Female Faculty Research Articles

GENDER EQUITY LANDSCAPE IN HIGHER EDUCATION DURING PANDEMIC YEARS: LINKING ORGANIZATIONAL PRACTICES TO TEACHERS’ MORALE AND PRODUCTIVITY

This study sought to ascertain how organizational strategies affected gender equity in a teacher’s morale and productivity among male, female, and nonbinary faculty at Jose Rizal Memorial State University, utilizing a descriptive correlational research design with the use of standardized tests. The frequency count, percent, mean, Chi-square, and Pearson R statistical tests were used to total, tabulate, and further analyze and interpret the results. The findings showed a substantial association, demonstrating how organizational practices have an effect on a teacher's level of morale. The organization may implement leadership development programs to prepare upcoming deans or associate deans for their positions. Organizational practices and faculty production in research were not significantly correlated, however there was a strong correlation between organizational practices and faculty productivity in instruction and community services. Gender equity within an organization can stimulate improvements in instruction and performance in extension but does not lead to research productivity among the faculty of the university. Thus, the deans and associate deans may include in their PPMP the purchase of classroom supplies, equipment, and other audio-visual aids and projection equipment. Furthermore, a staff may be hired in the college to assist the faculty with encoding, designing, and developing instructional materials. On the other hand, gender equality among university teachers does not result in increased productivity in research. The college may conduct action research to explore the factors that may affect the research productivity of the male, female, and nonbinary faculty. Furthermore, the proposed "Action Plan for Monitoring and Evaluating Gender Equity in Institutional Work Plans and Activities" may be utilized to sustain gender equity in educational institutions.

Work Life Balance of Women Faculty Working In HEIs with Special Reference to Bangalore City

Women are demonstrating greater passion and interest in the educational area as technology advances, and they are finding it increasingly difficult to balance their personal and professional lives. The importance of a faculty member in educational institutions' productivity cannot be overstated. To provide a high-quality service, they must be mentally and physically fit. The role of a faculty is very significant for the productivity of educational institutions. The majority of academics are women. As a result, it's crucial to observe how these women manage their job and personal lives. In this context, the paper analyses the work life balance challenges faced by women faculty working in HEIs and impact of work life balance on women faculties’ performance in HEIs by using primary data. Through a literature analysis, the study chose three important factors that were appropriate for the study scenario. Workload, social support, and childcare were chosen as independent variables, whereas work life balance was chosen as the dependent variable. The primary data was collected via a standardized questionnaire by the researchers. In this article, a survey of 35 Bangalore educational institutions is undertaken using a sample of 220 instructors to determine the true state of work-life balance. The study finds that the work-life balance situation for female faculty members is moderate, which can be improved by providing flexible working hours, transportation, residential facilities, child care centers, flexible work arrangements/job sharing, reduced working hours and workload, and child schooling. The result of the research will be helpful for the HEIs administrators, to identify the importance of work life balance of female faculty in order to improve the outcome of their institutions.

An Evaluative study of Faculty Members’ Empowerment Practices at Higher Institution Level in Wah Cantt

Empowerment is essential element for an institution to reform and to cope with the changing demands at both national as well as global level as it occurs due to shared decision-making of authorized bodies and stake holders. It is an obvious expectation from the authorized body of the institution to play a vital role to promote empowerment in the institution to implement and support teacher leadership. The main objective of this study was to identify the empowerment practices of male and female faculty members at higher institutions.

Amplifying the gender gap in academia: “Caregiving” at work during the pandemic

AbstractWe examine the effects of the COVID‐19 pandemic on faculty using survey data. First, we uncover heterogeneity in the immediate effects on research productivity and burnout. Three groups emerged (Career Accelerated, Career Insulated, and Career Headwinds) with female faculty disproportionately represented in Career Headwinds, experiencing both high burnout and declines in research productivity. Second, we examine how greater caregiving demands at home and at work—in the form of institutional service—contribute to gender differences. We find female faculty reported greater increases in service demands, and these exerted greater drag on their careers through a larger crowd out of research time.

