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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.
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Brendes, Keith D.
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Lundstrom, Karrie
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O’Neil, Kiley
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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.
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
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Joseph, Marissa
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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.
Assessing Progress: An Integrated Review of LGBTQ+ Faculty Experiences in Higher Education 2010–2025 Open PDF
(Informa UK Limited, 2026-08-26)
Garcia, Ellen
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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.
Gender equality in the Italian academic context. Results from the IGEA project Open PDF
(Frontiers Media SA, 2023-02-21)
Deiana, Giovanna
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Dettori, Marco
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Muresu, Narcisa
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Puci, Mariangela Valentina
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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.
Authorship and citation trends in dementia research: A path to equitable career development for scientists Open PDF
(Wiley, 2026-06)
Viswanathan, Jayalakshmi
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Karamacoska, Diana
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Thakur, Lokendra S.
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Sawan, Mouna
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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.
Gender gap in returns to publications Open PDF
(Springer Science and Business Media LLC, 2026-06-14)
Spiewanowski, Piotr
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Stetsyuk, Ivan
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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.
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
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Congard, Anne
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Bour, Valentine
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Sarda, Élisa
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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.
A bibliometric and systematic study on public policy, health, and culture in the transformation of gender equity Open PDF
(Frontiers Media SA, 2026-05-01)
Guamán-Llongo, Luis Guillermo
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Zea-Vera, Mónica Elizabeth
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Macías-Vilela, Diana Carolina
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Angulo, Daniel
Abstract Introduction: Gender equity remains a central issue in contemporary research and public policy, shaped by structural, cultural, and institutional inequalities. Despite increased academic attention, the field continues to exhibit fragmentation across disciplines and persistent gaps, particularly in intersectional and Global South perspectives. This study aims to analyze the evolution, patterns, and thematic structure of scientific production on gender equity from an interdisciplinary perspective. Methods: A bibliometric review complemented with systematic elements was conducted following PRISMA 2020 guidelines. A total of 835 records were identified from Scopus and Web of Science, of which 129 peer-reviewed articles published between 1986 and 2025 met the inclusion criteria. Data were processed using R (version 4.4.2) for cleaning, filtering, and trend analysis, while VOSviewer (version 1.6.20) was used to map international collaboration networks and keyword co-occurrence patterns. Results: Findings reveal a sustained increase in scientific production, particularly after 2011, with peak publication levels in 2023. Citation patterns indicate concentrated impact in specific years, notably 2002, 2011, and 2018. The analysis highlights the predominance of Global North institutions, thematic concentration in public policy, health, labor, and education, and limited representation of emerging areas such as environmental justice and technological inclusion. Additionally, collaboration networks exhibit asymmetrical structures, with unequal participation across regions. Discussion: The study demonstrates that while research on gender equity has expanded quantitatively, it remains uneven in impact and scope. Persistent gaps in intersectionality, regional representation, and thematic diversification suggest the need for more inclusive and interdisciplinary approaches. These findings underscore the importance of strengthening collaborative networks, integrating diverse perspectives, and aligning academic production with transformative public policy strategies
Inclusive universities: promoting gender equality and sex-gender diversity Open PDF
(Frontiers Media SA, 2026-02-12)
Sánchez Torrejón, Begoña
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Machín Álvarez, Macarena
INTRODUCTION: This study investigates the implementation of gender equality and sex-gender diversity policies in a higher education context, within the G-FORCE Project funded by Erasmus+. METHODS: Two focus groups (N = 20) were conducted with participants from the academic community, administrative staff, research personnel, and external stakeholders, ensuring diverse generational and gender representation. Data were collected through guided focus group discussions, transcribed, and analyzed using reflexive thematic analysis with an interpretive approach. RESULTS: Three dimensions emerged: (1) knowledge and awareness of gender equality and sex-gender diversity, (2) institutional practices and university policies, and (3) university culture. Results indicate that although participants are aware of existing protocols and training, these initiatives are perceived as isolated, minimally innovative, and largely symbolic. CONCLUSION: A gap exists between formal policies and actual practices, reflecting a bureaucratic culture that limits inclusive transformation. Resistance is present among faculty and students committed to equality, yet systemic barriers persist. The study concludes that effective inclusion requires structural change, curricular integration of inclusive perspectives, creation of safe spaces, participatory governance, and alignment of institutional culture with gender equality and sex-gender diversity.
Beliefs, practices, and awareness of written corrective feedback among EFL teachers: a mixed-methods study Open PDF
(Springer Science and Business Media LLC, 2025-12-19)
Mostafavi, Marzieh
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Shokrpour, Nasrin
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Afraz, Shahram
Background Written Corrective Feedback (WCF) is a critical yet complex aspect of second language writing pedagogy. While teachers’ beliefs and practices regarding WCF have been studied, inconsistencies often exist, and the Iranian university context remains underexplored. This study is grounded in Sociocultural Theory (SCT) and Teacher Cognition, framing WCF not just as a pedagogical technique but as a socially mediated activity shaped by teachers’ beliefs and contextual constraints. The present study aimed to investigate the beliefs, practices, and awareness of WCF among Iranian EFL university teachers. Methods A mixed-methods design was employed in two phases. In the first phase, 100 teachers provided 1500 corrected student assignments and completed a questionnaire on their WCF beliefs and self-reported practices. The feedback was analyzed for strategy (direct/indirect, comprehensive/selective), focus, and potential gender bias. In the second phase, semi-structured interviews were conducted with 10 teachers to explore their awareness and knowledge, with the data analyzed using MAXQDA to develop a thematic model. Results The analysis revealed a predominant use of direct (71%) and selective (84%) feedback strategies, with a primary focus on form and organization. No significant gender bias was detected. While teachers demonstrated a strong belief in the utility of WCF, some discrepancies were observed between their stated beliefs and actual practices, particularly concerning comprehensive feedback and the use of error codes. Interview data, however, indicated a high level of practical awareness, conceptualized here as a form of mediated agency within their sociocultural context, leading to the development of a model of teacher WCF awareness and practice. Conclusion Iranian EFL teachers employ varied but principled WCF strategies, showing good awareness despite some belief-practice misalignments. The findings underscore the role of experiential knowledge as a key mediator in teacher cognition and highlight implications for teacher training to bridge the theoretical knowledge and practical application.

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