Commitment to Diversity, Inclusion, and Equity

The Department of Pediatrics at the University of Pittsburgh School of Medicine and UPMC Children’s Hospital of Pittsburgh is committed to leadership in pediatric healthcare, education, and discovery. Diversity, inclusion, and equity are essential components of our rich scientific, educational, and healthcare environment in which all of our faculty, staff, and trainees are valued and empowered to thrive and in which all of our patients and families are supported to meet their health goals. We recognize that our faculty, staff, trainees, and leaders must reflect the global and multicultural communities that we serve and in which we live. 

Diversity 

We strive to embrace our differences across the range of human experience, in terms of age, national origin, religion, racial/ethnic background, ability, gender identity and expression, sexual orientation, socioeconomic status, education, marital status, language, and physical attributes. Diversity is an essential means of achieving the department’s clinical, education, and research goals. Our commitment to diversity of thought, experience, and people makes us stronger.

Inclusion

We are committed to an environment of inclusion recognizing that all members of the Department of Pediatrics community are to be heard, respected, appreciated, challenged, and engaged. We value the inherent worth and dignity of all people. Our support for involvement, empowerment, and a sense of belonging provides a rich environment where all can succeed.

Equity

Beyond equality, in which everyone is treated the same way, we strive for equity – meeting people where they are and providing what each individual needs to be healthy and to thrive. Health equity is chief among our health care goals and requires that our healthcare workforce and its leadership reflect the demographic diversity of our society, our communities, and the families and children we serve. 

The Department of Pediatrics will:

  • Strive for diverse representation in events that it hosts or cohosts, in nominations for awards, and in advancement of departmental faculty and staff to leadership positions.
  • Strive to recruit and retain diverse faculty, staff, and trainees through purposeful and transparent recruitment strategies.
  • Provide the mentorship, sponsorship, and individualized attention to professional development that each member of its community needs to succeed.
  • Provide education and skill building about the social determinants of health for faculty, staff, and trainees and implement strategies at all levels to address health equity and provide high-quality care for all our communities.
  • Hold itself accountable to these principles through periodic, critical, and transparent assessment of its culture, policies, and practices. 

Diversity Statement for faculty recruits to leadership positions

Candidates for leadership positions (center directors, division directors, and vice-chairs) must submit a diversity statement. 

  • The purpose of the diversity statement is to help the Department of Pediatrics identify candidates who have professional experiences, intellectual commitments, and willingness to engage in activities that will contribute to the department’s mission in promoting a diverse, inclusive, and equitable culture.
  • This statement should provide the candidate’s perspective on their past and present contributions to and future aspirations for promoting diversity, inclusion, and health equity in their professional career. 
  • A diversity statement can take many forms and can address one or more of the following:
    • How the candidate engages with a diverse range of colleagues in the laboratory, classroom, or clinic. 
    • How the candidate incorporates diversity into their teaching materials and methods. 
    • How the candidate can administratively support diversity among trainees, students, staff, and faculty. 
    • How the candidate addresses diversity in their research or clinical care. 
    • Past experiences working with members of groups that are traditionally underrepresented or marginalized. 
    • Past diversity-related activities in teaching, research, mentoring, committee work, and community service. 
    • Acknowledgement of one’s own role in the systematic way in which people are oppressed and historically not included. 
    • Reflections and acknowledgement of the challenges of navigating power and privilege within academic and hospital systems.