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. 2018 Jan 16;13(1):e0190606.
doi: 10.1371/journal.pone.0190606. eCollection 2018.

Survey of checkpoints along the pathway to diverse biomedical research faculty

Lindsay C Meyers  1 , Abigail M Brown  1 , Liane Moneta-Koehler  1 , Roger Chalkley  1   2
Affiliations

Survey of checkpoints along the pathway to diverse biomedical research faculty

Lindsay C Meyers et al. PLoS One. .

Abstract

There is a persistent shortage of underrepresented minority (URM) faculty who are involved in basic biomedical research at medical schools. We examined the entire training pathway of potential candidates to identify the points of greatest loss. Using a range of recent national data sources, including the National Science Foundation's Survey of Earned Doctorates and Survey of Doctoral Recipients, we analyzed the demographics of the population of interest, specifically those from URM backgrounds with an interest in biomedical sciences. We examined the URM population from high school graduates through undergraduate, graduate, and postdoctoral training as well as the URM population in basic science tenure track faculty positions at medical schools. We find that URM and non-URM trainees are equally likely to transition into doctoral programs, to receive their doctoral degree, and to secure a postdoctoral position. However, the analysis reveals that the diversions from developing a faculty career are found primarily at two clearly identifiable places, specifically during undergraduate education and in transition from postdoctoral fellowship to tenure track faculty in the basic sciences at medical schools. We suggest focusing additional interventions on these two stages along the educational pathway.

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Conflict of interest statement

Competing Interests: The authors have declared that no competing interests exist.

Figures

Fig 1
Fig 1. Increase in numbers of earned bachelor’s degrees in biological sciences by URM students.
The left y-axis shows the number of earned bachelor’s degrees in biological sciences by ethnic group and the right y-axis shows the percentage of URM students who comprise the population of US citizen degree recipients in the field of biological sciences.
Fig 2
Fig 2. Calculated number of doctoral students enrolled in biological sciences graduate programs.
The left y-axis shows the estimated total doctoral population enrolled in biological sciences graduate programs grouped by ethnicity and the right y-axis shows the percentage of the population comprised of URM students (US citizens in the denominator).
Fig 3
Fig 3. Earned doctorates in biological sciences programs.
Number of awarded doctoral degrees and percent awarded to URM students. The left y-axis shows the number of earned doctorates in biological sciences by ethnicity and the right y-axis shows the percentage of the population composed of URM students.
Fig 4
Fig 4. Earned doctorates in specific biomedical research fields.
This includes degrees in Biochemistry, Bioinformatics, Biomedical sciences, Biophysics, Cancer biology, Cell/cellular biology and histology, Immunology, Microbiology, Molecular biology, Neurosciences, Pharmacology, Physiology, Toxicology, Biology, Anatomy/developmental biology, Bacteriology/parasitology, Endocrinology, Genetics, and Biotechnology [–21].
Fig 5
Fig 5. Postdoctoral population in life sciences at academic institutions.
This reflects the biennial Survey of Doctorate Recipients. The left y-axis shows the postdoctoral population employed in academic institutions who received degrees from a US institution and who are employed at academic institutions. The right y-axis shows the percentage of the population comprised of URM fellows.
Fig 6
Fig 6. Percentage of URM trainees at critical checkpoints prior to faculty appointment.
The Y-axis shows percentage of URM within the following populations: Earned Bachelor’s Degree in Biological Sciences, Doctoral Enrollees in Biological Sciences Graduate Programs, Doctoral Graduates in Biological Sciences, Postdoctoral Fellows in Life Sciences, and Full Professors AAMC basic science departments.
See this image and copyright information in PMC

References

    1. Diversity Matters. National Institutes of Health: Diversity in Extramural Programs. https://extramural-diversity.nih.gov/diversity-matters. Accessed 4 April 2017.
    1. National Academy of Sciences. Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads. 2011. www.nap.edu/catalog.php?record_id=12984#toc. Accessed 18 July 2017.
    1. Xierali IM. Faculty Diversity in US Medical Schools: Progress and Gaps Coexist. Analysis in Brief. American Association of Medical Colleges. 2016;16(6):3 Available from: https://www.aamc.org/download/474172/data/december2016facultydiversityin.... Accessed16 May 2017.
    1. Garrison H. Underrepresentation by Race-Ethnicity across Stages of U.S. Science and Engineering Education. CBE-Life Sciences Education. 2013;12: 357–363. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3763003/. Accessed 16 May 2017. - PMC - PubMed
    1. Eberle-Sudre K. Rising Tide: Do College Grad Rate Gains Benefit All Students? The Education Trust, December 2015. https://edtrust.org/resource/rising-tide/. Accessed 3 January 2018.

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