Longitudinal Follow-up to the National Faculty Survey

描述（由申请人提供）：过去20年的研究记录了女性缺乏学术进步，尤其是有色人种女性。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民族地位而有所不同。我们的具体目标是：1）测量纵向职业成果的妇女与男子相比，和代表不足的少数民族女教师与多数妇女相比，沿着领域的1）职业满意度，2）补偿，3）学术生产力，4）学术排名，和5）保留。 2)为了确定个人（例如，工作时间、家庭责任）、体制环境（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）与上述妇女与男子相比的职业发展结果有关，与代表人数不足的少数群体妇女与多数群体妇女相比的职业发展结果有关。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，专门针对妇女和少数民族教师进行过采样。我们将进行一项调查，以获得关于学术进步五个方面的最新数据，并评估我们队列中性别和种族/民族的纵向学术进步差异。我们将包括一些问题，以解决与学术进步相关的个人和机构因素。我们还将在每个被调查的医学院与两名高级人员进行关键的线人访谈，以深入了解哪些机构计划和政策支持该机构的女性和少数民族教师的发展。这项研究将为提高妇女在学术医学中的地位提供重要的新见解。这种对与妇女和少数民族妇女学术进步相关的个人和机构因素的纵向研究将填补规划有效方案以支持妇女和少数民族学术医学事业所需的知识基础的重要空白。公共卫生相关性：为了满足我们日益多样化的人口的公共卫生需求，我们将要求高级卫生保健领导人反映我们人口的性别、种族和民族多样性。为了研究与妇女和少数民族妇女在生物医学事业中的高级职位的进步相关的个人和机构因素，我们提出了一个15年的纵向研究的妇女和代表性不足的少数民族妇女教师在24个美国的代表性样本。我们的研究结果将有助于政策制定者和学术领导者制定计划和政策，消除职业发展中的不平等现象。

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.