Black Women in Medical Education Publishing: Bibliometric and Testimonio Accounts Using Intersectionality Methodology

• Published in: Journal of general internal medicine : JGIM Vol. 40; no. 1; pp. 217 - 225
• Main Authors: Seide, Witzard, Maggio, Lauren A., Artino, Anthony R., Leroux, Todd, Konopasky, Abigail
• Format: Journal Article
• Language: English
• Published: United States Springer Nature B.V 01.01.2025; Springer International Publishing
• Subjects: Algorithms; Bibliometrics; Black or African American - statistics & numerical data; Black people; Careers; Education; Education, Medical - statistics & numerical data; Education, Medical - trends; Female; Gender; Generalized linear models; Humans; Intersectionality; Medical education; Medical Subject Headings-MeSH; Original Research; Physicians, Women - statistics & numerical data; Publishing; Publishing - statistics & numerical data; Publishing - trends; Qualitative analysis; Racial identity; Representations; Scholarly publishing; Sex discrimination; Sexism; Social security; Statistical analysis; Statistical models; United States; White; Women; Womens health; United States; United States > US; intersectional/ity; medical education; Black women; scholarly communication
• ISSN: 0884-8734; 1525-1497; 1525-1497
• DOI: 10.1007/s11606-024-09117-7

Black women in academic medicine experience racial and gender discrimination, all while being tasked with improving a flawed system. Representation of Black women in medicine remains low, yet they bear the burden of fostering diversity and mentoring trainees, exacerbating their minority tax and emotional labor, and negatively impacting career progression. To complement qualitative accounts of Black women authors in the medical education literature with a quantitative account of their representation. We used statistical modeling to estimate the representation of Black women authors in medical education publishing as compared to other groups. An intersectional methodology employing bibliometric analysis and testimonio reflection. US-based authors of journal articles published in medical education journals between 2000 and 2020. Author race was determined using a probability-based algorithm incorporating US Census data, and author gender was ascribed using Social Security Administration records. We conducted two negative binomial generalized linear models by first and last author publications. Metadata for each article was retrieved from Web of Science and PubMed to include author names, country of institutional affiliation, and Medical Subject Headings (MeSH). Results were contextualized via the "testimonio" account of a Black woman author. Of 21,945 unique authors, Black women (and other racially minoritized groups) published far fewer first and last author papers than white women and men. In addition, major MeSH terms used by Black women authors reveal little overlap with highly ranked medical education topics. The testimonio further narrated struggles with belonging and racial identity. This study revealed that Black women are underrepresented in medical education publishing. We believe that dismantling oppressive structures in the publishing ecosystem and the field is imperative for achieving equity. Additionally, further experiential accounts are needed to contextualize this quantitative account and understand underrepresentation in medical education publishing.