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The Leadership Ceiling in Global Radiology: A 2024–2026 High-Throughput Algorithmic Audit of Gender Representation in Senior Authorship Open PDF
(Elsevier BV, 2026-07)
Wang, Tanche (Jimmy)
Rationale and objectives: To establish a 2026 global benchmark for senior authorship gender representation in high-impact imaging journals and identify structural barriers to digital metadata visibility. Materials and methods: An algorithmic audit analyzed 6454 publications from seven leading radiology journals compiled between January 2024 and February 2026. Senior author gender was inferred utilizing the validated gender-guesser name-inference engine. Pearson's Chi-squared test compared gender distributions across journals. A dynamic, web-based dashboard was developed using a Python-Streamlit framework to facilitate continuous, live data exploration. Results: The global female senior authorship rate across successfully classified data was established at 17.70% (1144/3717). Significant variation was found by journal (x2=34.19, p < 0.0001). The Journal of the American College of Radiology (JACR) demonstrated the highest representation (37.17%), while technical subspecialty journals showed lower parity. A profound "Metadata Gap" was identified, with 42.42% (2737/6454) of the total cohort lacking identifiable gender markers or sufficient name strings in professional publishing summaries to allow for algorithmic inference. Conclusion: A profound gender gap persists in global senior research leadership within imaging specialties. Enhancing publishing metadata hygiene is an essential step for accurate institutional equity tracking. Informatics-driven auditing via live dashboards provides a scalable roadmap for modern departmental and institutional accountability.
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.
Program Director Gender and Female Representation in United States Anesthesiology Residency Programs: A Website Content Analysis Open PDF
(Informa UK Limited, 2026-07)
Dankievitch, Korinne
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Malgieri, Christopher James
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Corman, Benjamin HP
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Hayward, Geoffrey
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Argo, Jonathan
PURPOSE: Female program directors (PD) have been suggested to influence gender representation and recruitment; however, their impact within anesthesiology residency programs remains unclear. This study evaluated whether PD gender is associated with differences in female resident and faculty representation and anesthesiology residency program website content. METHODS: Anesthesiology residency programs participating in the 2024-2025 National Resident Matching Program (NRMP) Match were identified through the American Medical Association's Fellowship and Residency Electronic Interactive Database (FREIDA). Program websites were evaluated for 13 predefined criteria across three domains: leadership and strategic vision, representation, and resources. Program characteristics, including full-time faculty and residents, were extracted. Scores across domains were compared by program director gender. Data presented as mean (standard deviation) or percentage (%). RESULTS: A total of 160 programs were included in the analysis; 38% were led by female and 62% by male program directors. Women represented 35% of residents and full-time faculty across all programs. Programs led by female program directors was associated with lower female representation among residents (27.9% vs. 42.8%) and full-time faculty (27.4% vs. 44.4%, p<0.001) compared to male-led programs. The mean overall website content score was 6.45 ± 3.11, with no difference by program director gender (6.82 ± 3.04 vs. 6.21 ± 3.13, p=0.253). However, representation domain scores were higher in programs with female program directors (2.20 ± 0.95 vs.1.82 ± 1.06; p=0.042). CONCLUSION: Women represent more than one-third of anesthesiology program directors, residents, and full-time faculty, reflecting continued progress toward gender equity within the specialty. However, programs led by female program directors had lower female representation among residents and full-time faculty, despite stronger emphasis on visual and descriptive representation within website content. Together, these findings suggest that while leadership equity remains important, recruitment, representation, and workforce equity are shaped by broader structural and institutional factors beyond program director gender alone.
