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  • Item type:Publication,
    Longitudinal Trends in Racial and Gender Representation among Academic Faculty: A Systematic Review Open PDF 
    (Springer Science and Business Media LLC, 2025-07-05)
    Jafari, Zahra
    ;
    Habibnezhad, Mohammad
    ;
    Johnstone, Marjorie
    ;
    Hickey, Ellen
    Despite ongoing efforts to improve faculty diversity, systemic barriers have historically marginalized racial and ethnic minorities, particularly women, in academic positions. This systematic review addresses a critical gap in the literature by synthesizing longitudinal trends in the racial and gender composition of academic faculty, shedding light on the evolution of these disparities over time. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, with a systematic search of five databases (Sociological Abstracts, APA PsycINFO, CINAHL, Gender Studies Database, and MEDLINE) conducted between 2014 and July 2024 without language restrictions. Of the 8,423 records initially identified, 52 peer-reviewed articles, predominantly from medical and health-related departments, met the inclusion criteria for review. Using the Joanna Briggs Institute critical appraisal checklist, the methodological design of most included articles was assessed as high quality. Key findings revealed a general increase in the representation of underrepresented in medicine (URiM) faculty in some fields but stagnation or decline in others, particularly at senior levels. An intersectional analysis of race and gender highlighted that URiM women face unique challenges, including lower promotion rates and higher attrition risks. While these findings point to some progress in the overall representation of URiM faculty, substantial inequities persist, particularly at leadership levels and in promotion and retention processes. These challenges are further exacerbated by intersectional factors. Future research should incorporate qualitative data to better understand barriers and guide the development of targeted interventions.
  • Item type:Publication,
    Declining racial and ethnic representation in clinical academic medicine: A longitudinal study of 16 US medical specialties Open PDF 
    (2018)
    Lett, Elle
    ;
    Orji, Whitney U.
    ;
    Sebro, Ronnie
    OBJECTIVE: To evaluate trends in racial, ethnic, and sex representation at US medical schools across 16 specialties: internal medicine, pediatrics, surgery, psychiatry, radiology, anesthesiology, obstetrics and gynecology, neurology, family practice, pathology, emergency medicine, orthopedic surgery, ophthalmology, otolaryngology, physical medicine and rehabilitation, and dermatology. Using a novel, Census-derived statistical measure of diversity, the S-score, we quantified the degree of underrepresentation for racial minority groups and female faculty by rank for assistant, associate, and full professors from 1990-2016. METHODS: This longitudinal study of faculty diversity uses data obtained from the American Association of Medical Colleges (AAMC) Faculty Roster from US allopathic medical schools. The proportion of professors of racial minority groups and female faculty by rank was compared to the US population based on data from the US Census Bureau. The Roster includes data on 52,939 clinical medical faculty in 1990, and 129,545 in 2016, at the assistant professor level or higher. The primary measure used in this study was the S-score, a measure of representation based on the probability of the observed frequency of faculty from a racial/ethnic group and sex, given the racial and ethnic distribution of the US. Pearson correlations and 95% confidence intervals for S-score with time were used to measure trends. RESULTS: Blacks and Hispanics showed statistically significant trends (p<0.05) towards increasing underrepresentation in most specialties and are more underrepresented in 2016 than in 1990 across all ranks and specialties analyzed, except for Black females in obstetrics & gynecology. White females were also underrepresented in many specialties and in a subset of specialties trended toward greater underrepresentation. CONCLUSIONS: Current efforts to improve faculty diversity are inadequate in generating an academic physician workforce that represents the diversity of the US. More aggressive measures for faculty recruitment, retention, and promotion are necessary to reach equity in academia and healthcare.
  • Item type:Publication,
    Physical Medicine and Rehabilitation Faculty Diversity Trends by Sex, Race, and Ethnicity, 2007 to 2018 in the United States Open PDF 
    (2021)
    Zhang, Yanru
    ;
    Silver, Julie K.
    ;
    Tiwana, Sabeen
    ;
    Verduzco-Gutierrez, Monica
    ;
    Siddiqi, Javed
    INTRODUCTION: Sex and race/ethnicity disparities persist in academic Physical Medicine and Rehabilitation (PM&R). This study contributes to the current body of knowledge by demonstrating changes in academic PM&R by sex and race/ethnicity in multiple categories over a 12-year period. OBJECTIVE: To evaluate workforce disparities in academic PM&R by measuring sex and race/ethnicity diversity in academic degree, rank, and tenure status. DESIGN: Surveillance study. SETTING AND METHODS: Self-reported data for PM&R from the Association of American Medical Colleges (AAMC) annual Faculty Roster report from 2007 to 2018. MAIN OUTCOME MEASURES: The 12-year average percentage composition in academic degree, rank, and tenure status was calculated to compare the overall distribution. Counts and proportion changes were plotted to depict the temporal trends. Absolute changes in racial percentage composition were graphed to highlight the progress. RESULTS: From 2007 to 2018, the increase by sex was roughly equal (male = 216; female = 236), whereas most of the increase was in White faculty (207). The representation of female and Underrepresented in Medicine (URiM) faculty decreased as academic level advanced. Instructors is the only category with a higher proportion of female faculty, from 2007 (53%) to 2018 (59.3%), whereas male faculty occupied over 75% of the full professor positions at any time. Among the non-White faculty, Asian faculty had the greatest increase in proportion of full professors (3.7% to 10%) and Hispanic/Latino faculty in associate professors (2% to 7.1%), whereas full professors who were Black/African American decreased from 4 persons (2.5%) to 2 persons (0.8%). CONCLUSION: An increase in total number of female and URiM faculty was observed in academic PM&R over 2007 to 2018, but sex and ethnicity/race disparities persisted, especially in higher ranks and leadership positions. For non-White faculty, greater disparities existed, pointing toward the need to target challenges faced by URiM race/ethnicity status.
