Female Mentors Research Articles

Gap in STEM Education: Why is there a decline in women participation?

A steady Gender gap is observed with the number of students enrolled in STEM (Science, Technology, Engineering, and Mathematics) fields in higher education and universities. The underrepresentation of women in the field of STEM is world-wide. Numerous studies have contemplated different factors for this gap and studies on interests showing, that women's career decisions are often influenced by their interest which is inclined towards working ‘with people’ and deviates them from STEM. Men prefer to work with ‘material and gadgets’ which interests more men towards STEM. Increment in “enterprising and artistic interests” among the women, less awareness on the career and study opportunities, lesser female mentors, the duration to become an expert in STEM, lesser encouragement from the opposite sex, has an impact on the number of females in STEM. The gap was more prominent in egalitarian countries and termed as the “education gender-equality paradox”. The difference in early childhood spatial ability can also contribute to the emergence of gender differences in mathematics and science later. This article also suggests more research into making STEM attractive for both genders, providing early education that provides makes STEM attractive for both genders.

Does mentoring reduce entrepreneurial doubt? A longitudinal gendered perspective

PurposeMentoring appears to be a good support practice to reduce entrepreneurial doubt, amongst other things. Although perceived similarity could foster the mentoring relationship, gender dyad composition may also influence doubt reduction for entrepreneurs because of the potential gender stereotype in entrepreneurship.Design/methodology/approachThe authors performed longitudinal research based on an initial sample of 170 entrepreneurs supported by a mentor to investigate the evolution of entrepreneurial doubt.FindingsThis study demonstrates that doubt can be reduced with mentoring, but only temporarily for male mentees. Gender stereotypes may be at play when it comes to receiving the support of a female mentor as entrepreneurship is still, unfortunately, a “male-dominated world.” Receiving support from mentors perceived as highly similar within the dyad does not reduce entrepreneurial doubt. Trusting the mentor is an important aspect, besides gender, in reducing entrepreneurial doubt.Originality/valueThe research provides insights into the gendered effect of mentoring to reduce entrepreneurial doubt. It shows that gender dyad composition should be taken into consideration when studying mentoring or other similar support to entrepreneurs.

"You Have to Go Gently": Mentors' Perspectives of a Peer Mentoring Empowerment Program to Reduce Marginalization in Refugee and Migrant Women.

The Empowerment and Peer Mentoring of Migrant and Refugee Women pilot program (EMPOWER) provides a mechanism for migrant women who have established lives in Australia to mentor newly arrived women to build the ability, confidence, and knowledge to overcome barriers to the social determinants of health such as employment. Female migrant mentors (n = 21) met with their mentees (n = 32) on a regular basis over a period of 3 to 12 months between September 2019 and November 2021. The individual mentoring was augmented by group workshops facilitated by content experts and the research team. The unique perspectives of the mentors were explored through individual interviews (n = 15) and analysis of journal entries (n = 58) submitted regularly by mentors throughout the program. Thematic analysis revealed that mentors were intrinsically motivated to build strong and trusting connections with their mentees, which were pivotal to reducing inequalities for mentees and their families. Mentors had high expectations of themselves and demonstrated commitment and flexibility to accommodate mentees’ needs. However, they sometimes struggled when supporting mentees who were overwhelmed by the systemic and other stressors associated with resettlement and pre-migration trauma. Regular networking and moral support for mentors would enhance future programs.

Gender-Specific Attitudes of Internal Medicine Residents Toward Gastroenterology.

Female representation among gastroenterology (GI) fellows has remained around 30%, yet women comprise over 50% of internal medicine (IM) residents. We aim to identify the gender-specific barriers of IM residents toward pursuing GI. We surveyed IM residents in the Northeast by emailing 168 IM programs a survey link to be distributed to their residents. A 4-point Likert barrier scale and bivariate analysis were performed with "yes" and "no," where "yes" was analyzed as "somewhat of a barrier" and above. Females received a third table assessing female-specific barriers. Significance was set at < 0.05. Of 215 survey responses, 56.3% (n = 121) were female. Response rate could not be determined due to resident identity protection and inconsistent responses of survey dissemination from programs. Females had significantly greater concerns about fertility, maternity leave, radiation exposure, work-life balance, stress, and burnout compared to males (p < 0.05). For females, 48.7% felt a lack of gender diversity in GI, 54.6% felt a lack of female GI mentors, and 43.7% felt there is a lack of respect as a female in GI. No gender differences existed in motivation to pursue GI, exposure to GI, and access to GI mentors, or GI-related research. Our study reveals that female IM trainees had greater concerns surrounding fertility, radiation exposure, and maternity leave compared to male IM trainees. Lack of gender diversity and lack of female GI mentors were noted barriers for female IM trainees. Addressing these barriers may help increase female representation in GI.

