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  • Item type:Publication,
    Fostering trustworthy dialogue on race, ethnicity and gender in a mentoring and leadership program for academic medicine faculty Open PDF 
    (Springer Science and Business Media LLC, 2025-12-30)
    Pololi, Linda
    ;
    Brimhall-Vargas, Mark
    ;
    Mojto, Alison Milofsky
    Background Inequity and marginalization of faculty historically underrepresented in academic medicine persist. As medical schools seek to increase the diversity and success of all their faculty, there is a need for effective change activities to address racism and sexism in medicine. We present an evaluation of an exercise aimed at enhancing cross-cultural awareness and valuing of diversity that was embedded in a faculty mentoring and leadership program in academic medicine. Most cross-cultural training fails to include opportunity to practice these difficult conversations in a diverse group. Methods Participants were 80 MD and PhD multidisciplinary medical school faculty who participated in five implementations of the yearlong C-Change Mentoring and Leadership Institute between 2018 and 2023. 43% of faculty were from underrepresented racial and ethnic groups, 60% were female, 65% were physicians and 35% had a PhD degree. We conducted a qualitative analysis of written and oral faculty responses to a collection of verbatim quotations of underrepresented minority and female faculty that described experiences of being discriminated against in the workplace. Thematic analysis of written and oral data was inductive, allowing themes to emerge from the data. Results Themes that emerged in the data from these facilitated conversations were: increased awareness of racism, recognition of lack of knowledge; connection, shared experience, and empathy; blame, judgment, dismissiveness, and deflection; focus on solutions/paths for change; the nature of prejudice; and reflection on their role in the system. The themes in participant responses illustrated the developmental stages of identity awareness in White and underrepresented minority persons. Participating faculty were able to productively engage in difficult conversations across race, ethnicity and gender. Conclusions The facilitated exercise engendered reflection, dialogue and learning about racism, sexism and identity development. Such exercises can open spaces of possibility for change at the individual level as well as the creation of inclusive cultures necessary for systemic change to occur.
  • Item type:Publication,
    Consequences of Affirmative Action: The Impact of Hiring a Female Professor
    (2025)
    Mähr, Maximilian
    This paper studies how appointing a female professor through affirmative action affects hiring decisions and gender attitudes of faculty. For identification I use the introduction of a nationwide affirmative action policy in Germany that provides subsidies to departments appointing women to permanent full professorships. Using administrative data on all academic personnel employed at German public universities, I find that exposure to a female professor increases the share of female Ph.D. students but leaves hiring of women among full professors, assistant professors, and postdoctoral researchers unaffected. The rise in female Ph.D. enrollment is driven by individuals who completed their undergraduate studies in the same department. Additional findings show that after a woman joins the department, young male faculty members increase their collaboration with female colleagues. Further, I document that research productivity and direction are unaffected by the presence of an additional woman. Finally, I estimate that approximately two-thirds of subsidized female appointments would have occurred without the program.
  • Item type:Publication,
    A Look at Doctoral Theses in Mathematics Education at Andalusian Universities (2010-2020) from a Gender Perspective
    (2022)
    Maz-Machado, A.
    ;
    Gutiérrez-Rubio, D.
    ;
    Madrid, M.J.
    ;
    Pedrosa-Jesús, C.
    In recent years, bibliometric studies on mathematics education have allowed us to learn more about the scientific production in this field. To continue this line of study, in this research we have focused on the doctoral theses published on mathematics education and, in particular, on the role of women in the production, direction and evaluation of doctoral theses in this field, focusing on Andalusian universities. For this purpose, a bibliometric study has been carried out using the Teseo database. The results show a decrease in Andalusian doctoral production in this field in recent years and how, although the number of women who have completed doctoral theses in this field is greater than that of men, in the case of the direction of them, the number of male directors is greater than men directors © 2022, Alexander Maz Machado et al; published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License
  • Item type:Publication,
    Gender bias in academia: A lifetime problem that needs solutions Open PDF 
    (2021)
    Llorens, Anaïs
    ;
    Tzovara, Athina
    ;
    Bellier, Ludovic
    ;
    Bhaya-Grossman, Ilina
    ;
    Bidet-Caulet, Aurélie
    Despite increased awareness of the lack of gender equity in academia and a growing number of initiatives to address issues of diversity, change is slow, and inequalities remain. A major source of inequity is gender bias, which has a substantial negative impact on the careers, work-life balance, and mental health of underrepresented groups in science. Here, we argue that gender bias is not a single problem but manifests as a collection of distinct issues that impact researchers’ lives. We disentangle these facets and propose concrete solutions that can be adopted by individuals, academic institutions, and society.
