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  • Item type:Publication,
    Teaching, service, and leadership: exploring gender inequities in Saudi pharmacy academia Open PDF 
    (Frontiers Media SA, 2025-12-11)
    Almaghaslah, Dalia
    Background Gender equity remains a global challenge in academic pharmacy, with disparities documented in rank, leadership, and workload distribution. However, limited evidence exists from Middle Eastern contexts where unique structural and cultural factors, such as gender segregation, shape faculty experiences. Objective This study examined gender equity perceptions among faculty at a Saudi college of pharmacy, focusing on workload distribution, access to resources, classroom experiences, and advancement opportunities, and compared findings with national data from the AACP-APhA Gender Equity Task Force. Methods A cross-sectional survey adapted from the AACP-APhA Gender Equity Task Force instrument was administered to pharmacy faculty. The survey measured perceptions of equity across domains including teaching, research, service, student interactions, mentoring, leadership, and promotion. Responses were analyzed using chi-square tests to identify gender differences. Results Significant gender differences were identified across multiple domains. Female faculty reported heavier teaching workloads, less access to research resources, and greater service obligations compared to male colleagues. They also perceived significant disparities in classroom civility ( p = 0.0052), student respect, and teaching evaluations ( p = 0.0451), with students perceived as treating male faculty more favorably. Leadership opportunities, promotion, and peer respect also significantly favored men. These findings are consistent with national data, reinforcing that inequities in academic pharmacy are systemic rather than context-specific. Conclusion Women faculty in Saudi pharmacy education face structural and cultural barriers, compounded by implicit student bias, that limit their time for scholarship and affect their career advancement. Institutional interventions, including equitable workload distribution, resource allocation, bias training, and mentorship programs, are essential to promote gender equity and ensure a supportive academic environment.
  • Item type:Publication,
    Reliability and Validity Evidence for an Academic Gender Equity Questionnaire
    (2023)
    Warholak, T
    ;
    Barner, JC
    ;
    Unni, E
    ;
    Thomas, TF
    ;
    Devraj, R
    Objective. The majority of practicing pharmacists and student pharmacists are women. However, instru-ments to assess perceptions of gender equity within pharmacy academia are not available. The objective of this research was to describe the psychometric analysis of a questionnaire developed to assess gender equity by a Gender Equity Task Force and to report reliability and validity evidence.Methods. A questionnaire with 21 items addressing the teaching, research, service, advancement, men-toring, recruitment, and gender of college leaders was created. The survey was distributed via email in December 2020 to all social and administrative science section members of two professional associations. Rasch analysis was performed to evaluate the reliability and validity evidence for the questionnaire.Results. After reverse coding, all items met parameters for unidimensionality necessary for Rasch analysis. Once adjacent categories were merged to create a 3-point scale, the scale and items met parameters for appropriate functionality. Items were ordered hierarchically in order of difficulty. The modified instrument and scale can be treated as interval level data for future use.Conclusion. This analysis provides reliability and validity evidence supporting use of the gender equity questionnaire in the social and administrative academic pharmacy population if recommended edits such as the 3-point scale are used. Future research on gender equity can benefit from use of a psychometrically sound questionnaire for data collection.
  • Item type:Publication,
    An Update on the Progress Toward Gender Equity in US Academic Pharmacy Open PDF 
    (2022)
    Draugalis, JoLaine R.
    ;
    Medina, Melissa S.
    ;
    Taylor, Jamie N.
    ;
    Plaza, Cecilia M.
    ;
    Lopez, Estela J.
    Objective. To evaluate the status of gender equity in US pharmacy education since the two previous publications on the topic in 2004 and 2014.Methods. Data were gathered from existing national databases, internal American Association of Colleges of Pharmacy (AACP) databases, AACP meeting minutes, published reports, scholarly articles, pharmacy association websites, individual school websites, and LinkedIn profiles. Differences between men and women were evaluated on degree completion, discipline, rank, tenure status, research, leadership development, leadership positions, salaries, and professional awards. Comparisons were also made to academic medicine and dentistry.Results. Fifty-one percent of full-time faculty members across all academic pharmacy disciplines are women. The percentage of women at the rank of professor was 36.6%, compared to 25% in 2014. Of the 2992 tenured or tenure track pharmacy faculty, 39.2% were women. Out of 388 department chairs, 146 were women. Throughout 2014-2021, there were 121 chief executive officer (CEO) dean permanent appointments, with men holding 91 (75.2%) and women holding 30 (24.8%). Women received 29.7% of the National Institutes of Health grants awarded to pharmacy schools compared to men (70.3%), although women's funding amount was higher. In both the pharmacy practice discipline and all sciences disciplines, the total salary across all ranks and years in rank was significantly higher for men than women, even for department chairs, but there were no differences for CEO deans. To date, women have received 13% of four national pharmacy organizations' top 13 awards.Conclusion. Since 2014, some achievement gaps have narrowed, but areas of concern still exist and need continued attention and resources so inequities can be eliminated. Women in academic pharmacy need mentoring and support to extend throughout the trajectory of their careers in areas such as academic advancement, grant applications, salary negotiation, leadership pursuit, and award applications.
  • Item type:Publication,
    Improving Equity for Women in Pharmacy Academia Open PDF 
    (2023)
    Bond, Rucha
    ;
    Hammer, Dana
    ;
    Van Tassell, Benjamin
    Previous studies have identified that gender inequities exist in pharmacy academia. The inequities that women in academic pharmacy face are lower job satisfaction, ability to achieve higher ranks in faculty and administration, and salary. To date, considerations of why these inequities exist and what measures can be taken to address them remain relatively unexplored. This Commentary explores possible causes of gender inequities in pharmacy academia and potential solutions to improve equity between women and men. Potential causes include underlying sexism that still exists in society and academia today, promotion and tenure and the tenure clock, the concept of overwork, and the impact of the role of motherhood on female faculty. Suggestions to help improve gender inequity include both structural and cultural changes to the pharmacy academic environment.