Mentoring Female Undergraduates in Research-Centered Outreach

Math Girls ock! is a year-long, two-tiered mathematics mentoring program that prepares female undergraduate mentors to facilitate high school girls engagement in challenging mathematics concepts through a dynamic after-school program. In this article, we describe the distinct educational component of this program in which female faculty members mentor female undergraduate mathematics and mathematics education students in researching and developing the content to be presented at the high schools. In addition, we discuss some of the feedback collected from program participants about various aspects of this program relating to the involvement of the undergraduate students. In conclusion, we share advice for those interested in starting and running similar outreach programs.

Impact of a Pilot Peer-Mentoring Empowerment Program on Personal Well-Being for Migrant and Refugee Women in Western Australia.

The Empowerment and Peer Mentoring of Migrant and Refugee Women study (EMPOWER) examined the effectiveness of a participatory, peer mentoring program specifically tailored for migrant and refugee women to build ability, confidence, and knowledge to seek employment, a known contributor to mental health and wellbeing. Female migrant mentors (n = 21) supported five cohorts of mentees (n = 32), predominantly from Middle Eastern and Asian backgrounds, over a period of 3–12 months each between September 2019 and November 2021. The program consisted of both individual mentoring and group workshops facilitated by content experts and the research team. The mental health and wellbeing outcomes for the mentees were explored through individual interviews with both mentors and mentees. Results indicate the program helped participants develop social connections, self-esteem, self-efficacy, and personal health and safety skills. There are ongoing mental health needs in this cohort related to competing priorities and trauma. The development of trusting, respectful relationships with mentors who are committed and flexible is essential for positive wellbeing outcomes. Peer mentoring programs for migrant and refugee women can enhance mental health and wellbeing outcomes and facilitate independence. Mentors need resources to provide appropriate mental and physical health support for some groups.

Planning, delivering, and evaluating formalised sport coach mentoring: exploring the role of the Programme Director

ABSTRACT While research into sport coach mentoring is steadily increasing, currently the literature base is overly mentee-centric, overlooking the role and importance of additional stakeholders (e.g. mentors, programme directors, and sport governing bodies) involved within formalised sport coach mentoring programmes. Consequently, the aim of this research was to address this issue by examining the experiences of Jason, a Programme Director (PD) of a high-performance formalised female sport coach mentoring programme. Data were collected via three in-depth semi-structured interviews, which were analysed thematically. The findings highlight the inherent complexities of planning and delivering effective formalised sport coach mentoring provision, especially within high-performance contexts. Challenges associated with mentor recruitment and training were outlined, alongside the external influences of organisational agendas and beliefs on mentor pedagogy and practice. Jason also critically reflected upon to the problematic nature of evaluating formalised sport coach mentoring programmes. Practical recommendations and future avenues for empirical inquiry are discussed.

Is Same-Gender Mentorship Important for Division III Female College Athletes?: An Application of the Mentor Role Theory

In the last twenty years, opportunities for women in intercollegiate athletics have grown exponentially. Unfortunately, women still represent a small number of head coaches in intercollegiate athletics, creating a disparity in numbers between female college athletes and female head coaches. This disparity has led to an imbalance for female college athletes searching for female role models and mentors. This study investigated the mentoring experiences of NCAA Division III female college athletes based on their lived experiences with both male and female head coaches. Using Mentor Role Theory (MRT), a set of qualitative responses were collected and analyzed. The participants highlighted career and psychosocial functions of MRT, with responses emphasizing positive and negative experiences with their past and present head coaches. Overall, female college athletes noted the importance of both career and psychosocial functions in their experiences with both male and female coaches. However, the college athletes’ experiences with their female head coaches were predominately positive, whereas, the participants were found to hold mixed experiences (both positive and negative) with their male coaches. The authors discuss the implications of these findings for Division III athletics, mentor role theory, and the importance of the coach/athlete relationship.

