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  • Item type:Publication,
    Experiences of Women Faculty in an Academic Medical Center Open PDF 
    (SAGE Publications, 2025-03-13)
    Esplin, Charlotte R.
    ;
    Calderwood, Lisa
    ;
    Weisenmuller, Chantel M.
    ;
    Luzier, Jessica L.
    BACKGROUND: Women faculty face different obstacles in academic medical careers than their men counterparts. Women faculty report feeling like "outsiders" and experiencing multiple barriers to career advancement compared with men, especially if they hold a nonmedical degree (e.g., PhD). This study examined aspects of workplace culture that differentially impact women at a large regional academic medical center (AMC) in the Appalachian region of the United States-a geographic area that is largely understudied in this body of literature. MATERIALS AND METHODS: Forty-seven women completed a survey that included the Culture Conducive to Women's Academic Success instrument, the Professional Fulfillment Index, the Work and Family Conflict scale, and items measuring burnout, childcare availability, and demographic factors. RESULTS: Our findings revealed that many women faculty felt that they were being treated differently than men faculty, that work infringed on their home and family life, and that while they were professionally fulfilled at work, childcare problems exacerbated feelings of wanting to leave that AMC. About 60% of our sample indicated some level of burnout. CONCLUSIONS: These findings align with previous findings that women juggle multiple roles that are typically not expected of men, and this juggling may be one reason why women are not staying in academic medicine or being promoted at the same rate as men. We provide incremental validity for the measures used and delineate specific ideas for improvement, such as on-site childcare, standardized leave policies, and formal mentorship and curriculum programs.
  • Item type:Publication,
    No Room to "Lean In": A Qualitative Study on Gendered Barriers to Promotion and Leadership. Open PDF 
    (2019)
    Ellinas, Elizabeth H.
    ;
    Kaljo, Kristina
    ;
    Patitucci, Teresa N.
    ;
    Novalija, Jutta
    ;
    Byars-Winston, Angela
    INTRODUCTION: The gender gap in professorship and leadership roles persists in academic medicine, whereas reasons for these disparities remain unclear. MATERIALS AND METHODS: Open-ended text responses to a 2013 faculty engagement survey were analyzed by using the grounded theory and consensual qualitative analysis techniques. The authors grouped 491 faculty's text responses into descriptive codes and three themes: (1) No Obstacles, (2) Barriers to Success, and (3) Concerns Regarding Processes. Demographics of codes were compared by using chi-square analysis. RESULTS: Male faculty identified barriers that included negative views of leadership or leaders. Female faculty, especially those in clinical roles, expressed barriers related to role overload, including that the demands of their current positions prevented advancement or addition of further roles, no matter how desirable further roles may be. Women also shared that considerable self-promotion was required to receive acknowledgement of their work and support by leadership. CONCLUSION: A proposed framework depicts male and female faculty's concerns on a continuum. No Obstacle and Process Concerns were relatively gender neutral, whereas large gender disparities occurred within the Barriers to Success theme. Women's barriers largely revolved around internal obstacles (I can't do any more), and men's barriers largely revolved around external factors (leaders are impeding my progress). Resources are needed to mitigate work overload specifically for female faculty, and to ensure that all faculty are both engaged in advanced career opportunities and encouraged to pursue leadership positions.