36. Gender Diversity in Hand Surgery Fellowship Programs Affects Prospective Applicant Perspectives and Rank List Creation

Background: While gender diversity within hand surgery fellowship trainees has improved, female trainees remain underrepresented. As such, it is increasingly important to understand how existing and historic gender diversity amongst trainees, faculty, and program leadership affects applicant perceptions of training programs. This information may create clear strategies for programs to recruit and retain talented female surgeons. Methods: An electronic survey was distributed to applicants to hand and upper extremity surgery fellowship programs during the 2021-2022 application cycle. Data analysis was performed with alpha=0.05. Results: The response rate was 20 % (n=42). 34% of respondents were female. The average age of respondents was 32 years (SD 3) and 15 (SD 6) interviews were attended on average. Female applicants more often agreed that gender diversity amongst program faculty and prior hand surgery fellows influenced their perception and rank list creation (p=.001). 70% of female applicants compared to 20% of male applicants reported that they would perceive programs with female leadership more positively (p=.001). 15.4% of female applicants compared to 0% of male applicants reported that they would rank a program higher when leadership consisted of a person of their gender (p=.02). 100% of female applicants perceived programs with no prior female fellows negatively. Both male and female applicants reported a desire for 20-30% minimum female composition amongst both faculty and prior fellows. Applicants reported that gender diversity and female leadership signaled a better culture and provided improved mentorship opportunities. Conclusion: Female applicants to hand and upper extremity fellowship programs are influenced by current and historic gender diversity amongst faculty and prior fellows, respectively. Increased female representation signals a better culture and results in more perceived opportunities for mentorship. Recruitment of female faculty, especially to leadership positions, may be one method to signal an open and inclusive environment to prospective applicants.

Nancy Hopkins: Consummate Scientist, Reluctant Feminist

Nancy Hopkins: Consummate Scientist, Reluctant Feminist

The Long-Term Effects of COVID-19 on Political Science Teaching

ABSTRACTThe COVID-19 pandemic abruptly changed political science higher education—shifting courses and instructors online with little preparation. What might be the long-term effects of teaching through this crisis? Combining both open-ended and forced-choice survey questions with focus-group conversations, the data reveal a picture of faculty who are doing more for students and feeling strained by the efforts. Despite the challenges of teaching online during these difficult circumstances, attitudes toward online teaching did not decline universally. Those with more experience teaching online before the pandemic held a more favorable view of online teaching when they were surveyed during the pandemic. The data also show that the emotional burden on faculty increased, with female faculty members carrying a particularly heavy load. Because online classes likely will play a major role in the future of teaching political science, understanding the pandemic’s effects—both positive and negative—is critical.

Developing and Validating a Scale for Measuring Sexual Harassment in Higher Education

This research develops and validates a measurement scale for sexual harassment in higher education using Churchill's criteria for scale development to better understand the experience of young female faculty members. For this purpose, the researchers used a sequential mixed methods approach. Following a critical review of the literature, in-depth interviews were conducted with young female faculty members who are in the early stages of their academic careers.
 The results informed the design of the research instrument, pretested with a small sample of young female faculty members, and then self-administered to a larger sample of young female faculty members. The data were initially analyzed using exploratory factor analyses before being validated through confirmatory factor analysis (CFA). The three dimensions of the final scale: the extent of the risk, weight of culture, and acts of sexual harassment showed good reliability values of 0.838, 0.816,0.821, respectively. The final scale also showed a satisfactory convergent validity value for the first dimension “0.53”, the second dimension “0.56”, and the third dimension “0.55”.The scale paves the way for future research and awakens the audacity of researchers to better understand the experience of female academic staff, especially young female faculty members.

The effect of the Covid-19 pandemic on STEM faculty: Productivity and work-life balance.