  • Item type:Publication,
    Ivory tower in MD/PhD programmes: sticky floor, broken ladder and glass ceiling Open PDF 
    (2024)
    Lail, Achint
    ;
    Ding, Jeffrey
    ;
    Leyva, Brayden K.
    ;
    Jalal, Sabeena
    ;
    Nakae, Sunny
    OBJECTIVE: Achieving gender equity in academic medicine is not only a matter of social justice but also necessary in promoting an innovative and productive academic community. The purpose of this study was to assess gender distribution in dual MD/PhD academic programme faculty members across North America. METHODS: Academic metrics were analysed to quantify the relative career success of academic faculty members in MD/PhD programmes. Measured parameters included academic and leadership ranks along with nominal research factors such as peer-reviewed research publications, H-index, citation number and years of active research. RESULTS: Χ² analysis revealed a statistically significant (p<0.0001, χ²=114.5) difference in the gender distribution of faculty and leadership across North American MD/PhD programmes. Men held 74.2% of full professor positions, 64% of associate professor positions, 59.4% of assistant professor positions and 62.8% of lecturer positions. Moreover, men occupied a larger share of faculty leadership roles with a statistically significant disparity across all ranks (p<0.001, χ²=20.4). A higher proportion of men held positions as department chairs (79.6%), vice chairs (69.1%) and programme leads (69.4%). CONCLUSION: Gender disparity was prevalent in the MD/PhD programmes throughout North America with women achieving a lower degree of professional stature than men. Ultimately, steps must be taken to support women faculty to afford them better opportunities for academic and professional advancement.
  • Item type:Publication,
    Gendered knowledge in fields and academic careers Open PDF 
    (2022)
    Kim, Lanu
    ;
    Smith, Daniel Scott
    ;
    Hofstra, Bas
    ;
    McFarland, Daniel A.
    Women and men often contribute differently to research knowledge. Do differences in these contributions partially explain disparities in academic career outcomes? We explore this by looking at how gender is embodied in research language, and then ascertain whether the adoption of more gendered research language affects career outcomes beyond the researcher's attributes. We identify different forms of gendered knowledge—gender referents (explicit references to sex and gender) and gender-associated terms (words that are implicitly associated with women or men researchers)—by applying natural language processing techniques to nearly one million doctoral dissertations published in the United States between 1980 and 2010. We then determine whether employing gender referents and gender-associated terms affects the course of PhDs’ ensuing careers. We find women researchers have lower chances of securing academic positions than men in every field; explicit references to women as research subjects are modestly rewarded in comparison to references to men; and more career opportunities are afforded to research knowledge associated with men. These results suggest that academia is slowly correcting the traditional and explicit bias of studying men at the exclusion of women. Still, there remains a stronger implicit bias against knowledge associated with women scholars. We discuss relative differences between humanities and social sciences versus natural sciences, technology, engineering, and math, as well as potential treatments for offsetting bias in those fields.
  • Item type:Publication,
    Gender and racial/ethnic disparities in rates of publishing and inclusion in scientific-review processes. Open PDF 
    (Educational Publishing Foundation, 2021)
    Willis, Malachi
    ;
    Bridges, Ana J.
    ;
    Jozkowski, Kristen N.
    Sexism and racism in academia have contributed to women and people of color being underrepresented at increasing levels of the academic hierarchy. We investigated whether people with socially marginalized identities experience disparities regarding rates of publishing and inclusion in the scientific-review process. Using a sample of academics in psychology departments at research-focused universities in the United States (<i>n</i> = 885), we found gender disparities for PhD holders and racial/ethnic disparities for graduate students. Specifically, female PhD holders and graduate students of color reported fewer publications and were less likely to be included in the scientific-review process compared with male PhD holders and White graduate students, respectively. Differences in research activity by gender and race/ethnicity in a contemporary sample of psychologists reflected a 'leaky pipeline' that persists in psychology departments. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
  • Item type:Publication,
    Career Progression and Research Productivity of Women in Academic Cardiothoracic Surgery Open PDF 
    (2022)
    Williams, Kiah M.
    ;
    Wang, Hanjay
    ;
    Bajaj, Simar S.
    ;
    Hironaka, Camille E.
