Why do women continue to face barriers to success in professions, especially male-dominated ones, despite often outperforming men in similar subjects during schooling? With this study, we draw on role expectations theory to understand how inequality in assessment emerges as individuals transition from student to professional roles. To do this, we leverage the case of medical residency so that we can examine how changes in role expectations shape assessment while holding occupation and organization constant. By analyzing a dataset of 2,765 performance evaluations from a three-year emergency medicine training program, we empirically demonstrate that women and men are reviewed as equally capable at the beginning of residency, when the student role dominates; however, in year three, when the colleague role dominates, men are perceived as outperforming women. Furthermore, when we hold resident performance somewhat constant by comparing feedback to medical errors of similar severity, we find that in the third year of residency, but not the first, women receive more harsh criticism and less supportive feedback than men. Ultimately, this study suggests that role expectations, and the implicit biases they can trigger, matter significantly to the production of gender inequality, even when holding organization, occupation, and resident performance constant.

中文翻译：

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谁从怀疑中受益？急诊医学教育中的绩效评估、医疗错误和性别不平等的产生

为什么女性在职业成功方面仍然面临障碍，尤其是男性主导的职业，尽管在学校学习期间在类似科目上的表现往往优于男性？通过这项研究，我们利用角色期望理论来了解评估中的不平等是如何随着个人从学生角色转变为专业角色而出现的。为此，我们利用住院医师的案例，以便我们可以检查角色期望的变化如何影响评估，同时保持职业和组织不变。通过分析来自为期三年的急诊医学培训计划的 2,765 项绩效评估数据集，我们凭经验证明，当学生角色占主导地位时，女性和男性在住院医师开始时被认为具有同等能力；然而，在第三年，当同事的角色占主导地位时，男性被认为优于女性。此外，当我们通过将反馈与类似严重程度的医疗错误进行比较来保持住院医师的表现保持不变时，我们发现在住院医师的第三年（但不是第一年），女性比男性受到更多严厉的批评和更少的支持性反馈。最终，这项研究表明，即使在组织、职业和居民绩效保持不变的情况下，角色期望及其可能引发的隐性偏见对性别不平等的产生也有重要影响。