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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,
    Gender Disparities and Potentials in STEM Approach in Jordan and Saudi Arabia -- An Analytical Literature Review Open PDF 
    (2024)
    Alghneimin, Jehan
    ;
    Varga, Attila
    ;
    Kovacs, Monika
    In recent years, the integrated approach of STEM disciplines (Science, Technology, Engineering, and Mathematics) has been adopted in the Middle East to improve students' scientific capacities and their formative thinking. Nevertheless, this approach encounters complications in the application, including many due to gender differences. Middle Eastern women's life and education is affected by conservative constraints and social norms where gender stereotypes and culture impact shared views about specific domains. Research regarding gender has frequently emphasized gender imbalance in virtually all STEM study fields and professions. This study explores STEM education's conceptual framework in Jordan and Saudi Arabia. Likewise, it provides an overview of STEM teachers' practices and their gender perspectives in the classrooms. We investigate the implementations and gender differences in STEM education by scrutinizing relevant literature and studies in the selected countries. The conclusions indicate a shortage of teachers' knowledge in applying STEM education in classrooms and a need for more development programs that qualify teachers for STEM education applications. In addition, the results show that gender disparities are promoted by the education system and teachers who teach STEM subjects in schools because social norms and gender stereotypes influence them.