Contributing to SDG 5 (gender equality), SDG 3 (good health and well-being) and SDG 4 (quality education), this viewpoint piece explores USA and UK women's participation in higher education and their representation as researchers and leaders in science, medicine and global health fields.
Contributing to SDG 5 (gender equality), this correspondence explores Yemeni women's under-representation in science, technology, engineering, and mathematics (STEM). The article discusses the challenges women face because of their societies' cultures and institutions.
Focussing on SDG 5 (gender equality) and SDG 8 (decent work and economic growth), this correspondence discusses gender equity in academic medicine. In particular, this piece explores women's lag behind men in leadership positions. Transparent hiring processes should be adopted, institutionalising best practices to proactively attract and hire diverse leadership candidates.
Contributing to SDG 5 (gender equality), this commentary explores gender gaps within the academic publishing system.
From #MeToo to #TimesUp in health care: can a culture of accountability end inequity and harassment?
The Lancet, Volume 393, Issue 10171, 9–15 February 2019, Pages 499-502.
Directly contributing to SDG 5 (gender equality), this commentary explores the potential of goal-oriented organisations such as TIME'S UP to coordinate the responses and develop solutions to gender discrimination and harassment within the healthcare industry.
This review piece highlights the chronic lack of recruitment, promotion, and retention of women in science and medicine. Developing SDG 5 (gender equality), this article expresses systemic, structural, organisational, institutional, cultural and societal barriers to equity and inclusion.
This correspondence piece discusses gender equity and institutional transformations within science, technology, engineering and mathematics research faculties, relating to SDG 5 (gender equality) and SDG 8 (decent work and economic growth).
Focussing on SDG 5 (gender equality), this correspondence seeks to explore the factors influencing adolescent girls' interest in science. Understanding these factors is an important step to reduce the gender gap within science, technology, engineering and mathematics undergraduate and graduate study programmes.
Continuing this special issues focus on SDG 5 (gender equality) within science, medicine and health. This perspective piece suggests that themes of power, systemic inequity, and bias are far more influential, inspiring and effective at driving gender equality compared to business cases and economic themes.
Developing SDG 5 (gender equality), this correspondence explains Australia's strategy to achieve gender equality in the science, technology, engineering and mathematics fields.