The disruption caused by the COVID-19 pandemic impacted STEM professionals in numerous ways, affecting research, teaching, publications, patents, and work-life balance. A survey was conducted to determine the changes approximately one year into the pandemic shutdown in USA. Results indicate that the quarantine, limitations, and restrictions led to decreased work productivity and increased stress, anxiety, and family obligations. There was a significant difference between male and female faculty experience with women reporting more child-care, schoolwork assistance, and care for elderly relatives.

An assessment of knowledge regarding breast cancer among educated women in Kanpur Nagar, Uttar Pradesh, India

Background: Most common female cancer worldwide including India is breast cancer. Awareness about breast cancer is very necessary for early detection and prevention as diagnosis at advanced stages of disease contributes to the high mortality rate. An assessment of existing levels of knowledge regarding cancer is a pre-requisite to find out gaps and to plan for proper educational programmes. Methods: This cross-sectional study was carried out in a women’s college, study subjects were students, female faculty members and female staff. A structured questionnaire was given, data was collected and analysed. Results: In this study it is found that knowledge regarding risk factors for breast cancer was low, only 47.68% knew that family history predisposes for breast cancer, 28.48% knew late menopause is risk factor. 76.82% of respondents knew that lump in breast is a sign of breast cancer, whereas only 31.13% knew that discharge from nipple is sign of breast cancer. Merely 6.40% of respondents knew the procedure of breast self-examination. Majority of respondents i.e. 54.53% told media as source of information. Conclusions: Regarding breast cancer low level of knowledge was found among the study subjects which suggests that proper information should be provided in colleges, especially health facilities and schools should increase their role in providing related information.

Gender Disparities in Physician Assistant Educator Promotion and Compensation: A Mixed Methods Approach.

The gender wage gap is well documented in many industries. A disparity in salary between female and male physician assistant (PA) educators has been demonstrated, but disparities in academic rank have not been shown. The purpose of this study was to re-examine gender disparities in compensation to PA educators and to explore whether gender-based disparities exist in promotion to higher academic rank in this field. An explanatory sequential mixed-methods design was used to determine differences in salary and rank by gender. PA Education Association Faculty and Directors Survey data from 2014, 2017, and 2019 were analyzed. A focus group was conducted to explain the findings and understand the barriers to promotion for female faculty. Female PA faculty members earn $7573 less than their male colleagues when controlling for all other variables. Female faculty members have an increased likelihood (RR 1.150) for being in early career stage versus late career stage. Obtaining a doctoral degree decreased the risk for being in an early career stage (RR 0.567) with men twice as likely to have a doctoral degree as women. Rank and salary disparities exist in PA faculty by gender. Female faculty are less likely to hold doctoral degrees or to be promoted to higher academic ranks, and they earn less than men. Degree level and career track are themes unique to the PA education profession, and further research is needed to understand their impact. With more women entering PA education, pay equity and promotion need to be addressed.

Neurology faculty comfort and experience with communication skills

BackgroundNeurology faculty care for complex patients, teach, and work within multidisciplinary teams. It is imperative for faculty to have strong communication skills. MethodsWe surveyed NYU neurology teaching faculty to determine levels of comfort and experience over the past year with providing negative feedback to a trainee; debriefing after an adverse clinical outcome; and assisting a struggling colleague. We examined the relationship between levels of comfort and experience with 1) faculty self-identified sex and 2) number of years since completion of medical training. ResultsThe survey was completed by 36/83 teaching neurology faculty (43 %); 17 (47 %) respondents were female and 21 (58 %) were ≤10 years post-training. The proportions of faculty who reported feeling uncomfortable were 44 % (16/36) for assisting a struggling colleague, 28 % (10/36) for providing negative feedback, and 19 % (7/36) for debriefing an adverse outcome. Proportions of faculty who reported they had no experience were 75 % (27/36) for assisting a struggling colleague, 39 % (14/36) for debriefing an adverse clinical event, and 17 % (6/36) for providing negative feedback.Female respondents and faculty who were ≤10 years post-training were more likely to report feeling uncomfortable with assisting a struggling colleague and to have had no experience doing so in the past year. On multivariate analyses accounting for sex and experience, sex remained independently associated with feeling uncomfortable with assisting a struggling colleague (OR = 12.2, 95 % CI: 2.1–69.6, p = 0.005). ConclusionFaculty development may be needed to improve comfort and experience with challenging communication-based interactions. Female faculty and faculty early in their careers may benefit most.

