Pseudoleadership and the staying power of minoritized faculty

Early career minoritized faculty face several academic challenges that negatively impact their success yet have demonstrated staying power and resilience in their institutional environments. Academic medicine has recognized pseudoleadership as a challenge for minoritized faculty. Using the framework provided by Coe et al., the authors define pseudoleadership across clinical, undergraduate medical education, research and graduate medical education leadership roles. They provide recommendations to decrease pseudoleadership to include prioritizing rank development for early career faculty over filling leadership positions, identifying and dismantling hidden curriculums, and employing a transdisciplinary approach to mentorship and sponsorship for leadership development.