PUBBLICAZIONE/PUBLICATION

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Start date: 2024Discipline: search.filters.discipline.Ethnicity

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Now showing 1 - 5 of 5
  • Item type:Publication,
    Racism, sexism, and classism: The uneven terrain of student belonging in introductory biology classrooms Open PDF 
    (American Society for Cell Biology (ASCB), 2026-06-01)
    Donham, Cristine
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    Madison, Matthew J.
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    Andrews, Tessa C.
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    Eddy,, Sarah L
    Sense of belonging supports student success in science, technology, engineering, and mathematics (STEM), yet prior research indicates that systemic inequities shape who feels included in college classrooms. Racism, sexism, and classism can shape students' belonging, which then can impact their outcomes. We studied students' sense of belonging in 56 large introductory biology courses that used active learning, reaching more than 4900 students. We used a QuantCrit methodological framework and hierarchical linear models to examine how the intersection of racism and sexism, and racism and classism, related to three components of students' belonging. Racism impacted groups differently, and its impact varied across intersecting identities and components of belonging. Sexism undermined women's comfort sharing ideas in class and seeking instructor help across racial/ethnic groups. Women in some racial/ethnic groups experienced greater connectedness to classmates than men. Classism diminished students' sense of belonging across most racial/ethnic groups. Disaggregating students into more racial/ethnic groups revealed important differences in the experiences of Native American, Latiné, Black/African, and two groups of Asian students. These findings demonstrate that within the same classroom, students can have profoundly different experiences and challenge us to recognize the influence of intersecting forms of oppression on our students.
  • Item type:Publication,
    Beyond the scalpel: Barriers to advancement for Asian women in academic surgery Open PDF 
    (Elsevier BV, 2025-12)
    Nair, Nritya
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    Sanghera, Jaspinder S.
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    Liapis, Ioannis
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    Sirianno, Marcus
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    Tripathi, Manish
    Objective Asian women remain underrepresented in surgical leadership despite increasing numbers in the workforce. Their intersectional experiences in academic surgery are poorly understood. This study explores barriers to career advancement faced by Asian women in academic surgery. Methods Semi-structured interviews were conducted with Asian women surgeons recruited via a national surgical society. Transcripts were analyzed using grounded theory. Results Twenty Asian women surgeons participated; 70% faculty, 35% international medical graduates. Six barrier domains were identified: (1) career advancement-opaque promotion criteria, exclusion from informal networks, disproportionate invisible labor, leadership stereotypes, and mid-career stagnation; (2) mentorship and sponsorship-limited mentorship beyond training, cultural and gender barriers to mentorship, and scarcity of sponsors; (3) bias and discrimination-racism, sexism, undermining of authority, heightened scrutiny, inequitable referrals, and double standards; (4) institutional barriers-favoritism, unsupportive leadership, tokenistic diversity efforts, and productivity-based compensation; (5) personal impact-social exclusion, burnout, disillusionment, and attrition; and (6) barriers related to IMG status, reflecting challenges uniquely reported by international medical graduates. Conclusion Structural reforms to improve promotion transparency, ensure leadership accountability, and formalize mentorship and sponsorship are essential to foster equity and retain Asian women in academic surgery.
  • Item type:Publication,
    Examining gender and ethnic disparities in scientific authorship to promote a culture of equity, diversity and inclusion at a university school of public health Open PDF 
    (The Royal Society, 2025-11)
    Christen, Paula
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    Michalow, Julia
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    Naidoo, Tristan
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    Topazian, Hillary
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    van Elsland, Sabine L.
    In public health research, diverse perspectives are vital to identify biases that homogenous teams might miss. Since publication metrics influence career progression, we investigated publication rate disparities within a School of Public Health. We analysed 18 322 peer-reviewed publications by 513 affiliated researchers between 2014 and 2023 using multivariable regression models and network analysis to assess the impact of gender, ethnicity, job level and centrality in the School’s research network on publication rates. We found a persistent gender gap in publication rates across job levels and ethnicities, with men publishing more than women (incidence rate ratio 1.30, 95% confidence interval (CI): 1.15–1.46). This disparity was present from early career levels and amplified in senior roles, where men were over-represented (71.2% of men at Professor level). Unadjusted analyses indicated higher publication rates for white researchers (median of one publication more per person per year). The COVID-19 pandemic led to increased publication rates for both genders, but the gender gap persisted, with men publishing 1.27 (95% CI: 1.10–1.46) times more than women in 2020/2021. This study underscores the need to identify and address root causes of these disparities to foster an inclusive research environment where diverse contributions are recognized and valued.
  • Item type:Publication,
    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.
  • Item type:Publication,
    Black Women in Medical Education Publishing: Bibliometric and Testimonio Accounts Using Intersectionality Methodology Open PDF 
    (Springer Science and Business Media LLC, 2024-10-23)
    Seide, Witzard
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    Maggio, Lauren A.
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    Artino, Anthony R.
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    Leroux, Todd
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    Konopasky, Abigail
    Background Black women in academic medicine experience racial and gender discrimination, all while being tasked with improving a flawed system. Representation of Black women in medicine remains low, yet they bear the burden of fostering diversity and mentoring trainees, exacerbating their minority tax and emotional labor, and negatively impacting career progression. Objective To complement qualitative accounts of Black women authors in the medical education literature with a quantitative account of their representation. We used statistical modeling to estimate the representation of Black women authors in medical education publishing as compared to other groups. Design An intersectional methodology employing bibliometric analysis and testimonio reflection. Subjects US-based authors of journal articles published in medical education journals between 2000 and 2020. Main Measures Author race was determined using a probability-based algorithm incorporating US Census data, and author gender was ascribed using Social Security Administration records. We conducted two negative binomial generalized linear models by first and last author publications. Metadata for each article was retrieved from Web of Science and PubMed to include author names, country of institutional affiliation, and Medical Subject Headings (MeSH). Results were contextualized via the “testimonio” account of a Black woman author. Key Results Of 21,945 unique authors, Black women (and other racially minoritized groups) published far fewer first and last author papers than white women and men. In addition, major MeSH terms used by Black women authors reveal little overlap with highly ranked medical education topics. The testimonio further narrated struggles with belonging and racial identity. Conclusion This study revealed that Black women are underrepresented in medical education publishing. We believe that dismantling oppressive structures in the publishing ecosystem and the field is imperative for achieving equity. Additionally, further experiential accounts are needed to contextualize this quantitative account and understand underrepresentation in medical education publishing.