Women and Inclusion in Academic Medicine

Women and Inclusion in Academic Medicine

This study clarified the characteristics and interrelationships of institutional, individual and sociocultural factors that influence the entry, progression, persistence and advancement of women faculty, particularly women of  color faculty (African American, Hispanic, American Indian/Alaskan Native, and Asian American) in academic medicine. The study team recognized that factors related to the success of women faculty may cut across all racial/ethnic groups.  It is therefore critically important that the perspectives of all women are included. 

The research aimed to:

• Characterize academic medical institutions in terms of institutional structure, mission, promotion and tenure policies and faculty supports;
• Characterize individual, institutional and sociocultural factors that influence the entry, progression and persistence of women, particularly women of color in academic medical careers;
• Determine the career trajectories, including performance, of women in academic medical careers;
• Elucidate the interplay between individual, institutional, and sociocultural factors as they relate to career outcomes for women faculty.

The study was being conducted within Converge: Building Inclusion in the Sciences through Research at the Harvard Medical School Office for Diversity Inclusion and Community Partnership in collaboration with the Center for Gender in Organizations located at Simmons College School of Management.

The 13 participating medical schools include: Case Western Reserve School of Medicine, Charles Drew University College of Medicine, Duke University School of Medicine, Harvard Medical School, Meharry Medical College, Morehouse School of Medicine, Mount Sinai School of Medicine, Stanford University School of Medicine, University of California San Francisco School of Medicine, University of Connecticut School of Medicine and Dentistry, University of Nebraska College of Medicine, University Of New Mexico School of Medicine and the University of Puerto Rico School of Medicine. 

Collaborating sites for instrument design and testing include: Howard University College of Medicine, University of Massachusetts Medical School, and University of Medicine and Dentistry of New Jersey – New Jersey Medical School.

The study included two complementary components. First, an institutional assessment – 1) a review of documents and 2) structured interviews with key administrative informants at partner institutions. The second included a two-part faculty assessment – 1) individual faculty interviews and focus groups with women of color faculty at collaborating sites and 2) interviews and a web-based survey with women faculty at the thirteen partner institutions.

Our goal was to significantly contribute to an understanding of factors that are critical to the career progression of women faculty in academic medicine, and thus serve as a basis for addressing institutional policies, practices and program design that impact faculty success.

This study was funded by the National Heart, Lung and Blood Institute, National Institutes of Health.