47 Pages Posted: 16 Sep 2010
Date Written: September 22, 2009
Currently, the U.S. population is undergoing major racial and ethnic demographic shifts that could affect the pool of individuals interested in pursuing a career in biomedical research. To achieve its mission of improving health, the National Institutes of Health must recruit and train outstanding individuals for the biomedical workforce. In this study, we examined the educational transition rates in the biomedical sciences by gender, race, and ethnicity, from high school to academic career outcomes. Using a number of educational databases, we investigated gender and racial/ethnic representation at typical educational and career milestones en route to faculty careers in biomedicine. We then employed multivariate regression methods to examine faculty career outcomes, using the National Science Foundation’s Survey of Doctorate Recipients. We find that while transitions between milestones are distinctive by gender and race/ethnicity, the transitions between high school and college and between college and graduate school are critical points at which underrepresented minorities are lost from the biomedical pipeline, suggesting some specific targets for policy intervention.
Keywords: Scientific Labor Force, Race, Gender, Diversity, Career Outcomes, Science Policy
JEL Classification: J4, J71
Suggested Citation: Suggested Citation
Ginther, Donna K. and Schaffer, Walter T. and Schnell, Joshua and Masimore, Beth and Liu, Faye and Haak, Laurel L. and Kington, Raynard S., Diversity in Academic Biomedicine: An Evaluation of Education and Career Outcomes with Implications for Policy (September 22, 2009). Available at SSRN: https://ssrn.com/abstract=1677993 or http://dx.doi.org/10.2139/ssrn.1677993