Is it always this cold? Chilly interpersonal climates as a barrier to the well-being of early-career women faculty in STEM

Women Surgeons: Barriers and Solutions

BACKGROUND

Underrepresentation and undertreatment of women in surgery continues to be highly prevalent, with major barriers to improvement. The aim of the study was to review the current state of women surgeons in Poland.

METHODS

Information from the various Polish databases on women surgeons in 9 medical universities in general, oncological, vascular, thoracic, and cardiac surgery was retrospectively evaluated. Demographics of residents and staff surgeons, academic ranks and leadership positions at universities, in surgical societies and on scientific journals editorial boards were analyzed. Descriptive statistics were used.

RESULTS

In 2020, 61% of 3,668 graduates of Polish medical universities were women. In 5 surgical specialties, 11.9% (1,243 of 10,411) of the surgeons were women, with the lowest numbers in cardiac (5.6%), and in vascular surgery (6.4%); 40.4% of general surgery residents were women, less in vascular (18.4%) and thoracic surgery (24%), more in oncological surgery (28.7%). In 35 surgical departments of 9 universities, all department chairs were men, all full professors were men; 7% of associate professors and 16% of assistant professors were women. Rectors of all universities were men; 27% of the vice-rectors were women. In the senates and university councils, 39% and 35%, respectively, were women. Presidents, vice presidents, and secretaries of surgical societies and Editor-in-Chief of 4 surgical journals were all men.

CONCLUSIONS

Polish women surgeons face major difficulties with representation in surgery, in departmental, institutional, and societal leadership, and on scientific journal editorial boards. A multifaceted approach to correct these serious inequalities is urgently needed.

Exploring the stability of the gender gap in faculty perceptions of gender climate at a rural regional university

Increasing awareness of gender barriers and biases in academic institutions is an essential component of institutional change strategies to promote equity and inclusion. There is an established perception gap in recognizing gender inequities in the workplace, whereby men faculty under acknowledge the stressors, barriers, and biases faced by their women faculty colleagues. This study explored the gender gap in faculty perceptions of institutional diversity climate at a rural comprehensive regional university in the United States. In addition to gender, differences across academic discipline and time were explored using 2 (men and women) x 2 (STEM and other) x 2 (2017 and 2022) between-groups ANOVAs. Results revealed a gender gap that persisted across time and perceptions of stressors, diversity climate, student behavior, leadership, and fairness in promotion/tenure procedures, with marginalized (women) faculty consistently reporting greater barriers/concern for women faculty relative to the perceptions of their men faculty colleagues. These findings are largely consistent with the extant literature and are discussed both with regard to future research directions and recommendations for reducing the perception gap and addressing institutional barriers to gender equity.

Professional Experiences and Career Trajectories of Mid- to Senior-Career Women Clinician-Scientists: A Qualitative Study

Importance

Despite increasing evidence and recognition of persistent gender disparities in academic medicine, qualitative data detailing the association of gender-based experiences with career progression remain sparse, particularly at the mid- to senior-career stage.

Objective

To investigate the role gender has played in everyday professional experiences of mid- to senior-career women clinician-scientists and their perceptions of gender-related barriers experienced across their careers.

Design, Setting, and Participants

In this qualitative study, a total of 60 of 159 invited clinician-scientists who received National Institutes of Health K08 or K23 awards between 2006 and 2009 and responded to a survey in 2021 agreed to participate. Invitees were selected using random, purposive sampling to support sample heterogeneity. Semistructured in-depth interviews were conducted January to May 2022. For this study, interviews from 31 women were analyzed using the framework approach to thematic analysis. Data analyses were performed between August and October 2023.

Main Outcomes and Measures

Descriptive themes of participant experiences of gender and gender-based barriers in academic medicine.

