Stuck in the out-group: Jennifer can't grow up, Jane's invisible, and Janet's over the hill.
Fifty years after Title IX, women remain sparsely represented in high ranks and leadership in academic medicine. Although men and women enter the career pipeline at similar rates, academic medicine does not equivalently advance them. Currently, women account for 32% of associate professors, 20% of full professors, 14% of department chairs, and 11% of deans at U.S. medical schools--far from the near sex parity seen in medical students since the 1990s. Over 30 years of research confirms that gender stereotypes can operate to disadvantage women in review processes and consequently bar their advancement in domains like science and medicine. The authors present three vignettes to illustrate how gender stereotypes can also operate to disadvantage women in social interactions by positioning them in the "out-group" for many career-advancing opportunities. The authors argue that policies alone will not achieve gender equity in the academic medicine workforce. Addressing stereotype-based gender bias is critical for the future of academic medicine. Interventions that treat gender bias as a remediable habit show promise in promoting gender equity and transforming institutional culture to achieve the full participation of women at all career stages. A critical step is to recognize when gender stereotyped assumptions are influencing judgments and decision making in ourselves and others, challenge them as unjust, and deliberately practice replacing them with accurate and objective data.
1 Center for Women's Health Research, University of Wisconsin-Madison , Madison, Wisconsin.
Anna
A
Kaatz
Molly
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Carnes
D002322:Career Mobility; D005180:Faculty, Medical; D005260:Female; D006801:Humans; D007857:Leadership; D008297:Male; D010822:Physicians, Women; D012577:Schools, Medical / Q000458:organization & administration*; D063507:Sexism; D013240:Stereotyping