The queen bee phenomenon in Canadian surgical subspecialties: An evaluation of gender biases in the resident training environment

BACKGROUND

The queen bee phenomenon (QBP) describes the behavioural response that occurs when women achieve success in a male-dominated environment, and in this position of authority, treat their female subordinates more critically. It has been demonstrated in business, academia, the military, and police force. The goal of this study was to determine whether the QBP occurs in surgical specialties. We hypothesized that female surgeons, fellows, and senior surgical residents would be more critical in their assessment of junior female residents than their male counterparts.

METHODS

A scenario-based survey was distributed via email to all Canadian surgical programs between February and March 2021. Scenarios were designed to assess either female or male learners. Centers distributed surveys to attending surgeons, surgical fellows, resident physicians, and affiliate surgeons. Respondents average Likert score for female-based and male-based questions were calculated. Subgroup analyses were performed based on gender, age, seniority, and surgical specialty.

RESULTS

716 survey responses were collected, with 387 respondents identifying as male (54%) and 321 identifying as female (45%). 385 attending surgeons (54%), 66 fellows (9%), and 263 residents (37%) responded. The mean Likert scores for female respondents assessing female learners was significantly lower than male learners (p = 0·008, CI = 95%). During subgroup analysis, some specialties demonstrated significant scoring differences.

DISCUSSION

The QBP was shown to be present among surgical specialties. Female respondents assessed female learners more critically than their male counterparts.

CONCLUSION

These findings highlight the importance of tackling organizational biases to create more equitable educational and work environment in surgery.

CLinician and patient characteristics effect on Antimicrobial Stewardship Interventions (CLASI) study

OBJECTIVE

To determine whether the gender of clinicians making antimicrobial stewardship recommendations has an impact on intervention acceptance rate.

DESIGN

A retrospective, multivariable analysis of antimicrobial stewardship prospective audit and feedback outcomes.

SETTING

A multisite healthcare system including Mayo Clinic Rochester (MN), Mayo Clinic Arizona, Mayo Clinic Florida and 17 health-system hospital sites, where prospective audit and feedback is performed and documented within an electronic tool embedded in the medical record.

PARTICIPANTS

The study included 143 Mayo Clinic clinicians (84 cisfemales and 59 cismales).

METHODS

Outcomes were analyzed from July 1, 2017, to June 30, 2022, for intervention rates, communication methods, and intervention acceptance by clinician gender, profession, patient age, and intensive care unit (ICU) status of patient.

RESULTS

Of 81,927 rules, 71,729 rules met study inclusion. There were 18,175 (25%) rules associated with an intervention. Most of the rules were reviewed by pharmacists (86.2%) and stewardship staff (85.5%). Of 10,363 interventions with an outcome documented, 8,829 (85.2%) were accepted and 1,534 (14.8%) were rejected. Female clinicians had 6,782 (86.5%) of 7,843 interventions accepted, and male clinicians had 2,047 (81.2%) of 2,520 interventions accepted (P = .19). Female patients had more interventions than male patients (female vs male: 25.9% vs 24.9%; OR, 1.04; 95% CI, 1.02-1.08; P = .001). Patients in the ICU had a significantly lower intervention acceptance rate (ICU vs non-ICU: 78.2% vs 86.7%; OR, 0.56; 95% CI, 0.45-0.7; P < .001).

CONCLUSIONS

Female and male clinicians were equally effective at prospective audit and feedback in a multisite antimicrobial stewardship program. Patients in the ICU were less likely to have stewardship interventions accepted.

Perceived gender and political persuasion: a social media field experiment during the 2020 US Democratic presidential primary election

Women have less influence than men in a variety of settings. Does this result from stereotypes that depict women as less capable, or biased interpretations of gender differences in behavior? We present a field experiment that-unbeknownst to the participants-randomized the gender of avatars assigned to Democrats using a social media platform we created to facilitate discussion about the 2020 Primary Election. We find that misrepresenting a man as a woman undermines his influence, but misrepresenting a woman as a man does not increase hers. We demonstrate that men's higher resistance to being influenced-and gendered word use patterns-both contribute to this outcome. These findings challenge prevailing wisdom that women simply need to behave more like men to overcome gender discrimination and suggest that narrowing the gap will require simultaneous attention to the behavior of people who identify as women and as men.

