PP1702 - Professional Experiences in Audiology are Impacted by Gender Identity

Abstract: Although more than 83% of American Academy of Audiology memberships identify as female, men continue to receive advantages in academic and clinical settings (AAA, 2020). Gender biases can be problematic for students and early career professionals who must navigate career advancement while facing additional gender-related stereotypes, unconscious biases, and social pressures. This qualitative study aims to uncover the central professional challenges and barriers in the field of audiology related to their gender identity. This research is integral for inspiring constructive behavioral transformations and crafting evidence-based strategies to mitigate gender-related disparities and advance diversity, equity, and inclusion within the field.

Summary: Gender bias is a deeply rooted issue within our society, and it is evident that professionals predominantly comprised of women are not immune to its detrimental impacts (e.g., Rogus-Pulia et al., 2018). Membership reports from the American Academy of Audiology (AAA) suggest that this phenomenon also applies to the field of audiology. Although more than 83% of AAA members identify as female, men continue to receive advantages in academic and clinical settings (AAA, 2020 Consensus). Gender biases can be particularly problematic for students and early career professionals who must navigate career advancement while facing additional gender-related stereotypes, unconscious biases, and social pressures. The objective of this qualitative study is to identify the primary gender-related professional challenges and barriers that women and gender minorities in audiology experience. 
Our study employs concept mapping as a tool to gain insight from audiologists regarding gender bias in their workplace or academic environment. We surveyed 300 students and professionals in the Communication Sciences and Disorders (CSD) field and asked them to list challenges or barriers they have experienced in their profession related to their gender identity. Our research team created 92 statements encompassing all the open-ended responses. Subsequently, we requested participants to categorize these statements into themes they perceived as similar. Multidimensional scaling and hierarchical cluster analyses revealed 15 district categories of gender-related experiences in CSD. Our research team reviewed the content of each cluster and titled them as follows: gender privilege, suspicion of inappropriate or insensitive behaviors, underutilized despite qualifications, dismissal of professional expertise, physical presentations of gender norms, obstacles to rapport building, internal/external pressures from self identity, underrepresentation, assertiveness perceived negatively, undermined authority, LGBTQ+ considerations, abuse and bigotry, historically feminine social roles, sexual discrimination, and expected familial responsibilities. We then asked audiology graduate students and professionals to rate how much each of the 92 statements applied to their own lives using a 5-point Likert scale ranging from 0 (never) to 4 (always). We will compare ratings for graduate students and professionals across 3 primary gender categories: cis-gender men, cis-gender women, and gender minorities.
These findings substantiate the theory that women and gender minorities in audiology continue to encounter multiple gender-related professional barriers, in alignment with data observed in other healthcare sectors (Narrow the Gap, 2021). These data will allow us to better understand the common trends of gender bias in audiology throughout academic settings, clinics, and other workplace environments (e.g., industry). Although these experiences are not exclusive to audiology or CSD, this data will initiate focused discussions concerning gender-related barriers in audiology and enable us to devise evidence-based strategies aimed at reducing the adverse impacts of gender bias within our field.