Longitudinal Follow-up to the National Faculty Survey

全国教师调查的纵向跟踪

• 批准号: 8507402
• 负责人: Phyllis Carr
• 金额: $ 25.72万
• 依托单位: TUFTS MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-30 至 2013-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8507402
• 关键词: Longitudinal; Follow; up; National; Faculty

DESCRIPTION (provided by applicant): Research over the past 20 years has documented the lack of academic advancement for women, and especially for women of color. Using the Ecological Systems Theory as the theoretical framework, we will identify which factors are associated with academic career advancement, and how these may differ by gender and under-represented minority status. Our specific aims are: 1) To measure longitudinal career outcomes for women compared with men, and under- represented minority women faculty compared with majority women, along the domains of 1) career satisfaction, 2) compensation, 3) academic productivity, 4) academic rank, and 5) retention. 2) To identify how individual (e.g., hours of work, family responsibilities), institutional environment (e.g., support, work environment, policy), and factors that intersect the individual and institutional (e.g., racial discrimination, sexual harassment) are associated with the above career advancement outcomes for women compared with men, and for under-represented minority women compared with majority women. We propose to conduct a longitudinal follow-up to the National Faculty Survey, with a longitudinal sample of 940 faculty, a nationally representative sample of medical school faculty surveyed in 1995, which specifically oversampled for women and minority faculty. We will conduct a survey to obtain current data on the five aspects of academic advancement, and evaluate differences in longitudinal academic advancement by gender and race/ethnicity in our cohort. We will include questions to address individual and institutional factors associated with academic advancement. We will also conduct key informant interviews with two senior personnel at each of the surveyed medical schools, to obtain insight into what institutional programs and policies support the development of women and minority faculty at that institution. This research will provide important new insights for the advancement of women in academic medicine. This longitudinal study of the individual and institutional factors associated with academic advancement for women and minority women will fill an important gap in the knowledge base needed to plan effective programs to support the academic medical careers of women and minorities. PUBLIC HEALTH RELEVANCE: In order to address the public health needs of our increasingly diverse populations, we will require senior health care leaders to reflect the diversity of our populations, in terms of gender, race and ethnicity. In order to examine the individual and institutional factors associated with the advancement of women and minority women to senior positions in biomedical careers, we propose a 15 year longitudinal study of women and under-represented minority women faculty at a representative sample of 24 U.S. medical schools. Our results will assist policy makers and academic leaders in developing programs and policies that will eliminate inequities in career advancement.

描述（由申请人提供）：过去 20 年的研究表明，女性，尤其是有色人种女性缺乏学术进步。使用生态系统理论作为理论框架，我们将确定哪些因素与学术职业发展相关，以及这些因素如何因性别和代表性不足的少数群体地位而有所不同。我们的具体目标是：1) 衡量女性与男性相比的纵向职业成果，以及与大多数女性相比，少数族裔女性教师代表性不足的情况，涵盖以下领域：1) 职业满意度，2) 薪酬，3) 学术生产力，4) 学术排名，5) 保留率。 2) 确定个人（例如，工作时间、家庭责任）、机构环境（例如，支持、工作环境、政策）以及个人和机构交叉的因素（例如，种族歧视、性骚扰）如何与女性与男性相比以及少数族裔女性与多数女性相比代表性不足的职业发展结果相关。我们建议对全国教师调查进行纵向跟踪，纵向样本为 940 名教师，这是 1995 年调查的医学院教师的全国代表性样本，特别是对女性和少数族裔教师进行了过度抽样。我们将进行一项调查，以获得学术进步五个方面的最新数据，并评估我们队列中按性别和种族/民族划分的纵向学术进步差异。我们将提出一些问题来解决与学术进步相关的个人和机构因素。我们还将对每所接受调查的医学院的两名高级人员进行关键信息采访，以深入了解哪些机构计划和政策支持该机构女性和少数族裔教师的发展。这项研究将为女性在学术医学领域的进步提供重要的新见解。这项针对与女性和少数族裔女性学术进步相关的个人和制度因素的纵向研究将填补规划有效计划以支持女性和少数族裔学术医疗职业所需的知识库的重要空白。公共卫生相关性：为了满足日益多样化的人口的公共卫生需求，我们将要求高级医疗保健领导者反映我们人口在性别、种族和民族方面的多样性。为了研究与女性和少数族裔女性晋升到生物医学职业高级职位相关的个人和制度因素，我们建议对 24 所美国医学院的代表性样本中的女性和代表性不足的少数族裔女性教师进行为期 15 年的纵向研究。我们的研究结果将帮助政策制定者和学术领袖制定消除职业发展不平等的计划和政策。