LGBT trainee and health professional perspectives on academic careers - Facilitators and challenges

LGBT Health

Volumn 2, Issue 4, 2015, Pages 346-356

  Sánchez, Nelson F ^a   Rankin, Susan ^b   Callahan, Edward ^c   Ng, Henry ^d   Holaday, Louisa ^e   Mcintosh, Kadian ^f   Poll Hunter, Norma ^g   Sánchez, John Paul ^h  

^a Hospital for Special Surgery   (United States)

^b PENNSYLVANIA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF CALIFORNIA   (United States)

^d METROHEALTH MEDICAL CENTER   (United States)

^e UNIVERSITY OF MICHIGAN MEDICAL SCHOOL   (United States)

^f UNIVERSITY OF ARIZONA   (United States)

^g ASSOCIATION OF AMERICAN MEDICAL COLLEGES   (United States)

^h RUTGERS NEW JERSEY MEDICAL SCHOOL   (United States)

Author keywords

academic medicine; gender identity; health care professionals; public policy and advocacy; sexual orientation

Indexed keywords

BIVARIATE ANALYSIS; CAREER; CLIMATE; CONTROLLED STUDY; CONVENIENCE SAMPLE; ETHNIC GROUP; FEMALE; GENDER IDENTITY; HEALTH PRACTITIONER; HUMAN; INFORMATION PROCESSING; JOB SATISFACTION; MAJOR CLINICAL STUDY; MALE; MODEL; PIPELINE; PRODUCTIVITY; QUALITATIVE RESEARCH; STUDENT; TEACHER; UNIVERSITY; VISIBILITY; WORKPLACE; EDUCATION; HEALTH CARE PERSONNEL; MENTOR; ORGANIZATION AND MANAGEMENT; SEXUALITY; SOCIAL ENVIRONMENT; TRANSGENDER; UNITED STATES;

HEALTH PERSONNEL; HUMANS; MENTORS; SEXUALITY; SOCIAL ENVIRONMENT; TRANSGENDER PERSONS; UNITED STATES; UNIVERSITIES;

EID: 84969257677     PISSN: 23258292     EISSN: 23258306     Source Type: Journal    
DOI: 10.1089/lgbt.2015.0024     Document Type: Article

References (61)