Results

A total of 31 women clinician-scientists (8 identifying as Asian [25.8%], 14 identifying as White [45.2%], and 9 identifying as members of a minority group underrepresented in medicine [29.0%]; 14 aged 40-49 years [45.2%] and 14 aged 50-59 years [45.2%]) were included. Among them, 17 participants (54.8%) had children who required adult supervision or care, 7 participants (22.6%) had children who did not require supervision or care, and 6 participants (19.4%) did not have children. There were 4 dominant themes identified within participant experiences in academic medicine: the mental burden of gendered expectations at work and home, inequitable treatment of women in bureaucratic processes, subtle and less subtle professional exclusion of women, and value of communities built on shared identities, experiences, and solidarity.

Conclusions and Relevance

This study found that women perceived the institution of academic medicine as a male-centric system misaligned with the needs of women, with associated feelings of exclusion, disillusionment, and loss of trust in their institutions. Findings suggest that the confluence of domestic obligations and unaccommodating institutional environments may make it difficult for women clinician-scientists to achieve established timelines of career progression and productivity; these findings may have long-term implications for the well-being and retention of women in academic medicine.

The cost of social influence: Own-gender and gender-stereotype social learning biases in adolescents and adults

Pervasive gender gaps in academic subject and career choices are likely to be underpinned by social influences, including gender stereotypes of competence in academic and career domains (e.g., men excel at engineering, women excel at care), and model-based social learning biases (i.e., selective copying of particular individuals). Here, we explore the influence of gender stereotypes on social learning decisions in adolescent and adult males and females. Participants (Exp 1: N = 69 adolescents; Exp 2: N = 265 adults) were presented with 16 difficult multiple-choice questions from stereotypically feminine (e.g., care) and masculine (e.g., engineering) domains. The answer choices included the correct response and three incorrect responses paired with a male model, a female model, or no model. Participants' gender stereotype knowledge and endorsement were measured, and adolescents (Exp. 1) listed their academic subject choices. As predicted, there was a bias towards copying answers paired with a model (Exp.1: 74%, Exp. 2: 65% ps < .001). This resulted in less success than would be expected by chance (Exp. 1: 12%, Exp. 2: 16% ps < .001), demonstrating a negative consequence of social information. Adults (Exp 2) showed gender stereotyped social learning biases; they were more likely to copy a male model in masculine questions and a female model in feminine questions (p = .012). However, adolescents (Exp 1) showed no evidence of this stereotype bias; rather, there was a tendency for male adolescents to copy male models regardless of domain (p = .004). This own-gender bias was not apparent in female adolescents. In Exp 1, endorsement of masculine stereotypes was positively associated with selecting more own-gender typical academic subjects at school and copying significantly more male models in the male questions. The current study provides evidence for the first time that decision-making in both adolescence and adulthood is impacted by gender biases.

Barriers to gender equality in STEMM: do leaders have the gender competence for change?

Purpose

Science, technology, engineering, mathematics and medicine (STEMM) workplaces worldwide remain stubbornly resistant to gender equality initiatives. Leaders are vital to driving change, but the extent to which their capabilities lead to change remains unknown. This article examines STEMM leaders' gender competence to achieving transformative changes in gender inequality.

Design/methodology/approach

This article examines the capability of STEMM leaders to act as change agents through an in-depth, qualitative analysis of perceptions of gender inequality, sexual harassment, sex discrimination and gender bias within their organisations. Findings are analysed using a customised tripartite gender competence schema, comprising commitment, knowledge and method (or know-how).

Findings

The findings suggest that while STEMM leaders may express a commitment to addressing gender inequality, misapprehensions about the nature and scope of the problem are likely to hamper efforts. Two key misapprehensions standout: a tendency to frame gender inequality in primarily numerical terms; and recourse to blaming external factors beyond STEMM for gender inequality in STEMM.

Originality/value

This article makes an original contribution by examining the gender competence of leaders in STEMM organisations, which has not been previously researched. The findings extend understanding of the salience of leaders' capabilities to lead change by identifying key gaps and misapprehensions in STEMM leaders' understanding of the nature and scope of the problem.

