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  • Item type:Publication,
    Academic libraries’ contribution to gender equality in a patriarchal, femicidal society Open PDF 
    (SAGE Publications, 2022-10-27)
    Bangani, Siviwe
    Women by virtue of their being are confronted with many challenges. This is particularly the case in South Africa where gender-based violence, women abuse and femicide are pervasive. This study sought to highlight the contribution of academic libraries in South Africa to SDG 5 on gender equality through Community Engagement (CE) initiatives. The study followed a multi-methods qualitative approach and online interviews with 20 heads of public university libraries, and focus group discussions with 33 Librarians in eight focus groups were its data collection methods. Findings showed that academic libraries in the country contribute to SDG 5 through visits and donations to safe houses and prisons, Take a Girl Child to Work initiative, providing internship opportunities to females, collection and donation of sanitary towels in schools, and panel discussions, visits and displays that tackle women’s issues. These results affirm the contribution of academic libraries to the SDGs through CE. CE can be adopted in academic libraries to provide direct contribution to the SDGs that are not always associated with their traditional teaching, learning and research support role.
  • Item type:Publication,
    Male-dominated participation in the first two years of medical school: A mismatch between reality and perception Open PDF 
    (Informa UK Limited, 2026-02-26)
    Park, Connor C.
    ;
    Brendes, Keith D.
    ;
    Lundstrom, Karrie
    ;
    O’Neil, Kiley
    ;
    Jayaram, Maya A.
    Introduction: Although women now comprise most U.S. medical students, male physicians continue to dominate leadership roles, earn higher salaries, and hold more full professorships. These disparities suggest that cultural dynamics contributing to gender inequities may emerge early in medical training. This mixed-methods study investigated gender differences in perceived and actual participation in mandatory educational sessions during the first two years of medical school. Methods: First, a survey assessed student perceptions of gendered participation across mandatory first- and second-year educational sessions. Subsequently, these sessions were observed for eight weeks at a single institution. Observed sessions included full-class Didactic and Social/Ethical sessions (120 students) and smaller Clinical sessions (30 students). For each participation instance (asking or answering a question), the gender of the student and instructor was recorded. Students could opt out. Results: Survey responses indicated that most students perceived no gender-based differences in Social/Ethical or Clinical sessions. Female students, however, reported that men participated more frequently in Didactic sessions, while male students perceived no disparity (p = 0.001). Observational data showed male students accounted for 72.4% of 311 participation events (p < 0.001). Men contributed significantly more in Didactic (81.2%) and Social/Ethical sessions (67.1%; both p < 0.001), with no significant difference in Clinical sessions (54% male; p = 0.19). Male participation decreased in sessions led by female instructors compared with male (p = 0.036) or mixed-gender faculty (p = 0.023). Discussion: Despite objective gender disparities in participation, most first- and second-year students did not perceive differences. Notably, only female students perceived this discrepancy in their pre-observation surveys, and only in the context of didactic sessions. This imbalance may reinforce early professional norms favoring male visibility and engagement, perpetuating gender inequities in academic medicine. Addressing these dynamics is essential for fostering equitable learning environments and promoting diverse leadership in medicine.
  • Item type:Publication,
    A longitudinal analysis of gendered career trajectories and academic efficiency in North American MD/PhD faculty Open PDF 
    (Informa UK Limited, 2026-05-28)
    Quon, Stephanie
    ;
    Joseph, Marissa
    ;
    Khosa, Faisal
    Gender disparities in academic medicine persist despite increasing women's representation in higher education. Prior research highlights the underrepresentation of women in senior ranks and leadership roles, yet few studies have assessed these disparities using time-adjusted productivity metrics. This study aims to evaluate gender-based differences in academic rank, scholarly productivity, and leadership representation among MD/PhD faculty in North America, accounting for career length and institutional variability. A secondary analysis was conducted on a dataset of 6,149 MD/PhD faculty from 122 accredited North American medical schools. Time-adjusted measures of productivity, H-index per year and citations per year, were calculated. Gender differences in rank, productivity, and leadership were assessed using Mann-Whitney U tests and descriptive statistics. Institutional-level representation of women in leadership roles was also analyzed. Women held significantly lower academic ranks than males and were underrepresented in departmental leadership roles. Despite achieving assistant and full professorships earlier, women were overall less likely to reach these positions. Males exhibited higher time-adjusted H-index and citation rates (p < .0001), with a compounded 3.5-year publication gap. Institutional analysis revealed stark variability: 38 institutions had no women in MD/PhD leadership roles, while fewer than 20 percent achieved gender parity. Gender disparities in academic medicine cannot be explained by productivity alone. Structural barriers, opaque promotion criteria, and institutional cultures continue to impede women's advancement and leadership. Addressing these inequities requires transparent policies, targeted mentorship, equity audits, and inclusive leadership pathways to support a more equitable academic workforce.
