Date
1-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Veronica Sims
Keywords
Underrepresented in Medicine, Promotion, Individual Promotion Plan, Career Advancement
Disciplines
Educational Leadership
Recommended Citation
George, Johnson, "Experience of Underrepresented in Medicine Faculty in Career Advancement at a U.S. Medical School: A Phenomenological Study" (2025). Doctoral Dissertations and Projects. 6454.
https://digitalcommons.liberty.edu/doctoral/6454
Abstract
This transcendental phenomenological study aims to gain insight into the experiences of Underrepresented in Medicine (URiM) faculty members who have gone through the individual promotional plan (IPP) in preparation for promotion to senior ranks at a medical school. The study focused on the experiences of 12-15 medical school faculty members who met the criteria and experienced individual promotion plan consults with a leader in faculty affairs. This study will guide Lev Vygotsky’s socio-cultural theory and Rappaport’s empowerment theory. Vygotsky's approach emphasizes the importance of language and community in teaching skill sets, while Rappaport's theory empowers individuals to take ownership of their destinies. The study utilized a transcendental phenomenological approach, enabling the researcher to understand the faculty members' experiences in-depth. Data collection methods included semi-structured interviews with each participant and semi-structured focus group discussions, and external documents. The researcher employed horizontalization and thematic analysis until saturation point was realized to determine a composite picture to synthesize the experience of the faculty members. The study identified three significant themes that shed light on their experiences. The faculty shared the importance of providing appropriate guidance and clarity to promotion and tenure expectations early in the career. Faculty come from different backgrounds, and cultural influences significantly influence how they feel about seeking support. The individual promotion plan meetings were instrumental in breaking down barriers and empowering faculty to move forward with specific guidelines to close the gap. The results may inform policies and practices that support the career advancement of URiM faculty members in academic medicine, ultimately leading to a more diverse and inclusive academic medical community.