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  • Item type:Publication,
    Gender equality in the Italian academic context. Results from the IGEA project Open PDF 
    (Frontiers Media SA, 2023-02-21)
    Deiana, Giovanna
    ;
    Dettori, Marco
    ;
    Muresu, Narcisa
    ;
    Puci, Mariangela Valentina
    ;
    Saderi, Laura
    The Innovation for Gender Equality in Academia (IGEA) project is focused on the analysis of the gender composition in academia, on the identification of the health needs of the academic population and on the assessment of their organizational wellbeing, in order to promote equal working conditions and opportunities. The study, focused on the identification of health needs, involved the construction of an ad hoc questionnaire in order to collect the socio-demographic characteristics and the perception of working environment of the participants. Differences between males and females were evaluated by the Mann-Whitney test, and Pearson Chi-Square or Fisher exact tests as appropriate, highlighting significant differences between genders regarding the occurrence of anxiety, panic, irritation and annoyance related to work activities. A multivariate logistic regression analysis was performed to identify factors associated with the perception of work-related anxiety/panic, showing a direct association with the difficulty in work performance and the work-related stress during the pandemic period, whereas, an indirect association was found with job satisfaction and the feeling of being appreciated by colleagues. Occupational stress can increase the risk of developing physical and mental conditions, also affecting work performance and absenteeism. It is therefore fundamental to plan targeted interventions, implement policies and specific actions, in order to avoid and reduce any differences related to gender.
  • Item type:Publication,
    “Breaking barriers: The power of self-efficacy in combating occupational stigma and advancing gender equity in nursing education” Open PDF 
    (Elsevier BV, 2025-06)
    Atta, Mohamed Hussein Ramadan
    ;
    Madkour, Asmaa Mohamed Ahmed
    ;
    Hamad, Nagwa Ibrahim Mohamed
    ;
    Abdallah, Haitham Mokhtar Mohamed
    ;
    Alkubati, Sameer A.
    BACKGROUND: Nursing students may encounter occupational stigma due to prevailing stereotypes and perceptions of nursing as a gendered and undervalued profession. Occupational stigma in nursing can contribute to decreased motivation, limited job satisfaction, and hindered professional growth, potentially impacting students' career choices and commitment to the profession. AIM: This research explores how self-efficacy can mitigate the effects of occupational stigma among nursing students and promote gender equity by encouraging both male and female students to pursue nursing confidently and with a sense of professional pride. METHOD: This study utilized a cross-sectional descriptive research design on 560 nursing students, which was conducted at the Faculty of Nursing, XXX University, XXX. Three validated instruments were used: The Nurse Occupational Stigma Scale, The Gender Equity Scale in Nursing Education, and The Student Self-Efficacy Scale. Multiple linear regression was conducted to identify predictors of occupational stigma and gender equity, with AMOS software used for mediation analysis. FINDINGS: Gender equity was negatively correlated with nurse occupational stigma (r = -0.124, p = 0.003), a positive correlation was found between gender equity and student self-efficacy (r = 0.098, p = 0.020), and nurse occupational stigma had a strong positive correlation with student self-efficacy (r = 0.345, p < 0.001). The structural equation model (SEM) suggests that self-efficacy contributes directly to perceptions of occupational stigma without mediation by gender equity. Significant predictors of gender equity included age (p < 0.001) and gender, with females reporting lower gender equity (p < 0.001), income level (p = 0.029), academic level (third level, p < 0.001), and self-efficacy (p = 0.002). For nurse occupational stigma, predictors included age (p = 0.023), income (p = 0.002), academic level (p < 0.001), and self-efficacy (p < 0.001). RECOMMENDATION: The findings of this study highlight the importance of fostering inclusive and equitable environments in nursing education and practice settings. Promoting gender equity may help reduce occupational stigma, thereby improving job satisfaction and retention rates within the nursing profession.
  • 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,
    Advancing Women Physicians in Academic Medicine: A Scoping Review Open PDF 
    (2025)
    Purpose: Multiple studies have described higher rates of attrition for women in academic medicine, but actionable strategies to retain women in the field have not been well studied in the current era. This study reviewed the existing literature for studied interventions to support the advancement of women physicians in academic medicine. Method: A scoping review was conducted by searching the PubMed, Embase, and Scopus databases for articles describing interventions intended to support women physicians on September 12, 2022, and updated on August 23, 2024. All articles from inception of the databases through the search dates were included. Search terms included female physician , mentoring , leadership , career development , job satisfaction , advancement , and synonyms. Articles related to inequities in patient care, interventions related to nonphysician health care workers, and studies describing sexism without measured solutions were excluded from the analysis. Kirkpatrick's framework for the evaluation of educational programs was used to further classify results by 4 levels of evaluation for an educational or training program: reaction, learning, behavior, and results. Results: A total of 2,813 articles underwent abstract screening and full-text review, with 64 articles included in the final analysis. Seven studies (10.9%) were randomized controlled trials. Only 2 studies (3.1%) specifically examined mid- or late-career women. Career development programs (15 [23.4%]), mentorship programs (10 [15.6%]), and women's interest groups (7 [10.9%]) were the most described interventions. Outcome measures were most commonly satisfaction with the intervention (22 [34.4%]), self-perceived improvement in skills (17 [26.6%]), and representation or recruitment of women into a field (12 [18.8%]). Conclusions: This study describes 64 articles of studied interventions to support the advancement of women in medicine. Additional studies are needed and should emphasize rigorous study methods, a focus on institutional solutions, and identifying and targeting the needs of women physicians beyond their early career.
  • Item type:Publication,
    The workplace culture, mental health and wellbeing of early- and mid-career health academics: a cross-sectional analysis Open PDF 
    (2024)
    Marck, Claudia H.
    ;
    Ayton, Darshini
    ;
    Steward, Trevor
    ;
    Koay, Hui-Fern
    ;
    Wiley, Joshua F.
    There are reports of poor working conditions for early and mid-career academics (EMCAs) in universities, however, empirical data using validated tools are scarce. We conducted an online, cross-sectional survey using validated tools to assess workplace satisfaction, exposure to workplace abuse, and mental health. Participants included employees of medical and health faculties of two of the largest Australian universities, surveyed between October 2020 and January 2021.Overall, 284 participants responded. Many reported job insecurity: half (50.7%) working on contracts with less than one remaining year. Workloads were considerable, with 89.5% of participants working overtime and 54.8% reporting burnout. Workplace abuse in the forms of bullying (46.6%), sexual harassment (25.3%), sexism (49.8%) and racism (22.5%) were commonly reported. Clinically significant symptoms of depression (28.0%), anxiety (21.7%) and suicidal ideation or self-harm (13.6%) were reported; with a higher prevalence among those working more overtime, and those exposed to workplace abuse. Priorities include providing a stable and safe workplace, increasing accountability and transparency in addressing workplace abuse, and supporting professional development.In summary, EMCAs in our study were commonly exposed to precarious employment conditions and workplace abuse. Our findings provide empirical evidence on where universities and funding bodies should direct resources and change organisational risk factors, to improve workplace culture.
  • 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.