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Advancing Oral Health Workforce Equity in Gender and Sexual Orientation Open PDF
(SAGE Publications, 2025-12-19)
Ioannidou, E.
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Araujo, M.W.B.
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Bacino, M.
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Randall, C.
Sex, gender, and sexual orientation are multidimensional constructs that influence representation, inclusion, and outcomes in the oral health workforce. Despite demographic shifts in dental education, persistent inequities related to these identities remain underexamined in academic, research, and clinical settings. Our goal was to evaluate how sex, gender, and sexual orientation affect equity in the oral health workforce and to propose evidence-based strategies for advancing inclusivity in education and policy. We conducted a narrative synthesis using US-based data sources and peer-reviewed literature to assess demographic trends, historical structures, and institutional barriers. Particular attention was given to leadership disparities, economic inequities, and discrimination faced by women and LGBTQIA+ professionals (Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual +). Best practices and policy strategies were also reviewed. Although women now constitute >50% of dental school enrollees, they remain underrepresented in leadership and surgical specialties and experience persistent wage gaps. LGBTQIA+ professionals face limited visibility, compounded bias, and a lack of structural protections. These disparities are amplified by intersecting identities, such as race and caregiving roles. Institutional gaps in inclusive curricula, faculty mentorship, and data collection further constrain equity. However, there have been some national initiatives that demonstrate promise for addressing these challenges. A more inclusive oral health workforce requires systemic reforms in academic policies, leadership development, cultural competency training, and federal financial support. Data collection on gender identity and sexual orientation, bias mitigation, and mentorship programs are critical levers for transformation. Aligning workforce policy with contemporary family structures and demographic realities can help ensure an equitable, representative, and resilient profession.
Barriers and facilitators to engaging with academia: a Black dental student perspective – pilot study Open PDF
(Springer Science and Business Media LLC, 2025-11-21)
Ranauta, Amitha
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Onwudiwe, Favour
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Kadiyo, Tanaka Anthony Jeremy
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Ukoha, Obioma Mofiyinfoluwa
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Ogunleye, Rachel Adebukola Anuoluwa
Abstract Introduction This pilot study investigates barriers and facilitators to Black dental students' engagement with academic careers in dentistry, focusing on underrepresentation in academia despite efforts to diversify the workforce. Methods and results Through qualitative analysis of focus group discussions with Black dental students from two UK dental schools, several key themes emerged. Participants highlighted the importance of active patronage in addressing underrepresentation, advocating for proactive support systems beyond mere mentoring. They also emphasised the significance of various forms of capital – economic, cultural, and social – in shaping career trajectories and success in academia. Intersectionality, encompassing experiences of sexism, racism, and classism, emerged as a significant barrier, particularly affecting Black female students. Cultural specificity and individualism versus collectivism were also explored, revealing how cultural influences shape career choices and perceptions of academia. Conclusion The study underscores the need for greater cultural competence and understanding among stakeholders to reduce barriers and promote inclusivity. While the study offers valuable insights, its limitations, such as sampling bias and cultural homogeneity among participants, should be acknowledged. Nevertheless, the findings call for concerted efforts from universities, policymakers, and research institutions to provide explicit support, foster inclusive environments, and promote diversity in dental academia. By addressing these challenges, academia can better reflect the populations it serves and ensure equitable opportunities for all aspiring dental professionals.
Gender and Leadership Trajectories in Academic Dentistry Open PDF
(Wiley, 2026-02-12)
Madhu, Nikkita
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Kohli, Divya
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Sangalli, Linda
ABSTRACT Objectives Despite increased number of women entering dental academia in the last decade, gender disparities persist in leadership roles. This study examined gender trends within administrative leadership across U.S. dental schools. Materials and Methods Data on gender, age, employment status, academic rank and administrative title were extracted from the ADEA Survey of Dental School Faculty. Prevalence ratios (PRs) and 95% confidence intervals (CIs) were calculated to assess gender representation in leadership over time, stratified by rank and age and adjusted for employment status (aPR). Results On average, women held fewer leadership roles than men (17.5% vs. 19.8%, p < 0.001), even after adjusting for employment status. Women were underrepresented in senior administrative positions such as department chairs (PRs = 0.57–0.81), division directors (PRs = 0.40–0.72) and deans (PRs = 0.46–0.62). Younger women were more likely to hold leadership roles than those aged ≥ 60. Conclusion While overrepresented as allied program directors and other nonspecific directorships, women continue to be underrepresented in more senior leadership roles, underscoring the need for systemic reform. Women continue to hold fewer senior leadership roles than men, emphasising the need for systemic change in policies and institutional culture to facilitate gender equity in academic dentistry.