1. Woolf SH, Aron LY: The US health disadvantage relative to other high-income countries: Findings from a National Research Council/Institute of Medicine report. JAMA 2013; 309: 771-772
2. US Department of Health and Human Services, Healthy People 2020. Washington, D.C., 2010. Available at http://www.healthypeople.gov/2020/topicsobjectives2020/overview.aspx? topicid = 25 Accessed June 2, 2014
3. Coutwright AM: Justice, stigma, and the new epidemiology of health disparities. Bioethics 2009; 23: 90-96
4. Committee on Lesbian, Gay, Bisexual, and Transgender Health Issues and Research Gaps and Opportunities; Institute of Medicine (IOM): The Health of Lesbian, Gay, Bisexual, and Transgender People: Building a Foundation for Better Understanding. Washington, D.C.: National Academies Press, 2011
5. Callahan EJ, Hazarian S, Yarborough M, et al.: Medicine's ethical obligation to eliminate LGBT health disparities: The associated roles of electronic health records and institutional culture. The Hastings Center Report 2014; 44: S48-S52
6. Hill C, Corbett C, St Rose A: Why So Few? Women in Science, Technology, Engineering, and Mathematics. American Association of University Women: Washington, D.C., 2010
7. Leggon CB: Diversifying science and engineering faculties: Intersections of race, ethnicities, and gender. Am Behav Sci 2010; 53: 1013-1028
8. Sonnert G, Fox MF, Adkins K: Undergraduate women in science and engineering: Effects of faculty, fields, and institutions over time. Soc Sci Q 2007; 88: 1333-1356
9. Stout JG, Dasgupta N, HunsingerM, McManus MA: STEMing the tide: Using in group experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM). J Pers Soc Psychol 2011; 100: 255-270
10. Borges N, Navarro A, Grover A, et al.: How, when, and why do physicians choose careers in academic medicine? A literature review. Acad Med 2010; 85: 680-686
11. Carr PL, Palepu A, Szalacha L, et al.: Flying below the radar: A qualitative study of minority experience and management of discrimination in academic medicine. Med Educ 2007; 41: 601-609
12. Gartland JJ, Hojat M, Christian EB, et al.: Black and white physicians: A comparison of satisfaction with medical education, professional careers, and research activities. Teach Learn Med 2003; 15: 106-112
13. Fang D, Moy E, Colburn L, Hurley J: Racial and ethnic disparities in faculty promotion in academic medicine. JAMA 2000; 284: 1085-1092
14. Peterson NB, Friedman RH, Ash AS, et al.: Faculty self reported experience with racial and ethnic discrimination in academic medicine. J Gen Intern Med 2004; 19: 259-265
15. Jeffe DB, Andriole DA, Hageman HL, Whelan AJ: Reaping what we sow: The emerging academic medicine workforce. J Natl Med Assoc 2008; 100: 1026-1034
16. Sanchez JP, Peters L, Lee-Rey E, et al.: Racial and ethnic minority medical students' perceptions of and interest in careers in academic medicine. Acad Med 2013; 88: 1299-1307
17. Sanchez JP, Castillo-Page L, Spencer DJ, et al.: Commentary the building the next generation of academic physicians initiative: engaging medical students and residents. Acad Med 2011; 86: 928-931
18. Gordon LK: LGBT Faculty Satisfaction and Engagement. (Abstract) Data presented at: AAMC Group on Diversity and InclusionMeetingMay, 2013; Toronto, Ontario, Canada
19. Gubric D, Sondheimer H: Personal well-being among medical students: Findings from an AAMC pilot survey. AAMC Analysis in Brief 2014; 14
20. 2010 State of Higher Education for Lesbian, Gay, Bisexual& Transgender People: Campus Pride Report. Charlotte, NC: Campus Pride, Inc., 2010
21. Bilimoria D, Stewart AJ: Don't ask, don't tell: The academic climate for lesbian, gay, bisexual and transgender faculty in science and engineering. NatWomen Stud J 2009; 21: 85-103
22. Mansh M, White W, Gee-Tong L, et al.: Sexual and gender minority identity disclosure during undergraduate medical education: In the closet in medical school. Acad Med 2015; 90: 634-644
23. Przedworski JM, Dovidio JF, Hardeman RR, et al.: A comparison of the mental health and well-being of sexual minority and heterosexual first-year medical students: A report from the Medical Student CHANGE Study. Acad Med 2015; 90: 652-659
24. Patridge E, Barthelemy RS, Rankin SR: Factors impacting the academic climate for LGBQ STEM faculty. J Women Minor Sci Eng 2014; 20: 75-98
25. Rankin S: Campus climates for sexual minorities. New directions for students services. 2005; 111: 17-24
26. Snowdon S: Recommendations for Enhancing the Climate for LGBTStudents and Employees in Health Professional Schools: A GLMA White Paper. Washington, D.C.: GLMA, 2013
27. CallahanEJ, Sitkin N, TonH: Introducing sexual orientation and gender identity into theElectronicHealth Record: One academic health center's experience. Acad Med 2015; 90: 154-160
28. Sanchez NF, Sanchez JP, LunnMR, et al.: First Annual LGBT Health Workforce Conference: Empowering our health workforce to better serve LGBT communities. LGBT Health 2014; 1: 62-65
29. Association of American Medical Colleges: Medical School GraduationQuestionnaire: 2010All SchoolsReport.Available at https://www.aamc.org/data/gq/allschoolsreports/ Accessed May 14, 2014
