Women Leaders’ Career Advancement in Academic Medicine: A Feminist Critical Discourse Analysis

Cameron, Paula; LeBlanc, Constance; MacLeod, Anna; MacLeod, Tanya; O'Hearn, Shawna; Simpson, Christy

doi:10.1007/978-3-319-74078-2_17-1

Cited by 3 publications

(5 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…All of these points can and should be applied to disabled academics. The following identified problems and actions that are needed in relation to race and gender are also applicable to disabled students and disabled academics: representation in textbooks [56] (for literature on this related to disabled people, see [166][167][168][169][170], address leaky pipeline (such as go to junior and senior high schools to entice disabled students), go beyond academia, make women visible [51] (make disabled people visible), move towards highcontext approaches to learning [52], institutional culture changes in academia [53], fighting implicit biases and microaggressions [54] (by changing existing modules on harassment and bullying that often leave out disabled people, increase intersectionality and moving away from the "superwomen" [57] (p. 1779) (see the many similar discussions around the supercrip [79,[171][172][173][174]), and the ability to identify correctly and deal with "implicit bias", "status leveling", "tokenism", and "failure to differentiate" [58].…”

Section: The Premise and Problems Of Edimentioning

confidence: 99%

“…The following 10 rules for building an antiracist lab were suggested: lead informed discussions, address racism, publish, and write grants with people targeted by racism, mentor, amplify the voices experiencing racism, support them in their organizing efforts, recruit them as students and non-academic and academic staff, flexible research agenda, advocate for racially diverse leadership in science, hold the powerful accountable, and do not expect gratitude [50]. Other problems that were identified and solutions proposed were: address leaky pipeline, go beyond academia, make women visible [51], move toward high-context approaches to learning [52], institutional culture changes in academia [53], fight implicit biases and microaggressions [54,55], become literate, acknowledge ones privilege, speak out as a privileged one [55], change problematic representation in textbooks [56], increased research in EDI because the existing gender equity initiatives do not lead to intended levels of career advancements in the field [57], and increased intersectionality and moving away from the "superwomen" [57] (p. 1779). Problems also include the ability to identify correctly and deal with "implicit bias", "status leveling", "color-blind racial attitudes", "tokenism", and "failure to differentiate" [58] (p. 286), and developing career development programs as a possible solution [59].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

View full text Add to dashboard Cite

The origin of equity/equality, diversity, and inclusion (EDI) initiatives at universities are rooted in the 2005 Athena SWAN (Scientific Women’s Academic Network) charter from Advance HE in the UK, which has the purpose of initiating actions that generate gender equality in UK universities. Since then, Advance HE also set up a “race charter” to deal with equality issues that are experienced by ethnic staff and students within higher education. Today “equality, diversity and inclusion” and “equity, diversity and inclusion” (from now on both called EDI) are used as phrases by universities in many countries to highlight ongoing efforts to rectify the problems that are linked to EDI of students, non-academic staff, and academic staff, whereby the focus broadened from gender to include other underrepresented groups, including disabled students, disabled non-academic staff, and disabled academic staff. How EDI efforts are operationalized impacts the success and utility of EDI efforts for disabled students, non-academic staff, and academic staff, and impacts the social situation of disabled people in general. As such, we analysed in a first step using a scoping review approach, how disabled students, non-academic staff, and academic staff are engaged with in the EDI focused academic literature. Little engagement (16 sources, some only abstracts, some abstracts, and full text) with disabled students, non-academic staff, and academic staff was found. This bodes ill for the utility of existing EDI efforts for disabled students, non-academic staff, and academic staff, but also suggests an opening for many fields to critically analyse EDI efforts in relation to disabled students, non-academic staff, and academic staff, the intersectionality of disabled people with other EDI groups and the impact of the EDI efforts on the social situation of disabled people beyond educational settings. The problematic findings are discussed through the lens of ability studies and EDI premises, as evident in EDI policy documents, EDI academic, and non-academic literature covering non-disability groups, and policy documents, such as the 2017 “UNESCO Recommendation on Science and Scientific Researchers” and the 1999 “UNESCO World Conference on Sciences” recommendations that engage with the situation of researchers and research in universities.

show abstract

Section: The Premise and Problems Of Edimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Wolbring

Lillywhite

2021

Societies

View full text Add to dashboard Cite

show abstract

“…We have known for decades that structural inequalities are keeping women and UIM physicians out of leadership positions 7 112. To prepare physicians to be advocates of systems change, scholars are focusing on structural competency 113.…”