The impact of virtual negotiation training for female faculty.

We developed a virtual interactive course for female faculty/practicing physicians and trainees to hone their skills in negotiation and sought to evaluate the impact of this on their knowledge, comfort, and skill in negotiation. We surveyed participants as to their comfort and experience with negotiation before and after the course, as well as three months later. Of the 102 participants in the faculty course, 55 (53.9%) were academic ladder faculty, and 47 (46.1%) were in surgery or a surgical subspecialty. Participants were significantly more comfortable with negotiation initiation, strategy, and post-settlement settlement after the course (p < 0.001 for each). 91.1% found the course valuable, 92.9% felt their knowledge about negotiation increased, and 85.7% wished they would have taken this course earlier. 98.2% stated they were likely to use some of the things they learned in this course in future. Three months later, 40.7% of respondents stated they had used what they had learned: 57.7, 41.7, and 32.0% had negotiated for pay, promotion, or job-related perks, respectively. These negotiations went "better than expected" in 26.6, 30, and 37.5%, respectively. Prior to the course, only 3 (2.9%) felt that their last negotiation went "very well" or better; three months after the course, 28% felt their last negotiation after the course went "very well" or "extremely well" (p = 0.002). Negotiation training can have a significant impact on female physicians' comfort in initiating negotiation, negotiation strategy and post-settlement discussions. Such training significantly increases "better than expected" negotiations.

A 5-Year Update and Comparison of Factors Related to the Sex Diversity of Orthopaedic Residency Programs in the United States.

The American Medical Association Fellowship and Residency Electronic Interactive Database was used to identify all allopathic orthopaedic surgery residency programs during the 2021 to 2022 academic year. The number of female residents and interns; the number of female faculty, professors, and associate professors; and the number of women in leadership positions were compared with data from the academic year 2016 to 2017. Continuous data were analyzed with independent t-tests, and significance was set at p < 0.05. A total of 696 female residents (19.2%) were identified from 3,624 orthopaedic residents, an increase from 13.5% in 2016. Programs in the top quartile of female residents had 3 times the number of female residents per program when compared to other quartiles and almost double the number of female interns per program. Programs in the top quartile of female residents had a significantly greater number of female faculty per program than the lower quartiles; 5.76 vs. 4.18. Compared with 2016 to 2017, there were significant increases in female faculty per program from 2.77 to 4.54 along with female full professors from 0.274 to 0.694. These increases contribute to the overall growth in the number of women in leadership positions per program over the past 5 years to 1.01 from 0.35 (p < 0.001). In the past 5 years, the percentage of female residents has increased from 13.5% to 19.2%. Furthermore, women make up 22.1% of interns. Orthopaedic surgery residency programs with higher percentages of female faculty had higher numbers of female residents. By encouraging programs to promote female representation within leadership and residents, we may continue to see the gap in orthopaedic sex diversity close. III.

Evaluating the gender of vascular surgery residency program directors in the United States