Impact of Mentoring on Academic Career Success for Women in Medicine: A Systematic Review.

Research has shown that barriers to career success in academic medicine disproportionately affect women. These barriers include inadequate mentoring, which may perpetuate the underrepresentation of women in senior leadership positions. The purpose of this review was to summarize the qualitative and quantitative evidence of the impact of mentoring on women's career outcomes and to inform future interventions to support the promotion and retention of women in academic medicine. The authors conducted a systematic review of original research published in English-language, peer-reviewed journals through March 20, 2020. Search terms related to mentorship, women, and academic medicine. The authors searched MEDLINE, Embase, Scopus, Current Contents Connect via Web of Science, Cochrane Library, and PsycINFO. They excluded studies not specifically addressing women and those without gender-stratified outcomes. They extracted and analyzed the following data: study design, population, sample size, response rate, participant age, percentage of women, mentoring prevalence, and outcomes. Of 2,439 citations identified, 91 studies met the inclusion criteria, including 65 quantitative and 26 qualitative studies. Mentoring was associated with objective and subjective measures of career success. Women perceived mentorship to be more valuable to their career development yet were more likely to report having no mentor. Additionally, women were more likely to report lower levels of research productivity, less career satisfaction, and greater barriers to promotion. Qualitative results indicated that women had less access to informal mentoring and family responsibilities had a greater effect on their career outcomes. Professional networking, female mentors, and relational aspects of mentoring were common themes. This review examined gender disparities in mentoring and the impact on research productivity, promotion success, and career satisfaction for women in academic medicine. Institution-supported mentoring programs are needed to facilitate identification of appropriate mentors and promotion of a more equitable academic career environment for women.

Issues Facing Female Band Directors at the High School and College Levels: A Review of Literature

The purpose of this review of literature was to investigate the unique issues facing female band directors at the high school and college levels. A search of 5 different databases was conducted, and 39 studies met the inclusion criteria for this study. Results of this review of literature are presented according to the following themes: (a) historical background, (b) underrepresentation and lack of female mentors, (c) motherhood, and (d) discrimination. Although the number of female high school and college band directors continues to increase, there are many different issues that women may face professionally. Despite these issues, women continue to persevere as they fight for their place on the podium. Recommendations for female music educators are provided, as well as suggestions for future research.

Female Mentors and Gender Dynamics in Athletic Training

Purpose: Female athletic trainers face barriers in accessing female mentors due to the small numbers of same-gender leaders in athletic training. The purpose of this study is to explore the experiences of clinically practicing female athletic trainers with mentorship. Method: Twenty-three (23) athletic trainers who identified as female and had at least 3 years of clinical experience. Interviews occurred using a semi-structured interview script. All teleconference interviews were audio-recorded and transcribed verbatim. A 3-person research team analyzed the data and coded it into domains and categories based on the consensual qualitative research process. Credibility was established with multiple researchers, an external auditor, and member checks. Results: Three domains emerged from the data: (1) foundations of mentor relationships, (2) the benefit of mentor relationships, and (3) the influence of female mentors. Participants identified mentor behaviors they value such as not judging, communicating openly and regularly, guiding, challenging, trusting, and supporting. Participants indicated they benefited from their mentor relationships with an evolving friendship, career advancement, administrative support, relationships management, confidence, and empowerment. Participants identified unique influences of female mentors, specifically helping them manage gender-specific challenges and modeling work-life integration. Participants stated an obvious lack of female mentors in athletic training. Conclusions: Findings suggest those that are identified as mentors, regardless of gender, demonstrate foundational behaviors that yield benefits to their mentees. However, the findings also suggest a significant absence of female mentors in athletic training. With the limited number of females in leadership or mentor roles in the field, it is difficult for females to access same-gender mentorship. With this lack of same-gender mentorship, female athletic trainers may face more significant obstacles in managing gender-specific dynamics and challenges in clinical practice.

