Gender sensitivity is a crucial factor in the provision of quality health care. This paper explor... more Gender sensitivity is a crucial factor in the provision of quality health care. This paper explores acquired gendered values and attitudes among medical students through an analysis of the hidden curriculum that exists within formal medical classes and informal learning. Discourse analysis was adopted as the research method. Data were collected from the Bulletin Board System (BBS), which represented an essential communication platform among students in Taiwan before the era of Facebook. The study examined 197 gender-related postings on the BBS boards of nine of 11 universities with a medical department in Taiwan, over a period of 10 years from 2000 to 2010. The five distinctive characteristics of the hidden curriculum were as follows: (i) gendered stereotypes of physiological knowledge; (ii) biased treatment of women; (iii) stereotyped gender-based division of labour; (iv) sexual harassment and a hostile environment, and (v) ridiculing of lesbian, gay, bisexual and transgender (LGBT) people. Both teachers and students co-produced a heterosexual masculine culture and sexism, including 'benevolent sexism' and 'hostile sexism'. As a result, the self-esteem and learning opportunities of female and LGBT students have been eroded. The paper explores gender dynamics in the context of a hidden curriculum in which heterosexual masculinity and stereotyped sexism are prevalent as norms. Both teachers and students, whether through formal medical classes or informal extracurricular interactive activities, are noted to contribute to the consolidation of such norms. The study tentatively suggests three strategies for integrating gender into medical education: (i) by separating physiological knowledge from gender stereotyping in teaching; (ii) by highlighting the importance of gender sensitivity in the language used within and outside the classroom by teachers and students, and (iii) by broadening the horizons of both teachers and students by recounting examples of the lived experiences of those who have been excluded and discriminated against, particularly members of LGBT and other minorities.
This paper explores the factors that contribute to the "leaky pipeline" in science, technology an... more This paper explores the factors that contribute to the "leaky pipeline" in science, technology and medicine in Taiwan. The term "leaky pipeline" refers to the steady attrition of women throughout their careers in science, technology and medicine-fields in which men constitute the majority. As a result of this attrition, women are under-represented in the top positions. This phenomenon has been well studied in the United States, and based on the available data in the Chinese and English-language literature, this paper focuses on: (1) the social-cultural factors that keep young women away from science and medicine; (2) the difficulties faced by woman scientists when trying to balance work and family responsibilities; and (3) the impact of the pervasive masculine culture on training and promotion in career development. Conclusions include suggestions for improvements for equality between the sexes in science education, family responsive policies, and institutional reform.
An estimated 70% of women with the human immunodeficiency virus (HIV) continue to engage in sexua... more An estimated 70% of women with the human immunodeficiency virus (HIV) continue to engage in sexual activity after receiving a positive diagnosis. However, such women experience stigmatization because of their disease and find it difficult to maintain an intimate relationship. The purpose of this study was to explore the intimate relationships of women living with HIV. A narrative inquiry was conducted and a semi-structured interview outline was used to collect data. Interviews with five HIV+ women found each of their intimate relationship experiences exhibited the following five stages: 1) loving relationships began, but were given up easily; 2) inner conflict about whether to love or not to love; 3) a desire not to hold back on love; 4) accept love with doubts, but avoid talking about such doubts; and 5) love and live with HIV. Health professionals can assist women with HIV and their partners to discuss their life experiences in order to express their needs at different stages of their post-HIV diagnosis intimate relationship.
Gender sensitivity is a crucial factor in the provision of quality health care. This paper explor... more Gender sensitivity is a crucial factor in the provision of quality health care. This paper explores acquired gendered values and attitudes among medical students through an analysis of the hidden curriculum that exists within formal medical classes and informal learning. Discourse analysis was adopted as the research method. Data were collected from the Bulletin Board System (BBS), which represented an essential communication platform among students in Taiwan before the era of Facebook. The study examined 197 gender-related postings on the BBS boards of nine of 11 universities with a medical department in Taiwan, over a period of 10 years from 2000 to 2010. The five distinctive characteristics of the hidden curriculum were as follows: (i) gendered stereotypes of physiological knowledge; (ii) biased treatment of women; (iii) stereotyped gender-based division of labour; (iv) sexual harassment and a hostile environment, and (v) ridiculing of lesbian, gay, bisexual and transgender (LGBT) people. Both teachers and students co-produced a heterosexual masculine culture and sexism, including 'benevolent sexism' and 'hostile sexism'. As a result, the self-esteem and learning opportunities of female and LGBT students have been eroded. The paper explores gender dynamics in the context of a hidden curriculum in which heterosexual masculinity and stereotyped sexism are prevalent as norms. Both teachers and students, whether through formal medical classes or informal extracurricular interactive activities, are noted to contribute to the consolidation of such norms. The study tentatively suggests three strategies for integrating gender into medical education: (i) by separating physiological knowledge from gender stereotyping in teaching; (ii) by highlighting the importance of gender sensitivity in the language used within and outside the classroom by teachers and students, and (iii) by broadening the horizons of both teachers and students by recounting examples of the lived experiences of those who have been excluded and discriminated against, particularly members of LGBT and other minorities.
This paper explores the factors that contribute to the "leaky pipeline" in science, technology an... more This paper explores the factors that contribute to the "leaky pipeline" in science, technology and medicine in Taiwan. The term "leaky pipeline" refers to the steady attrition of women throughout their careers in science, technology and medicine-fields in which men constitute the majority. As a result of this attrition, women are under-represented in the top positions. This phenomenon has been well studied in the United States, and based on the available data in the Chinese and English-language literature, this paper focuses on: (1) the social-cultural factors that keep young women away from science and medicine; (2) the difficulties faced by woman scientists when trying to balance work and family responsibilities; and (3) the impact of the pervasive masculine culture on training and promotion in career development. Conclusions include suggestions for improvements for equality between the sexes in science education, family responsive policies, and institutional reform.
An estimated 70% of women with the human immunodeficiency virus (HIV) continue to engage in sexua... more An estimated 70% of women with the human immunodeficiency virus (HIV) continue to engage in sexual activity after receiving a positive diagnosis. However, such women experience stigmatization because of their disease and find it difficult to maintain an intimate relationship. The purpose of this study was to explore the intimate relationships of women living with HIV. A narrative inquiry was conducted and a semi-structured interview outline was used to collect data. Interviews with five HIV+ women found each of their intimate relationship experiences exhibited the following five stages: 1) loving relationships began, but were given up easily; 2) inner conflict about whether to love or not to love; 3) a desire not to hold back on love; 4) accept love with doubts, but avoid talking about such doubts; and 5) love and live with HIV. Health professionals can assist women with HIV and their partners to discuss their life experiences in order to express their needs at different stages of their post-HIV diagnosis intimate relationship.
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