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3000 by 2000 and Beyond: Next Steps for Promoting Diversity in the Health Professions
Author(s) -
Terrell Charles,
Beaudreau James
Publication year - 2003
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2003.67.9.tb03691.x
Subject(s) - diversity (politics) , underrepresented minority , affirmative action , psychological intervention , cultural diversity , political science , mainland china , medical education , navajo , public relations , gerontology , medicine , nursing , china , law , linguistics , philosophy
In 1991, the Association of American Medical Colleges (AAMC) launched a national campaign to enroll 3,000 underrepresented minority students in medical school by the year 2000. (The AAMC defined underrepresented minorities as blacks, Mexican Americans, mainland Puerto Ricans, and Native Americans, which includes American Indians, Alaska Natives, and Native Hawaiians. * ) The initiative, named Project 3000 by 2000, focused on education‐pipeline interventions. Although the project did not meet its numeric goal, in large part because of court decisions in several regions of the country that hampered affirmative action programs, Project 3000 by 2000 did have a number of important successes. At a time when there is a need to develop new and creative ways to promote diversity in health professions education, there are a number of lessons to be learned from this project. Large‐scale national campaigns serve an extremely useful purpose in promoting diversity in the health professions. And for these campaigns to be successful, it is important that the health professions work together to coordinate their activities and share their resources to ensure that health professions close the diversity gap in the twenty‐first century.