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Advancement of Women |
This working group began by reviewing the report of the International Women’s Leadership Working Group #2, held in Göteborg, Sweden, in June 2003. The barriers to women’s advancement identified at the Second International Women’s Leadership Conference included gender bias and expectations; lack of promotion of women’s careers in research and academics; a male model of career success; inadequate academic preparation, mentors, and role models; and women’s self-value, isolation, and lack of networks.
To begin the discussion, the group considered three questions:
The questions were posed as a strategy to reflect on the list generated in 2003 and provide an opportunity to identify additional barriers. The group agreed that the barriers had existed and would continue to exist but the emphasis of the discussion should be a positive one, seeking to identify opportunities and solutions.
The group discussed positive models or strategies for advancing academic science careers of women. Though the group was small, it presented a diverse set of backgrounds and needs. Some participants pointed to the need to identify individuals with similar research interests, others identified a need for funding and research space, and others indicated they worked in an environment that supported women and their career development.
Participants noted that opportunities exist for women in research because of emerging science trends. The emphasis on evidence-based research and the link between oral and systemic diseases were two examples that provide opportunities for research.
One suggestion emphasized affirmative behaviors by women and men academicians. An atmosphere of collegiality that encourages collaboration and mentoring is important for successful change. The development of strategic networks within an institution, a consortium of institutions, or an organization was also recommended. Women faculty members often feel isolated, and a network of supportive colleagues or colleagues with similar research interests would provide important benefits, professionally and personally.
The use of technology to provide global links was viewed as a workable solution. Technology provides an opportunity for identifying resources, collaboration, and funding sources. The increasing availability of technology also reduces communication barriers because of the ease of use. A global website with resources and key links to associations and funding resources was viewed as a good networking tool. Blogs were also suggested as a forum where individuals could post questions, curriculum strategies, research projects, and other information that could be more interactive. Technology could play an important role in making the world a smaller community and allowing women to identify opportunities and support for career development.
Mentoring and role model initiatives continue to be important strategies. The group supported compiling a list of best practices that could be distributed in print and electronically to allow for broader dissemination and reference. Association leadership and support was also recommended. Most participants belong to dental or dental education-related organizations. These organizations may have access to information, technology, and financial support that could be directed to advancing women’s research and science careers.
As the discussion progressed, certain themes and solutions became evident. One participant proposed that, in looking at the issue from a global perspective, women faculty are at different points on a continuum. In some countries, women in science and research have limited opportunities; in other countries, some limited progress has been made; and in still others, women are making significant strides. Thus, the advancement of women in research, academics, leadership, and professional societies varies from country to country and region to region. Since the last International Women’s Leadership Conference in 2003, advances have been made in women’s leadership opportunities and presence. Progress has varied, but in the United States (including Puerto Rico), for example, the number of women dental deans increased dramatically to nine.
Because women are at different points in the continuum, the concepts of best practices and resource sharing were suggested. One suggestion was an electronic resource base that would provide access to information. This electronic resource could be maintained by a group such as the American Dental Education Association.
Participants reported a lack of funding or facilities at their institutions or in their countries. Suggestions from other participants included identifying and sharing information about international sources of funding or identifying a sister school, e.g., a dental school with similar research interests, and collaborating with it in research development or projects. Individuals outside North America could visit the websites of North American dental schools to determine the research interests of various faculty. These faculty could be contacted, and perhaps collaborative research projects could be developed and funded by U.S. or Canadian schools. Participants also suggested visiting professorships or sabbaticals to allow research to be conducted outside of one’s country, especially if resources are limited.
The importance of professional and personal development was emphasized by all participants. Programs to enhance skills and knowledge in career strategies, communication, negotiating, conflict resolution, and other key topics should be offered, and teleconferencing and online courses that could be translated into various languages were suggested. Presentations on key topics could be made in particular countries or regions, and individuals from those areas could be trained as facilitators to share the information in their particular institution or region.
The importance of the institutional environment was also highlighted. All agreed that the institution at which women are employed must implement strategies and programs to help women achieve their goals. Both intentional and unintentional discrimination still occurs. To assist in overcoming barriers at the institutional level, recommendations included formalized mentoring programs. Role models within and outside the institution are important to women at various stages of their careers. Individuals may need more than one role model and more than one mentor. As faculty members age, they could serve as mentors for younger faculty or faculty beginning their careers. Names of individuals interested in seeking and serving as mentors would need to be compiled and distributed.
The participants agreed the discussion answered some concerns and raised others. All indicated they felt that efforts should continue to be made to identify and reduce barriers to women’s advancement in science and research.
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Footnotes |
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