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  • Item type:Publication,
    Gender Disparities in Medical Student Research Awards: A 13-Year Study from the Yale School of Medicine Open PDF 
    (Lippincott Williams and Wilkins, 2018)
    King, J.T.
    ;
    Angoff, N.R.
    ;
    Forrest, J.N.
    ;
    Justice, A.C.
    Purpose The Liaison Committee on Medical Education mandates instruction in research conduct, and many U.S. Medical schools require students to complete a research project. All Yale School of Medicine (YSM) graduating students submit a research thesis, and ∼5% are awarded highest honors. Gender disparities exist in areas related to physician research productivity, including academic rank, research funding, and publications. The authors asked whether gender disparities exist for medical student research. Method The authors conducted a retrospective review of 1,120 theses submitted by graduating medical students from 2003 to 2015 at YSM and collected data on gender, mentoring, research type, sponsoring department, and other characteristics. Multivariate logistic regression modeling examined gender differences in medical student research awards. Results Women authored 50.9% of theses, but earned only 30.9% of highest honors awards (OR 0.41; 95% CI: 0.23, 0.74). Among factors associated with increased receipt of highest honors that differed by gender, men were more likely than women to work with a mentor with a history of three or more thesis honorees, take a fifth year of study, secure competitive research funding, undertake an MD-master of health science degree, and conduct laboratory research (all P <.001). After adjustment for these factors, and for underrepresented in medicine status and sponsoring department, women remained less likely to receive highest honors (OR 0.51; 95% CI: 0.27, 0.98). Conclusions Women YSM students were less likely to receive highest honors for medical research. Gender disparities in postgraduate biomedical research success may start during undergraduate medical education. © 2018 by the Association of American Medical Colleges. Unauthorized reproduction of this article is prohibited.
  • Item type:Publication,
    Women in Science: Where We Stand?—The WHEN Protocol Open PDF 
    (MDPI, 2025)
    Arnaboldi, Francesca
    ;
    Macagno, Alessia
    ;
    Villani, Marialuisa
    ;
    Biganzoli, Giacomo
    ;
    Bianchi, Francesca
    Gender disparity in scientific fields, identified with the acronym STEM, is a complex issue whose multiple causes have distant origins in time. In the early development of scientific disciplines, women were often denied access to education and professional opportunities, and their contributions to the scientific fields were frequently not recognized. These trends of underrepresentation gave rise to the male-dominated culture in STEM that persists today, as young women often lack female role models and are less likely to pursue careers in STEM, perpetuating the gender gap and limiting women’s influence and visibility in these fields. Here we present the protocol of the WHEN project, which aims to explore the perceptions that high-school students have of scientific careers and of the women in science, investigating whether gender stereotypes persist and can affect decisions about future paths. Through questionnaires, this study investigates the impact of socio-economic variables on the persistence of gender stereotypes and, most importantly, explores the potential for reducing them through direct engagement with female STEM role models.
  • Item type:Publication,
    Do females create higher impact research? Scopus citations and Mendeley readers for articles from five countries Open PDF 
    (2018)
    Thelwall, M.
    There are known gender imbalances in participation in scientific fields, from female dominance of nursing to male dominance of mathematics. It is not clear whether there is also a citation imbalance, with some claiming that male-authored research tends to be more cited. No previous study has assessed gender differences in the readers of academic research on a large scale, however. In response, this article assesses whether there are gender differences in the average citations and/or Mendeley readers of academic publications. Field normalised logged Scopus citations and Mendeley readers from mid-2018 for articles published in 2014 were investigated for articles with first authors from India, Spain, Turkey, the UK and the USA in up to 251 fields with at least 50 male and female authors. Although female-authored research is less cited in Turkey (-4.0%) and India (-3.6%), it is marginally more cited in Spain (0.4%), the UK (0.4%), and the USA (0.2%). Female-authored research has fewer Mendeley readers in India (-1.1%) but more in Spain (1.4%), Turkey (1.1%), the UK (2.7%) and the USA (3.0%). Thus, whilst there may be little practical gender difference in citation impact in countries with mature science systems, the higher female readership impact suggests a wider audience for female-authored research. The results also show that the conclusions from a gender analysis depend on the field normalisation method. A theoretically informed decision must therefore be made about which normalisation to use. The results also suggest that arithmetic mean-based field normalisation is favourable to males. © 2018 Elsevier Ltd. All rights reserved.
  • Item type:Publication,
    Does Gender Bias Still Affect Women in Science? Open PDF 
    (2019)
    Roper, Rachel L.
    The percentage of women employed in professional scientific positions has been low but is increasing over time. The U.S. National Institutes of Health and the National Science Foundation have both implemented programs to improve women's participation in science, and many universities and companies have diversity and equity programs. While most faculty and scientists believe that they are fair and unbiased, numerous well-designed studies published in leading peer-reviewed journals show that gender bias in sciences and medicine is widespread and persistent today in both faculty and students. Recent studies show that gender bias affects student grading, professional hiring, mentoring, tenure, promotion, respect, grant proposal success, and pay. In addition, sexual harassment remains a significant barrier. Fortunately, several studies provide evidence that programs that raise conscious awareness of gender bias can improve equity in science, and there are a number of recommendations and strategies for improving the participation of women.