Despite increasing conversations around diversity and inclusion, academia still struggles with financial and structural barriers that disproportionately affect underrepresented minorities (URM). Disparities in hiring, retention, and resource allocation, compounded by rigid tenure systems, hinder the development of a truly equitable academic environment. This ongoing issue disproportionately affects Blacks, Hispanics, American Indians, Alaska Natives, Native Hawaiians, women, and those from low socio-economic backgrounds—often referred to as the “Missing Millions.” These groups face unique challenges, such as higher educational debt, greater family obligations, limited intergenerational wealth, and, more recently, disproportionate impacts from the COVID-19 pandemic. Together, these factors create significant barriers to hiring, retention, and success in academia, particularly in STEM fields.

Key Issues:

• The Burden of Service on URM Faculty: URM faculty are frequently expected to take on extra service roles, often related to diversity, equity, and inclusion (DEI) initiatives. While these roles are essential, they often go unrecognized in tenure decisions, leading to an additional workload that impedes career progress.
• Rigid Tenure and Resource Disparities: Tenure in the U.S. is more competitive and rigid compared to other countries, and faculty with more financial resources have a distinct advantage. The system rewards those with access to research funding, networks, and institutional support, creating inequities that disproportionately affect URM faculty. As noted in the National Science Board’s report, financial barriers make the path to a PhD and beyond far more difficult for students from underrepresented or low-income backgrounds .
• The Leaky Pipeline and Intersectionality: URM faculty are four times more likely to leave academia than their peers, a phenomenon known as the “leaky pipeline.” Racism, sexism, and a lack of institutional support all contribute to this attrition. Intersectionality plays a significant role here, as overlapping challenges related to race, gender, and socioeconomic status intensify these barriers.
• Financial Barriers to STEM: Science and research have long been dominated by individuals with financial privilege, as discussed in Nature’s article Is Science Only for the Rich? . The high costs of education, unpaid internships, and the hidden curriculum in academia make it difficult for low-income students and URMs to compete. Without addressing these financial barriers, the path to academic success remains inaccessible for many.
• Institutional Climate and Location: Large universities in small towns often find it difficult to attract and retain diverse faculty due to geographic isolation and institutional resistance to change. For URM faculty, the lack of support and unwelcoming climate can create an environment where leaving becomes more appealing than staying.

Proposed Solutions:

• Holistic Tenure Review: Institutions should adopt a more holistic tenure process that values community service and DEI contributions. Including diversity work in tenure decisions would reduce the burden on URM faculty and provide recognition for their essential contributions to academic culture.
• Paid Research Opportunities for Students: Expanding paid research positions and work-study programs, especially for undergraduate and pre-graduate students, would help eliminate financial barriers. These initiatives would enable students from low-income and URM backgrounds to gain critical research experience without sacrificing financial stability.
• Exit Interviews and Data Tracking: Conducting formal exit interviews for URM faculty who leave can help institutions understand the specific challenges they face. By tracking retention data, universities can develop more targeted retention strategies and create support systems that address the root causes of attrition.
• Flexible Academic Pathways: Replacing the “leaky pipeline” metaphor with a more flexible “braided river” model acknowledges that careers in academia can follow diverse and nonlinear paths. This shift would create an academic environment where URM faculty can explore different trajectories without being penalized.
• Addressing Intersectionality in DEI Initiatives: Barriers to equity must consider the intersections of race, gender, and socioeconomic status. Universities should integrate intersectionality into their DEI efforts to ensure that support measures address the full scope of challenges faced by URM faculty and students.