Career Development for Women in Academic Medicine

Fried, Linda P.; Francomano, Clair A.; MacDonald, Susan; Wagner, Elizabeth M.; Stokes, Emma J.; Carbone, Kathryn M.; Bias, Wilma Β.; Newman, Mary M.; Stobo, John D.

doi:10.1001/jama.1996.03540110052031

Cited by 242 publications

(58 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…19,20,73 Consistent with these tenets of institutional change, we found that an intervention that helped individual faculty members change their gender bias habits led to positive changes in perception of department climate: increased perceptions of fit, valuing of research, and comfort in raising personal and professional conflicts. As with Fried and colleagues’ structural interventions to promote gender equity, 1 our educational/behavioral intervention appeared to benefit men and women since both male and female faculty in experimental departments perceived improved climate.…”

Section: Discussionmentioning

confidence: 71%

See 1 more Smart Citation

The Effect of an Intervention to Break the Gender Bias Habit for Faculty at One Institution

et al. 2015

View full text Add to dashboard Cite

Purpose Despite sincere commitment to egalitarian, meritocratic principles, subtle gender bias persists, constraining women’s opportunities for academic advancement. The authors implemented a pair-matched, single-blind, cluster-randomized, controlled study of a gender bias habit-changing intervention at a large public university. Method Participants were faculty in 92 departments or divisions at the University of Wisconsin-Madison. Between September 2010 and March 2012, experimental departments were offered a gender bias habit-changing intervention as a 2.5 hour workshop. Surveys measured gender bias awareness; motivation, self-efficacy, and outcome expectations to reduce bias; and gender equity action. A timed word categorization task measured implicit gender/leadership bias. Faculty completed a worklife survey before and after all experimental departments received the intervention. Control departments were offered workshops after data were collected. Results Linear mixed-effects models showed significantly greater changes post-intervention for faculty in experimental vs. control departments on several outcome measures, including self-efficacy to engage in gender equity promoting behaviors (P = .013). When ≥ 25% of a department’s faculty attended the workshop (26 of 46 departments), significant increases in self-reported action to promote gender equity occurred at 3 months (P = .007). Post-intervention, faculty in experimental departments expressed greater perceptions of fit (P = .024), valuing of their research (P = .019), and comfort in raising personal and professional conflicts (P = .025). Conclusions An intervention that facilitates intentional behavioral change can help faculty break the gender bias habit and change department climate in ways that should support the career advancement of women in academic medicine, science, and engineering.

show abstract

Section: Discussionmentioning

confidence: 71%

“…1 Interventions were structural (e.g., changing the time of department meetings) and benefited both men and women. In the nearly two decades since publication of this study, it has become clear that addressing structural issues alone, while important, is insufficient if we are to achieve gender equity in academic medicine, science, and engineering.…”

mentioning

confidence: 99%

The Effect of an Intervention to Break the Gender Bias Habit for Faculty at One Institution

et al. 2015

View full text Add to dashboard Cite

show abstract

“…As a result, Wesson and colleagues theorized that mentoring also plays a critical role in the success of URM faculty members. 50,65 We recommend that existing faculty members, who recognize and understand the unique experiences of URM faculty members and are able to assist these individuals in navigating academia, be used as role models in the recruitment process and as mentors in the retention process.…”

Section: 47mentioning

confidence: 99%

Multi-Institutional Study of Women and Underrepresented Minority Faculty Members in Academic Pharmacy

Chisholm-Burns

Spivey

Billheimer

et al. 2012

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objectives. To examine trends in the numbers of women and underrepresented minority (URM) pharmacy faculty members over the last 20 years, and determine factors influencing women faculty members' pursuit and retention of an academic pharmacy career. Methods. Twenty-year trends in women and URM pharmacy faculty representation were examined. Women faculty members from 9 public colleges and schools of pharmacy were surveyed regarding demographics, job satisfaction, and their academic pharmacy career, and relationships between demographics and satisfaction were analyzed. Results. The number of women faculty members more than doubled between 1989 and 2009 (from 20.7% to 45.5%), while the number of URM pharmacy faculty members increased only slightly over the same time period. One hundred fifteen women faculty members completed the survey instrument and indicated they were generally satisfied with their jobs. The academic rank of professor, being a nonpharmacy practice faculty member, being tenured/tenure track, and having children were associated with significantly lower satisfaction with fringe benefits. Women faculty members who were tempted to leave academia for other pharmacy sectors had significantly lower salary satisfaction and overall job satisfaction, and were more likely to indicate their expectations of academia did not match their experiences ( p,0.05). Conclusions. The significant increase in the number of women pharmacy faculty members over the last 20 years may be due to the increased number of female pharmacy graduates and to women faculty members' satisfaction with their careers. Lessons learned through this multi-institutional study and review may be applicable to initiatives to improve recruitment and retention of URM pharmacy faculty members.

show abstract

“…Puede mejorarse la participación de la mujer en el ámbito académico de la medicina, ya que su participación activa puede beneficiar a las instituciones [35] no solamente porque son médicos preparados de la misma forma que los hombres, sino porque su estilo propio de liderazgo brinda ventajas complementarias en un equipo de trabajo. Sin embargo, no siempre se consigue tener equipos con un número equitativo de hombres y mujeres.…”

Section: Mujeres En Medicinaunclassified

Feminización en medicina: liderazgo y academia

Flores-Domı́nguez¹

2012

Educ. méd.

View full text Add to dashboard Cite

Career Development for Women in Academic Medicine

Cited by 242 publications

References 19 publications

The Effect of an Intervention to Break the Gender Bias Habit for Faculty at One Institution

The Effect of an Intervention to Break the Gender Bias Habit for Faculty at One Institution

Multi-Institutional Study of Women and Underrepresented Minority Faculty Members in Academic Pharmacy

Feminización en medicina: liderazgo y academia

Contact Info

Product

Resources

About