Gender composition of editorial boards in Pakistani Medline-indexed journals: a disaggregated analysis Open PDF
(Pakistan Medical Association, 2026-06-25)
Editorial boards determine the direction and scope of journals. The objective of this study was to assess the gender composition of the editorial boards of four Pakistani Medline-indexed journals using a descriptive cross-sectional study design. Gender composition of the editorial boards of four Pakistani Medline-indexed journals was assessed using a descriptive cross-sectional study design. The publicly available official editorial board pages were accessed and analysed for: Journal of the Pakistan Medical Association (JPMA), Journal of Ayub Medical College (JAMC), Journal of the College of Physicians and Surgeons of Pakistan (JCPSP), and Pakistan Journal of Pharmaceutical Sciences (PJPS). Cumulatively, 163 individuals comprised the editorial boards in these journals, out of which 112 (68.7%) were males. JPMA had the largest editorial team with 59 individuals, and JCPSP had the smallest team with 25 individuals. The most and least gender-diverse editorial teams were reported by JPMA and JAMC, with 22 (37.3%) and 6 (20.7%) women, respectively. Results augur the need for gender-sensitive training programmes to promote gender balance in the editorial boards of the country's medical journals.
Unpacking mathematical gender stereotypes: trends and directions from 25 years of research Open PDF
(Frontiers Media SA, 2025-11-18)
Nurlu, Özge
Gender norms shape multiple domains, including mathematics-long framed as a male-dominated field-thereby fostering pervasive mathematical gender stereotypes (MGS) that affect individuals' participation and achievement. This study aims to systematically synthesize empirical research published between 1999 and 2024, indexed in Web of Science, written in English, and available in full text. Only articles explicitly examining MGS were included; studies focused on broader STEM stereotypes, non-English publications, records without full-text access, and papers outside the specified time window were excluded. Limitations include the absence of protocol pre-registration-although inclusion/exclusion criteria and the analysis plan were specified in writing prior to the search and PRISMA 2020 guidelines were followed-and the unavoidable subjectivity in interpretation and categorization despite established inter-coder reliability. Analyses indicate that most studies are situated in psychology, frequently employ experimental designs, and primarily sample university students. Surveys dominate data collection, and parametric inferential statistics are commonly used. Geographically, the literature is concentrated in Western countries-particularly the United States and Germany-with limited contributions from the Global South. Publication counts fluctuate over time, with notable peaks in 2012 and 2022. Conceptually, the literature converges on two principal axes: (i) belief/domain-ownership formulations centered on male superiority and (ii) process-based formulations centered on ST. Less frequently examined yet theoretically informative extensions include endorsement, internalization, counter-stereotypic role models, and stereotype lift. Across qualitative, descriptive, correlational, mediation, meta-analytic, and experimental evidence, findings consistently cluster around these axes, with stereotype endorsement and MGS occupying central positions. Taken together, the results underscore the need for future research that is more interdisciplinary, cross-cultural, and methodologically diverse to more comprehensively address MGS.
Individual Strategies and Institutional Solutions: Advancement of Asian Women in Academic Surgery Open PDF
(Elsevier BV, 2026-10)
Nair, Nritya
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Sanghera, Jaspinder S.
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Liapis, Ioannis
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Sirianno, Marcus P.
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Tripathi, Manish
INTRODUCTION: Asian women remain underrepresented in academic surgical leadership, despite increasing diversity among trainees and junior faculty over recent decades. While prior work has identified structural and cultural barriers to advancement, less is known about how individuals navigate these barriers and what solutions are necessary to promote retention and career progression. This qualitative study explores Asian women surgeons' perspectives on actionable strategies to promote retention and advancement. METHODS: Semi-structured interviews were conducted with Asian women surgeons recruited via a national surgical society. Transcripts were analyzed using grounded theory to identify participant-reported strategies to navigate barriers and institutional and systemic solutions identified as necessary for meaningful change. RESULTS: Twenty Asian women surgeons participated: 60% were academic faculty, 10% were faculty who had transitioned to private practice and 30% were trainees; 65% graduated from an American medical school. Participants described individual strategies including behavioral modification, self-promotion, proactive pursuit of mentorship and sponsorship, cultivating diverse mentorship and peer support networks, and perseverance within an inequitable system. Institutional solutions described included transparent and inclusive promotion pathways, equity-oriented policies, infrastructure and resource distribution, proactive and accountable leadership, increasing diversity beyond demographic representation, addressing racism and sexism and broader institutional initiatives like targeted support for mid-career faculty, and structured mentorship and sponsorship programs. CONCLUSIONS: While Asian women employ a range of individual strategies to advance in academic surgery, lasting progress requires institutional and structural change to reduce subjectivity in advancement, equitably distribute resources and opportunities, and hold leadership accountable for creating inclusive, supportive academic environments.