Implementing Diversity Training Targeting Faculty Microaggressions and Inclusion: Practical Insights and Initial Findings

Despite the importance of faculty diversity training for advancing an inclusive society, little research examines whether participation improves inclusion perceptions and belongingness. Integrating training and diversity education literature concepts, this study examines the effectiveness of training targeting microaggressions in six STEM (Science, Technology, Engineering, Mathematics) oriented departments at a research-intensive university. Reactions data collected at the end of face-to-face training suggested that participation generally increased inclusion understanding. Self-assessments on inclusion concepts collected from 45% of participants before and three weeks after training suggest participation increases perceptions of the importance of inclusion, microaggression allyship awareness, inclusive behaviors, and organizational identification. Compared to white men, women and minorities reported a greater increase in satisfaction with their department affiliation. While self-assessment results are exploratory and have limitations, analysis suggests that diversity training may enhance knowledge of microaggressions, allyship, inclusive behaviors, and belongingness perceptions. We provide insights for evaluating and implementing diversity training interventions.

Perceived workplace incivility and psychological well-being in higher education teachers: a multigroup analysis

Purpose

The purpose of this study was to investigate the impact of perceived workplace incivility (WPI) on psychological well-being (PWB) in teachers of higher education and to test for the moderating role of gender and organizational tenure on the relationship between perceived WPI and PWB.

Design/methodology/approach

Data were collected from teachers (N = 341) employed in government and private colleges through convenience sampling. A structural equation modeling technique was used for model testing.

Findings

Results showed a moderate level of perceived WPI by teachers from their colleagues or supervisors. Perceived WPI had a negative impact on PWB. Sixteen percent of the variance in PWB was explained by perceived WPI. Further, the multigroup analysis showed gender to moderate the relationship between perceived WPI and PWB, and this relationship was stronger for males than females. Organizational tenure was not a significant moderator.

Research limitations/implications

These findings expand the literature on perceived WPI and suggest that stringent policies are essential in academia to minimize the incidence of WPI. Additionally, interventions are to be introduced to mitigate the negative outcomes of WPI both at the individual and organizational levels.

Originality/value

The study explores the role of demographic variables (gender and organizational tenure) in the relationship between perceived WPI and PWB in teachers. The empirical evidence suggests higher perceived WPI in male teachers leading to lower PWB. The organizational tenure of an employee shows no influence on the assessment of the stressor.

Mentoring and Supporting Our Next Generation of Women Toxicologists

Career success of women toxicologists requires intentional strategies designed to encourage and support their professional and personal growth. Key among these are mentoring approaches which should be initiated early in their academic careers and continue as their careers progress. While undergraduate and graduate students as well as postdoctoral fellows, women engaged in all STEM fields benefit from one-on-one mentoring experiences offered by both their peers, near-peers and faculty. Here, they not only receive encouragement and lessons on "how to be a good mentee", but also gain scientific and life skills. Networking opportunities and career planning advice are also important benefits. As woman scientists progress in their careers, they continue to benefit from one-on-one mentoring and structured career development programs adapted to meet their changing needs ultimately culminating in leadership coaching as they reach the pinnacles of their careers. While mentoring success is best facilitated by structured programs that match mentees with mentors and offer training, support and programming, the availability of these programs to women toxicologists is limited. Opportunities for women to participate in structured mentoring programs should be enhanced by institutions, funding agencies and scientific societies as a component of accelerated diversity and inclusion efforts.

Institutional Change and Organisational Resistance to Gender Equality in Higher Education: An Irish Case Study

Attempts to transform the gendered structures and cultures of higher education institutions have had limited success. This article focuses on one Irish university (pseudonym University A) where gender inequality was a major concern culminating in high-profile litigation. Using a feminist institutional approach, it asks: (1) What changes and interventions were introduced in the context of a favorable national policy environment and local grassroots support? and (2) how were these interventions perceived by staff? The methodology draws, firstly on the authors’ personal knowledge of the local context; secondly, on an analysis of University A’s key gender equality-related actions and documents; and thirdly, on a thematic analysis of qualitative data from 129 respondents in an online survey. Positive changes are identified, as is institutional resistance, reflected in low ambitions and focus on individualistic solutions. In the qualitative data, resistance involving denial; assertions that the problem is solved; the importance of meritocracy, and a focus on “fixing the women” (and the men) were identified. Acceptance of gender equality as an organisational issue was reflected in criticism of the interventions as tokenistic window dressing; not impacting on the culture and “not going far enough”. The implications for effectively addressing gender inequality are discussed.

