Women in Academic Psychiatry: Inequities, Barriers, and Promising Solutions

Borlik, Marcy Forgey; Godoy, Sarah M.; Wadell, Paula; Petrovic-Dovat, Lidija; Cagande, Consuelo; Hajirnis, Aditi; Bath, Eraka

doi:10.1007/s40596-020-01389-5

Cited by 18 publications

(17 citation statements)

References 46 publications

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“…The interested reader is encouraged to review previously mentioned papers (e.g., Hardeman et al, 2016a, b). It is outside the scope of this paper to further detail each specific type of discrimination and antidiscrimination work within those specific areas; these could easily be (and are) their own papers (e.g., disability: Meeks & Herzer, 2016;Meeks & Jain, 2018;Meeks & Neal-Boylan, 2020;VanPuymbrouck, Friedman, & Feldner, 2020;sexual orientation: Hill et al, 2020a, b;Lu et al, 2020;Vargas et al, 2020;gender: Agrawal, Madsen, & Lall, 2019;Borlik et al, 2021;Richter et al, 2020). Specific DEI terms used in this paper are defined above to ensure a common understanding.…”

Section: Introductionmentioning

confidence: 99%

Diversity, Equity, and Inclusion Efforts at a Departmental Level: Building a Committee as a Vehicle for Advancing Progress

Lingras

Alexander

Vrieze

2021

J Clin Psychol Med Settings

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Academic Health Centers (AHCs) across the nation are experiencing a reawakening to the importance of Diversity, Equity, and Inclusion (DEI). Such work impacts both employees and patients served by healthcare institutions. Yet, for departments without previously existing formal channels for this work, it is not always apparent where to begin. The current manuscript details a process for creating a committee as a vehicle for championing DEI efforts at the department level within an AHC. The authors present a six-step model for forming a DEI Committee and progress monitoring measures to remain accountable to identified objectives. In each step, the authors provide examples of their work with the goal for readers to tailor and apply each step to their own departments' DEI efforts. The current paper also identifies lessons learned with regard to barriers and facilitators of department-level DEI work. Reflections and next steps for DEI work beyond the proposed model are also discussed.

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Section: Introductionmentioning

confidence: 99%

Diversity, Equity, and Inclusion Efforts at a Departmental Level: Building a Committee as a Vehicle for Advancing Progress

Lingras

Alexander

Vrieze

2021

J Clin Psychol Med Settings

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“…When we examine data in the United Kingdom and the United States, while women are starting a career in academic psychiatry, their progression to senior roles is no better. It has been reported that there has been no increase in numbers of women reaching Professor of Psychiatry in the United States since 1980, and between 2013 and 2018, there was a drop in the number of women Professors of Psychiatry (Borlik et al, 2021; Sheikh et al, 2018). In the United Kingdom, data reported found that while 35% of members of the academic faculty within the Royal College of Psychiatrists were female, they represented only 10% of Professors (Dutta et al, 2010).…”

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confidence: 99%

Renewal of academic psychiatry without addressing gender equity will render it Jurassic rather than endangered

Galbally

Eggleston

Northwood

et al. 2022

Aust N Z J Psychiatry

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While two editorials have raised concerns about the decline in Australian academic psychiatry, for a genuine rejuvenation to ever occur, we will need to re-examine how women can be better included in this important endeavour. While attainment of fellowship has reached gender parity, academic psychiatry has disappointingly lagged, with 80% of its senior leadership roles across Australia and New Zealand still held by men, with a similar situation in the United Kingdom and the United States as well as many other countries. Encouraging women into academic psychiatry is not only critical to progress as a profession but also will help address the current blindness to sex differences in biological psychiatry, as well the social impact of restrictive gender norms and the effects of gender-based violence on mental health. This potentially creates opportunities for significant gains and insights into mental disorders. However, addressing the barriers for women in academia requires tackling the entrenched disparities across salaries, grant funding, publications, teaching responsibilities, keynote invitations and academic promotions alongside the gender-based microaggressions, harassment and tokenism reported by many of our female academics. Many women must grapple with not just a ‘second shift’ but a ‘third shift’, making the burden of an academic career unreasonable and burnout more likely. Addressing this is no easy task. The varied research in academic medicine reveals no quick fixes, although promoting gender equity brings significant potential benefits. Areas such as academic psychiatry need to recognise our community’s growing discomfort with workplaces that choose to maintain status quo. Gender equity must be a critical part of any quest to revive this important area of practice for our profession.

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“…The numerous obstacles encountered by UIM and women faculty are well documented and include: (a) explicit and insidious racism; (b) microaggressions; (c) devaluation of scholarly contributions, merit, and skillset by colleagues and administrators; (d) the burden of representing all minoritized populations; and (e) the continuous and disproportionate requests to serve on committees, task forces, and workgroups to fulfill institutional mandates to diversify representation that are generally uncompensated, undervalued and unaccounted for, in terms of promotion consideration and career advancement (i.e., minority tax) (24, 25,[27][28][29]. These experiences of both blatant and perceived discrimination, vocational strain, role overload, and adverse life events have also been shown to impact the physical and mental health of UIM faculty (27,28).…”

Section: Culturally Responsive Mentoring Mattersmentioning

confidence: 99%

For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience

et al. 2022

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The woefully low proportion of scientists and clinicians underrepresented in medicine (UIM), including members of African-American/Black, Hispanic/Latinx, American Indian/Alaska Native or Native Hawaiian/Pacific Islander communities, is well characterized and documented. Diversity in medicine is not only just, but it improves quality and outcomes. Yet, diversity in academic medicine remains stagnant, despite national recognition and urgent calls to improve diversity, equity, and inclusion across health sciences. One strategy that has shown to improve diversity in many sectors is high quality mentoring. While many institutions have adopted mentoring programs, there remains a lack of mentorship that is equitable, individualized, and sets a clear timeline for academic milestones that will position UIM mentees at the optimal trajectory for promotion and retention. A barrier to assembling these programs is the small number of UIM among the senior faculty ranks who are able to serve in this role, given the disproportionate burden to serve on a multitude of academic committees, task forces, and workgroups to fulfill institutional mandates to diversify representation. These time-consuming services, documented in the literature as the “minority tax,” are generally uncompensated and unaccounted for in terms of consideration for promotion, leadership positions, and other measures of career advancement. The Justice, Equity, Diversity, and Inclusion Academic Mentors (JAM) Council represents a novel, culturally responsive, and anti-racist approach to achieve a more equitable and inclusive institutional environment. This approach strategically leverages the intergenerational wisdom and experience of senior UIM faculty via time-protected effort with the overall goals of improving rates of promotion, retention, and career satisfaction of early career UIM colleagues. This community case study describes the rationale, resources needed, processes, and proposed workflow required to launch the JAM Council, as well as the major roles and responsibilities for JAM mentors and mentees, which may be considered by academic medical centers focused on improving diversity among the faculty ranks.

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Women in Academic Psychiatry: Inequities, Barriers, and Promising Solutions

Cited by 18 publications

References 46 publications

Diversity, Equity, and Inclusion Efforts at a Departmental Level: Building a Committee as a Vehicle for Advancing Progress

Diversity, Equity, and Inclusion Efforts at a Departmental Level: Building a Committee as a Vehicle for Advancing Progress

Renewal of academic psychiatry without addressing gender equity will render it Jurassic rather than endangered

For us by us: Instituting mentorship models that credit minoritized medical faculty expertise and lived experience

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