  • Item type:Publication,
    Race, ethnicity, and gender in academic obstetrics and gynecology: 12-year trends Open PDF 
    (2020)
    Wooding, Denise J.
    ;
    Das, Priya
    ;
    Tiwana, Sabeen
    ;
    Siddiqi, Javed
    ;
    Khosa, Faisal
    Background Diversity among healthcare teams enhances team function and improves the quality of patient care and outcomes. Women and racial minorities are historically underrepresented in medicine. However, the representation of gender and racial or ethnic groups in academic obstetrics and gynecology in the United States has not been described in recent years. Objective This study aimed to describe the recent state and trends in gender and racial or ethnic disparities in academic obstetrics and gynecology. Study Design Data from the Association of American Medical Colleges between 2007 and 2018 were analyzed to describe the trends in the representation of women and racial (white, Asian, black) or ethnic (Hispanic) groups. The 12-year trends in representation by academic ranks (all academic physicians, full professor, associate professor, instructor), leadership positions (chairperson), and tenure (not on track for tenure, on track for tenure, or tenured) were depicted. The 12-year trends were assessed using linear regression to determine whether the slope depicting the change in representation of each group from 2007 to 2018 was significantly nonzero. In addition, average representation of each group across the 12-year period was compared using a Student t test (for gender) or analysis of variance (for race and ethnicity). Results In 2018, there were 152 institutions and 6302 academic physicians included in the data set. On average across the 12-year period, academic physicians in obstetrics and gynecology were 43% male, 57% female, 68% white, 12% Asian, 8% black, and 5% Hispanic. Across the 12-year period, there was an increase in the total number of physicians from 4755 to 6302 (+166 per year; 95% confidence interval, 146–186; P<.0001), a 15% increase in the proportion of women (+1.38% per year; 95% confidence interval, 1.08%–1.68%; P<.0001), and an increase in the proportion of physicians from racial minorities (Asian, +0.11% per year; 95% confidence interval, 0.08–0.15; P<.0001; black, +0.07% per year; 95% confidence interval, 0.04–0.09; P=.0002; Hispanic, +0.06% per year; 95% confidence interval, 0.02–0.1; P=.0039). There was a greater proportion of white physicians in higher academic ranks (eg, full professor), leadership positions (eg, chairperson), and tenure than the proportion of white physicians overall, whereas the opposite was true for black and Hispanic physicians. Although women now make up 64% of all academic physicians in obstetrics and gynecology, there remains a far higher proportion of males in leadership positions (chairperson) and higher academic ranks (full professor). Similarly, a greater proportion of males were tenured than females. Conclusion Across the 12-year period, the representation of women and racial minorities has increased in academic obstetrics and gynecology in the United States. There is now a predominance of women, but there remains a trend for a predominance of white and male physicians in higher academic ranks, leadership positions, and tenure. It will be important to assess how these groups are represented in the coming years as the changing demographics of incoming cohorts progress through their careers to more senior positions. Promoting diversity in medical schools, leadership positions, and higher academic ranks may be an important area of focus.
  • Item type:Publication,
    Diversifying Researchers and Funding in Otolaryngology Open PDF 
    (2021)
    Fang, Christina H.
    ;
    Barinsky, Gregory L.
    ;
    Gray, Stacey T.
    ;
    Baredes, Soly
    ;
    Chandrasekhar, Sujana S.
    Research productivity is a key metric used in evaluation for advancement and promotion in academic medicine. There are known gender, race, and ethnicity disparities in otolaryngology research and funding. Female academic otolaryngologists have been shown to lag in scholarly productivity, representation at national meetings, leadership positions on journal editorial boards, and National Institutes of Health and industry funding. Underrepresented minorities have been shown to be less successful at obtaining Centralized Otolaryngology Research Efforts grant funding. Directed approaches, such as research funding for women and minorities or targeted recruitment and retention of underrepresented faculty, may move the field toward parity.
  • Item type:Publication,
    The role of women in Brazilian ethnobiology: Challenges and perspectives Open PDF 
    (2019)
    Da Silva, T.C.
    ;
    De Medeiros, P.M.
    ;
    Hanazaki, N.
    ;
    Da Fonseca-Kruel, V.S.
    ;
    Hora, J.S.L.
