Kaplan S H, Sullivan L M, Dukes K A, Phillips C F, Kelch R P, Schaller J G
Primary Care Outcomes Research Institute, New England Medical Center, Boston, MA 02111, USA.
N Engl J Med. 1996 Oct 24;335(17):1282-9. doi: 10.1056/NEJM199610243351706.
Although the numbers of women in training and in entry-level academic positions in medicine have increased substantially in recent years, the proportion of women in senior faculty positions has not changed. We conducted a study to determine the contributions of background and training, academic productivity, distribution of work time, institutional support, career attitudes, and family responsibilities to sex differences in academic rank and salary among faculty members of academic pediatric departments.
We conducted a cross-sectional survey of all salaried physicians in 126 academic departments of pediatrics in the United States in January 1992. Of the 6441 questionnaires distributed, 4285 (67 percent) were returned. The sample was representative of U.S. pediatric faculty members. Multivariate models were used to relate academic rank and salary to 16 independent variables.
Significantly fewer women than men achieved the rank of associate professor or higher. For both men and women, higher salaries and ranks were related to greater academic productivity (more publications and grants), more hours worked, more institutional support of research, greater overall career satisfaction, and fewer career problems. Less time spent in teaching and patient care was related to greater academic productivity for both sexes. Women in the low ranks were less academically productive and spent significantly more time in teaching and patient care than men in those ranks. Adjustment for all independent variables eliminated sex differences in academic rank but not in salary.
Lower rates of academic productivity, more time spent in teaching and patient care and less time spent in research, less institutional support for research, and lower rates of specialization in highly paid subspecialties contributed to the lower ranks and salaries of female faculty members.
尽管近年来接受医学培训以及担任医学入门级学术职位的女性人数大幅增加，但担任高级教员职位的女性比例并未改变。我们开展了一项研究，以确定背景与培训、学术产出、工作时间分配、机构支持、职业态度和家庭责任对儿科学术部门教员学术职级和薪资性别差异的影响。
1992年1月，我们对美国126个儿科学术部门的所有受薪医生进行了横断面调查。在发放的6441份问卷中，回收了4285份（67%）。该样本代表了美国儿科学教员。使用多变量模型将学术职级和薪资与16个独立变量相关联。
达到副教授及以上职级的女性明显少于男性。对于男性和女性而言，较高的薪资和职级与更高的学术产出（更多的出版物和资助）、更多的工作时长、更多的机构对研究的支持、更高的总体职业满意度以及更少的职业问题相关。教学和患者护理时间减少与两性更高的学术产出相关。低职级女性的学术产出较低，且与同职级男性相比，她们在教学和患者护理上花费显著更多的时间。对所有独立变量进行调整后消除了学术职级上的性别差异，但薪资方面的性别差异依然存在。
学术产出率较低、在教学和患者护理上花费更多时间而在研究上花费更少时间、机构对研究的支持较少以及在高薪亚专业领域的专业化率较低，这些因素导致了女性教员职级和薪资较低。