ObjectiveWomen in vascular surgery, especially those in leadership positions, are historically sparse but have the potential to make significant contributions to diversifying the future cohort of vascular surgeons. We aimed to analyze the current demographics of integrated vascular surgery residency (0+5) and fellowship (5+2) program directors (PDs) in the United States. MethodsA cross-sectional study of all active Accreditation Council for Graduate Medical Education-accredited 0+5 and 5+2 programs was performed. Program and PD data were obtained in February 2023 using publicly accessible sources. Program accreditation date, affiliation type, female faculty, and female trainees were collected. PD data included medical degree, training pathway, country of training, gender (male vs female), current age, appointment age, duration between training and appointment, research output, and H-index. ResultsSeventy-four 0+5 programs and 117 5+2 programs were included. Most programs were university-affiliated (164/191; 86%). Seventy-six percent (146/191) of PDs were identified as male, with the remaining 24% female. The mean age was 52 ± 7 years, and the age at PD appointment was 46 ± 7 years. The time between training completion and PD appointment was 11 ± 7 years, and the mean term length was 4 ± 3.5 years. Female PDs were younger overall (49 ± 6 vs 53 ± 7 years; P = .04) and at age of appointment (41 ± 5 vs 48 ± 7 years; P = .03). There was a trend of female PDs having longer term lengths compared with male PDs (6 ± 4 vs 4 ± 3 years; P = .08). Forty percent of residents were female, and 26% of full-time faculty were female. 5+2 female PDs were in programs with more female faculty (P = .001). Female department leaders had double the number of female PDs compared with male department leaders. Male PDs had a higher mean number of publications and Hirsch index compared with female PDs. However, these differences were not statistically significant when adjusting for age and age at position appointment. ConclusionsMost 0+5 and 5+2 PDs were men, and the overwhelming majority of department or division leaders in vascular surgery were male. Although the majority of PDs were male, female PDs were appointed earlier in their career. The current state of diversity in vascular surgery leadership has improved over the past decade; however, there still needs to be more female vascular surgeons, especially in leadership positions. Continuing institutional and societal efforts to recruit female trainees and promote women to leadership is essential to improve the diversification of vascular surgeons.

Recruitment of women in neurosurgery: a 7-year quantitative analysis.

The authors aimed to characterize which US medical schools have the most female neurosurgery residents and to identify potential associations between medical school characteristics and successful recruitment of women pursuing a neurosurgery career. The authors evaluated a total of 1572 residents in US neurosurgery programs accredited by the Accreditation Council for Graduate Medical Education as of February 2021, representing match cohorts from 2014 to 2020. The authors extracted US medical school characteristics and ranked schools based on the percentages of women graduates entering neurosurgery. They additionally studied yearly trends of the percentage of women constituting incoming neurosurgery resident cohorts as well as associations between female recruitment percentage and medical school characteristics using univariable and stepwise multivariable linear regression (including significant univariable factors). The cohort consisted of 1255 male and 317 (20%) female residents. Yearly trends indicated a significant drop in incoming female residents in 2016, followed by significant increases in 2017 and 2019. On multivariable analysis, the following factors were associated with a higher average percentage of female graduates entering neurosurgery: total affiliated neurosurgery clinical faculty (β = 0.006, 95% CI 0.001-0.011, p = 0.01), allopathic versus osteopathic schools (β = 0.231, 95% CI 0.053-0.409, p = 0.01), and top 10 U.S. News & World Report ranking (β = 0.380, 95% CI 0.129-0.589, p < 0.01). When the number of female clinical faculty was added to the model, the variable was not statistically significant. Multivariable bibliometric analyses indicated a higher mean preresidency H-index for men, with an even greater gender difference identified in the 2021 H-index. This study characterizes which medical schools are most successful at recruiting female students who constituted the total neurosurgery resident workforce of the 2020-2021 academic year. The overall number of clinical neurosurgery faculty rather than faculty gender was independently associated with female recruitment. Gender differences in research productivity persisted with control for confounders and increased between preresidency and 2021 time points. Such understanding of factors that influence the recruitment of women can help improve female representation in neurosurgery residency training moving forward.

Relationships between Body Mass Index, Nutritional Intakes, and Living Arrangement with Menstrual Cycle among Students