Workplace Incivility and Turnover Intention in Organizations: A Meta-Analytic Review

Incivility has been identified as a prevalent and crucial issue in workplaces and one that may be associated with detrimental effects on employees and organizational outcomes, such as turnover intention. Many studies have been published regarding the effects of incivility, but there is a lack of integrative reviews and meta-analyses. The aim of the present study is to conduct an early meta-analysis of the relationship between employees’ perceptions of workplace incivility and their turnover intentions. Six databases, including ISI Web of Science, PsychInfo, Scopus, Emerald, Hospitality & Tourism Complete, and Soc Index, were searched to identify empirical articles for this meta-analytical paper. The results of statistical meta-analyses and meta-regression suggest that there is a positive relationship between perceived incivility and turnover intentions in employees and that relationship is consistent across different sources of workplace incivility. However, we did observe a possible interaction effect of “supervisor” and “coworker incivility”. The results also suggest that the relationship between workplace incivility and turnover intention is stronger in the academic sector than in other industries and stronger in the United States than in other countries.

Organisational Characteristics That Facilitate Gender-Based Violence and Harassment in Higher Education?

Gender-based violence and sexual harassment (GBVH) by and towards academics and students has been under-theorised at an organisational level in higher education institutions (HEIs). The methodology involves a critical review of the literature on GBVH and organizational responses to it, locating it in the context of an analysis of organizational power. The theoretical perspective involves a focus on power and workplace bullying. It identifies three power-related characteristics of academic environments which it is suggested facilitate GBVH: their male-dominant hierarchical character; their neoliberal managerialist ethos and gender/intersectional incompetent leadership which perpetuates male entitlement and toxic masculinities. These characteristics also inhibit tackling GBVH by depicting it as an individual problem, encouraging informal coping and militating against the prosecution of perpetrators. Initiating a discussion and action at organizational and state levels about GBVH as a power-related phenomenon, challenging the dominant neo-liberal ethos and the hierarchical character of HEIs, as well as reducing their male dominance and increasing the gender competence of those in positions of power are seen as initial steps in tackling the problem.

Abusive supervision climate and turnover intention: Is it my coworkers or my supervisor ostracizing me?

AIM

The purpose of this study is to investigate the relationships between turnover intention and related constructs in an abusive supervision climate.

BACKGROUND

An abusive supervision climate is a work environment that is affected by the negative attitudes of an abusive supervisor.

METHOD

The constructs are chosen in light of upper echelons theory and social learning theory. The snowball sampling method is used to reach the participants, and 230 nurses working in Turkish hospitals participated in this survey that measured abusive supervision, workplace incivility and ostracism. Pearson's correlation analysis and multiple and hierarchical linear regression analyses are carried out.

RESULTS

The results suggested that abusive supervision, workplace incivility and workplace bullying have a positive effect on turnover intention as hypothesized. Abusive supervision has a significant and positive effect on workplace incivility and workplace bullying. The partial mediating effects of workplace bullying, workplace incivility and workplace ostracism on the relationship between abusive supervision and turnover intention are also confirmed.

CONCLUSION

The significant relationships and the nonsignificant relationship provided evidence for an abusive supervision climate.

IMPLICATIONS FOR NURSING MANAGEMENT

Top managers of the health care facilities should attempt to determine the abusive supervisors to manage the work environment and turnover intention of nurses.

Explaining the negative impact of workplace incivility on work and non-work outcomes: The roles of negative rumination and organizational support

Research studies have shown that workplace incivility is associated with numerous negative work and non-work outcomes. The underlying mechanisms explaining why workplace incivility is associated with these outcomes, as well as contextual buffers of these relationships, have received less attention. This study extends workplace incivility research by examining the mediating role of negative rumination as a potential factor undergirding the relationship between experiences of incivility from colleagues at work and detrimental outcomes. We also investigated perceived organizational support and family supportive work environment as potential mitigators of the indirect relationship between incivility and negative outcomes. Data were collecfrom 154 university faculty members on two occasions. The results showed that negative rumination mediated the relationships between workplace incivility and both work (job satisfaction, burnout) and non-work (work-to-family conflict, life satisfaction) outcomes. Furthermore, results from the moderated mediation analyses revealed that perceived organizational support buffered the mediated effect of negative rumination and job satisfaction and a family-supportive work environment buffered the mediated effect of negative rumination on work-to-family conflict. Overall, the results demonstrate that negative rumination helps explain why workplace incivility negatively affects both work and non-work outcomes and underscores the important role of organizational context as buffers for these relationships.

