DEIBXXEM2422 - CME/CMLE - A Historical Perspective on Diversity in Clinical Laboratory Sciences Programs-A Historical Perspective on Diversity in Clinical Laboratory Sciences Programs

A Historical Perspective on Diversity in Clinical Laboratory Sciences Programs

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The study examines the diversity among students and faculty in the Clinical Laboratory Sciences (CLS) programs at Stony Brook University, spanning over 20 years for the traditional program and 8 years for the hybrid program. The study is the first to highlight the extent of diversity in laboratory science programs in the United States over this period.<br /><br />Key findings include:<br /><br />1. **Student Demographics**:<br />   - Traditional Program: 502 students graduated over 20 years with 75% female and 25% male. The largest ethnic group was Asian (50%), followed by White (24.5%), African American (9.6%), and Hispanic (8.6%).<br />   - Hybrid Program: 96 students graduated over 8 years with approximately 71% female and 29% male. The highest proportions were White (35%) and Hispanic (24%).<br /><br />2. **Geographic Representation**:<br />   - Most students in both programs were from New York, primarily Long Island. In the traditional program, 91% were from New York, while 98% of students in the hybrid program were from New York.<br /><br />3. **Faculty Diversity**:<br />   - Traditional Faculty (2002-2017): 30% male and 70% female, predominantly White (90%) with a small Hispanic representation (10%).<br />   - Current Faculty: 100% female, with a diverse ethnic mix of White (40%), East Asian (20%), South Asian (20%), and Hispanic (20%).<br /><br />4. **Program Evolution**: The CLS program at Stony Brook has been crucial in training laboratory scientists since its launch in 1970. In response to an increasing demand for skilled professionals due to advancements in technology and laboratory expansion, a hybrid program was introduced in 2014, boosting the number of certified laboratory students by 19%.<br /><br />The significance of this study lies in providing insights into the diversity dynamics within CLS programs, emphasizing the importance of a diverse educational environment for fostering creativity, effective pedagogy, and future workforce innovation. The data showcases a strong commitment to diversity, both in student body and faculty, contributing to the overall goal of producing a diverse and competent healthcare workforce.

Keywords

diversity

Clinical Laboratory Sciences

Stony Brook University

student demographics

faculty diversity

hybrid program

traditional program

geographic representation

program evolution

healthcare workforce