Other Professional Education

Image Credit: Library of Congress

Overview

This section provides information about DEI training efforts in professional schools other than law schools. For information about DEI trainings conducted as part of professional licensing requirements after professional school, see Does DE&I Training Work?.

Medical

Includes materials about DE&I training in the academic curricula for medical, dental, psychological, psychiatric, and other physical and mental health fields.

  • Valarie Blue Bird Jernigan et al., An Examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training, 9 J Health Dispar Res Pract 150–167 (2016).

Link: https://perma.cc/2JG5-LGBF


  • Juan R. Deliz et al., Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis, 35 J GEN INTERN MED 568–577 (2020).

Link: https://rdcu.be/b58wM


  • Marla B. Hall & Jeffrey J. Guidry, Literature Review of Cultural Competence Curriculum within the United States: An Ethical Implication in Academic Preparational Programs, 5 Education in Medicine Journal e6–e13 (2013).

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  • Lorraine T. Benuto, Jena Casas & William T. O’Donohue, Training Culturally Competent Psychologists: A Systematic Review of the Training Outcome Literature, 12 Training & Education in Professional Psychology 125–134 (2018).

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  • William A. McDade, Increasing Graduate Medical Education Diversity and Inclusion, 11 Journal of Graduate Medical Education, 736–738 (2019).


Link: https://doi.org/10.4300/JGME-D-19-00760.1



  • Katherine L Lupton, Patricia S. O'Sullivan, How Medical Educators Can Foster Equity and Inclusion in Their Teaching: A Faculty Development Workshop Series, 95 Academic Medicine S71-S76 (2020).


Link: https://journals.lww.com/academicmedicine/Fulltext/2020/12001/How_Medical_Educators_Can_Foster_Equity_and.12.aspx



  • Jennifer Tsai et al., Race Matters? Examining and Rethinking Race Portrayal in Preclinical Medical Education, 91 Academic Medicine 916-920 (2016).


Link: https://journals.lww.com/academicmedicine/fulltext/2016/07000/Race_Matters__Examining_and_Rethinking_Race.14.aspx



  • Cindy Lai et al., A framework to promote equity in clinical clerkships. 17 The Clinical Teacher 298–304 (2020).


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  • Omowunmi Aibana et al., Bridging the Gap: Holistic Review to Increase Diversity in Graduate Medical Education, 94 Academic Medicine 1137–1141 (2019).


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  • Aparna Krishnan et al., Addressing Race, Culture, and Structural Inequality in Medical Education: A Guide for Revising Teaching Cases, 94 Academic Medicine 550–555 (2019).


Link: https://journals.lww.com/academicmedicine/Fulltext/2019/04000/Addressing_Race,_Culture,_and_Structural.36.aspx



  • Stephanie Bi et al., Teaching Intersectionality of Sexual Orientation, Gender Identity, and Race/Ethnicity in a Health Disparities Course, 16 MedEdPORTAL (2020).


Link: https://www.mededportal.org/doi/10.15766/mep_2374-8265.10888



  • Kupiri Ackerman-Barger et al., Addressing microaggressions in academic health: a workshop for inclusive excellence, 17 MedEdPORTAL (2021).


Link: https://www.mededportal.org/doi/10.15766/mep_2374-8265.11103



  • Rhonda Graves Acholonu et al., Interrupting microaggressions in health care settings: a guide for teaching medical students. 16 MedEdPORTAL (2020).


Link: https://www.mededportal.org/doi/pdf/10.15766/mep_2374-8265.10969



  • Arno K. Kumagai, Lypson Monica L., Beyond Cultural Competence: Critical Consciousness, Social Justice, and Multicultural Education, 84 Academic Medicine 782–787 (2009).


Link: https://journals.lww.com/academicmedicine/Fulltext/2009/06000/Beyond_Cultural_Competence__Critical.33.aspx



  • Maria Soto-Greene et al., Diversity and inclusion in the academic medicine workforce: encouraging medical students and residents to consider academic careers. 14 MedEdPORTAL (2018).