Silence and proactivity in managing supervisor ostracism: implications for creativity

Purpose

Anchored in a social control theory framework, this study aims to investigate the mediating effect of defensive silence in the relationship between employees' perception of supervisor ostracism and their creative performance, as well as the buffering role of proactivity in this process.

Design/methodology/approach

The hypotheses were tested using three-wave survey data collected from employees in North American organizations.

Findings

The authors found that an important reason for supervisor ostracism adversely affecting employee creativity is their observance of defensive silence. This mechanism, in turn, is less prominent among employees who show agency and change-oriented behavior (i.e. proactivity).

Practical implications

For practitioners, this study identifies defensive silence as a key mechanism through which supervisor ostracism hinders employee creativity. Further, this process is less likely to escalate when their proactivity makes them less vulnerable to experience such social exclusion.

Originality/value

This study establishes a more complete understanding of the connection between supervisor ostracism and employee creativity, with particular attention to mediating mechanism of defensive silence and the moderating role of proactivity in this relationship.

‘Something has to change’: A collaborative journey towards academic well-being through critical reflexive practice

Academic well-being is increasingly being eroded by the ever-shifting demands of the neoliberal university. As stressed early-career research-path academics, we both experienced an acutely depleted sense of well-being within this context. While our struggles were neither unusual nor remarkable, they exposed the difficulties inherent in blending academic work and life outside academia. Through embarking on a process of sharing our experiences with each other, we challenged the traditional silence about stress in academia. We created a shared narrative that interwove a process of writing individual vignettes, longitudinal diarising and critical reflexive questioning. Turning a critical gaze upon our struggles was a powerful means of opening up spaces of self-care within our academic practices. Here, we present the collaborative reflexive process that we used to nurture spaces of well-being in our own academic lives and thus, draw attention to the way reflexive practice can be understood as more than a tool of the researcher, becoming a tool for the researcher. We aim to shift the predominant focus of well-being remedies from being individualised and externally-oriented, to the possibility of collectively developing self-care for well-being within our academic work.

Gender inequality in academia: Problems and solutions for women faculty in STEM

Recently there is widespread interest in women's underrepresentation in science, technology, engineering, and mathematics (STEM); however, progress toward gender equality in these fields is slow. More alarmingly, these gender disparities worsen when examining women's representation within STEM departments in academia. While the number of women receiving postgraduate degrees has increased in recent years, the number of women in STEM faculty positions remains largely unchanged. One explanation for this lack of progress toward gender parity is negative and pervasive gender stereotypes, which may facilitate hiring discrimination and reduce opportunities for women's career advancement. Women in STEM also have lower social capital (e.g., support networks), limiting women's opportunities to earn tenure and learn about grant funding mechanisms. Women faculty in STEM may also perceive their academic climate as unwelcoming and threatening, and report hostility and uncomfortable tensions in their work environments, such as sexual harassment and discrimination. Merely the presence of gender-biased cues in physical spaces targeted toward men (e.g., "geeky" décor) can foster a sense of not belonging in STEM. We describe the following three factors that likely contribute to gender inequalities and women's departure from academic STEM fields: (a) numeric underrepresentation and stereotypes, (b) lack of supportive social networks, and (c) chilly academic climates. We discuss potential solutions for these problems, focusing on National Science Foundation-funded ADVANCE organizational change interventions that target (a) recruiting diverse applicants (e.g., training search committees), (b) mentoring, networking, and professional development (e.g., promoting women faculty networks); and (c) improving academic climate (e.g., educating male faculty on gender bias).