Women's Studies Research Center, National Initiative on Gender, Culture and Leadership in Medicine, C - Change, Brandeis University, Waltham, MA, USA.
J Gen Intern Med. 2013 Feb;28(2):201-7. doi: 10.1007/s11606-012-2207-1. Epub 2012 Aug 31.
Energized and productive faculty are critical to academic medicine, yet studies indicate a lack of advancement and senior roles for women.
Using measures of key aspects of the culture of academic medicine, this study sought to identify similarity and dissimilarity between perceptions of the culture by male and female faculty.
The C - Change Faculty Survey was used to collect data on perceptions of organizational culture.
A stratified random sample of 4,578 full-time faculty at 26 nationally representative US medical colleges (response rate 52 %). 1,271 (53 %) of respondents were female.
Factor analysis assisted in the creation of scales assessing dimensions of the culture, which served as the key outcomes. Regression analysis identified gender differences while controlling for other demographic characteristics.
Compared with men, female faculty reported a lower sense of belonging and relationships within the workplace (T = -3.30, p < 0.01). Self-efficacy for career advancement was lower in women (T = -4.73, p < 0.001). Women perceived lower gender equity (T = -19.82, p < 0.001), and were less likely to believe their institutions were making changes to address diversity goals (T = -9.70, p < 0.001). Women were less likely than men to perceive their institution as family-friendly (T = -4.06, p < 0.001), and women reported less congruence between their own values and those of their institutions (T = -2.06, p < 0.05). Women and men did not differ significantly on levels of engagement, leadership aspirations, feelings of ethical/moral distress, perception of institutional commitment to faculty advancement, or perception of institutional change efforts to improve support for faculty.
Faculty men and women are equally engaged in their work and share similar leadership aspirations. However, medical schools have failed to create and sustain an environment where women feel fully accepted and supported to succeed; how can we ensure that medical schools are fully using the talent pool of a third of its faculty?
充满活力和富有成效的教师对于学术医学至关重要，但研究表明，女性在晋升和担任高级职位方面存在不足。
本研究使用学术医学文化的关键方面的衡量标准，旨在确定男性和女性教师对文化的看法之间的相似性和差异性。
使用 C-Change 教师调查收集组织文化认知数据。
26 所具有全国代表性的美国医学院的 4578 名全职教师进行分层随机抽样（回应率为 52%）。1271 名（53%）受访者为女性。
因素分析有助于创建评估文化维度的量表，这些量表作为关键结果。回归分析确定了在控制其他人口统计学特征的情况下，性别差异。
与男性相比，女性教师报告在工作场所的归属感和人际关系较低（T=-3.30，p<0.01）。女性的职业发展自我效能感较低（T=-4.73，p<0.001）。女性认为性别平等程度较低（T=-19.82，p<0.001），并且不太相信他们的机构正在采取措施来实现多样性目标（T=-9.70，p<0.001）。女性比男性更认为他们的机构不友好（T=-4.06，p<0.001），并且女性报告自己的价值观与机构的价值观之间的一致性较低（T=-2.06，p<0.05）。在敬业程度、领导愿望、道德/伦理困境感受、机构对教师发展的承诺感以及对改善教师支持的机构变革努力的认知方面，女性和男性没有显著差异。
男女教师在工作中同样投入，并且具有相似的领导愿望。然而，医学院未能创造和维持一个让女性感到完全被接受和支持以取得成功的环境；我们如何确保医学院充分利用三分之一教师的人才库？
