Latina Women in Academia: Challenges and Opportunities

Abstract

Latina women and other ethnic and racial groups continue to be underrepresented in science, technology, engineering, and mathematics (STEM) fields, including public health. This underrepresentation of people from diverse backgrounds and lived experiences in academic public health and other scientific disciplines is a form of epistemic oppression, exclusion that hinders contribution to knowledge production and advancement. Our analysis of 2021 data from the Association of Schools and Programs of Public Health indicates that Latinos/as represented only 6.0% of all instructional faculty and 6.1% of all tenured faculty at schools and programs of public health. We discuss the ways in which sociopolitical contexts, family-level dynamics and gendered norms, and institutional contexts hamper Latinas' full participation in academia. We propose solutions such as redefining metrics for success, leadership accountability, equity analyses, cluster hiring initiatives, and instituting structured mentoring and leadership programs. Bold actions are needed if we are to advance the scientific enterprise and address the diversity and equity problem in public health.

Lived experience, power that a degree cannot give you: a phenomenological study of one Hispanic woman leader in academia

“…The underrepresentation of Latina populations in academia illuminates the persistent problem of underrepresentation of racial and ethnic minority groups in positions of power and prestige (Abraído-Lanza et al, 2022). While universities strive for equity, diversity, inclusion, and social justice, they have failed to recognize what LE gives university applicants beyond what degrees confer.…”

“…Center for Education Statistics, 2021), and Hispanic women in higher education represent just 2% of faculty and leadership positions (Bonomi, 2020). Data from the National Center for Education Statistics underscores this lack of Latinas in academia, with slow progress; in 1991, Latinas represented <1% of all full-time faculty, and in 2019, this increased to just 2.6% (Abraído-Lanza et al, 2022). The lack of diverse representation of Latinas is due to systemic and longstanding inequities.…”

Brazilian women in Bioinformatics: Challenges and opportunities

“…However, gender is not the only source of relatability in STEM. The lack of these role models might help to explain other types of underrepresentation, such as racial minorities, with most of female scientists being white ( Abraído-Lanza et al, 2022 ).…”

“…Scientific information on equal gender ability and psychological measures to address girls’ self-confidence and self-efficacy can help to diminish the myths on male STEM ability ( Verdugo-Castro et al ., 2022 ) and to empower women to denunciate any type of harassment or discrimination. Salary equity and institutional programs to favor mentoring and female leadership are urgently needed in order to reduce gender disparity ( Abraído-Lanza et al, 2022 ). A breaking point for women in bioinformatics, dissimilar than the other STEM fields, is the opportunity to construct the area with more gender equality.…”