PUBBLICAZIONE/PUBLICATION

Permanent URI for this communityhttps://gendermore.unimore.it/handle/123456789/1575

Browse

Settings

Subject: search.filters.subject.Racism

Search Results

Now showing 1 - 5 of 5
  • Item type:Publication,
    Racism, sexism, and classism: The uneven terrain of student belonging in introductory biology classrooms Open PDF 
    (American Society for Cell Biology (ASCB), 2026-06-01)
    Donham, Cristine
    ;
    Madison, Matthew J.
    ;
    Andrews, Tessa C.
    ;
    Eddy,, Sarah L
    Sense of belonging supports student success in science, technology, engineering, and mathematics (STEM), yet prior research indicates that systemic inequities shape who feels included in college classrooms. Racism, sexism, and classism can shape students' belonging, which then can impact their outcomes. We studied students' sense of belonging in 56 large introductory biology courses that used active learning, reaching more than 4900 students. We used a QuantCrit methodological framework and hierarchical linear models to examine how the intersection of racism and sexism, and racism and classism, related to three components of students' belonging. Racism impacted groups differently, and its impact varied across intersecting identities and components of belonging. Sexism undermined women's comfort sharing ideas in class and seeking instructor help across racial/ethnic groups. Women in some racial/ethnic groups experienced greater connectedness to classmates than men. Classism diminished students' sense of belonging across most racial/ethnic groups. Disaggregating students into more racial/ethnic groups revealed important differences in the experiences of Native American, Latiné, Black/African, and two groups of Asian students. These findings demonstrate that within the same classroom, students can have profoundly different experiences and challenge us to recognize the influence of intersecting forms of oppression on our students.
  • Item type:Publication,
    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.
    ;
    Chapman, Christina H.
    ;
    Holliday, Emma B.
    ;
    Lalani, Nafisha
    ;
    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.
  • Item type:Publication,
    Race and gender inequalities in medicine and biomedical research.
    (Information Science Reference/IGI Global, 2016)
    Harp, Djana
    ;
    Shim, Ruth S.
    ;
    Johnson, Japera
    ;
    Harp, Jamil A.
    ;
    Wilcox, William Clyde
    There is a critical need to develop initiatives aimed at expanding and diversifying the healthcare workforce, beginning with medical education. This chapter addresses racial and gender disparities in academic medicine and biomedical research. Racial and ethnic minorities and women remain underrepresented in medicine, biomedical research, and healthcare leadership. These disparities are national issues and have far-reaching effects which translate into significant educational and healthcare-delivery disparities. Research has shown that health care professionals from underserved backgrounds are more likely than others to work in underserved areas which would address current shortages in health professionals for the medically underserved. The authors describe their theory for the existence and persistence of these disparities. They offer evidence of these disparities while concluding with current initiatives to address these disparities, calling for innovative approaches to training underrepresented minorities and women as physicians and biomedical research scientists. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
  • Item type:Publication,
    Gender and racial/ethnic disparities in rates of publishing and inclusion in scientific-review processes. Open PDF 
    (Educational Publishing Foundation, 2021)
    Willis, Malachi
    ;
    Bridges, Ana J.
    ;
    Jozkowski, Kristen N.
    Sexism and racism in academia have contributed to women and people of color being underrepresented at increasing levels of the academic hierarchy. We investigated whether people with socially marginalized identities experience disparities regarding rates of publishing and inclusion in the scientific-review process. Using a sample of academics in psychology departments at research-focused universities in the United States (<i>n</i> = 885), we found gender disparities for PhD holders and racial/ethnic disparities for graduate students. Specifically, female PhD holders and graduate students of color reported fewer publications and were less likely to be included in the scientific-review process compared with male PhD holders and White graduate students, respectively. Differences in research activity by gender and race/ethnicity in a contemporary sample of psychologists reflected a 'leaky pipeline' that persists in psychology departments. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
  • 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.