson. 2013. Moving from pet to threat: Narratives of professional Black women. In L. Comas-Diaz and B. Green (eds.), The Psychological Health of Women of Color. Westport, CT: Praeger.

Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×

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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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Suggested Citation:"3 Ensuring the Advancement and Promotion of Black Faculty." National Academies of Sciences, Engineering, and Medicine. 2022. Mentoring of Black Graduate and Medical Students, Postdoctoral Scholars, and Early-Career Faculty in Science, Engineering, and Medicine: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26462.
×
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On December 7 and 8, 2020, the Roundtable on Black Men and Black Women in Science, Engineering, and Medicine of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop that examined how to strengthen mentoring and advising of Black students and professionals in science, engineering, and medicine. Presenters included faculty deans, social scientists who are experts in organizational and professional development, and program implementers. Throughout the workshop, individual presenters highlighted evaluation criteria used by successful pipeline programs, including statistics on recruitment, retention, and advancement; career and leadership accomplishments; and awards and publications. This publication summarizes the presentations and discussions of the workshop.

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