title: The role of cultural diversity climate in recruitment, promotion, and retention of faculty in academic medicine.
abstract: BACKGROUND
  Ethnic diversity among physicians may be linked to improved access and quality of care for minorities. Academic medical institutions are challenged to increase representation of ethnic minorities among health professionals.
  
  
  OBJECTIVE
  To explore the perceptions of physician faculty regarding the following: (1) the institution's cultural diversity climate and (2) facilitators and barriers to success and professional satisfaction in academic medicine within this context.
  
  
  METHODS
  Qualitative study using focus groups and semi-structured interviews.
  
  
  METHODS
  Nontenured physicians in the tenure track at the Johns Hopkins University School of Medicine.
  
  
  METHODS
  Focus groups and interviews were audio-taped, transcribed verbatim, and reviewed for thematic content in a 3-stage independent review/adjudication process.
  
  
  RESULTS
  Study participants included 29 faculty representing 9 clinical departments, 4 career tracks, and 4 ethnic groups. In defining cultural diversity, faculty noted visible (race/ethnicity, foreign-born status, gender) and invisible (religion, sexual orientation) dimensions. They believe visible dimensions provoke bias and cumulative advantages or disadvantages in the workplace. Minority and foreign-born faculty report ethnicity-based disparities in recruitment and subtle manifestations of bias in the promotion process. Minority and majority faculty agree that ethnic differences in prior educational opportunities lead to disparities in exposure to career options, and qualifications for and subsequent recruitment to training programs and faculty positions. Minority faculty also describe structural barriers (poor retention efforts, lack of mentorship) that hinder their success and professional satisfaction after recruitment. To effectively manage the diversity climate, our faculty recommended 4 strategies for improving the psychological climate and structural diversity of the institution.
  
  
  CONCLUSIONS
  Soliciting input from faculty provides tangible ideas regarding interventions to improve an institution's diversity climate.
authors.affiliation: Department of Medicine, Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
authors.forename: Eboni G
authors.initials: EG
authors.lastname: Price
authors.forename: Aysegul
authors.initials: A
authors.lastname: Gozu
authors.forename: David E
authors.initials: DE
authors.lastname: Kern
authors.forename: Neil R
authors.initials: NR
authors.lastname: Powe
authors.forename: Gary S
authors.initials: GS
authors.lastname: Wand
authors.forename: Sherita
authors.initials: S
authors.lastname: Golden
authors.forename: Lisa A
authors.initials: LA
authors.lastname: Cooper
mesh_terms: D000046:Academic Medical Centers; D000328:Adult; D015142:Baltimore; D002322:Career Mobility; D018864:Cultural Diversity; D005180:Faculty, Medical; D005260:Female; D017144:Focus Groups; D006801:Humans; D007407:Interviews as Topic; D007588:Job Satisfaction; D008297:Male; D008875:Middle Aged; D008913:Minority Groups / Q000523:psychology; D010560:Personnel Selection; D010822:Physicians, Women; D011287:Prejudice; D000078329:Workforce