The concept of the “minority tax” refers to the extra burden placed on underrepresented minority (URM) faculty and students in academia, particularly in STEM fields. This tax often manifests as disproportionate responsibility for leading and advocating for diversity, equity, and inclusion (DEI) initiatives, which can hinder their academic performance and career advancement. The dilemma for URM individuals is the struggle to balance this moral obligation with their own professional goals.

Key Issues:

• Disproportionate Responsibility: URM faculty and students are often expected to lead DEI efforts on campus, taking on more service roles, participating in committees, and serving as role models, often at the cost of their own academic pursuits.
• Moral Dilemma: Many URM individuals feel a sense of guilt when declining these responsibilities, torn between advocating for their community and advancing their careers.
• Tokenization and Representation: URM faculty and students often face tokenization, feeling that their identity is exploited for diversity representation, while also being judged based on their background. This is particularly evident in grant applications where personal stories may be valued.
• Burden of Identity: Invisible identities or those with less visible marginalized backgrounds may struggle with fewer opportunities and may feel additional pressure to explain their experiences.
• Career Advancement: The minority tax can delay career progress for URM faculty and students, who must navigate extra service commitments while also meeting academic milestones.
• Feelings of Unworthiness: Many URM individuals grapple with impostor syndrome, feeling that their opportunities are based on their identity rather than their abilities.
• Self-Care and Mental Health: The pressure to represent and advocate for DEI while advancing academically can take a toll on mental health, making self-care critical.

Possible solutions at Penn State:

• Incentivizing Service: One proposed solution is offering differential rewards for URM faculty and students involved in DEI work. This might include paid DEI leadership positions, promotions, or tenure considerations.
• Broaden Job Postings: Ensure job postings are widely marketed to diverse communities to attract a diverse applicant pool.
• Uncover the Hidden Curriculum: Make unwritten academic expectations clear for URM faculty and students, providing better guidance on navigating academia.
• Change Metrics of Success: Shift the metrics used in academia to value DEI contributions and community-focused research, especially research serving underrepresented communities.
• Institutional Support: Provide resources for URM faculty and students once they join an institution, not just during recruitment.