Factors Affecting Ophthalmology Trainees to Pursue Vitreoretinal Surgery Fellowship

Abstract Objective The aim of this study was to understand the factors that ophthalmology trainees consider in pursuing vitreoretinal surgery (VRS) fellowship training. Methods This is a prospective observational survey study. Survey invitations were disseminated to postgraduate year 4 (PGY)-4 ophthalmology residents at Accreditation Council for Graduate Medical Education-accredited residency programs and surgical retina fellows at Association of University Professors of Ophthalmology Fellowship Compliance Committee-compliant fellowship programs in the United States. Survey questions on factors related to VRS were administered employing a 5-point Likert scale. Responses from ophthalmology residents pursuing surgical retina were combined with surgical retina fellows' responses and compared with responses from PGY-4 residents not pursuing vitreoretinal surgery. Results Eighty-one resident surveys were completed. Forty-three fellow surveys were completed. Fifty-seven out of eighty-one (70.4%) residents were not pursuing surgical retina, and a total of 67 trainees (24 residents, 43 fellows) were pursuing surgical retina. The following factors were associated with pursuing VRS training: male gender (p = 0.031); having performed retina research during residency (p ≤ 0.001); enjoying surgical retina procedures (p ≤ 0.001), enjoying surgical retina patient outcomes (p ≤ 0.001), and working with vitreoretinal surgeons (p ≤ 0.001); finding surgical retina prestigious (p ≤ 0.001); perceiving their residency having a strong record of matching surgical retina (p = 0.039); liking the potential financial income from surgical retina (p ≤ 0.001); and having vitreoretinal mentors during residency (p = 0.014). A majority of trainees (31/57, 54.4%) not pursuing surgical retina disagreed or strongly disagreed with enjoying the patient outcomes in surgical retina. A third of female residents not pursuing surgical retina felt having a female surgical retina mentor would have made them more likely to pursue the field. Conclusion Longer retina rotations, encouraging resident participation in retina research, and increasing mentorship opportunities of female trainees from female retina specialists may increase resident interest in pursuing surgical retina fellowship.

Mentoring Relationships and Gender Inequities in Academic Medicine: Findings From a Multi-Institutional Qualitative Study.

This study examined how mentoring relationships may reinforce or mitigate gender inequities in academic medicine. In-depth, semistructured interviews with medical school faculty members (52 women and 52 men) were conducted at 16 institutions across the United States in 2019. Institutions were recruited using a purposive sampling strategy to seek diversity in geography, ownership (private or public), and prestige. Within institutions, purposive sampling was used to recruit equal numbers of women and men and to seek diversity in degree type (MD, PhD), age, and career stage. A coding scheme was developed through iterative analysis of the interview transcripts. All interview transcripts were then coded with the goal of identifying intersections between mentorship and experiences of and responses to gender inequities. Four key themes at the intersection of mentoring relationships and gender inequities were identified. (1) Both women and men became aware of gender inequities in academic medicine through relationships with women mentors and mentees. (2) Both women and men mentors recognized the challenges their female mentees faced and made deliberate efforts to help them navigate an inequitable environment. (3) Both women and men mentors modeled work-family balance and created family friendly environments for their mentees. (4) Some women, but no men, reported being sexually harassed by mentors. This study shows that mentoring relationships may be a context in which gender inequities are acknowledged and mitigated. It also shows that mentoring relationships may be a context in which gender inequities, such as sexual harassment, may occur. Sexual harassment in academic medicine has been widely documented, and gender inequity in academic medicine has proved persistent. While mentoring relationships may have the potential to identify and mitigate gender inequities, this study suggests that this potential remains largely unrealized.

Female mentors positively contribute to undergraduate STEM research experiences.

The positive influence of undergraduate research and mentoring on student success in STEM fields has been well-established. However, the role that the gender of a research mentor may play in the undergraduate research experience warrants further investigation. This is an especially critical issue to address, since the lack of female role models in STEM fields is acknowledged as an impediment to the success and progress of women pursuing STEM-careers. To evaluate how the gender of undergraduate research mentors influences the research experience of students, we collected and analyzed surveys from undergraduates and alumni who had completed undergraduate research at the University of Nebraska at Kearney. We found that even though students did not select mentors based on gender, there were differences in how students perceived their mentors, depending on the gender of their mentors. Interestingly, students with female mentors were more likely than students with male mentors to report that their research experience had prepared them for a career in science. Further, our gender-pairing analyses revealed that students who expressed that the gender of their mentor had contributed to their relationship with their mentor were more likely to have a female mentor. Our data indicate that female mentors favorably influence the undergraduate research experience of both male and female students. Finally, our study reinforces the conclusions of previous studies demonstrating that undergraduate research and mentoring are beneficial for students. Overall, our findings support that, for students to fully benefit from their undergraduate research experience, undergraduate research opportunities for students should include an equitable representation of female mentors.

