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Can’t bibliometric analysts do better? How quality assessment without field expertise does not work: A comment on G. Madison and T. Söderlund: Comparisons of scientific quality indicators across peer-reviewed journal articles with more or less gender perspective: Gender studies can do better Open PDF
(2018)
Lykke, N.
The article is an invited comment on Guy Madison and Therese Söderlund (M&S): Comparisons of content and scientific quality indicators across peer-reviewed journal articles with more or less gender perspective: Gender studies can do better. Scientometrics 115(3):1161–1183. The article pinpoints a series of serious problems in M&S’s quantitative quality assessment and analysis of the field of gender studies, pertaining to their overall conceptual framework, their general approach and their specific analysis. It is argued that the over-arching problem in M&S’s study is their lack of expert knowledge of the field of gender studies, their lack of respect for differences between qualitative and quantitative research, and their research design, which is biased towards quantitative social and natural science research. Firstly, it is demonstrated that a key concept, ‘gender perspective’, is used in an incoherent and confusing way in M&S’s analysis. Secondly, it is argued that the confusion is not an isolated definitional problem, but related to a series of slippages between M&S’s source of inspiration (Ganetz in Genusvetenskapliga projektansökningar inom humaniora-samhällsvetenskap – en uppföljning av Vetenskapsrådets beredning och utfall år 2004. Vetenskapsrådets rapportserie, Stockholm 15/2005, 2005) and their own adoption of the category. Thirdly, differences between qualitative and quantitative research, and between hermeneutic and explanatory knowledge production, are discussed more broadly to sustain the argument that the mentioned slippages occur, because M&S transfer analytical tools from Ganetz’ qualitative study, based on a peer review methodology, to a quantitative quality assessment, carried out without field specific expert knowledge. It is argued that, to be adequate and relevant, a quality assessment would need to respect these differences, and develop tools and research designs accordingly. Fourthly, the validity of M&S’s content analysis—the core of their study—is questioned in detail because of its use of inadequate analytical categories, and because of its exclusion of central elements from the analysis. Finally, it is argued that the bias in M&S’s research design is reproduced in their results. © 2018, The Author(s).
Impact of a Women-focused Professional Organization on Academic Retention and Advancement: Perceptions From a Qualitative Study Open PDF
(2019)
Lin, Michelle P.
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Lall, Michelle D.
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Samuels-Kalow, Margaret
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Das, Devjani
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Linden, Judith A.
OBJECTIVES: Organizations to promote career networking and mentorship among women are recommended as a best practice to support the recruitment and retention of women physicians; however, the impact of such organizations is unknown. Our primary objective is to describe the impact of a national woman-focused organization for academic emergency physicians on retention and advancement. METHODS: We conducted semistructured interviews of past and present organization leaders, as well as members at varying stages in their careers. Physicians with experience in qualitative methods conducted interviews and coded all transcripts using inductive content analysis techniques. Themes were reviewed and discussed to ensure consensus. RESULTS: We performed 17 interviews lasting 20 to 30 minutes each, resulting in 476 total minutes of transcript. Participants represented varying stages of career experience, ranging from 2 to 35 years since residency completion (median = 9.5 years). Median years of participation in the woman-focused organization was 10 years. Over half (53%) of participants were past presidents of the organization. The dominant themes encompassed facilitating academic advancement through scholarly productivity, leadership experiences, awards, and promotions; mentorship and sponsorship; peer support and collaborations; reduced professional isolation; and initiatives to address systemic gender inequities and challenges, including strategies to navigate bias, promote pay equity, and advocate for family-friendly workplace policies. DISCUSSION: Active participation in a woman-focused professional organization enhances members' career retention and advancement by creating opportunities and relationships that facilitate leadership, enabling scholarly work to advance equity and inclusion, and cultivating a sense of belonging. While challenges and barriers persist, the myriad benefits of a women-focused professional organization reported by members and leaders represent important steps toward greater equity for women and other underrepresented groups in academic medicine.