    Background: The article aims to analyze the representativeness of women in ethnobiological publications within the Brazilian context, as well as to relate the difficulties faced by women in their scientific careers in terms of gender bias. Biases found in publications are relevant themes to different areas of knowledge, considering the historical persistence of male privilege in these activities. We analyzed the role of women in ethnobiological scientific publications and sought to reflect on gender issues in academic practices and fieldwork. Methods: We conducted a 28-year survey of academic publications in Brazil, through the Scopus and Web of Science databases, in order to infer the female representation in ethnobiological literature. We also sent 77 questionnaires to ethnobiologists associated with the Brazilian society of ethnobiology and ethnoecology or indicted by associates through snowball sampling. Results: We observed that there are more articles where the senior author is male (p < 0.05). However, there are no differences in the number of publications led by men and women (p > 0.05), which shows a positive trend in terms of representation. Within subareas, ethnozoology had more male authors than other subareas of ethnobiology. Articles whose senior authors are men tend to be published in journals with a higher impact (p < 0.05). The interviews with Brazilian ethnobiologists showed that 53.2% of the interviewees reported feeling discriminated against in the academic environment because they were women. Moreover, 61.0% said they had disadvantages in collecting data because they were women. Additionally, most of the researchers reported having witnessed cases of sexism in the studied communities. Conclusion: In the current scenarios of female participation, it is possible to reflect and identify advances and challenges associated with gender bias in ethnobiological studies conducted by Brazilian, both in the emic and etic spheres of research and in our scientific practice. As researchers in the area, we deal directly with social problems in the studied communities, such as violence against women, sexism, and prejudice, as well as the many problems faced in the academic universe itself. © 2019 The Author(s).
  • Item type:Publication,
    A quasi-experimental study of ethnic and gender bias in university grading Open PDF 
    (Public Library of Science, 2021)
    Bischoff, C.S.
    ;
    Ejrnæs, A.
    ;
    Rubin, O.
    This paper contributes to the debate on race- and gender-based discrimination in grading. We apply a quasi-experimental research design exploiting a shift from open grading in 2018 (examinee’s name clearly visible on written assignments), to blind grading in 2019 (only student ID number visible). The analysis thus informs name-based stereotyping and discrimination, where student ethnicity and gender are derived from their names on written assignments. The case is a quantitative methods exam at Roskilde University (Denmark). We rely on OLS regression models with interaction terms to analyze whether blind grading has any impact on the relative grading differences between the sexes (female vs. male examinees) and/or between the two core ethnic groups (ethnic minorities vs. ethnic majority examinees). The results show no evidence of gender or ethnic bias based on names in the grading process. The results were validated by several checks for robustness. We argue that the weaker evidence of ethnic discrimination in grading vis-à-vis discrimination in employment and housing suggests the relevance of gauging the stakes involved in potentially discriminatory activities. Copyright: © 2021 Bischoff et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
  • Item type:Publication,
    Two decades of little change: An analysis of U.S. medical school basic science faculty by sex, race/ethnicity, and academic rank Open PDF 
    (2020)
    Bennett, Christopher L.
    ;
    Salinas, Raquel Y.
    ;
    Locascio, Joseph J.
    ;
    Boyer, Edward W.
    To examine changes in U.S. medical school basic science faculty over the last 20 years (1998-2018), we undertook an observational study utilizing data from the American Association of Medical Colleges Faculty Roster. Rank (Instructor, Assistant Professor, Associate Professor, and Professor), sex (Female), and race/ethnicity (Asian, Black or African American, Hispanic, Latino, Spanish Origin, or Multiple Race-Hispanic, and White) were analyzed; this reflected a population of 14,047 (1998) to 18,601 (2018) faculty. Summary percent of faculty in various gender, race/ethnicity origin categories were analyzed across years of the study using regression models. We found that females (24.47% to 35.32%) were underrepresented at all timepoints and a minority of faculty identified as Black or African American (1.57% to 1.99%), Hispanic, Latino, Spanish Origin, or Multiple Race-Hispanic (3.03% to 4.44%), or Asian (10.90% to 20.41%). The largest population at all time points was White Male Professors (30.53% to 20.85%), followed by White Male Associate Professors (15.67% to 9.34%), and White Male Assistant Professors (13.22% to 9.75%). Small statistically significant increases were observed among female faculty and faculty at multiple ranks who identified as Black or African American or Hispanic, Latino, Spanish Origin, or Multiple Race-Hispanic. We then completed secondary analyses looking at the interaction of race/ethnicity and Gender. We found: (1) a significant increase (p<0.0001) in both genders who identify as Asian although males had a higher rate of increase (6 point difference, p<0.0001); (2) a significant increase for Black or African American females (P<0.01) not found among males; (3) significant increases (p<0.0001) among both genders of faculty who identify as Hispanic, Latino, Spanish Origin, or Multiple Race-Hispanic although females had an approximately 1% higher rate of increase; and (4) among faculty who identify as White, males had a significant decrease (p<0.0001) while females demonstrated an increase (p<0.0001).