Professional and Organizational Development Network in Higher Education
Date of this Version
Fall 2020
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (spring 2020) 39(2)
doi: 10.3998/tia.17063888.0039.205
Abstract
This study focuses on the experiences of Black and Latinx faculty in academic medicine in relation to their educational and faculty development. Narratives by participants reflect on their career path and refer to faculty development programs as valuable but also as dominant group-centric, counter to their cultural backgrounds and the underrepresented faculty experience. Findings reveal the need for faculty development to be spaces for affirmation, validation, and accountability and suggest the need for tailored programs. Furthermore, implications on the research and practice of faculty affairs within higher education and academic medicine are outlined.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND