nih initiatives and perspectives on women in biomedical careers the center for women’s health...
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NIH Initiatives and NIH Initiatives and Perspectives on Women in Perspectives on Women in
Biomedical CareersBiomedical Careers
The Center for Women’s Health The Center for Women’s Health Research - U NCResearch - U NC
April 1, 2008April 1, 2008
Joyce RudickJoyce RudickDirector, Programs and ManagementDirector, Programs and Management
NIH Office of Research on Women’s HealthNIH Office of Research on Women’s Health
Women in Medical, Health & Women in Medical, Health & Science Careers: Science Careers:
The Successes and Challenges of The Successes and Challenges of the 21st Centurythe 21st CenturyMany successes:
Health care and medicine no longer considered predominantly ‘male’ dominated professions
Specialty & discipline choices and leadership positions have opened to women, although still to varying degrees
Young girls, and even young boys, now easily perceive women as physicians, scientists and leaders…
Women in Medical, Health & Women in Medical, Health & Science Careers: Science Careers:
The Successes and Challenges of The Successes and Challenges of the 21st Centurythe 21st CenturyBUT!!! - Many challenges remain:
•There are still barriers to ‘success’, i.e., sustained advancement in their careers
•The issues surrounding the ‘dual responsibilities’ of profession and family continue to be of concern, and too often affect career advancement or opportunities or practice expectations
•‘Gender bias’ continues as a factor that can influence the progression or the benefits of a career in health care, medicine or science
American Society for Engineering Education: PRISM (October 2005) Volume 15, Issue 2
Barriers to/Factors forBiomedical Careers for Women
Recruiting women & girls into scientific careersRecruiting women & girls into scientific careers Lack of female role models & mentorsLack of female role models & mentors Career paths/rewards Career paths/rewards (salaries, promotions, etc.)(salaries, promotions, etc.)
Family responsibilities/dual rolesFamily responsibilities/dual roles Need for reentry into biomedical careersNeed for reentry into biomedical careers Sex discrimination and sexual harassmentSex discrimination and sexual harassment Gender sensitivityGender sensitivity Racial bias/special needs of minority womenRacial bias/special needs of minority women Research initiatives on women’s healthResearch initiatives on women’s health
ORWH Workshop Report,ORWH Workshop Report,
Women in Biomedical Careers: Dynamics of ChangeWomen in Biomedical Careers: Dynamics of Change , 1994, 1994
HHMI Bulletin, Volume 15, Number 2 (June 2002)
Innovative interdisciplinary research
Set research agenda: Focus on gaps and emerging areas in
women’s health and sex/gender issues
Office of Research on Women’s Health
Biomedical career
development for women, & for
women’s health researchers
Race/ethnicity,effects of poverty;special populations
e.g. disabled, immigrants
Inclusion of
Women & Minorities
In Clinical Research
The ORWH/NIH Reentry Program provides administrative supplements to
existing NIH research grants supports full-or part-time research by
women or men reentering the scientific workforce
brings the scientist’s existing research skills and knowledge up to date
prepares the scientist for applying for a career development or research award
May 1
7,
200
7
Beyond Bias and Barriers:Fulfilling the Potential of Women in Academic Science and Engineering
““For women to participate to their full potential across all science For women to participate to their full potential across all science and engineering fields, they must see a career path that allows and engineering fields, they must see a career path that allows them to reach their full intellectual potential. Much remains to them to reach their full intellectual potential. Much remains to be done to achieve that goal.”be done to achieve that goal.”
““It is not lack of talent, but unintentional biases and outmoded It is not lack of talent, but unintentional biases and outmoded institutional structures that are hindering the access and institutional structures that are hindering the access and advancement of women.”advancement of women.”
NIH Working Group on Women in Biomedical
Careers• "It is critical to address the barriers that
women face in hiring and promotion at research universities in many fields of science.”
• “I have appointed the NIH Working Group on Women in Biomedical Careers to help address this challenge and to develop innovative strategies and tangible actions that can be implemented to promote the advancement of women in research careers both within the NIH intramural community and throughout the extramural research community."
NIH Director Elias A. Zerhouni, M.D.
NIH Working Group on NIH Working Group on Women in Biomedical Women in Biomedical
CareersCareers Consider recommendations from the
National Academies Report “Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering”
Give attention to the NIH intramural community and the concerns of intramural women scientists
Consider broader context of girls and women in science
Provide special attention to issues of barriers, minority women scientists, and mentoring
Co-chaired by Dr. Zerhouni and Dr. PinnNIH Deputy DirectorsNIH Institute and Center DirectorsDual Career CouplePostdoctoral fellowIntramural scientistsExtramural grants administrators
Members of the NIH Working Group on Women
in Biomedical Careers
NIH Launches New Web Site to Promote Advancement of Women in Biomedical
Research Careers
Subcommittee 1: “Best Practices” Workshop
Women in Biomedical Research: Best Practices for Sustaining Career Success
March 4, 2008, NIH Natcher Conference Center, Bethesda, MD
GOALS
Examine systems and practices in Academic Health Centers and in other Examine systems and practices in Academic Health Centers and in other organizations that address retention and advancement of womenorganizations that address retention and advancement of women
Explore ways in which NIH and professional organizations can address retention Explore ways in which NIH and professional organizations can address retention and advancement for womenand advancement for women
Identify action items and responsible organizationsIdentify action items and responsible organizations
http://womeninscience.nih.gov/bestpractices
Models for Advancement in Academia PanelBarry Klein, UC Davis
Deans, department heads and program directors to be held accountable for promoting diversity
Hire at assistant professor level and then promote Cluster hires Tenure Clock extension Partner Opportunity program Funds for “Replacement teaching”
Models for Advancement in Academia PanelAndrew Schafer (APM)
RESULTS of APM SURVEY:
Institutions should ensure gender equity in research support
Increased flexibility needed in promotion times
Institutions need to develop initiatives that equalize
opportunities for women to succeed.
Models for Advancement in Academia PanelElizabeth Ofili
Identify underrepresented faculty early in career for rigorous training
Encourage executive training (Executive Leadership in Academic Medicine (ELAM)
AAMC Teamworks-learning in teams –focus on collaborations
Subcommittees 2-5: Extramural Funding Mechanisms and Policies
• Updated information on sex/gender in the NIH extramural biomedical research community
Subcommittees 2-5: Extramural Funding Mechanisms and Policies
Gap between male and female success rates on Type 2 R01 grants is narrowing
Average female request for research project grants is less than the average male request
Average Requested (Total) Costs of Research Project Grants
$100,000
$150,000
$200,000
$250,000
$300,000
$350,000
$400,000
$450,000
$500,000
Fiscal Year
76%
78%
80%
82%
84%
86%
88%
90%
92%
94%
96%
98%WOMENMENwomen/men average request
Subcommittees 2-5: Extramural Funding Mechanisms and Policies
Females and males both receive about the same percentage of their request
Subcommittees 2-5: Extramural Funding Mechanisms and Policies
Subcommittees 2-5: Extramural Funding Mechanisms and Policies
Review of federal policies associated with child care, parental leave, extension of time, and availability of temporary replacement help to understand the benefits available under extramural grants.
FAQs have been posted on Working Group website and OER website
http://grants.nih.gov/training/faq_childcare.htm
Subcommittees 2-5: Extramural Funding Mechanisms and Policies
Subcommittee 6: Research on Efficacy of Programs to Reduce Gender Bias
This subcommittee is examining factors that may account for the paucity of women in science
and engineering evidence about the effectiveness of programs to reduce bias
RFA under development based on the NIGMS RFA, “Efficacy of Interventions to
Promote Research Careers”
Considering research on ways to train scientists who serve on tenure and recruitment committees to understand their potential for bias
• The Mentoring Subcommittee identified three major challenges related to the mentoring of scientists that may disproportionately affect women during their professional development:
The unavailability of trained mentors, including those familiar with issues that are frequently important to or disproportionately affect women.
The absence of avenues for networking among women scientists that are vital to providing information and support, as well as avoiding “feelings of isolation,” and pitfalls.
The scarcity of structured training opportunities offering career development for scientists, including those that address issues of concern to women and/or issues that disproportionately affect women.
Subcommittee 8: Mentoring Programs
Subcommittee 8: Mentoring ProgramsShort Term Accomplishments
• Career Development and Mentoring ProgramsSurvey of NIH Career Development and Mentoring Programs
Intramural ProgramsExtramural Programs
Over 30 Trans-NIH ProgramsOver 30 Office of the Director ProgramsOver 100 Institute and Center Programs
Document is available at:http://www.womeninscience.nih.gov/pdf/NIHPrograms.pdf
Subcommittee 8: Mentoring ProgramsNext steps - review and consider recommendations from:
National Leadership Workshop on Mentoring Women
in Biomedical Careers
“Mentoring is Everybody’s Business” MRC Greenwood, Ph.D.
November 27–28, 2007, NIH Natcher Conference Center, Bethesda, MD
Purpose: Providing leadership in mentoring to sustain the Providing leadership in mentoring to sustain the advancement of women in biomedical research careersadvancement of women in biomedical research careers
http://womeninscience.nih.gov/mentoring
I. Can Mentoring be Taught: Training of Mentors and
Mentees• Develop programs to help enhance
Institutional Buy-In– Belief in the concept of mentoring– Matching funds for programs– Resources: libraries, biostatisticians, mock reviews
• Train Mentees and faculty to be Mentors– Effective Modeling– Teach mentoring as a skill
I. Can Mentoring be Taught: Training of Mentors and
Mentees• Recognize mentoring and add Support and
Infrastructure for Training Grants– T32, K12, and other training awards
– Support protected mentoring time in grants
• Recognize Diversity of Careers– Appreciate and support a wide variety of career paths
– Provide and develop cross-discipline support from clinicians and non-clinicans
I. Can Mentoring be Taught: Training of Mentors and
Mentees• Develop new Workshops/Modules/Training
on Mentoring– A course, module, or program should be
developed for portability to locations across the country
– A formalized structure, curriculum, or program should be developed on how to mentor
– Special topics on mentoring should be developed (e.g. tailoring mentoring to the individual, cross-cultural mentorship, etc.)
II. Determining Gaps in Mentoring Programs and Developing Novel
Models for Successful Mentoring • Accountability
– NIH to work with professional associations to define policies.– Call for multiple sets of best practices – Institutional/NIH and A&P reward system for mentoring– Mentoring is expected, with defined metrics, for appointments and
promotion.• Funding for research on mentoring
– Methods to identify gaps– Seed grants for small mentoring programs– Novel mentoring programs– Comparative studies of mentoring models
• Facilitated peer group/informal mentoring– Research to evaluate
II. Determining Gaps in Mentoring Programs and Developing Novel
Models for Successful Mentoring
• Funding for mentoring– Institutional funding– All training grants to have a funded mentoring
component
• Success metrics—define and research– Comparative studies– Cost of mentoring and not mentoring ROI
III. Insights into Mentoring in Biomedical Careers from Social
Science Research • NIH should take a leadership role in supporting mentoring as a valued
area of rigorous research and scholarship– Fund research on innovative and collaborative mentoring models
(e.g. R01)– All research should attend to cultural differences– Build and fund mentoring components into all research and
training grants– Build evaluation into all mentoring and career development grants– Initiate a K07 for developing mentor programs– Mandate and fund mentoring and mentor training (e.g. K23, K08)
III. Insights into Mentoring in Biomedical Careers from Social
Science Research • Mentoring programs should be inclusive
across health sciences
• Mentoring programs should be based on the knowledge base on social science research
IV. Logic Model for Evaluating
Mentoring
IV. Logic Model for Evaluating
Mentoring • Develop case studies illustrating the
application of Logic Model to mentoring programs
• Examine mentoring programs outside of NIH to discover successful evaluation techniques (“don’t reinvent the wheel”)
• Include resources for long-term follow-up in evaluation studies
V. Mentoring in Clinical Departments
• The one-on-one mentoring model does not yield optimal results. The mentee needs to be exposed to different viewpoints; this goal is achieved by utilizing a group and/or committee mentoring model.
• For women, serving as a mentor is difficult as they attempt to balance clinical service time versus research time. Time protection is needed.
V. Mentoring in Clinical Departments
• A system of incentives and evaluation needs to be implemented as a way to attract mentors.
• Curricula designed to mentor post-docs, fellows and faculty should be prepared and career development information should be distributed.
V. Mentoring Minority Women in Biomedical Research
• Create overarching, cross-agency initiative that addresses issues surrounding women of color
• Identify the different paradigms people are working under—perspectives of mentors, mentees, institution– culture, values
• Conduct qualitative research– Experiences of women of color– Career progression
• Research the psychosocial and environmental interactions related to factors that lead to success, slowdown, or attrition
• Collect and analyze best practice examples of environments in which women of color are progressing
• Examine use of alternative models for study – i.e., business models, models for organizational change, etc.
V. Mentoring Minority Women in Biomedical Research
• Implement mentor training and teaching regarding issues of women of color
– Development of models, guides, curricula
• Collect and document best practices—delineating experience of women of color
• Introduce gender issue into programs targeting minorities and minority issues into programs targeting women
• Provide resources for ongoing dialogue and convening of individuals with a focus on women of color
Subcommittee 9-10:Changing the Intramural Work Environment
• This subcommittee is considering changes to the work culture at NIH, and will work towards eliminating possible impediments to the recruitment, retention, and advancement of women scientists in the NIH Intramural Research Program.
• Topics being pursued include:Mentoring & need for role modelsProvision of necessary training for professional development Change of the NIH work culture to enhance flexibilities Enhanced availability of child/family care optionsDevelopment of better recruitment strategies
Planning the building of a new childcare center on campus; discussions with FAES for additional adjacent childcare
Established a trans-NIH mentoring committee responsible for mentor training and provision of mentoring for postdoctoral fellows
Information on disability insurance, available for extended post-partum infant care, has been added to the packet of information given to new employees
Scientific Directors have met with Dr. Gottesman about the importance of enhancing diversity in scientific staff
Founding member of the MD-DC-VA Higher Education Recruitment Consortium (Mid-Atlantic HERC)
Subcommittee 9-10: Changing the Intramural Work Environment
• Created NIH Engineering & Physical Sciences Special Interest Group (SIG)– to promote interaction between investigators and laboratories whose
research interests involve integrating engineering or physical science with biology
– to educate the NIH community about these approaches. • Research interests for SIG
– tissue engineering and regenerative medicine– biomaterials, nanotechnology– physical regulation in biology– engineering-based enabling technologies– quantitative approaches based on physical sciences– and other related topics.
• Particular efforts will be made to identify outstanding women engineers and physical scientists as speakers
Subcommittee 11: Integration of Women into Bioengineering Careers
NIH Working Group on Women in Biomedical Careers: Future Directions
Determine legal and policy implications of suggested new programs
Consider recommendations from the Mentoring Leadership and the Best Practices Workshops
Take findings, information, recommendations, and accomplishments out to public in a series of meetings across the country
Encourage all ICs to consider innovative programs and continue efforts of Working Group
ORWH will continue to develop and implement new career development – and advancement – initiatives in collaboration with the ICs, OIR and OER