Qualitative Assessment of Academic Radiation Oncology Department Chairs' Insights on Diversity, Equity, and Inclusion: Progress, Challenges, and Future Aspirations. Open PDF
(2018)
Jones, Rochelle D.
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Chapman, Christina H.
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Holliday, Emma B.
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Lalani, Nafisha
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Wilson, Emily
PURPOSE: A lack of diversity has been observed in radiation oncology (RO), with women and certain racial/ethnic groups underrepresented as trainees, faculty, and practicing physicians. We sought to gain a nuanced understanding of how to best promote diversity, equity, and inclusion (DEI) based on the insights of RO department chairs, with particular attention given to the experiences of the few women and underrepresented minorities (URMs) in these influential positions. METHODS AND MATERIALS: From March to June 2016, we conducted telephone interviews with 24 RO department chairs (of 27 invited). Purposive sampling was used to invite all chairs who were women (n = 13) or URMs (n = 3) and 11 male chairs who were not URMs. Multiple analysts coded the verbatim transcripts. RESULTS: Five themes were identified: (1) commitment to DEI promotes quality health care and innovation; (2) gaps remain despite some progress with promoting diversity in RO; (3) women and URM faculty continue to experience challenges in various career domains; (4) solutions to DEI issues would be facilitated by acknowledging realities of gender and race; and (5) expansion of the career pipeline is needed. CONCLUSIONS: The chairs' insights had policy-relevant implications. Bias training should broach tokenism, blindness, and intersectionality. Efforts to recruit and support diverse talent should be deliberate and proactive. Bridge programs could engage students before their application to medical school.
Lived Experiences of Male Nurse Educators: An Interpretive Phenomenological Inquiry. Open PDF
(2020)
Zeb, Hussan
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Younas, Ahtisham
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Rasheed, Sobia Praveen
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Sundus, Amara
BACKGROUND: Male nurses experience stereotypes and obstacles that affect their career progression in clinical and leadership roles. The experiences of male students and nurses in educational and clinical settings are documented, but no research explored the experiences of nurse educators. PURPOSE: To explore and develop a deeper understanding of the lived experiences of male nurse educators. METHODS: An interpretive phenomenological inquiry was used. Semi-structured interviews were conducted with 12 male educators in Khyber Pakhtunkhwa. Ricoeur's interpretation theory was used for data analysis. FINDINGS: The themes included "searching for respect and autonomy: from discrimination to recognition", "keeping up the pace: proving worth as nurse educators", "building relationship with the opposite gender: overcoming cultural constraints", "withstanding unfair female nursing and non-nursing management", "appreciating support from democratic management" and "envisioning a non-gendered nursing profession". CONCLUSION: Male educators surmounted various challenges while searching for respect and recognition and felt content with their professional growth. The greatest challenge was discriminative institutional and the government policies. The educators recognized that female dominance in nursing can be a hurdle, but they indicated that gender discrimination can be ended with collaborative efforts at personal, institutional, and governmental levels. Nursing regulatory bodies and institutions should develop policies that are conducive to recruitment of male and female educators. Separate sub-divisions could be established to provide support to and advocate for the rights of male nurses in clinical, educational, and leadership positions.
Visualising Bibliographic Metadata Using CAQDAS in the Research on the Gender Gap in STEM Studies in Higher Education
(2023)
Verdugo-Castro, S.
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Sánchez-Gómez, M.ªC.
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García-Holgado, A.
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García-Peñalvo, F.J.
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Costa, A.P.