Section: Discussionmentioning

confidence: 99%

“…The principles of equity, diversity and inclusion (EDI) have been endorsed formally and symbolically for several centuries in the USA and Canada 1–3. However, they have coexisted with enormous discrepancies rooted in systematic exclusion and with ongoing debate about how these principles should be enacted 4–9. Most recently, these issues have gained renewed prominence through the #MeToo, #UsToo and Black Lives Matter movements, which have affected nearly every sphere of North American society, including healthcare.…”

Section: Introductionmentioning

confidence: 99%

Moving beyond ‘think leadership, think white male’: the contents and contexts of equity, diversity and inclusion in physician leadership programmes

Soklaridis

Lin

Black

et al. 2022

leader

Self Cite

View full text Add to dashboard Cite

The lack of both women and physicians from groups under-represented in medicine (UIM) in leadership has become a growing concern in healthcare. Despite increasing recognition that diversity in physician leadership can lead to reduced health disparities, improved population health and increased innovation and creativity in organisations, progress toward this goal is slow. One strategy for increasing the number of women and UIM physician leaders has been to create professional development opportunities that include leadership training on equity, diversity and inclusivity (EDI). However, the extent to which these concepts are explored in physician leadership programming is not known. It is also not clear whether this EDI content challenges structural barriers that perpetuate the status quo of white male leadership. To explore these issues, we conducted an environmental scan by adapting Arksey and O’Malley’s scoping review methodology to centre on three questions: How is EDI currently presented in physician leadership programming? How have these programmes been evaluated in the peer-reviewed literature? How is EDI presented and discussed by the wider medical community? We scanned institutional websites for physician leadership programmes, analysed peer-reviewed literature and examined material from medical education conferences. Our findings indicate that despite an apparent increase in the discussion of EDI concepts in the medical community, current physician leadership programming is built on theories that fail to move beyond race and gender as explanatory factors for a lack of diversity in physician leadership. To address inequity, physician leadership curricula should aim to equip physicians to identify and address the structural factors that perpetuate disparities.

show abstract

“…Previous studies examining women physicians and leadership have found that including women at all levels of the conversation—planning initiatives, policies, and evaluating practices—is essential to promoting inclusion and equity in academic medicine leadership. 26 Examining narratives of women in academic medicine can reveal insight on strategies, which promote more equitable practices and inclusive climates. 22 …”

Section: Introductionmentioning

confidence: 99%

Experiences of Gender Inequity Among Women Physicians Across Career Stages: Findings from Participant Focus Groups

Chesak

Salinas

Abraham

et al. 2022

Women's Health Reports

View full text Add to dashboard Cite

Background and Purpose: Gender inequity in academic medicine persists despite efforts to the contrary. Even with increasing representation of women physicians in academic medicine, leadership positions and promotion to tenure are still not representative. This study describes the experiences of women physicians at various stages of their careers, uncovering current challenges and potential areas for improvement toward gender equity. Methods: Three focus groups were conducted ( n = 28) as part of a national professional development conference: Growth, Resilience, Inspiration, and Tenacity (GRIT) for Women in Medicine: GRIT. We thematically analyzed participant responses to assess perspectives on the impact of experiences, barriers to professional growth, opportunities for improvement, and definitions of success. Results: The major issues the participants faced included subthemes of (1) systemic barriers to success, (2) implicit biases, (3) self-advocacy, and (4) burnout and stress. Solutions for issues that were discussed included (1) fostering supportive communities, (2) encouraging personal and professional development, and (3) the need for system-wide policy changes. We found that most women needed or benefited from the fostering of communities and desired opportunities for developing professional skills. Participants felt institutional transparency for grievances determined the level of support and confidence in reporting instances of mistreatment. Participants tended to define success according to (1) personal success and (2) leaving a legacy. Conclusions/Implications: Despite policy advancements and a social evolution away from discrimination against women, women in medicine continue to experience inequities across career stages. Potential solutions include fostering supportive communities, encouraging personal and professional development, and system-wide policy changes.

show abstract

Women Leaders’ Career Advancement in Academic Medicine: A Feminist Critical Discourse Analysis

Cited by 3 publications

References 26 publications

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Equity/Equality, Diversity, and Inclusion (EDI) in Universities: The Case of Disabled People

Moving beyond ‘think leadership, think white male’: the contents and contexts of equity, diversity and inclusion in physician leadership programmes

Experiences of Gender Inequity Among Women Physicians Across Career Stages: Findings from Participant Focus Groups

Contact Info

Product

Resources

About