Link: https://www.mededportal.org/doi/10.15766/mep_2374-8265.10689



  • Jasmin M. Harpe et al., The Development of a Diversity, Equity, and Inclusion Committee in a Neurology Department and Residency Program, 428 Journal of the Neurological Sciences (2021).


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  • Moreu Gil, Isenberg Naomi, Brauer Markus, How to Promote Diversity and Inclusion in Educational Settings: Behavior Change, Climate Surveys, and Effective Pro Diversity Initiatives, 6 Frontiers in Education (2021).


Link: https://www.frontiersin.org/articles/10.3389/feduc.2021.668250/full



  • Kupiri Ackerman-Barger et al., Seeking Inclusion Excellence: Understanding Racial Microaggressions as Experienced by Underrepresented Medical and Nursing Students. 95 Academic Medicine 758–763 (2020).


Link: https://pubmed.ncbi.nlm.nih.gov/31725462/



  • Joshua Neff et al., Structural competency: curriculum for medical students, residents, and interprofessional teams on the structural factors that produce health disparities. 16 MedEdPORTAL (2020)


Link: https://www.mededportal.org/doi/pdf/10.15766/mep_2374-8265.10888



  • Carla White et al., Institutional strategies to achieve diversity and inclusion in pharmacy education, 77 American Journal of Pharmaceutical Education (2013).


Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3687130/



  • Sherrie L. Proctor, Courtney Owens, School Psychology Graduate Education Retention Research Characteristics: Implications for Diversity Initiatives in the Profession, 56 Psychology in the Schools 1037–1052 (2019).


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  • Rosiek, Jerry Rosiek, Alison Schmitke, Julie Heffernan, Queering Teacher Education Curriculum: A Case Study of Lessons Learned in the Transformation of a Teacher Education Program, 19 Curriculum and Teaching Dialogue 3–17 (2017).


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  • Candace J. Chow, Gretchen A. Case, Cheryl E. Matias, Tools for Discussing Identity and Privilege Among Medical Students, Trainees, and Faculty, 15 MedEdPORTAL (2019).


Link: https://www.mededportal.org/doi/10.15766/mep_2374-8265.10864



  • Bianca R. Argueza et al. From Diversity and Inclusion to Antiracism in Medical Training Institutions. 96 Academic medicine 798–801 (2021).


Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8140644/



  • Sharina D. Person, Measuring Diversity and Inclusion in Academic Medicine: The Diversity Engagement Survey, 90 Academic Medicine 1675–83 (2015).


Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5823241/



  • Raymond H. Curry et al. Beyond Technical Standards: A Competency-Based Framework for Access and Inclusion in Medical Education, 95 Academic Medicine S109–S112 (2020).


Link: https://pubmed.ncbi.nlm.nih.gov/32889921/



  • Scott B. Schwartz et al., ADEA Faculty Diversity Toolkit: A Comprehensive Approach to Improving Diversity and Inclusion in Dental Education, 84 Journal of Dental Education 279–282 (2020).


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Business

Includes materials about DE&I training in business school curricula.

  • Jacob Eisenberg et al., Can Business Schools Make Students Culturally Competent? Effects of Cross-Cultural Management Courses on Cultural Intelligence, 12 AMLE 603–621 (2013).

Link: https://perma.cc/USF8-N8SS


  • Kathy L. Milhauser & Tim Rahschulte, Meeting the Needs of Global Companies Through Improved International Business Curriculum, 21 Journal of Teaching in International Business 78–100 (2010).

Link: https://perma.cc/2TMV-555V


  • Mingqiong Mike Zhang et al., Managing Student Diversity in Business Education: Incorporating Campus Diversity Into the Curriculum to Foster Inclusion and Academic Success of International Students, 15 Academy of Management Learning & Education 366–380 (2016).

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  • André Rae, Diversity Curricula in the Business School, 68 Journal of Education for Business 313–315 (1993).

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  • Avery, Derek R. Avery, Kecia M. Thomas, Blending Content and Contact: The Roles of Diversity Curriculum and Campus Heterogeneity in Fostering Diversity Management Competency, 3 Academy of Management Learning & Education 380–396 (2004).