30. Hill C: Consensual Qualitative Research: A Practical Resource for Investigating Social Science Phenomena.American Psychological Association; Washington, D.C., 2011
31. Coulter RW, Kent KS, Bowen DJ, Scout: Research funded by the National Institutes of Health on the health of lesbian, gay, bisexual, and transgender populations. Am J Public Health 2014; 104: e105-e112
32. Obedin-Maliver J, Goldsmith ES, Stewart L, et al.: Lesbian, gay, bisexual and trasngender-related content in undergraduate medical education. JAMA 2011; 306: 971-977
33. Sanchez NF, Rabatin J, Sanchez J, et al.: Medical students' ability to care for lesbian, gay, bisexual, and transgender patients. Fam Med 2006; 38: 21-27
34. Taylor V, Raeburn NC: Identity politics as high-risk activism: Career consequences for lesbian, gay, and bisexual sociologists. Social Problems 1995; 42: 252-273
35. Jackson FA, Palepu A, Szalacha L, et al.: Having the right chemistry: A qualitative study of mentoring in academic medicine. Acad Med 2003; 78: 328-334
36. Astin AW, Astin HS: Undergraduate science education: The impact of different college environments on the educational pipeline in the sciences, Final Report. Los Angeles, CA: Higher Education Research Institute, University of California, 1992
37. Thompson MD: Informal student-faculty interaction: It's relationship to educational gains in science and mathematics among community college students. Commun Coll Rev 2001; 29: 35-57
38. Frei E, Stamm M, Buddeberg-Fischer B: Mentoring programs for medical students-A review of the PubMed literature 2000-2008. BMC Med Educ 2010; 10: 32-46
39. Allen TD, Eby LT, Poteet ML, et al.: Career benefits associated with mentoring for protégé: A meta-Analysis. J Appl Psychol 2004; 89: 127-136
40. Sambunjak D, Straus SE, Marusic A: Mentoring in academic medicine: A systematic review. JAMA 2006; 296: 1103-1115
41. Eddy PL, Gaston-Gayles JL: New faculty on the block: Issues of stress and support. J Human Behav Soc Environ 2008; 17(1-2): 89-106
42. RaginsBR, Scandura TA: Gender differences in expected outcomes of mentoring relationships. Acad Manage J 1994; 37: 957-971
43. Ragins BR, Scandura TA: The way we were: Gender and the termination of mentoring relationships. J Appl Psychol 1997; 82: 945-953
44. Straus SE, Johnson MO, Marquez C, Feldman MD: Characteristics of successful and failed mentoring relationships: A qualitative study across two academic health centers. Acad Med 2013; 88: 82-89
45. Sambunjak D, Straus SE, Marusic A: A systematic review of qualitative research on the meaning and characteristics ofmentoring in academicmedicine. J Gen InternMed 2010; 25: 72-78
46. Sheehan KH, Sheehan DV, White K, et al.: A pilot study of medical student abuse. Student perceptions of mistreatment and misconduct in medical school. JAMA 1990; 263: 533-537
47. Lubitz RM, Nguyen DD: Medical student abuse during third-year clerkships. JAMA. 1996; 275: 414-416
48. Richman JA, Flaherty JA, Rospenda KM, Christensen ML: Mental health consequences and correlates of reported medical student abuse. JAMA 1992; 267: 692-694
49. Tennant CC: A student mental health and welfare program in a medical faculty. Med J Aust 2002; 177: S9-S10
50. Thomas NK: Resident burnout. JAMA 2004; 292: 2880-2889
51. Wilkinson TJ, Gill DJ, Fitzjohn J, et al.: The impact on students of adverse experiences during medical school. Med Teach 2006; 28: 129-135
52. Ambrose SA, Bridges MW, DiPietro M, et al.: How learning works: Seven research-based principles for smart teaching. San Francisco, CA: John Wiley & Sons, 2010
53. Ellsworth E: Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review 1989; 59: 297-324
54. Hurtado S, Carter DF: Effects of college transition and perceptions of the campus racial climate on Latino college students sense of belonging. Sociology of Education 1997; 70: 324-345
55. Pascarella ET, Terenzini PT: How college affects students: A third decade of research (Vol. 2). San Francisco, CA: Jossey-Bass, 2005
56. Silverschanz P, Cortina L, Konik J, Magley V: Slurs, snubs, and queer jokes: Incidence and impact of heterosexist harassment in academia. Sex Roles 2008; 58: 179-191
57. Eliason MJ, Dibble SL, Robertson PA: Lesbian, gay, bisexual, and transgender (LGBT) physicians' experiences in the workplace. J Homosex 2011; 58: 1355-1371
58. Foley RF: State loses gay faculty over benefits policy. Associated Press: March 28, 2005. Available at http://www.beloitdailynews.com/wisconsin/state-loses-gay-faculty-over-benefits-policy/article-b26f6522-528b-5943-A0b3-dabd66856d14.html Accessed May 18, 2015
59. Twohey M: Researcher, grants leaving UW for lack of partner benefits.Milwaukee Journal Sentinel (WI): Sept. 2, 2006
60. Kaminski D, Geisler C: Survival analysis of faculty retention in science and engineering by gender. Science 2012; 335: 864-866
61. Austin AE, Campa III H, Pfund C, et al.: Preparing STEM doctoral students for future faculty careers. New Dir Teach Learn 2009; 2009: 83-95