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Gender differences in resources and negotiation among highly motivated physician-scientists
Emma Holliday1, Kent A Griffith, Rochelle De Castro
1University of Texas MD Anderson Cancer Center, Houston, TX, USA.
Background:
Resources, including space, equipment, funding, personnel, and protected time, are essential in academic medical careers. Negotiation often plays a key role in the distribution of these resources.
Objective:
This study explored gender differences in resources, negotiation behaviors, and negotiation outcomes in a sample of career development awardees.
Design:
Postal survey of a cohort of 1,708 clinician-researchers with responses from 1,275 (75 % response rate).
Participants:
Researchers who received NIH K08 or K23 awards between 2006 and 2009.
Main Measures:
We analyzed gender differences in resources, negotiation behaviors, and negotiation outcomes, using regression models adjusted for race, K award type, K award year, degree, academic rank, specialty, and institutional funding.
Key Results:
Over one-fifth of respondents reported inadequate access to research space and one-third had asked for increased space or equipment. Perceived adequacy of these physical resources did not differ significantly by gender, but a higher proportion of women reported inadequate access to grants administrators (34.8 %) and statistical support (49.9 %) than men (26.9 %; p = 0.002 and 43.4 %; p = 0.025, respectively). Women were more likely to have asked for reduction in clinical hours (24.1 % vs. 19.3 %; p = 0.02) and to have raised concerns about unfair treatment (50.2 % vs. 38.2 %; p < 0.001). Overall, 42.9 % of women and 35.9 % of men asked for a raise in the two years preceding the survey (p = 0.09), and among those who had asked for increased resources, the likelihood that the request was granted did not differ significantly by gender.
Conclusion:
Many career development award recipients report resource needs and negotiate for increased resources. Gender differences in perceived access to research support personnel exist even in this select cohort of K awardees. Institutions should provide appropriate training in negotiation and ensure adequate and equitable distribution of resources to promote academic success.
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