Women Emergency Physicians and Gender Disparities from Entry to Advancement Open PDF
(Elsevier BV, 2026-07)
Sethuraman, Kinjal N.
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Lall, Michelle D.
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Gorman, Emily F.
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Zeidan, Amy J.
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Agrawal, Pooja
STUDY OBJECTIVE: We sought to summarize the last 20 years of published research on gender experience and disparities in the emergency medicine workforce. METHODS: We conducted a scoping review by searching MEDLINE ALL, Embase, Cochrane Central Register of Controlled Trials, and Scopus from 2003 to 2024, to identify original research investigating gender experience and disparities among physicians in emergency medicine in North America. We abstracted study design, sample characteristics, and outcomes. We analyzed data using an ad hoc iterative thematic analysis of the content areas as well as a synthesis of the key findings and research limitations. RESULTS: We identified 5,740 candidate publications and, after exclusions, included 191 (99% observational studies). We identified 15 themes: (1) workforce, (2) childbearing, (3) attrition, (4) evaluations, (5) bias and discrimination, (6) wellness, (7) professional development groups and mentorship, (8) authorship, (9) editorial board membership, (10) research grants, (11) national speakers, (12) awards, (13) leadership roles, (14) academic rank and promotion, (15) financial compensation and one subtheme (pediatric emergency medicine). We mapped these themes to 5 domains: (1) Recruitment and Retention, (2) Culture and Environment, (3) Academic Scholarship, (4) Recognition and Promotion, and (5) Clinical Care and Decisionmaking. There were 3 to 33 publications per theme. The quality of evidence was variable. We found fewer disparities, and improvement over time in the percentage of women academic faculty, women authorship, national speaking, and educational awards. We found consistent evidence of gender disparities disadvantaging women emergency physicians in financial compensation, editorial board membership, executive leadership roles, academic rank, and experiences of gender bias, with little change over time. CONCLUSION: Although some areas remain understudied, our central findings confirm that gender-based disparities continue to exist among emergency physicians. Future efforts should be redirected toward the development and assessment of interventions that combat these disparities.
Female Authorship in “Women in STEM” fields: A bibliometric Analysis Open PDF
(Oxford University Press (OUP), 2026)
Swanson, Morgan E
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Liebl, Andrea L
Women in STEM and STEM-related fields face many issues preventing their sustained inclusion and success, from as early as childhood. Many issues persist into adulthood and careers, including pay disparities, hostile workplace interactions, workload imbalances, and uneven expectations in domestic roles. A growing body of literature seeks to address and analyze female disparities by studying and publishing research related to societal and cultural issues faced by women in STEM. However, the gender of the authors of literature focusing on this type of research also matters as a woman's experience in STEM might provide a different context; equally, male allyship is imperative to furthering gains made in the field. To determine what proportion of authors publishing on female disparity in STEM fields are women, we employed a large-scale bibliometric study to examine the trends in the proportion of three metrics of female authorship on publications related to "Women in STEM" topics; specifically, we analyzed the total female authors, female first authors, and female last authors of 7240 published manuscripts. Literature published between 2000 and 2024 was accessed using a search engine with nine search terms related to issues facing women in STEM, including terms about gender parity, gender inequity, gender attrition, pay gaps, the leaky pipeline, student gender bias, and motherhood in STEM. Overall, the proportion of female authors in any position, including specifically as both first and last author, increased over the period of our study. Our results also indicate a sustained overrepresentation of female authors during the latter portions of our analysis. These results highlight an increase in female authorship on "Women in STEM" literature and demonstrate that female researchers are becoming more central in studying these topics. Although increasing female participation in subjects related to women in STEM is important for perspective, context, and solutions, male inclusion is also important to ensure buy-in in the workplace and allow an equal distribution of labor.

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