OBJECTIVE Academic medicine diversity is important for addressing health disparities and training the next generation. A recent study highlighted the lack of diversity among pediatric trainees over time. However, trends in US pediatric faculty diversity have not been clearly illuminated. The aim of this study is to evaluate pediatric faculty diversity trends and compare racial/ethnic representation between pediatric faculty and the US population. METHODS Repeat cross-sectional study of the Association of American Medical Colleges Faculty Roster of pediatric faculty from 2000 to 2020. Trends in sex, race, ethnicity, and rank were compared with the Cochran-Armitage test. Data on faculty race/ethnicity were compared with the general and child population by using US Census Bureau data. RESULTS Trends in underrepresented in medicine (URiM) faculty representation significantly increased at all ranks: professor (+3.5%, P < .0001), associate professor (+3.0%, P = .0001), and assistant professor (+2.5%, P = .0001). URiM male representation remained unchanged (P = .14), whereas significantly increased trends occurred in URiM female representation (+3.4%, P < .0001). African American/Black males significantly decreased representation at associate (-0.4%, P = .04) and assistant professor levels (-0.6%, P < .0001), and American Indian/Alaska Native males significantly decreased representation at the assistant professor rank (-0.1%, P < .0001). The percentage of URiM pediatric faculty representation was considerably lower compared with 2020 US overall and longitudinal child population representation. CONCLUSION The stagnation of URiM male representation and lack of faculty diversity reflective of the US population may have a critical impact on the ability to recruit/retain a diverse pediatric workforce and promote equitable care.

中文翻译：

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儿科教师多样性趋势：2000 年至 2020 年。


目标 学术医学多样性对于解决健康差异和培训下一代非常重要。最近的一项研究强调，随着时间的推移，儿科受训者缺乏多样性。然而，美国儿科教师多样性的趋势尚未得到明确阐明。本研究的目的是评估儿科教师多样性趋势，并比较儿科教师和美国人口之间的种族/民族代表性。方法 对美国医学院协会 2000 年至 2020 年儿科教师名册进行重复横断面研究。将性别、种族、民族和排名的趋势与 Cochran-Armitage 检验进行比较。使用美国人口普查局的数据将教师种族/民族的数据与一般人口和儿童人口进行比较。结果 医学领域代表性不足 (URiM) 教师代表性的趋势在各个级别均显着增加：教授 (+3.5%，P < .0001)、副教授 (+3.0%，P = .0001) 和助理教授 (+2.5%，P < .0001) P = .0001)。 URiM 男性代表性保持不变 (P = .14)，而 URiM 女性代表性则出现显着增加的趋势 (+3.4%，P < .0001)。非裔美国人/黑人男性显着降低了副教授级别（-0.4%，P = .04）和助理教授级别（-0.6%，P < .0001）的代表性，美洲印第安人/阿拉斯加原住民男性显着降低了助理教授级别的代表性（-0.1%，P < .0001）。与 2020 年美国总体和纵向儿童人口代表性相比，URiM 儿科教师的比例要低得多。 结论 URiM 男性代表性的停滞和缺乏反映美国人口的教师多样性可能会对招募/留住多元化儿科劳动力和促进公平护理的能力产生关键影响。