Equity is defined as “distribution of variable number and types of resources within a group to achieve results in equal magnitude”. However, in contrast, the phenomenon of equality follows “one size fits all” approach which promotes distribution of equal resources among individuals. Gender disparities in the field of healthcare has been subject of interest from many years and increasing trends of gender inequity in healthcare academia has been witnessed over the last decades. Despite rigorous efforts, the disparity lies in availability of growth opportunities and resources as well as rewards for both genders. It has been observed that women are subjected to both inequity and inequality in the field of academia by assigning them greater work load in terms of teaching and advisory duties which further decreases their participation in research as compared to their male colleagues. Throughout the field of healthcare academia, managerial positions are mostly led by males allowing them to take decisions as well as have more opportunities for social networking. The recent global pandemic has further increased the gender gap. Female healthcare professionals are striving hard to balance their work and family commitments leading to reduced productivity and disparity in three main parameters of academic evaluation including teaching, professional service and research. In the recent years, the focus on improving women’s representation in the fields of science, technology, engineering, and mathematics (STEM) has increased; however, interventions focused on increasing gender equity in these fields still has long way to go . These gender disparities are more prominent within the field of academia. The proportion of women faculty in STEM remains low despite of the increased women acquiring their post graduate degrees in the past few years.

Gender equity and women’s empowerment have been set as prime goals by the United Nations for the 2030 global agenda for sustainable development. Although, progress has been made toward achieving these goals and women participation in the workforce has been growing rapidly over the course of time but still women occupy less than one third leadership and management positions. A study reported that generally female academicians are perceived competent, hardworking and committed with their jobs. They are considered more effective teachers but have limited access to opportunities for leadership positions as compared to males. Similar results were reported by a study conducted in Germany where majority of the women doctors were of the view that they have less access to administrative positions as compared to their male counterparts.