Alone or together: The role of gender and social context prior to Aha‐experiences

Prior research indicates that boys show more interest in science, technology, engineering, and mathematics (STEM) than girls do. Given that Aha-experiences yield positive affect and increase interest, the question arises whether there are gender differences in Aha-experiences that could help explain the gender differences in interest. Derived from social role theory, we hypothesized that men report having Aha-experiences alone, whereas women report having Aha-experiences together with others. In a retrospective survey study comprising three independent samples (N = 899), we conducted chi-square analyses to explore the relationship of gender, social context (alone; not alone), domain, and situational interest. Across all participants, we found that men were more probably alone and women more probably together with others when they had an Aha-experience. More fine-grained analyses revealed that the effect was especially pronounced when the Aha-experience increased situational interest within STEM or the personal domain. The study suggests that social context played a different role in the occurrence of Aha-experiences in men and women. We discuss the implications of our findings for STEM instruction at school.

Heavier Lies Her Crown: Gendered Patterns of Leader Emotional Labor and Their Downstream Effects

Women use power in more prosocial ways than men and they also engage in more emotional labor (i.e., self-regulate their emotions to respond and attend to the needs and emotions of other people in a way that advances organizational goals). However, these two constructs have not been previously connected. We propose that gendered emotional labor practices and pressures result in gender differences in the prosocial use of power. We integrate the literature on emotional labor with research on the psychology of power to articulate three routes through which this happens. First, women may be more adept than men at the intrapersonal and interpersonal processes entailed in emotional labor practices—a skill that they can apply at all hierarchical levels. Second, given women’s stronger internal motivation to perform emotional labor, they construe power in a more interdependent manner than men, which promotes a more prosocial use of power. As a result, female powerholders tend to behave in more prosocial ways. Third, when they have power, women encounter stronger external motivation to engage in emotional labor, which effectively constrains powerful women’s behaviors in a way that fosters a more prosocial use of power. We discuss how, by promoting prosocial behavior among powerholders, emotional labor can be beneficial for subordinates and organizations (e.g., increase employee well-being and organizational trust), while simultaneously creating costs for individual powerholders, which may reduce women’s likelihood of actually attaining and retaining power by (a) making high-power roles less appealing, (b) guiding women toward less prestigious and (c) more precarious leadership roles, (d) draining powerful women’s time and resources without equitable rewards, and (e) making it difficult for women to legitimize their power in the eyes of subordinates (especially men). Thus, emotional labor practices can help explain the underrepresentation of women in top leadership positions.

Social Media Use and Demographics Predicted Knowledge About Alcohol as a Cancer Risk Factor

PURPOSE

To determine whether social media use, alcohol consumption, and sociodemographic factors predicted Americans' knowledge about alcohol-related cancer risk.

DESIGN

Health Information National Trends Survey (2020).

SETTING

United States.

SUBJECTS

A nationally representative sample (N = 3865; response rate = 36.7%).

MEASURES

Knowledge about cancer risk of beer, wine, and liquor; social media use; demographics; smoking status; alcohol consumption; and cancer history.

ANALYSIS

Data were analyzed using multinomial multiple logistic regression with jackknife replicate weights.

RESULTS

Less than a third of U.S. adults (20.34-31.20%) were aware of cancer risk of alcohol. People who watched health-related YouTube videos were more likely to be well-informed (odds ratio [OR] = 1.55 [95% confidence interval 1.01, 2.36] for beer) and misinformed (OR = 1.68 [1.17, 2.43] for wine). Alcohol consumption predicted higher likelihoods of being misinformed about cancer risk of beer (OR = 1.03 [1.003, 1.05]). People who were older and had less education were less likely to be well-informed for all types of alcohol. Females (for liquor) and Blacks (for beer) were less likely to be well-informed and misinformed.

CONCLUSION

Social media can be a source of both correct information and misinformation about alcohol and cancer risk. Health promotion should target older adults, people with less education, racial minorities, females, and people who consume alcohol.

Self-Protection as an Adaptive Female Strategy

Many male traits are well explained by sexual selection theory as adaptations to mating competition and mate choice, whereas no unifying theory explains traits expressed more in females. Anne Campbell's "staying alive" theory proposed that human females produce stronger self-protective reactions than males to aggressive threats because self-protection tends to have higher fitness value for females than males. We examined whether Campbell's theory has more general applicability by considering whether human females respond with greater self-protectiveness than males to other threats beyond aggression. We searched the literature for physiological, behavioral, and emotional responses to major physical and social threats, and found consistent support for females' responding with greater self-protectiveness than males. Females mount stronger immune responses to many pathogens; experience a lower threshold to detect, and lesser tolerance of, pain; awaken more frequently at night; express greater concern about physically dangerous stimuli; exert more effort to avoid social conflicts; exhibit a personality style more focused on life's dangers; react to threats with greater fear, disgust and sadness; and develop more threat-based clinical conditions than males. Our findings suggest that in relation to threat human females have relatively heightened protective reactions compared to males. The pervasiveness of this result across multiple domains suggests that general mechanisms might exist underlying females' unique adaptations. An understanding of such processes would enhance knowledge of female health and well-being.

