少数民族的教师和医学学术等级在医学
A Palepu1, P L Carr, R H Friedman
1Department of Medicine, Boston Medical Center, Boston University, Mass 02118, USA. anita@hivnet.ubc.ca
JAMA
|September 8, 1998
概括
与白人教师相比,少数民族医学院教师不太可能达到高级学术等级. 即使考虑到经验和生产力等因素,这种差异仍然存在.
科学领域:
- 医学教育 医学教育
- 学术医学 学术医学
- 教师的多样性 教师的多样性
背景情况:
- 之前的研究表明,少数派教师在高级学术职位上的代表性不足.
- 少数派教师可能会经历较慢的晋升率相比,他们的多数派同行.
研究的目的:
- 调查少数派教师是否像多数派教师一样有可能获得高级职位 (副教授或常任教授).
- 调整影响晋升的因素,如学术生产力和多年的经验.
主要方法:
- 在美国24所医学院的3013名全日制教师中进行了一项全国性调查.
- 数据是通过自主管理的邮件调查收集的,分层分为部门,毕业队列和性别.
- 主要结果指标是获得高级学术等级.
主要成果:
- 总体而言,54%的教师担任高级职位. 黑人教师在30.5%,亚裔教师在43.4%,西班牙裔教师在40.8%,白人教师在58.3%的高级等级.
- 白人教师的出版物比其他群体多得多.
- 经过多种因素的调整后,与白人教师相比,黑人教师持有高级职位的几率明显较低 (OR=0.33).
结论:
- 少数民族教师不太可能比白人教师持有高级学术等级.
- 这种差异并不是通过经验年数或学术生产力指标的差异来解释的.
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