Gender Gaps in Medical Academia: Situation Report from a Latin American Medical School

• Rivera Mercado, Solange ^[1] ; Zegers Vial, María Trinidad ^[1] ; Rojas Sobarzo, Loreto ^[1] ; Bernales Silva, Margarita ^[1] ; Cárdenas Díaz, Andrea ; Elgueta Le-Beuffe, María Francisca ^[1]
  1. [1] Pontificia Universidad Católica de Chile

     Pontificia Universidad Católica de Chile

     Santiago, Chile

     
• Localización: Universitas Medica, ISSN-e 2011-0839, ISSN 0041-9095, Nº. 66, 2025
• Idioma: inglés
• Títulos paralelos:
  • Desigualdades de Gênero na Academia Médica: Relatório de Situação em uma Escola de Medicina Latino-Americana
• Enlaces
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• Resumen
  • español

    Introduction: Despite advancements in gender equity, significant disparities persist in academia, particularly in medicine. These disparities are evident in the underrepresentation of women in senior academic positions, with fewer opportunities for promotion and access to leadership roles. Objective: To analyze the academic status of female faculty at the School of Medicine of a Pontificia Universidad Católica de Chile. Methods: A cross-sectional exploratory quantitative study was conducted. The analysis included academic distribution and progression, research participation, leadership positions, teaching workload, and recognitions, disaggregated by gender. The population comprised all faculty members of the School of Medicine. Results: Women represented 40.2% of faculty members but were underrepresented in higher academic ranks. Their likelihood of promotion was lower than that of men: From instructor to assistant professor (80%) and from assistant to associate professor (60%), among others. Leadership positions were predominantly held by men (70%). Female faculty managed 40% of undergraduate courses, whereas male faculty oversaw 80% of subspecialty courses. Furthermore, 64.5% of research project applications were led by men, though grant success rates and funding showed no significant gender differences. Conclusions: Significant gender disparities were identified within this medical school. Women areunderrepresented in senior academic categories, resulting in fewer opportunities for promotion, leadership roles, research  project applications, and academic recognitions.

  • English

    Introduction: Despite advancements in gender equity, significant disparities persist in academia, particularly in medicine. These disparities are evident in the underrepresentation of women in senior academic positions, with fewer opportunities for promotion and access to leadership roles. Objective: To analyze the academic status of female faculty at the School of Medicine of a Pontificia Universidad Católica de Chile. Methods: A cross-sectional exploratory quantitative study was conducted. The analysis included academic distribution and progression, research participation, leadership positions, teaching workload, and recognitions, disaggregated by gender. The population comprised all faculty members of the School of Medicine. Results: Women represented 40.2% of faculty members but were underrepresented in higher academicranks. Their likelihood of promotion was lower than that of men: From instructor to assistant professor (80%) and from assistant to associate professor (60%), among others. Leadership positions were predominantly held by men (70%). Female faculty managed 40% of undergraduate courses, whereas male faculty oversaw 80% of subspecialty courses. Furthermore, 64.5% of research project applications were led by men, though grant success rates and funding showed no significant gender differences. Conclusions: Significant gender disparities were identified within this medical school. Women are underrepresented in senior academic categories, resulting in fewer opportunities for promotion, leadership roles, research  project applications, and academic recognitions.

  • português

    Introdução: Apesar dos avanços na equidade de gênero, persistem disparidades significativas na academia, particularmente na medicina. Essas desigualdades são evidentes na sub-representação de mulheres em posições acadêmicas superiores, com menores oportunidades de promoção e acesso a papéis de liderança. Objetivo: Analisar a situação acadêmica das professoras da Escola de Medicina da Pontificia Universidad Católica de Chile. Métodos: Estudo quantitativo exploratório transversal. Foi analisada a distribuição e progressão acadêmica, participação em pesquisa, cargos de liderança, carga docente e reconhecimentos, desagregados por gênero. A população incluiu todas as professoras da Escola de Medicina. Resultados: As mulheres representavam 40,2% do corpo docente, estando sub representadas nas categorias acadêmicas superiores. A probabilidade de promoção era inferior à dos homens: de instrutor a professor assistente (80%) e de assistente a professor associado (60%), entre outros. Cerca de 70% dos cargos de liderança eram ocupados por homens. As professoras estavam responsáveis por 40% dos cursosde graduação, enquanto os professores lideravam 80% dos cursos de subespecialidades. Além disso, 64,5% dassubmissões de projetos de pesquisa eram lideradas por homens, embora as taxas de aprovação e financiamento não apresentassem diferenças significativas. Conclusões: Foram identificadas disparidades de gênero significativasnesta escola. As mulheres estão sub-representadas em categorias acadêmicas superiores, o que resulta em menores oportunidades de ascensão, liderança, submissão de projetos de pesquisa e reconhecimentos acadêmicos.