Women faculty members’ challenges when pursuing leadership positions in academic dentistry: A survey Open PDF
(Wiley, 2024-12-16)
Cain, Lisa D.
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Andrews, Elizabeth
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Joy‐Thomas, Anita
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Mathu‐Muju, Kavita R.
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ElHachem, Lea
Purpose/objectives This study addresses persistent gender disparities in leadership roles in academic dentistry. The objectives were to identify the challenges and barriers to leadership that women face in general and during the COVID‐19 pandemic, as well as to describe resources they need to reach their leadership potential. Methods The American Dental Education Association Section on Women in Leadership (WIL), gathered survey data concerning leadership challenges and faculty development needs. The survey targeted 300 WIL members in leadership roles or aspiring to leadership roles. It was conducted from January to March 2021 and 128 participants responded (response rate: 42.7%). The data was analyzed quantitatively and qualitatively. Results The most frequent reported leadership barriers indicated by the survey respondents were lack of mentoring, limited leadership training, lack of sponsorship from administration, family obligations and limited job opportunities. The participants stated that the COVID‐19 pandemic exacerbated these challenges, affecting collaborations, increasing stress, and impacting scholarly productivity. The survey responses showed how external factors can challenge faculty productivity. Respondents identified mentoring, increased leadership opportunity awareness, and leadership development seminars as factors most helpful for their professional development. Conclusions This study identified women faculty members’ perceptions of why disparities persist in gender equity in leadership in dental education. It suggests developing gender specific leadership strategies and resources. Addressing barriers requires concerted efforts at the institutional, national, and global levels. This is vital for achieving gender parity in leadership roles in dental education settings.
Gender analysis of editorial boards and authorship in leading endodontics journals Open PDF
(Wiley, 2025-01-12)
Massa, Graziela dos Santos
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Barbosa, Ana Flávia Almeida
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Britto, Giovanna Alves
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Silva, Emmanuel João Nogueira Leal
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Sarkis Onofre, Rafael
Aim To evaluate the presence of women on editorial boards and as authors in leading global endodontics journals from 2018 to 2023. Methodology The selection of journals was based on the impact factor from Journal Citation Reports (JCR) and CiteScore 2022, with criteria of JCR above 1 and CiteScore above 1.5. Editorial board members were categorized as editor‐in‐chief and associate editor. Authorship was categorized into first, last, and corresponding author roles. The names of editorial board members and authors were extracted into an Excel spreadsheet, and gender analysis was conducted using the platforms Genderize, PubMed, Scopus, ResearchGate, and author's affiliated institutions' websites, categorized in a binary way. Descriptive statistics were used to analyse the data on the editorial board. A Poisson regression analysis was performed to investigate the prevalence ratio (PR) of female authorship compared with male authorship in the roles of first, last, and corresponding author. The Chi‐square test was performed to evaluate the associations between female authors in prominent positions and the presence of other female authors. Results A total of four journals were analysed, identifying 24 editors‐in‐chief and 233 associate editors. None of the editor‐in‐chief were women, and 23 (9.8%) of the associate editors were female. Amongst the 8965 authors identified, 2983 (33.2%) were female: 1288 (41.1%) were first authors, 827 (27.7%) were last authors and 928 (31.1%) were correspondence authors. The PR for female corresponding authors was higher in AEJ than in JOE (1.07 [CI 1.03–1.11]), whilst the PR for female first authors was lower in IEJ than in JOE (0.96 [CI 0.93–0.99]). There was a lower PR for women as first authors in 2018 (0.94 [CI 0.90–0.99]) and as first (0.94 [CI 0.90–0.98]) and last (0.94 [CI 0.90–0.98)] authors in 2019 compared with 2023. The presence of women in prominent authorship positions was associated with increased female authorship in other positions (p < .01). Conclusion Female participation on editorial boards and as prominent authors in leading journals is low, indicating significant challenges. Increasing female presence in prominent authorship roles may lead to greater female participation in other authorship positions.