Videoconferencing Etiquette: Promoting Gender Equity During Virtual Meetings

Considerable evidence has demonstrated that gender influences interactions during in-person meetings, most commonly, negatively impacting women and persons of color. Pervasive gender stereotypes about roles that were (and are) occupied by men and women lead to implicit assumptions about competency in said roles. For example, women may receive more negative verbal interruptions or nonverbal cues that undermine their authority as a leader, a stereotypically male-typed role. The coronavirus pandemic has led to the rapid rise in videoconferencing in professional interactions; however, little is known about videoconferencing etiquette and how gender bias permeates to this new setting. Although there are many benefits to the use of this technology, it has the potential to reinforce gender bias rooted in cultural and societal norms, gender stereotypes, and traditional gender roles. The well-documented implicit biases that have been shown to favor men over women during in-person meetings may translate to further gender gaps in leadership during virtual meetings. It is also possible that videoconferencing could be used to reduce gender bias, but until we have research to shine a light on this topic, this article provides 10 tips for promoting gender equity during virtual meetings.

Using Corpus Analyses to Help Address the DIF Interpretation: Gender Differences in Standardized Writing Assessment

Addressing differential item functioning (DIF) provides validity evidence to support the interpretation of test scores across groups. Conventional DIF methods flag DIF items statistically, but often fail to consolidate a substantive interpretation. The lack of interpretability of DIF results is particularly pronounced in writing assessment where the matching of test takers’ proficiency levels often relies on external variables and the reported DIF effect is frequently small in magnitude. Using responses to a prompt that showed small gender DIF favoring female test takers, we demonstrate a corpus-based approach that helps address DIF interpretation. To provide linguistic insights into the possible sources of the small DIF effect, this study compared a gender-balanced corpus of 826 writing samples matched by test takers’ performance on the reading and listening components of the test. Four groups of linguistic features that correspond to the rating dimensions, and thus partially represent the writing construct were analyzed. They include (1) sentiment and social cognition, (2) cohesion, (3) syntactic features, and (4) lexical features. After initial screening, 123 linguistic features, all of which were correlated with the writing scores, were retained for gender comparison. Among these selected features, female test takers’ writing samples scored higher on six of them with small effect sizes in the categories of cohesion and syntactic features. Three of the six features were positively correlated with higher writing scores, while the other three were negative. These results are largely consistent with previous findings of gender differences in language use. Additionally, the small differences in the language features of the writing samples (in terms of the small number of features that differ between genders and the small effect size of the observed differences) are consistent with the previous DIF results, both suggesting that the effect of gender differences on the writing scores is likely to be very small. In sum, the corpus-based findings provide linguistic insights into the gender-related language differences and their potential consequences in a testing context. These findings are meaningful for furthering our understanding of the small gender DIF effect identified through statistical analysis, which lends support to the validity of writing scores.

The associations between alexithymia and both non-suicidal self-injury and risky drinking: A systematic review and meta-analysis

BACKGROUND

Nonsuicidal self-injury (NSSI; direct harm to the body without suicidal intent) and risky drinking are two behaviours that serve emotion regulatory functions. When underlying emotional problems are untreated, individuals may shift between NSSI and risky drinking. Both behaviours are associated with alexithymia, difficulties identifying and describing emotions and retaining an externally orientated thinking style. However, it is unknown to what extent the associations are similar and under what circumstances (e.g. sex, age) they may differ.

METHOD

To compare both associations we conducted an extensive review using several databases. Overall, 20 NSSI-related articles and 33 risky drinking-related articles met the inclusion criteria.

RESULTS

A meta-analysis revealed significant positive associations between total alexithymia scores, difficulties identifying feelings, difficulties describing feelings and both NSSI and risky drinking. However, these associations appear stronger for NSSI. Further, externally orientated thinking was associated with risky drinking but not NSSI. Age had opposing moderating effects on the relationships, with the association between alexithymia and NSSI being stronger in younger samples and the association between alexithymia and risky drinking being stronger in older samples. Further, the association between alexithymia and NSSI was stronger for female only samples compared to male only samples.