Besides providing the consulted publication’s findings, the literature review can offer information through metadata. Computer-Assisted Qualitative Data Analysis Software (CAQDAS) can support visualising bibliometric metadata through RIS files. The usefulness is to provide an interactive image of the reality and actuality of scientific production. This article presents a case study to exemplify how metadata can be analysed and visualised using CAQDAS. The topic for the case study is the gender gap in STEM studies in higher education. The study aims to identify the value and usefulness of data visualisation in representing bibliometric data to support literature review processes. The phenomenon of the gender gap in the STEM education sector is used as a case study. The research questions addressed by the study are: (1) What does CAQDAS contribute to the results obtained?; (2) What are the possible causes of the gender gap? The analysis concludes that the cultural, social, educational, family, and peer group environment generates positive and negative force fields when deciding which studies to pursue; some people follow the patterns expected of them according to their gender. Finally, data visualisation helps understand the scientific evolution of a phenomenon and supports the research on a particular topic. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
How Women in Biomedical PhD Programs Manage Gender Consciousness as They Persist Toward Academic Research Careers Open PDF
(2016)
Remich, Robin
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Jones, Remi
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Wood, Christine V.
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Campbell, Patricia B.
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McGee, Richard
PURPOSE: Women remain underrepresented as biomedical faculty and are more likely than white and Asian men to lose interest in faculty careers in graduate school. However, some women maintain interest in academic research careers during PhD training and are the most likely candidates for faculty positions. This study explored how these women described and interpreted gender issues at early stages in their training. METHOD: Annual interviews from 2009 to 2014 with 22 female PhD students aspiring to research faculty careers were analyzed using an iterative, content analysis approach rooted in the interview data. Focusing on career intentions and experiences with gender, race, and ethnicity, authors arrived at 11 themes which describe a range of gendered experiences and strategies. RESULTS: Of the 22 women, 19 (86%) acknowl edged systemic gender inequities in science and/or reported instances of bias, while 15 of them also said they had not yet experienced unequal treatment. All 22 described using at least one "gender-explicit strategy," where they based decisions on gender or in response to perceived biases. "Gender-agnostic strategies" emerged for 12 (55%) who doubted that gender will affect their career. CONCLUSIONS: Findings show that women biomedical PhD students continue to face conditions that can lead to unequal treatment; gender biases continue to persist. Students displayed a range of perceptions and strategies in response to these conditions at this early training stage. Following these students over time will determine whether these or other strategies are required and sufficient to enable persistence toward academic careers.
Silent Bias: Challenges, Obstacles, and Strategies for Leadership Development in Academic Medicine-Lessons From Oral Histories of Women Professors at the University of Kansas Open PDF
(2016)
Pingleton, Susan K.
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Jones, Emily V. M.
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Rosolowski, Tacey A.
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Zimmerman, Mary K.
PURPOSE: Despite dramatic increases in female learners and junior faculty, a significant gap remains in female leadership in academic medicine. To assess challenges and obstacles encountered, strategies for academic success, and lessons learned for leadership development, the authors conducted an in-depth study of women full professors. METHOD: The authors used a qualitative oral history approach, interviewing 87% of the cohort of female full professors at one Midwestern medical school in 2013 using a pretested, open-ended, semistructured interview guide. Interviews were videotaped and the audio recordings transcribed. Content was sorted into categories and key themes identified within each category. RESULTS: Participants described significant challenges: being treated with "silent bias," "being ignored," and being seen as an "other." Coping strategies included downplaying, keeping a distance, employing humor, and using symbols (e.g., white coat) to carefully present themselves. Explanations for success included intelligence, meritocracy, being even-tempered, and carefully constructing femininity. The participants recommended individual skills and actions to prepare for leadership development. Virtually all women could describe an individual mentor (sponsor), usually male, who provided essential assistance for their career success. At the same time, they stressed the importance of institutional support for diversity, especially with child care. CONCLUSIONS: Attaining "full professor" status is the pinnacle of academic success. Women who successfully navigated this academic ladder describe significant external and internal challenges that require multiple strategies to overcome. Leadership development entails a combination of individual support through mentors and sponsors, self-education and reflection, and organizational structural support to promote diversity.
