Date of Award

Fall 12-1-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Kandace G. Hinton

Second Advisor

Mary F. Howard-Hamilton

Third Advisor

Lois Krahn

Abstract

This dissertation explores the lived experiences of women physician medical school deans, aiming to understand the factors that influence their career pathways and the challenges they face in achieving and maintaining leadership roles in academic medicine. Despite the increasing number of women entering the medical profession, there remains a significant gender disparity in leadership positions, particularly in the role of medical school dean. This study addresses the gap between the growing number of women physicians and the disproportionately low number of women in senior academic leadership roles. The research is grounded in feminist and role congruity theories, which provide a framework for understanding the gendered dynamics within academic medicine. Through a narrative inquiry approach, the study captures the personal and professional journeys of women medical school deans, highlighting the influences of early childhood experiences, mentorship, sponsorship, and institutional support. The findings reveal that women deans often face systemic barriers such as gender bias, work-life balance challenges, and unfavorable institutional cultures. The findings also indicate that women in academic medicine leadership demonstrate resilience, adaptability, and a commitment to fostering inclusive and supportive environments. The significance of this study lies in its potential to inform policy and practice within academic medical institutions. The study underscores the importance of mentorship and sponsorship programs, leadership development opportunities, and institutional reforms that address systemic biases. Ultimately, this dissertation contributes to the broader discourse on gender equity in academic medicine and provides a foundation for future research and advocacy efforts aimed at creating more inclusive and equitable academic environments.

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