(1084) Perceptions of Gender Inequity Among Basic Science and Pharmacy Practice Faculty

Objectives: Gender equity is a desired phenomenon in academia, including pharmacy education. Studies have demonstrated a lack of gender equity in academia. A recent study examined gender inequity in the three academic pillars – teaching, research, and service - among social and administrative sciences faculty in school and colleges of pharmacy. The goal of this study was to extend that inquiry to faculty in the basic science and pharmacy practice to determine if perceptions of gender inequity exist among these groups.

Methods: The study used a survey research design with a previously validated instrument that included items regarding gender equity perceptions in teaching, research, and service. Items were modified slightly to address differences in basic science and pharmacy practice faculty, with new items related to experiential education and clinical service also added for pharmacy practice faculty. Items also focused on other areas such as recruitment, mentoring, and advancement. A 3-point Likert scale was used to indicate inequity favoring men, favoring women, and no inequity. Respondents were asked if they had experienced gender inequity and, if so, at what academic rank. A link to the survey was sent to basic science (n = 791) and pharmacy practice (n = 2567) faculty members identified through membership in the American Association of Colleges of Pharmacy and the American Pharmacists Association. Chi-square proportion comparisons were conducted using 0.05 alpha followed by post-hoc Bonferroni tests.

Results: Seventy faculty from basic sciences (BS) (24 women and 41 men) and 158 from pharmacy practice (PP) (118 women and 37 men) responded to the survey and met eligibility screening criteria. More than half of the BS respondents were men (56.94%), and 94% had a PhD. In contrary, 73.75% of the PP respondents were women with 98% having PharmD. In both cohorts, most women respondents held the rank of associate professor, 43.48% in basic sciences and 39.66% in PP, while men held professor ranks (55.26% in BS and 41.18% in PP. Additionally, while only 20% of the women respondents had more than 30 years of experience in BS compared to men at 46.34%; only 5.13% of women respondents had more than 30 years of experience compared to 32.43% of men in PP. Sixty-five percent of the basic science faculty and 63% of the pharmacy practice faculty reported experiencing gender inequity. In general, gender inequity was found to be associated with being female (p=0.001). In both cohorts, women were more likely to perceive that “there are fewer expectations for men” for teaching workload, “students are more respectful with men,” and “men receive more favorable” teaching evaluation scores. Women were more likely to perceive fewer expectations for men in the domains of research and grant acquisition, and that men had a much higher allocation of research resources Women were more likely to perceive that men had fewer expectations for service workload, had more favorable service options, and were more likely to get more resources for college-related services. In both cohorts, gender inequity was observed at the associate professor level, and more at teaching-intensive institutions in pharmacy practice compared to public institutions in the basic sciences. For recruitment, women were more likely to perceive that men receive "significantly more" in terms of courtship during recruitment, starting compensation, and salary. Significant findings indicated that respondents perceived "men get a little more" respect from their peers, "a little more" opportunities to lead, and "somewhat fewer challenges."

Conclusions: Experiences of gender inequity were found among both basic and pharmacy practice faculty. Additionally, perceptions of gender inequity favoring men were found, particularly among women.