LIMITATIONS

The review was limited to English articles. High levels of heterogeneity were observed. The majority of the studies included were cross-sectional.

CONCLUSION

These results imply that NSSI and risky drinking may have both shared and distinguishable correlates. Alexithymia can be targeted in treatment to potentially reduce the likelihood of individuals shifting between behaviours to regulate their emotions.

Dialogic Status in Design Education: Authority and Peer Relations in Studio Class Conversations

In this article, I study role enactment and status relationships in university design studio classrooms. I analyze conversations that take place during discussions of student creative work, and I interpret them in the context of previous studies of learning, classroom discourse, and creativity. I found that professors and students jointly establish and maintain a complex and hybrid participation structure in which they enact dialogic status: they simultaneously perform both an authority relationship and a peer relationship. I analyzed the interactional mechanisms that dialogically perform these two status relationships, drawing on prior studies of role and status in conversation. I show that the dialogic blend of authority and peer relationships continuously and frequently varies throughout reviews of student work. Drawing on past studies of creativity in education, I argue that the joint enactment of dialogic status is an effective pedagogy for teaching and learning for creativity.

Textual cohesion in oral narrative and procedural discourse: the effects of ageing and cognitive skills

BACKGROUND

Knowledge of the discourse performance of non-brain-damaged individuals is critical not only for its differentiation from disordered expression but also for more accurate models of ageing and communication. The effect of ageing and cognitive skills on the cohesive adequacy of discourse has, until now, presented a confusing and ambiguous picture.

AIMS

To examine comprehensively the effects of both age and cognitive skills on the discourse cohesion of 32 non-brain-damaged males divided into four age groups.

METHODS & PROCEDURES

A large body of narrative and procedural samples (394 samples) was elicited from the participants. Their cognitive skills were determined using three tests, whilst their discourse cohesion was analyzed and correlated with the cognitive test results.

OUTCOMES & RESULTS

This extensive investigation of ageing effects on discourse cohesion and their relationship to cognitive behaviour did not provide neat generalizable results. It showed that ageing significantly increases the number of cohesive errors and reduces the quantity of referential ties in picture-sequence narratives. The changes with age were limited to two aspects of cohesion and not linear across age groups. The participants' cognitive skills declined with age. Correlations between some cognitive tests and certain cohesive changes suggest co-occurring deficits rather than a causal explanation of cohesive decline with age.

CONCLUSIONS & IMPLICATIONS

With ageing there are increased cohesive errors and decreased referential ties, co-occurring with declining cognitive skills. This study yields important guidance for future research, suggesting that picture-sequence narrative is the most effective tool for clinical evaluation of discourse, but also that findings from one discourse sample may be misleading.

Optimal linguistic expression in negotiations depends on visual appearance

We investigate the influence of the visual appearance of a negotiator on persuasiveness within the context of negotiations. Psychological experiments were conducted to quantitatively analyze the relationship between visual appearance and the use of language. Male and female participants were shown three female and male photographs, respectively. They were asked to report how they felt about each photograph using a seven-point semantic differential (SD) scale for six affective factors (positive impression, extraversion, intelligence, conscientiousness, emotional stability, and agreeableness). Participants then answered how they felt about each negotiation scenario (they were presented with pictures and a situation combined with negotiation sentences) using a seven-point SD scale for seven affective factors (positive impression, extraversion, intelligence, conscientiousness, emotional stability, agreeableness, and degree of persuasion). Two experiments were conducted using different participant groups depending on the negotiation situations. Photographs with good or bad appearances were found to show high or low degrees of persuasion, respectively. A multiple regression equation was obtained, indicating the importance of the three language factors (euphemistic, honorific, and sympathy expressions) to impressions made during negotiation. The result shows that there are optimal negotiation sentences based on various negotiation factors, such as visual appearance and use of language. For example, persons with good appearance might worsen their impression during negotiations by using certain language, although their initial impression was positive, and persons with bad appearance could effectively improve their impressions in negotiations through their use of language, although the final impressions of their negotiation counterpart might still be more negative than those for persons with good appearance. In contrast, the impressions made by persons of normal appearance were not easily affected by their use of language. The results of the present study have significant implications for future studies of effective negotiation strategies considering visual appearance as well as gender.

