Murphy Marie, Record Helena, Callander Jacquelyn K, Dohan Daniel, Grandis Jennifer R
M. Murphy is analyst IV, Department of Otolaryngology-Head and Neck Surgery, University of California, San Francisco, School of Medicine, San Francisco, California.
H. Record is a fourth-year medical student, University of California, San Francisco, School of Medicine, San Francisco, California.
Acad Med. 2022 Jan 1;97(1):136-142. doi: 10.1097/ACM.0000000000004388.
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.
本研究探讨了师徒关系如何强化或缓解学术医学领域的性别不平等现象。
2019年在美国16所机构对医学院教员（52名女性和52名男性）进行了深入的半结构化访谈。采用立意抽样策略招募机构，以寻求地域、所有权（私立或公立）和声誉方面的多样性。在各机构内部，采用立意抽样方法招募数量相等的女性和男性，并寻求学位类型（医学博士、哲学博士）、年龄和职业阶段的多样性。通过对访谈记录的迭代分析制定了编码方案。然后对所有访谈记录进行编码，目的是确定师徒关系与性别不平等经历及应对措施之间的交叉点。
确定了师徒关系与性别不平等交叉点的四个关键主题。（1）男性和女性都通过与女性导师和学员的关系意识到学术医学领域的性别不平等。（2）男性和女性导师都认识到其女学员面临的挑战，并刻意努力帮助她们应对不公平的环境。（3）男性和女性导师都树立了工作与家庭平衡的榜样，并为其学员创造了家庭友好型环境。（4）一些女性（而非男性）报告受到导师的性骚扰。
本研究表明，师徒关系可能是一个承认和缓解性别不平等的背景。研究还表明，师徒关系也可能是一个出现性别不平等（如性骚扰）的背景。学术医学领域的性骚扰已有大量记录，学术医学领域的性别不平等也一直存在。虽然师徒关系可能有识别和缓解性别不平等的潜力，但本研究表明这种潜力在很大程度上仍未实现。