  • Item type:Publication,
    Assessing Progress: An Integrated Review of LGBTQ+ Faculty Experiences in Higher Education 2010–2025 Open PDF 
    (Informa UK Limited, 2026-08-26)
    Garcia, Ellen
    ;
    Hassouneh, Dena
    The objective of this review was to synthesize and assess the empirical research about experiences of LGBTQ+ faculty in higher education published between January 2010 and March 2025 to evaluate progress made in addressing research gaps identified in a seminal 2010 review. Researchers have made notable progress by conducting more studies and increasingly using critical theoretical frameworks to examine the experiences of LGBTQ+ faculty. Through our analysis we identified three core themes: (1) Influence of work climate on LGBTQ+ faculty experiences: How institutional environments influence LGBTQ+ faculty well-being and success; (2) Discrimination affects LGBTQ+ faculty work experiences: Persistent homophobia, heterosexism, sexism, and racism impact LGBTQ+ faculty; (3) LGBTQ+ faculty responses: LGBTQ+ faculty use strategies for resilience and advocacy to navigate their work climates. Our findings indicate a greater need for academia and its leaders to value and support research about experiences of LGBTQ+ faculty. We also found that despite DEI initiatives, institutional climates often remain a source of discrimination for LGBTQ+ faculty, suggesting these efforts are symbolic rather than effective. Amid rising anti-LGBTQ+ legislation and a backlash against DEI efforts, we underscore the need for organizational leaders to urgently implement meaningful, systemic change.
  • Item type:Publication,
    The Study of Gender Equality in Information Sciences Research Institutions in Lithuania
    (Springer International Publishing, 2017)
    Limanauskiene, Virginija
    ;
    Rutkauskiene, Danguole
    ;
    Kersiene, Vitalija
    ;
    Bareisa, Eduardas
    ;
    Damasevicius, Robertas
    The aim of this paper is to define the problem and to present the gender equality gaps existing in Information Sciences and Technology (IST) research institutions in Lithuania and to deeply analyze the problem in case study. The paper presents some research results of the ongoing H2020-EU.5.b. project EQUAL-IST Gender Equality Plans for Information Sciences and Technology Research Institutions (2016–2019). We analyzed the works of different authors and selected the factors that limit successful scientific carrier in the IST research: gender stereotypes in labor market, unconscious bias among managers, work- life balance, women’s confidence and aspirations. In paper we provide evidence of findings by statistical data of Lithuania. Among all the countries, Lithuania has a gear average of young people looking for a career in computing or engineering, but women are paid less salary; IST economics sector and research of Lithuania needs talented qualified women and men. We analyze students’ gender equality context in Informatics Faculty KTU: amounts of students, degrees of graduates, correlation with study programs. Also we provide results of analysis of staff structure, gender distribution, wages.