Investigating the Influence of Mentor–Mentee Race and Gender Pairs on Public Health Persistence

Background. Mentoring and immersive experiences through internships are important means of increasing underrepresented (UR) students’ persistence in public health. However, while the positive effects of mentoring are well established, studies on the effect of race/ethnicity and gender mentor matching on persistence have produced mixed results. Aims. This article investigates the impact of homogeneous and heterogeneous mentor–mentee pairs on UR intern persistence for Project Imhotep, a summer internship program at Morehouse College. Method. The authors employ multivariable logistic regression analyses to examine the relationship between mentor and mentee race/ethnicity and gender characteristics on undergraduate intern academic persistence and career attainment. Results. Mentor demographics and institution type are predictors associated with intern academic and career persistence; however, the predictive importance of model attributes varied by outcome. Mentees paired with UR mentors (female or male) were more likely to attend graduate school, and mentees mentored by female mentors (UR female or White female) were more likely to pursue a graduate degree in public health. Finally, mentees mentored by UR females had the highest likelihood of either pursuing a graduate degree in public health or a public health career. Discussion. This article advances our understanding of how mentor–mentee race/ethnicity and gender affects the recruitment and retention of undergraduate students from racially and ethnically UR populations into public health. Conclusions. The findings suggest that the degree of shared racial/ethnic and/or gender identity between a public health intern and mentor influenced the likelihood of the intern pursuing further education or a public health career.

The Future is Female: The Influence of Female Faculty and Resident Representation on Female Applicant Match Rate Amongst Urology Residency Programs Over 3 Years

ObjectiveTo investigate whether there is a correlation between the proportion of female faculty and residents at urology residency programs and the proportion of females matched to those programs. Materials and MethodsWe utilized official results from 3 consecutive AUA match cycles from 2018 – 2020 to obtain the number of females matched to each program. The number of female residents and faculty members in each program was acquired through querying program websites and contact with residency program coordinators. The correlation between the proportion of females in the newly matched class of residents and the proportion of current female faculty members and residents in that program was calculated for each match cycle. ResultsThere was a positive correlation between the proportion of matched female applicants and the proportion of female residents in each program for the 2018, 2019, and 2020 match cycles (R = 0.23, P = .01; R = 0.21, P = .02, R = 0.11, p <.001, respectively). There was a positive correlation between the proportion of matched female applicants and the proportion of female faculty at their matched program in the 2018 and 2020 match cycles (R = 0.22, P = .02; R = 0.06, P < .01, respectively). There was no significant predilection of females matching to programs with a female program director or chairperson, and geographic location of program (based on AUA section) did not appear to influence female applicant match rates. ConclusionThere has been a consistent trend in the proportion of matched female applicants to urology programs correlating positively with the proportion of female residents at those programs over the past three years. This is indicative of the increased potential for female mentorship and leadership opportunities. Further research is needed to investigate the factors that draw female applicants to urology programs with increased female representation.

Characteristics and Experiences of Women Physicians and Professionals in NAEMSP

Introduction: One of the six guiding principles of the EMS Agenda 2050 is to foster a socially equitable care delivery system. A specific recommendation within this principle is that “local EMS leadership, educators and clinicians [should] reflect the diversity of their communities.” Research has shown that women comprise a minority of emergency medicine services (EMS) field clinicians. In academic settings, women are represented at lower rates among experienced EMS faculty than within Emergency Medicine clinicians or faculty at large. The reasons for these differences are also unknown. Little data exist describing the number or experience of female physicians and professionals in EMS. Purpose: Our objective was to describe the composition and experiences of EMS physicians, researchers and professionals who participate in the Women in EMS group of the National Association of EMS Physicians (NAEMSP). Methods: We performed a cross-sectional, mixed-methods descriptive study of women belonging to the Women in EMS Committee of NAEMSP. A survey was sent to the 143 members of this group using a list-serve, and the data was collected in Redcap. Results: Seventy-four people completed the survey. Respondents were 96% female, 82% Caucasian, 11% underrepresented minorities (URM), and 7% LGBTQI. Of the 88% that are physicians, 78% are board certified in Emergency Medicine, compared to 55% in EMS. Forty-eight percent reported they received some form of mentorship. Among these respondents, a minority reported female mentorship, which was usually from a remote rather than local mentor (41% vs. 15%). Eighty-three percent of respondents had experienced some form of discrimination or harassment in their career, but only 68% reported their workplace culture discourages such behavior. Thirty-three percent of respondents report receiving unequal recognition because of gender. Thematic evaluation of the qualitative responses showed that respondents felt there were fewer barriers to mentorship and professional advancement opportunities in local work versus national engagement. Conclusions: In a survey evaluating representation of female professionals in EMS, participants reported on their career representations, and experiences of gender-based inequity within their EMS career settings. Several opportunities exist to improve diversity, equity, and inclusion for women in EMS based on our findings.

