The “Minority Tax” Burden on Medical Students – Thinking About Its Potential Effect on Academic and Career Trajectories
by Andres Luis Rodriguez, M.D. & Sarah Stumbar, M.D., MPH | November 21, 2024
Article Citation: Betancourt RM, Baluchi D, Dortche K, Campbell KM, Rodríguez JE. Minority Tax on Medical Students: A Review of the Literature and Mitigation Recommendations. Fam Med 2024; 56(3):169-175. DOI: 10.22454/FamMed.2024.268466
What is this article about?
This article reviews the concept of the “minority tax,” which refers to the additional responsibilities placed on underrepresented racial and ethnic faculty in medical schools with the goal of promoting diversity, equity, and inclusion, and how it can be applied to medical students with these and other underrepresented backgrounds. The narrative review found that underrepresented medical students often spend more time on diversity efforts, which can detract from their academic performance. The article concludes that this minority tax is an unjust barrier to career advancement and offers specific recommendations for medical educators to create a more equitable learning environment by addressing and mitigating these additional burdens.
Why should you read the article?
Someone in medical education should read this article because it sheds light on the “minority tax,” a significant yet often overlooked issue affecting underrepresented minority medical students. As such, understanding this concept is crucial for educators who aim to foster an equitable learning environment. The article provides examples of how additional diversity-related responsibilities can hinder academic performance and potentially stifle career advancement for students. By recognizing and addressing these challenges through the strategies proposed in this article, medical educators and administrators can support all students more effectively, ensuring a fairer and more inclusive educational environment.
How can you use this article?
Medical educators can use this article to develop strategies to reduce additional burdens placed on underrepresented students. Administrators can use the findings to create policies that ensure fair distribution of diversity-related responsibilities, preventing the overburdening of minority students and faculty to meet LCME standards. Both students and faculty can empower underrepresented individuals to advocate for themselves and seek support when needed regarding the extra burden of the “minority tax.” Lastly, given the noted dearth of research, this narrative review opens the door for further studies on the impact of the minority tax and effective interventions to mitigate it.
Review Author: Andres Luis Rodriguez, M.D., Assistant Professor of Family Medicine and Assistant Dean of Student Affairs (Co-authored with Sarah Stumbar, M.D., MPH, Associate Professor of Family Medicine and Associate Dean of Student Affairs), Herbert Wertheim College of Medicine, Florida International University, Miami, FL. Organization: Society of Teachers of Family Medicine