Women are Warmer but No Less Assertive than Men: Gender and Language on Facebook

Using a large social media dataset and open-vocabulary methods from computational linguistics, we explored differences in language use across gender, affiliation, and assertiveness. In Study 1, we analyzed topics (groups of semantically similar words) across 10 million messages from over 52,000 Facebook users. Most language differed little across gender. However, topics most associated with self-identified female participants included friends, family, and social life, whereas topics most associated with self-identified male participants included swearing, anger, discussion of objects instead of people, and the use of argumentative language. In Study 2, we plotted male- and female-linked language topics along two interpersonal dimensions prevalent in gender research: affiliation and assertiveness. In a sample of over 15,000 Facebook users, we found substantial gender differences in the use of affiliative language and slight differences in assertive language. Language used more by self-identified females was interpersonally warmer, more compassionate, polite, and—contrary to previous findings—slightly more assertive in their language use, whereas language used more by self-identified males was colder, more hostile, and impersonal. Computational linguistic analysis combined with methods to automatically label topics offer means for testing psychological theories unobtrusively at large scale.

A stronger post-publication culture is needed for better science

Hilda Bastian considers post-publication commenting and the cultural changes that are needed to better capture this intellectual effort. Please see later in the article for the Editors' Summary.

Gender-related academic and occupational interests and goals

This chapter reviews the theories and empirical evidence concerning whether gender differences in academic and occupational goals and interests exist, and if so, why those differences may be present. Expectancy-value theory, stereotype threat, sociocultural theory, and the gender similarities hypothesis lay the theoretical framework for this chapter. Following a brief review of these theories, we describe the evidence for gender differences in academic ability and occupational interests and goals, using meta-analytic reviews wherever possible. Although there are few gender differences in academic ability, some gender differences in occupational goals and interests persist, particularly in science and mathematics. These gender differences may be due to parental or cultural expectations, changes in developmental trends, stereotypes and discrimination, or gendered-expectations to achieve work-family balance. Overall, the pathways to adult occupations are complex, involving many factors that affect occupational goals, interests, and self-concept.

Gender differences in conference presentations: a consequence of self-selection?

Women continue to be under-represented in the sciences, with their representation declining at each progressive academic level. These differences persist despite long-running policies to ameliorate gender inequity. We compared gender differences in exposure and visibility at an evolutionary biology conference for attendees at two different academic levels: student and post-PhD academic. Despite there being almost exactly a 1:1 ratio of women and men attending the conference, we found that when considering only those who presented talks, women spoke for far less time than men of an equivalent academic level: on average student women presented for 23% less time than student men, and academic women presented for 17% less time than academic men. We conducted more detailed analyses to tease apart whether this gender difference was caused by decisions made by the attendees or through bias in evaluation of the abstracts. At both academic levels, women and men were equally likely to request a presentation. However, women were more likely than men to prefer a short talk, regardless of academic level. We discuss potential underlying reasons for this gender bias, and provide recommendations to avoid similar gender biases at future conferences.

Female competition and aggression: interdisciplinary perspectives

This paper introduces a Theme Issue combining interdisciplinary perspectives in the study of female competition and aggression. Despite a history of being largely overlooked, evidence is now accumulating for the widespread evolutionary significance of female competition. Here, we provide a synthesis of contributions to this Theme Issue on humans and other vertebrates, and highlight directions for future research. Females compete for resources needed to survive and reproduce, and for preferred mates. Although female aggression takes diverse forms, under most circumstances relatively low-risk competitive strategies are favoured, most probably due to constraints of offspring production and care. In social species, dominance relationships and threats of punishment can resolve social conflict without resort to direct aggression, and coalitions or alliances may reduce risk of retaliation. Consistent with these trends, indirect aggression is a low cost but effective form of competition among young women. Costs are also minimized by flexibility in expression of competitive traits, with aggressive behaviour and competitive signalling tailored to social and ecological conditions. Future research on female competition and the proximate mediators of female aggression will be greatly enhanced by opportunities for interdisciplinary exchange, as evidenced by contributions to this Theme Issue.

Assessment of a Brief Oral Presentation Assignment in Biopsychology

This study examined the suitability of a brief oral presentation exercise as an assessment method in biopsychology. Undergraduate students researched and presented a five-minute, self-selected fact related to course material, allowing them to practice oral communication skills, such as clearly explaining and carefully listening. Biopsychology students were compared to a similar group of students who did not participate in the brief oral presentation. When asked to rank potential class assignments, biopsychology students showed a stronger preference for oral presentations than did the comparison group. Biopsychology students expressed positive attitudes about the assignment and demonstrated learning related to the oral presentations. This exercise provided the additional benefits to the instructor of keeping the class content current and relevant to students.