Gender trends in authorship of randomized clinical trials in dentistry Open PDF
(FapUNIFESP (SciELO), 2025)
PRADO, Mayara Colpo
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DOTTO, Lara
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AGOSTINI, Bernardo Antônio
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ONOFRE, Rafael Sarkis
The aim of the study was to explore female authorship in various aspects of randomized controlled trials (RCTs) in dentistry. A search was performed in PubMed for RCTs, in dentistry, indexed from 12/31/2016 to 12/31/2021. Only studies in English were considered. Data selection and extraction were performed by two authors and the following data collected: year of publication, journal, subject, number and names of authors, and country and gender (Genderize website) of the first 10 authors. Descriptive analyses, graphs, and maps were generated. Poisson regression assessed the influence of continent and year of publication on the presence of women as first or last authors. The results were presented as prevalence ratios (PR) and 95% confidence intervals (95%CI). A total of 844 RCTs and 4,305 authors (2,372 men and 1,662 women) were included. Gender disparity increases as the order of authorship advances. Among first authors, men represent 50.59% and women 44.08%, whereas among last authors, they account for 61.92% and 34.03%, respectively. Analyses showed no association between year of publication and the presence of women as authors. There were fewer women as first authors in Europe (PR: 0.82, 95%CI: 0.68-0.99) and as last authors in Europe and Asia (PR: 0.68, 95%CI: 0.53-0.87 and PR: 0.79, 95%CI: 0.63-0.99, respectively). The findings highlight a lower presence of female authors in all aspects analyzed in the RCTs, especially in last authorship. Also, there has been no indication of improvement in recent years. Female participation in RCTs is crucial not only for gender equity but also as a means to enhance the quality and relevance of clinical data for decision-making.
National-, institutional-, and individual-level determinants of dental research excellence: an analysis of Stanford–Elsevier lists of the top 2% scholars worldwide (2017–2023) Open PDF
(Frontiers Media SA, 2025-10-03)
Riad, Abanoub
Background Research excellence, distinct from productivity, is a key criterion in science policy and institutional evaluation. This study examined global distribution and determinants of dental research excellence using the Stanford–Elsevier Lists (SEL) of the top 2% most-cited scientists. Methods A bibliometric analysis was conducted using SEL datasets from 2017 to 2023. The analysis followed an ecological model consisting of three layers of independent variables: national-level indicators (macroeconomic metrics, oral disease burden, and development indices), institutional rankings, and individual-level variables (gender and academic age) were analysed. Descriptive statistics, multivariable regressions, and mixed-effects models were applied. Results The analysis demonstrated a markedly uneven global distribution of excellent dental scholars (EDS), with 96.1% and 88.9% of career-long and single-year EDS, respectively, based in high-income countries. English-speaking countries dominated, reflecting historical and linguistic biases. Institutional elitism was apparent, with 20 universities accounting for nearly one-fifth of all EDS worldwide. Gender disparities persisted, with women comprising only 14.8% (career-long) and 18.1% (single-year). Academic age consistently predicted scholarly metrics more strongly than gender. EDS numbers correlated positively with macroeconomic indicators, particularly R&D investment, while oral disease burden was negatively correlated. Conclusions Dental research excellence is disproportionately concentrated in high-income, English-speaking countries and elite institutions. Historic gender disparities remain, though narrowing trends are noticeable. The observed misalignment between oral disease burden and research excellence highlights the need for inclusive, needs-based research investment.
Examining Gender Differences in Faculty Promotion Among Canadian Dental Schools Open PDF
(Wiley, 2025-10-03)
Ramadan, Roba
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Williams, Lauren
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Siqueira, Michelle F.