  • Item type:Publication,
    Gender equality in the Italian academic context. Results from the IGEA project Open PDF 
    (Frontiers Media SA, 2023-02-21)
    Deiana, Giovanna
    ;
    Dettori, Marco
    ;
    Muresu, Narcisa
    ;
    Puci, Mariangela Valentina
    ;
    Saderi, Laura
    The Innovation for Gender Equality in Academia (IGEA) project is focused on the analysis of the gender composition in academia, on the identification of the health needs of the academic population and on the assessment of their organizational wellbeing, in order to promote equal working conditions and opportunities. The study, focused on the identification of health needs, involved the construction of an ad hoc questionnaire in order to collect the socio-demographic characteristics and the perception of working environment of the participants. Differences between males and females were evaluated by the Mann-Whitney test, and Pearson Chi-Square or Fisher exact tests as appropriate, highlighting significant differences between genders regarding the occurrence of anxiety, panic, irritation and annoyance related to work activities. A multivariate logistic regression analysis was performed to identify factors associated with the perception of work-related anxiety/panic, showing a direct association with the difficulty in work performance and the work-related stress during the pandemic period, whereas, an indirect association was found with job satisfaction and the feeling of being appreciated by colleagues. Occupational stress can increase the risk of developing physical and mental conditions, also affecting work performance and absenteeism. It is therefore fundamental to plan targeted interventions, implement policies and specific actions, in order to avoid and reduce any differences related to gender.
  • Item type:Publication,
    Factors that influence the implementation of organisational interventions for advancing women in healthcare leadership: A meta-ethnographic study Open PDF 
    (Elsevier BV, 2022-09)
    Mousa, Mariam
    ;
    Skouteris, Helen
    ;
    Boyle, Jacqueline A.
    ;
    Currie, Graeme
    ;
    Riach, Kathleen
    Summary Background Gender inequity in healthcare leadership persists and progress is slow, with the focus firmly on problems, barriers and on requiring women themselves to adapt and compete in a system not designed for them. Women are individually burdened to advance their careers, with little effort given to addressing systemic barriers in the health sector. A recent systematic review prioritised organisational-level approaches and demonstrated effective interventions. In this meta-ethnographic study, we further this work by examining factors in implementation of organisational interventions for advancing women in leadership. Methods The meta-ethnographic framework applied here follows the Noblit and Hare approach for synthesising findings and applying interpretive analysis to original research. We generated a new line-of-argument with insights for the healthcare sector. The protocol is registered (CRD42020162115) on the International Prospective Register of Systematic Reviews. Three academic databases (MEDLINE, PsycINFO, SCOPUS) were searched systematically between 2000 and 2021. Studies were analysed if they included organisational-level interventions that sought to measurably advance women in leadership. Study characteristics were extracted using a standard template for intervention details. Quality appraisal was conducted using the Critical Appraisal Skills Program tool. Data synthesis was conducted across 19 criteria of the Meta-Ethnography Reporting Guide (eMERGe). Findings Fifteen qualitative studies were included. Analysis revealed three meta-themes that are central to successful implementation of organisational interventions that advance women in healthcare leadership: (1) leadership commitment and accountability, influenced by internal and external organisational settings, salient for long term outcomes and for developing an inclusive leadership culture; (2) intervention fit with individuals with consideration given to personal beliefs, preferences, experiences, capabilities or life circumstances, including capacity for leadership roles in their broader life context; balanced against maintaining interventional fidelity, and (3) cultural climate and organisational readiness for change, addressing traditional, conservative and constrictive perspectives on gender and leadership in health, highlighting the facilitating role of male colleagues. Interpretation This meta-ethnographic research extends past work by integrating empirical evidence from a systematic literature review of effective organisational level interventions, with the identification of pragmatic themes to generate, implement, evaluate and embed evidence-based organisational interventions to advance women in healthcare leadership. This work can inform initiatives and policymakers to generate and implement new knowledge to advance women in healthcare leadership.
  • Item type:Publication,
    Authorship and citation trends in dementia research: A path to equitable career development for scientists Open PDF 
    (Wiley, 2026-06)
    Viswanathan, Jayalakshmi
    ;
    Karamacoska, Diana
    ;
    Thakur, Lokendra S.
    ;
    Sawan, Mouna
    ;
    Gomez‐Arboledas, Angela
    Abstract Introduction: Women are increasingly entering the dementia research workforce, but they frequently fail to attain senior leadership positions in academia. Discrepancies in academic research outputs were investigated to guide equity-focused policy recommendations. Methods: Bibliometrics was conducted on 400,482 original research articles (2003-2022) followed by surveying the AD/ADRD research community, to quantitatively and qualitatively evaluate discrepancies in publication and authorship trends. In addition, an unsupervised learning algorithm was developed to analyze underlying relationships between author groups. Results: Male author gender was consistently predictive of better publication and citation metrics across all bibliometrics outcomes, with senior male authors outperforming all other subgroups and fewer senior female authors in most research areas. Female survey respondents reported more barriers, but comparable productivity and citation strategies as male authors. Discussion: Multi-pronged approaches by stakeholders across institutions, funders, and journals are necessary to provide career support for early-career scientists working to transition to senior research roles.
