How Women in Biomedical PhD Programs Manage Gender Consciousness as They Persist Toward Academic Research Careers

Abstract

Purpose Women remain underrepresented as biomedical faculty and are more likely than White and Asian men to lose interest in faculty careers in graduate school. However, some women maintain interest in academic research careers during PhD training and are the most likely candidates for faculty positions. This study explored how these women described and interpreted gender issues at early stages in their training. Method Annual interviews from 2009–14 with 22 female PhD students aspiring to research faculty careers were analyzed using an iterative, content analysis approach rooted in the interview data. Focusing on career intentions and experiences with gender, race, and ethnicity, authors arrived at 11 themes which describe a range of gendered experiences and strategies. Results Of the 22 women, 19 (86%) acknowledged systemic gender inequities in science and/or reported instances of bias while 15 of them also said they had not yet experienced unequal treatment. All 22 described using at least one “gender explicit strategy,” where they based decisions on gender or in response to perceived biases. “Gender agnostic strategies” emerged for 12 (55%) who doubted that gender will affect their career. Conclusions Findings show that women biomedical PhD students continue to face conditions that can lead to unequal treatment; gender biases continue to persist. Students displayed a range of perceptions and strategies in response to these conditions at this early training stage. Following these students over time will determine if these or other strategies are required and sufficient to enable persistence toward academic careers.

A Summary Report from the Research Partnership on Women in Science Careers

“…A lack of access to and support from mentors is a barrier to the career success of women. 16,17 McGee et al used different social science theories to deconstruct mentoring roles, and the differential impact on women and URM scientists (at the interpersonal level [18][19][20][21] (Text Box 1). To be most effective, mentors must understand, acknowledge, and be sensitive to the complex challenges faced by women and URM students, including experiences of isolation, discrimination, and stereotyping.…”

The Supervisory Role of Life Science Research Faculty: The Missing Link to Diversifying the Academic Workforce?

“…Fourteen percent of researchers describe their lab culture as "abusive," "oppressive," or "hostile" (45). In addition, there is evidence of systemic gender inequities and instances of bias against biomedical female trainees and sexual harassment of female trainees (46). These findings suggest the need to support faculty by teaching them better supervisory practices to cultivate a supportive and functional lab culture.…”

Advancement of Women in the Biomedical Workforce: Insights for Success

“…The phrase “gender-conscious experiences” is used to define instances where women feel that their gender affects the attitudes, behaviors, and perceptions of others or themselves 14 . To examine the effects of this, Remich and colleagues interviewed female doctoral students intending to pursue an academic career about gender experiences during their graduate training.…”

“…To examine the effects of this, Remich and colleagues interviewed female doctoral students intending to pursue an academic career about gender experiences during their graduate training. Of the 22 women interviewed, 19 described instances where they had recognized gender-related bias or inequality while in graduate school 14 . The described biases included feeling excluded from male-dominated conversation and encountering stereotypes about intellectual ability, among others.…”