Dream job orthopedics and trauma surgery-This can also come true for women!

At least two thirds of medical students are female. How can they be won over in the competition for the best heads and hands in the field of orthopedics and trauma surgery? 25% of the inpatient surgeons are female, while the proportion of women in managerial positions is only 5%. How do the specialist field and the specialist society have to change in order to be attractive for the younger generation, and be regarded as adream job? With the help of surveys and scientific literature, the following problem areas are identified and highlighted: What do today's young doctors want? How should employers and superiors behave in relation to the women-specific life events of pregnancy, maternity leave and breastfeeding? How to enable female surgeons to continue operating as desired in accordance with the law? Often in clinics, care is not taken to provide female surgeons with individually sized instruments. A manufacturer survey was carried out for this purpose. How can we counteract the sexual harassment and discrimination in the workplace? How can male and female professionals achieve amore equal balance between family and work in the clinic and practice? The Gender Bias, the glass ceiling, the lack of female role models and female mentors mean that female surgeons do not have equal opportunities. The gender pay gap and the gender care gap are discussed and presented with data. Significantly, there is aspecific lack of dataon the gender pay gap in Germany. The everyday clinical practice and the professional society are still aman's world. In order to attract asufficient number of young professionals, the working environment and participation in committees must be transformed into aworld that is equal for male and female surgeons. With regard to the identified problem areas, suggestions for improvement for active implementation are listed.

Women in UK paediatric surgery: past, present, future

Introduction Paediatric surgery is the surgical specialty with the highest representation of women. This study aims to explore the fascinating history, current role and future prospects of female paediatric surgeons in the UK. Materials and Methods A literature search was conducted in google and pubmed, national statistic reports and personal correspondence to gather information on the history and current status of female paediatric surgeons in the UK. Results Women with an interest in paediatric surgery have been recorded in historical reports from ancient and medieval times. During the early decades of the establishment of paediatric surgery in key female figures overcame prejudice, won the respect of their peers and blazed the trail for future generations. Among those legendary individuals were Gertrude Herferz, Isabella Forshall, Helen Noblett, Leela Kapila, Caroline Doig, Vanessa Wright and Su-Anna Boddy. Recent decades saw a worldwide rise in the proportion of female paediatric surgeons with women representing 27.3% of consultants and 47.1% of registrars in England in 2017. Female authorship has also increased. However, women are still significantly outnumbered in leadership positions in major paediatric surgery committees. Discussion and Conclusion Charismatic women have influenced paediatric surgery and paved the path for future generations. Despite the rise in percentage of women entering paediatric surgery in recent decades, women continue to be under-represented in clinical and academic leadership positions. Female mentoring schemes such as those provided by Women in Surgery, and an updated view of leadership development opportunities are likely to help address these concerns.

Losing Competition for Talent: Gender Bias in Advisor Selection

The current research examines the intersection between gender bias and mentorship formation. From the mentor’s perspective, producing a successful protégé is a two-step process – recruiting protégés with the most potential and then helping them realize that potential. While previous work on gender bias mainly focused on the latter step, the present research suggests that female mentors might be disadvantaged at the early stage of protégé recruitment and lose the competition for top talent to their male counterparts. The author examined the actual, high-stakes decisions of protégés selecting their mentors on the reality singing competition, The Voice. Comparing to Monte Carlo simulation results, female mentors were significantly less successful in recruiting top talent protégés than would be expected by chance. The results also indicate a disadvantage of being a token female; female mentors were especially less likely to recruit top talent protégés when they were numerically underrepresented.