  • Item type:Publication,
    Gender gap in returns to publications Open PDF 
    (Springer Science and Business Media LLC, 2026-06-14)
    Spiewanowski, Piotr
    ;
    Stetsyuk, Ivan
    ;
    Talavera, Oleksandr
    Gender equity in science depends not only on who participates in research, but also on how their work is rewarded. We examine gender gaps in monetary returns to research productivity, pay, and credit attribution using a novel dataset linking salary and publication records for professors at U.S. public universities. While our main contribution shows that there is no robust evidence of a significant gender gap in monetary returns to publications, we uncover substantial heterogeneity across disciplines and authorship structures. Women in medical and health sciences experience a negative gap in returns of 10.7% relative to men for equivalent research output. The unconditional gender pay gap averages 15.4%, with variation across disciplines, ranging from 5.5% in agricultural sciences to 20.9% in social sciences. It declines to 4.9% after controls. Finally, women earn higher returns to solo-authored work but lower returns to larger co-author networks than men.
  • Item type:Publication,
    Are there gender differences in academic medical career aspirations related to research, mentoring and discrimination? A national cross-sectional study of French medical residents Open PDF 
    (BMJ, 2026-05)
    Deledalle, Aurore
    ;
    Congard, Anne
    ;
    Bour, Valentine
    ;
    Sarda, Élisa
    ;
    Cohen, Fleur
    OBJECTIVES: Academic medical careers remain marked by persistent gender inequalities, despite the growing feminisation of the medical workforce. The objective of this study was to examine whether gender differences exist in key individual and institutional determinants of academic medical career aspirations among medical residents, including research motivation, mentoring, work centrality, self-efficacy, perceived discrimination and stress. DESIGN: This was a national cross-sectional online survey. SETTING: Multicentre study conducted across 36 medical schools in France. PARTICIPANTS: A total of 1570 medical residents (997 women and 573 men) voluntarily participated between November 2022 and February 2023. All participants completed validated self-report questionnaires. There were no exclusion criteria beyond being enrolled in a French residency programme. PRIMARY AND SECONDARY OUTCOME MEASURES: Attitudes towards research (interest, motivation, significance) were measured using the Scale of Attitudes towards Research. Mentoring was assessed with the Mentor-Mentee Perception Questionnaire, work centrality with Hirschfeld and Feild's scale, self-efficacy with the General Self-Efficacy Scale, perceived discrimination with the Sexual Harassment and Discrimination Experiences of Academic Medical Faculty instrument and stress with the Perceived Stress Scale. Gender differences were analysed using t-tests or χ² tests with Holm-Bonferroni corrections for multiple comparisons. RESULTS: Compared with men, women reported lower research motivation (mean (SD) 21.0 (5.5) vs 22.8 (5.5); padj=0.011), lower research interest (27.1 (5.5) vs 28.1 (5.7); padj=0.011), lower work centrality (26.7 (7.0) vs 28.2 (8.1); padj=0.011) and lower self-efficacy (28.3 (5.2) vs 29.9 (5.0); padj=0.011). Women were less likely to report having a mentor (38.5% vs 44.5%; padj=0.02). They also reported substantially higher levels of experienced gender discrimination (22.8% vs 3.8%; padj=0.005), sexual harassment (57.7% vs 18.2%; padj=0.005) and perceived stress (8.48 (3.29) vs 7.27 (3.43); padj=0.011) CONCLUSIONS: Gender differences were observed across several individual and institutional factors associated with academic medical career aspirations. Reduced access to mentoring and greater exposure to discrimination and stress among women may contribute to lower research motivation and self-efficacy. These findings highlight the need for institutional strategies addressing mentoring, workplace culture and equity to support gender parity in academic medicine.