By James L. Curtis
Affirmative motion courses have considerably replaced American drugs for the higher, not just in clinical tuition admissions and entry to postgraduate education but in addition in bringing a better caliber of wellbeing and fitness care to everybody. James L. Curtis techniques this crucial transition from ancient, statistical, and private views. He tells how over the process his scientific schooling and profession as a psychiatrist and professor--often because the first or in basic terms African American in his cohort--the prestige of minorities within the clinical professions grew from a tiny percent to a much more equitable illustration of the yank inhabitants. Advancing arguments from his prior ebook, Blacks, scientific faculties, and Society, Curtis evaluates the results of affirmative motion efforts during the last thirty years. He describes ambitious obstacles to minority entry to medical-education possibilities and the ensuing difficulties confronted by way of minority sufferers in receiving scientific therapy. His development record contains a evaluate of 2 thousand minority scholars admitted to U.S. clinical colleges in 1969, following them via commencement and their careers, evaluating them with the careers of 2 thousand in their nonminority friends. those samples offer a massive examine clinical faculties that, whereas heralding dramatic growth in health practitioner schooling and coaching chance, shows a lot room for extra development. A easy hurdle keeps to stand African american citizens and different minorities who're nonetheless limited to segregated neighborhoods and inferior university platforms that stifle complete scholastic improvement. Curtis urges us as a kingdom to improve all our human assets via a spread of affirmative motion courses, hence enhancing future health deal with every person. James L. Curtis is medical Professor Emeritus of Psychiatry, Columbia college collage of Physicians and Surgeons.
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Extra info for Affirmative Action in Medicine: Improving Health Care for Everyone
S. medical schools and rated the effectiveness of the various components in their equal education efforts. By far the most significant effort was the modification of traditional admission criteria in order to recruit and admit more minority students. Invariably this was done more successfully when minority group individuals sat on admissions committees. In addition, considerable effort went into providing additional student aid in the form of counseling, tutoring, and financial aid support for minority students.
In June 1978 the Supreme Court decided that medical schools could use race as one factor in affirmative action admissions as long as other factors, such as special qualities an individual applicant might bring to his or her class, also were allowed. However, a medical school could not set up an arbitrary quota or reserve seats only for members of any specific racial group. The University of California at Davis was the only public medical school in the nation that operated under a stated quota system and with a separate admissions committee for minority applicants.
More than 87 percent of them were matriculated at Howard or Meharry. 6 percent, and just over 84 percent still were enrolled at one of the two predominantly Black medical schools. In the late 1930s there began a decade of major legal challenges to the constitutionality of racially segregated education (Kluger 1976, 155–238). The NAACP launched a major attack on the separate and unequal graduate and professional schools of the southern states, at first demanding only equal educational treatment.