    ;
    Kasinpila, Patpilai
    BACKGROUND: The objective of this work was to delineate career progression and research productivity of women practicing cardiothoracic surgery in the academic setting. METHODS: Cardiothoracic surgeons at the 79 accredited US cardiothoracic surgery training programs in 2020 were included in this cross-sectional analysis. Data regarding subspecialization, training, practice history, and publications were gathered from public sources including department websites, CTSNet, and Scopus. RESULTS: A total of 1065 surgeons (51.3% cardiac, 32.1% thoracic, 16.6% congenital) were identified. Women accounted for 10.6% (113) of the population (7.9% of cardiac, 15.5% of thoracic, 9.6% of congenital surgeons). The median number of cardiothoracic surgeons per institution was 12 (interquartile range [IQR], 10-17), with a median of 1 woman (IQR, 0-2). Fifteen of 79 programs (19%) had no women. Among women faculty 5.3% were clinical instructors, 51.3% were assistant professors, 23.0% were associate professors, 16.8% were full professors, and 3.5% had unspecified titles (vs 2.0%, 32.9%, 23.0%, 37.5%, and 4.6% among men, respectively; P < .001). Women and men authored a comparable number of first-author (0.4 [IQR, 0.0-1.3] vs 0.5 [IQR, 0.0-1.1], P = .56) publications per year but fewer last-author (0.1 [IQR, 0.0-0.7] vs 0.4 [IQR, 0.0-1.3], P < .0001) and total publications per year (2.7 [IQR, 1.0-6.2] vs 3.7 [IQR, 1.3-7.8], P = .05) than men. The H-index was lower for women than for men overall (8.0 [IQR, 3.0-15.0] vs 15.0 [IQR, 7.0-28.0], P < .001) but was similar between men and women who had been practicing for 10 to 20 years. CONCLUSIONS: Gender disparities persist in academic cardiothoracic surgery. Efforts should be made to support women in achieving senior roles and academic productivity.
  • Item type:Publication,
    Academic benchmark of highly influential ophthalmologists listed in the ophthalmology power list Open PDF 
    (2022)
    Shemesh, Rachel
    ;
    Tiosano, Alon
    ;
    Barayev, Edward
    ;
    Zloczower, Elchanan
    ;
    Gershoni, Assaf
    OBJECTIVE: To review the academic benchmark of highly influential ophthalmologists listed in the ophthalmology '2020 Power List'. METHODS: In this cross-sectional study, the academic profiles, achievements, and bibliometric profiles of all ophthalmologists listed in the 'Power List of 2020', regarded as the most influential figures in ophthalmology today, were analysed. RESULTS: Ninety-five ophthalmologists were studied, after excluding 10 non-ophthalmologist figures that are also listed. Their mean age is 63 ± 11.7 years, with a strong male predominance (84.2%, n = 80 males, P < 0.001). All have a medical doctorate degree, and 31% (n = 29) have a Philosophy Doctor (PhD) degree. Fifty-three percent (n = 51) are graduates of medical schools in the United States (US). However, non-US ophthalmologists have a higher percentage of PhD degrees (41%, 18/44) vs. US ophthalmologists (22%, 11/51, P = 0.069), and also a longer duration of post-residency training (5.8 ± 3.1 vs. 1.8 ± 0.9 years, P < 0.001). The most common subspecialty was cataract and anterior segment surgery (42%, n = 40). The mean and standard deviation of the total number of papers published by ophthalmologists were 307.4 ± 226.3, with a mean citation record of 11,835.7 ± 13,330.5, and a mean h-index of 46.9 ± 27.9. CONCLUSIONS: The ophthalmologists listed on the 'Power List of 2020' are leaders with high accomplishments and an established interest in research evidenced by a high record of publications and an exceptional bibliometric profile. The list contains more US figures with a gender disparity, demonstrating a greater difficulty for international ophthalmologists, especially women, in achieving this high level of recognition.
  • Item type:Publication,
    Protégé-advisor gender pairings in academic survival and productivity of German PhD graduates
    (2021)
    Rehs, A.
    Female underrepresentation is a severe problem in academia and challenges the principle of merit-based selection. Previous studies have found protégé-advisor gender pairings to be associated with scientific survival and early career productivity for young scientists. In this study, I add to these results and focus on the disentanglement of temporal patterns after completing a PhD. I link a dataset of German protégé-advisor pairs scraped from online dissertations with disambiguated publication data from the Web of Science. My analysis is based upon time-discrete survival regression and explores the duration until the final publication after completing a PhD. I show that for protégés of female advisors, the yearly risk to drop out of academia after completing a PhD is about 38% lower than for protégés of male advisors. This effect is not different between female and male protégés. Women generally have a higher yearly dropout rate after completing a PhD. © 2021 18th International Conference on Scientometrics and Informetrics, ISSI 2021. All rights reserved.