Making it to the PhD: Gender and student performance in sub-Saharan Africa Open PDF
(2020)
Fisher, Monica
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Nyabaro, Violet
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Mendum, Ruth
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Osiru, Moses
Women's underrepresentation in science, technology, engineering, and mathematics (STEM) impedes progress in solving Africa's complex development problems. As in other regions, women's participation in STEM drops progressively moving up the education and career ladder, with women currently constituting 30% of Africa's STEM researchers. This study elucidates gender-based differences in PhD performance using new survey data from 227 alumni of STEM PhD programs in 17 African countries. We find that, compared to their male counterparts, sampled women had about one less paper accepted for publication during their doctoral studies and took about half a year longer to finish their PhD training. Negative binomial regression models provide insights on the observed differences in women's and men's PhD performance. Results indicate that the correlates of publication productivity and time to PhD completion are very similar for women and men, but some gender-based differences are observed. For publication output, we find that good supervision had a stronger impact for men than women; and getting married during the PhD reduced women's publication productivity but increased that of men. Becoming a parent during the PhD training was a key reason that women took longer to complete the PhD, according to our results. Findings suggest that having a female supervisor, attending an institution with gender policies in place, and pursuing the PhD in a department where sexual harassment by faculty was perceived as uncommon were enabling factors for women's timely completion of their doctoral studies. Two priority interventions emerge from this study: (1) family-friendly policies and facilities that are supportive of women's roles as wives and mothers and (2) fostering broader linkages and networks for women in STEM, including ensuring mentoring and supervisory support that is tailored to their specific needs and circumstances.
A qualitative insight into researchers' perceptions of gender inequality in medical and dental research institutions in Nigeria Open PDF
(Public Library of Science, 2023)
Folayan, M.O.
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Olowokeere, A.
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Lusher, J.
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Aina, O.
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Gascon, A.
Objective The aim of the study was to gain a qualitative insight into scientific researchers' perceptions of gender inequality inside Nigerian research institutions through an investigation of how gender equality is enacted in medical and dental research institutions in Nigeria. Methods This descriptive and cross-sectional qualitative study probed decision-making around navigating gender inequity and explored opinions about how a supportive environment for female medical and dental researchers could be established. Data were collected through semi-structured telephone interviews with 54 scientific researchers across 17 medical and dental academic institutions in Nigeria between March and July 2022. Data were transcribed verbatim and analyzed using thematic analysis. Results Three core themes emerged: institutionalized male dominance in research institutions; changing narratives on gender equalities in research and academic enterprise; and women driving the conscience for change in research institutions. Female medical and dental researchers' perceived gender equality was challenging mainstream androcentric values in knowledge production within the medical and dental field; and queries the entrenchment of patriarchal values that promote a low number of female medical and dental trainees, fewer female research outputs, and few women in senior/managerial positions in the medical fields. Conclusion Despite the general view that change is occurring, a great deal remains to be done to facilitate the creation of a supportive environment for female medical and dental researchers in Nigeria. Copyright: © 2023 Folayan et al.
Acceptance or decline of requests to review manuscripts: A gender-based approach from a public health journal. Open PDF
(2018)
Felícitas Domínguez-Berjón, María
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Godoy, Pere
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Ruano-Ravina, Alberto
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Negrín, Miguel Ángel
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Vives-Cases, Carmen
Peer review in the scientific publication is widely used as a method to identify valuable knowledge. Editors have the task of selecting appropriate reviewers. We assessed the reasons given by potential reviewers for declining a request to review, and the factors associated with acceptance, taking into account the difference in the sex of the reviewer. This is a descriptive study of the review requests from a public health journal (Gaceta Sanitaria) with an enforced gender policy. The dependent variables were requests, response to requests, reasons potential reviewers gave for declining requests and time to review. We carried out a descriptive analysis of these indicators and applied logistic regression to analyze factors (professional and research/review experience) associated with having done at least one review in 2014-2015. Results were stratified by sex. Journal editors sent 1,775 requests to 773 potential reviewers; 52.3% of whom reviewed at least one manuscript. Of the 396 declined requests (22.3%), the most common reasons were lack of time and of experience (88.1%). No differences were observed by sex. In the multivariate analysis, having reviewed for the journal in previous years showed the strongest association with acceptance. Specific analyses of data on requests reviewers may be useful for improving the acceptance rates to review. This study did not show gender differences in several indicators of the reviewing process.

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