Pololi Linda H, Jones Sandra J
Women's Studies Research Center, Brandeis University, Waltham, Massachusetts 02454-9110, USA.
Gend Med. 2010 Oct;7(5):438-50. doi: 10.1016/j.genm.2010.09.006.
Women represent a persistently low proportion of faculty in senior and leadership roles in medical schools, despite an adequate pipeline.
This article highlights women's concerns in the context of the academic medical culture in which they work, and considers the ways in which they cope with and resist marginalizing situations.
To explore the experiences of faculty in academic medicine, a multidisciplinary faculty research team conducted 96 open-ended interviews with faculty representing a broad set of disciplines at 4 different career stages (early career, leaders, plateaued, and left academic medicine) in 5 medical schools. Coded data from interview transcripts indicated situations in which women were marginalized. Experiences of marginality were examined through a systematic secondary analysis of a subset of 17 representative cases using qualitative analysis.
Women had a sense of "not belonging" in the organization, perceiving themselves as cultural outsiders and feeling isolated and invisible. They described barriers to advancement, including bias and gender role expectations. Faculty from underrepresented minority groups and PhDs perceived a double disadvantage. Four strategies were identified that helped women cope with and resist professional barriers: self-silencing, creating microenvironments, balancing life and work, and simultaneously holding dual identities--being successful in the organization while trying to change the culture.
Although the sample size was small, this analysis found that many women faculty perceive themselves as outsiders within academic medicine. Because of their marginalization, minority and non-minority women are more able to see the bias and exclusion that may operate in academic medical centers as well as other problematic dimensions of the culture. As cultural outsiders, women may be better able to advance change to improve academic medical culture. A next step is to leverage women's awareness to develop a broader vision of what that culture can and should be like.
尽管有充足的人才储备，但在医学院担任高级和领导职务的教师中，女性所占比例一直很低。
本文强调了女性在其工作的学术医学文化背景下所关注的问题，并探讨了她们应对和抵制边缘化处境的方式。
为了探究学术医学领域教师的经历，一个多学科教师研究团队对来自5所医学院4个不同职业阶段（早期职业、领导者、职业停滞期和离开学术医学领域）的广泛学科的教师进行了96次开放式访谈。访谈记录的编码数据表明了女性被边缘化的情况。通过对17个代表性案例的子集进行定性分析的系统二次分析，考察了边缘化经历。
女性在组织中有“不属于”的感觉，将自己视为文化局外人，感到孤立无援且不被关注。她们描述了职业发展的障碍，包括偏见和性别角色期望。来自代表性不足的少数群体的教师和博士认为自己处于双重劣势。确定了四种帮助女性应对和抵制职业障碍的策略：自我沉默、创造微观环境、平衡生活和工作以及同时拥有双重身份——在组织中取得成功的同时试图改变文化。
尽管样本量较小，但该分析发现，许多女性教师认为自己在学术医学领域是局外人。由于她们被边缘化，少数族裔和非少数族裔女性更能看清学术医学中心可能存在的偏见和排斥以及文化的其他问题层面。作为文化局外人，女性可能更有能力推动变革以改善学术医学文化。下一步是利用女性的意识，对这种文化能够且应该是什么样形成更广阔的愿景。
