Breaking Through the Glass Ceiling: A Survey of Promotion Ratesof Graduates of a Primary Care Faculty Development Fellowship Program

摘要

BACKGROUND: Academic promotion has been difficult for women and faculty of minority race. Weinvestigated whether completion of a faculty development fellowship would equalize promotion ratesof female and minority graduates to those of male and white graduates. METHODS: All graduatesof the Michigan State University Primary Care Faculty Development Fellowship Program from1989–1998 were sent a survey in 1999, which included questions about academic status and appointment.We compared application and follow-up survey data by gender and race/ethnicity. Telephonecalls were made to nonrespondents. RESULTS: A total of 175 (88%) graduating fellows responded tothe follow-up survey. Information on academic rank at entry and follow-up was obtained from 28of 48 fellows with missing information on promotion. Male and female graduates achieved similaracademic promotion at follow-up, but there was a trend toward lower promotion rates for minorityfaculty graduates compared to white graduates. In the multivariate analysis, however, only age,years in rank, initial rank, and type of appointment (academic versus clinical) were significant factorsfor promotion. CONCLUSIONS: Academic advancement is multifactorial and appears most relatedto time in rank, stage of life, and career choice. Faculty development programs may be most usefulin providing skill development and career counseling.