Background: Disorders of the menstrual cycle are common in women aged 18-26 years. Riskesdas 2013 data shows that as many as 13.7% of women of childbearing age experience problems with irregular menstrual cycles. Disturbances in the menstrual cycle can cause infertility and decrease the quality of life of students. The purpose of this study was to determine the relationship between BMI, nutritional intake patterns, and living arrangements with the menstrual cycle of female students at the Faculty of Medicine, Airlangga University. Subjects and Method: A cross-sectional study was conducted at the Faculty of Medicine, Airlangga University, from July to September 2022. A total of 176 female students from the Faculty of Medicine, Airlangga University, class of 2018-2021 were selected using a purposive sampling technique. The dependent variable is the menstrual cycle. The independent variables are body mass index (BMI), patterns of nutritional intake, and living arrangements. The instrument used in this research is a questionnaire. Research data were analyzed using binary logistic regression. Results: Overweight BMI (OR= 49.32; 95%CI= 9.57 to 254.35; p&lt;0.001) and patterns of excess nutrition (OR= 28.69 95%CI= 4.97 to 165.94; p&lt;0.001) have a relationship with female students' menstrual cycles Faculty of Medicine, Airlangga University Conclusion: Overweight BMI and nutritional intake patterns together have a relationship to the menstrual cycle of female students at the Faculty of Medicine, Airlangga University. Keywords: body mass index, pattern of nutritional intake, living arrangement, menstrual cycle Correspondence: Aliza Umar Indriani, Faculty of Medicine, Universitas Airlangga. Jl. Mayjen Prof. Dr. Moestopo No.47, Pacar Kembang, Kec. Tambaksari, Kota SBY, Jawa Timur 60132. Email: aliza.umar.indriani-2019@fk.unair.ac.id . Mobile: +6281252337795 Journal of Maternal and Child Health (2023), 08(01): 48-57 https://doi.org/10.26911/thejmch.2023.08.01.05

Olva Odlum BDS MSc LDS, the First Female Faculty Member in Manitoba and Dentist to the Indigenous Population.

Olva Odlum qualified as a dentist in England but went on to make a professional life in Canada. She became the first female member of the Manitoba dental faculty and provided care for many dentally-deprived groups, including disabled patients, those with cancer and members of the First Nation tribes.

4년제 대학교 여성교원의 경력 개발 단계에 따른 성희롱 피해 경험 탐색

Sexual harassment of women faculties in the Korean higher education has been scarcely researched. However, their experiences of sexual harassment are important in that they become an important criterion for judging the spread of a culture of gender equality in universities. The Sexual Experience Questionnaire (SEQ)(Fitzgerald et al. 1995) was conducted on 506 female faculty from 56 four-year universities. About 35% of the respondents experienced sexual harassment at least once in three stages of their career development. Among the eight perpetrator categories, male supervisors, male student seniors and juniors, and male fellow faculties were found to be the most frequent perpetrator groups. Binary logistic regression analysis showed that the majors and positions of female faculties had a significant influence on their experiences of sexual harassment. Lastly, the experience of sexual harassment after appointment until now had a statistically significant negative effect on job satisfaction of female faculties.

Awareness and Knowledge of Dental Teaching Faculty on OSCE/OSPE Examination: An Online Survey

Aims: Past many decades the traditional way of examining the students includes both short and long cases as well viva-voce examination. In the conventional assessment method, there are some voids found such as communication skills.&#x0D; Study Design: A descriptive cross-sectional study was performed using a pre-designed questionnaire through Google forms.&#x0D; Place and Duration of Study: Questionnaire distributed to the participants of various dental colleges across India through e-mails, and through Whats App, from 16th Feb 2022 to 30th March.&#x0D; Methodology: The questionnaire was pre-tested, and validation was performed. A total of 501 responses were received from the participants. The received data was entered in Microsoft Excel sheet. Descriptive Statistical Analysis was done by using IBM SPSS version 26.&#x0D; Results: A total of 501 faculty members participated. Senior Lectures stood in first place (153) and the least interest shown by the Readers (100). While gender wise designations follow as in Senior Lecturer designation dominated by the female faculty. 82.4% of faculty were aware about the OSCE and 77.8% claimed they knew about OSPE. More than half of the participated faculty revealed that they have not undergone any training programme to conduct OSCE/OSPE.&#x0D; Conclusion: Very few of the Dental Institutions conduct the OSCE/OSPE programmes. Though there are many ways to test the student’s knowledge, no single method is superior to other methods. It is advisable to use a combination of methods for better results.