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  • E. Vincent Carter, Deepening Multicultural Marketing Instruction: The Universal and Temporal Dimensions of Ethnic Diversity, 15 Journal for Advancement of Marketing Education 46–66 (2009).


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  • Stephanie A. Fernhaber, Lisa Hines, Integrating Social Justice and Diversity Discourse into Existing Classes within the Business School, 96 Journal of Education for Business 260–268 (2020).


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  • Holly E. Buttner, Kevin B. Lowe, Lenora Billings-Harris, The Influence of Organizational Diversity Orientation and Leader Attitude on Diversity Activities, 18 Journal of Managerial Issues 356–71 (2006).


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  • George C. Romeo et al., Enhancing Multiculturalism in the Business School Setting, 8 Transformations: The Journal of Inclusive Scholarship and Pedagogy 86–103 (1997).


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  • Susan McTiernan, Patricia M. Flynn, "Perfect Storm" on the Horizon for Women Business School Deans?, 10 Academy of Management Learning & Education 323–339 (2011).


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  • Sonya A. Grier, Sonja Martin Poole, Reproducing Inequity: the Role of Race in the Business School Faculty Search, 36 Journal of Marketing Management 1903–1222 (2020).


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  • Myrtle P. Bell, Mary L. Connerley, Faye K. Cocchiara, The Case for Mandatory Diversity Education, 8 Academy of Management Learning & Education (2017).


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  • Matthew C. Mitchell, Darcie Vandegrift, Student Perceptions of Internationalization, Multiculturalism, and Diversity in the Business School, 25 Journal of Teaching in International Business 25–43 (2014).


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  • Ellen Foxman, Debbie Easterling, Jennifer Fodor, Diversity Issues and Business Education, 71 Journal of Education for Business 22–26 (1995).


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  • Nancy E. Day, Betty J. Glick, Teaching Diversity: A Study of Organizational Needs and Diversity Curriculum in Higher Education, 24 Journal of Management Education 338–352 (2000).


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  • Virginia B. Levsen et al., Do we Practice Diversity in Business Schools?, 15 International Journal of Educational Management 167–171 (2001).


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General Graduate Experience/ Other Professional Education

Includes materials regarding DE&I training in professional or graduate school programs other than those listed above, or for graduate school programs more generally.

  • Melissa L. Morgan Consoli & Patricia Marin, Teaching Diversity in the Graduate Classroom: The Instructor, the Students, the Classroom, or All of the Above?, 9 Journal of Diversity in Higher Education 143 (2015).

Link: https://www.researchgate.net/publication/282465025_Teaching_Diversity_in_the_Graduate_Classroom_The_Instructor_the_Students_the_Classroom_or_All_of_the_Above


  • Elizabeth Foster, Cultural Competence in Library Instruction: A Reflective Practice Approach, 18 Portal: Libraries and the Academy 575–593 (2018).

Link (Permalink of preprint): https://perma.cc/4ZTE-SC47


  • Roe Bubar, Karina Cespedes, Kimberly Bundy-Fazioli, Intersectionality and Social Work: Omissions of Race, Class, and Sexuality in Graduate School Education, 52 Journal of Social Work Education 283-296 (2016).

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  • Kelly Slay, Kimberly A. Reyes, Julie R. Posselt, Bait and Switch: Representation, Climate, and Tensions of Diversity Work in Graduate Education, 42 Review of Higher Education 255–286 (2019).

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  • Bernotavicz, Freda. A Diversity Curriculum: Integrating Attitudes, Issues, and Applications, 3 Journal of Public Administration Education 345–360 (1997).


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  • Erica E. Hartwell et al., Breaking Down Silos: Teaching for Equity, Diversity, and Inclusion Across Disciplines, 39 Humboldt Journal of Social Relations 143–162 (2017)


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  • Marcus M. Stewart et al., Teaching Value in Diversity: On the Folly of Espousing Inclusion, While Practicing Exclusion, 7 Academy of Management Learning & Education 374–386 (2008)


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