背景:对学术医学中性别与种族和/或种族的交集研究不足;我们的目标是了解这些因素与神经病学系的学术成就有关。方法:来自美国19个神经科的教师完成了一项调查(2021-2022),以报告排名,领导职务,出版物,资助项目,奖项,和演讲者邀请。回归分析检查了性别的影响,种族,以及它们在这些成就上的交叉性。女人,黑色/土著/有色人种(BIPOC)和BIPOC妇女是比较组。结果:4162名教师回答:55%的女性,43%男性;31%BIPOC,63%白人;21%BIPOC女性,12%的BIPOC男性,36%的白人女性31%的白人男性。男性和白人教师比女性和BIPOC教师更有可能成为正式教授。领导职位的数量,资助项目,奖项,与BIPOC教师相比,白人的演讲者邀请明显更高。相对于BIPOC女性,BIPOC男性的领导职位数量明显更高,白人女性,和白人。BIPOC男性的出版物数量较低,资助的项目和白人女性的演讲邀请数量更高,与BIPOC女性相比,白人男性和白人女性的奖项数量更高。讨论:我们的研究强调了学术地位的不平等,奖励编号,资助项目,演讲邀请函,和领导角色对BIPOC女性的影响不成比例。需要更多的研究来评估性别和种族和/或种族交叉对教师成就的影响,不平等的原因,认可,和潜在的解决方案。
Background: Intersection of gender and race and/or ethnicity in academic medicine is understudied; we aim to understand these factors in relation to scholarly achievements for neurology faculty. Methods: Faculty from 19 US neurology departments completed a survey (2021-2022) to report rank, leadership positions, publications, funded projects, awards, and speaker invitations. Regression analyses examined effects of gender, race, and their intersectionality on these achievements. Women, Black/Indigenous/People of Color (BIPOC), and BIPOC women were comparator groups. Results: Four hundred sixty-two faculty responded: 55% women, 43% men; 31% BIPOC, 63% White; 21% BIPOC women, 12% BIPOC men, 36% White women, 31% White men. Men and White faculty are more likely to be full professors than women and BIPOC faculty. The number of leadership positions, funded projects, awards, and speaker invitations are significantly greater in White compared to BIPOC faculty. Relative to BIPOC women, the number of leadership positions is significantly higher among BIPOC men, White women, and White men. Publication numbers for BIPOC men are lower, number of funded projects and speaker invitations for White women are higher, and number of awards among White men and White women is higher compared to BIPOC women. Discussion: Our study highlights that inequities in academic rank, award number, funded projects, speakership invitations, and leadership roles disproportionately impacted BIPOC women. More studies are needed to evaluate gender and race and/or ethnicity intersectionality effects on faculty achievements, reasons for inequities, recognition, and potential solutions.