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  • Item type:Publication,
    Black Women in Medical Education Publishing: Bibliometric and Testimonio Accounts Using Intersectionality Methodology Open PDF 
    (Springer Science and Business Media LLC, 2024-10-23)
    Seide, Witzard
    ;
    Maggio, Lauren A.
    ;
    Artino, Anthony R.
    ;
    Leroux, Todd
    ;
    Konopasky, Abigail
    Background Black women in academic medicine experience racial and gender discrimination, all while being tasked with improving a flawed system. Representation of Black women in medicine remains low, yet they bear the burden of fostering diversity and mentoring trainees, exacerbating their minority tax and emotional labor, and negatively impacting career progression. Objective To complement qualitative accounts of Black women authors in the medical education literature with a quantitative account of their representation. We used statistical modeling to estimate the representation of Black women authors in medical education publishing as compared to other groups. Design An intersectional methodology employing bibliometric analysis and testimonio reflection. Subjects US-based authors of journal articles published in medical education journals between 2000 and 2020. Main Measures Author race was determined using a probability-based algorithm incorporating US Census data, and author gender was ascribed using Social Security Administration records. We conducted two negative binomial generalized linear models by first and last author publications. Metadata for each article was retrieved from Web of Science and PubMed to include author names, country of institutional affiliation, and Medical Subject Headings (MeSH). Results were contextualized via the “testimonio” account of a Black woman author. Key Results Of 21,945 unique authors, Black women (and other racially minoritized groups) published far fewer first and last author papers than white women and men. In addition, major MeSH terms used by Black women authors reveal little overlap with highly ranked medical education topics. The testimonio further narrated struggles with belonging and racial identity. Conclusion This study revealed that Black women are underrepresented in medical education publishing. We believe that dismantling oppressive structures in the publishing ecosystem and the field is imperative for achieving equity. Additionally, further experiential accounts are needed to contextualize this quantitative account and understand underrepresentation in medical education publishing.
  • Item type:Publication,
    Informal science learning experiences for gender equity, inclusion and belonging in STEM through a feminist intersectional lens Open PDF 
    (2023)
    Reznik, G
    ;
    Massarani, L
    ;
    Barton, AC
    In this paper, the authors seek to analyze the perceptions, motivations and experiences of young women in science, technology, engineering and mathematics (STEM) education projects aiming to incentivize gender equity, based on the theoretical framework of feminist studies on science and intersectionality, as well as academic literature on equity and inclusion in science communication. The following question was considered: How does experience in these projects influence young women's perceptions of belonging in the STEM fields? Working from a qualitative, content analysis approach, the authors conducted 73 questionnaires, 20 interviews, and 4 focus groups with 25 young women who participated in 4 projects developed in public schools in low-income settings in Rio de Janeiro, Brazil. The authors categorized the experience of these young women in their individual dimension-regarding motivations, interests, science identity and future career prospects; family dimension-encouragement and recognition from family members and parents' beliefs and expectations; educational dimension-recognition by the school community, improvement in school performance, and intervention in school spaces; project dimension-representativeness of gender, race, class, and location, development of self-esteem and self-confidence, building of a sense of belonging, and active learning methodologies; and social dimension-domestic work in their daily lives and experiences of discrimination based on gender, race, class and location. The authors argue that such projects become "counter-spaces" in which marginalized young women find spaces of resistance and possibility, based on the unique position they occupy and, through feeling included and belonging, can claim their rightful presence from an intersectional perspective.