ABSTRACT Objectives There is limited research on gender differences in academic dentistry and leadership within Canadian dental schools. This novel study aimed to assess gender trends among dental school faculty, deanship positions, and student convocation, as well as explore faculty perspectives on institutional attitudes toward gender equality in Canadian dental schools. Methods Data were gathered and analyzed from all 10 Canadian dental schools' public websites for the categories of academic faculty, deans, and student convocation. An anonymous survey was sent to faculty members (n = 518) through SurveyMonkey. Statistical analysis was performed through IBM SPSS 28.0 to determine if any statistically significant differences in gender occurred. Results An average of 12.3% more women graduated than men in 2019–2024, a trend not yet present within academic faculty. A statistically significant gender gap exists when comparing assistant, associate, and full professor positions (p = 0.019). In addition, the difference between men and women among individuals holding interim and permanent dean roles is statistically significant (p = < 0.001). Survey results indicate a positive outlook on gender inclusion within institutions; yet a large proportion of respondents ( > 50%) either agreed or were unsure on whether gender influenced their career progression and their ability to negotiate wages. Conclusion This study significantly contributes to the understanding of current gender trends and beliefs that exist in Canadian dental schools. While strides have been made to close the gender gap, there are instances in which these differences should not be ignored. Results emphasize a need for initiatives that support gender parity within the academic setting, such as mentorship opportunities for women, greater institutional support for parents, and better data repositories that make gender trend data more easily accessible. Further research could investigate gender trends within dental specialties/residencies and possible wage disparities that affect dental schools' faculty.
Gender Equity in Endodontic Scholarship and Academia Open PDF
(Elsevier BV, 2025-10)
Ermoshkin, Sarah J.
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Best, Al M.
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Tordik, Patricia A.
INTRODUCTION: Our hypothesis explored representation in women's leadership positions in endodontic academia to assess publication participation of men and women from 2010 to 2023 and to test academic rank disparities by comparing men and women faculty rank, gender, and citation impact. METHODS: Authors' names were downloaded from a PubMed search of publications in the Journal of Endodontics, International Endodontic Journal, and Dental Traumatology between 2010 and 2023. Editorial board members and reviewers were obtained from journal pages. Gender API software was used to determine gender based on first names. Fifty-four United States endodontic postgraduate departments were identified on the American Association of Endodontists website in 2022, and faculty information and rank were verified on departmental websites. Respective H-index scores were calculated using Harzing's Publish or Perish software. RESULTS: Of the 36,587 authors, 35% were women, and the percentage of women authors increased by 0.5% per year (95% CI = 0.3-0.6). Compared to women, men published more than women, outnumbered women as reviewers, and held more positions on editorial boards. The educational leadership of the United States endodontics programs is 29% women. Women comprise 23% of chairs, 21% of postgraduate directors, and 47% of predoctoral director positions (P = .013). However, among academic leaders in the United States, faculty rank is not associated with gender (P = .396) after scholarly impact and leadership roles are adjusted for. CONCLUSIONS: Ultimately, the leadership role predicts rank, not gender. This suggests that women need to take action to apply for more leadership positions.
Breaking the Glass Ceiling? Gender Dynamics in Turkish Dental Faculty Leadership Open PDF
(Wiley, 2026-01-31)
Balkanlıoğlu, Esra
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Ozdemir, Zeyneb Merve
ABSTRACT Introduction Despite the increasing representation of women in the dental profession, gender inequality remains in academic leadership roles. This study aimed to evaluate the gender distribution of academics and deans working in dental faculties in Türkiye. Materials and Methods A retrospective cross‐sectional analysis was conducted using publicly available data from 154 dental faculties (73 state and 81 foundation) between January and March 2025. Information was collected from 3061 academics, including their gender, academic title, specialty, and university affiliation. Gender classification was confirmed using the records of the Council of Higher Education and cross‐validated using the Gender API and NamSor software. Statistical analyses were conducted using SPSS Statistics (version 23). Results Among participants, 62.3% were women and 37.7% were men. Notably, women outnumbered men in nearly all academic ranks, with the highest proportion observed among lecturers (76.5%). Most professors were also women (51.5%), highlighting a remarkable shift in traditional academic gender dynamics. The gender distribution varied across disciplines: women were predominant in pedodontics (80.5%) and restorative dentistry (70%), while men were predominant in oral surgery (62.5%) and implantology (83.3%). In contrast, only 25.8% of deans were women, indicating persistent underrepresentation in high‐level administrative positions. Gender detection tools showed high concordance with the actual data (Cohen's κ > 0.91). Conclusion Although women represent the majority of academics in Turkish dental faculties, a significant gender gap remains in the top leadership roles. Institutional policies and targeted mentorship programs are needed to promote gender equity in academic advancement and decision‐making.

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