Academic environment satisfaction and gender—Student perceptions and experiences

Purpose: This study aims to explore gender oral health professions students’ perceptions and experiences in the overall academic environment of their school/program and to further explore associations between those perceptions and experiences with overall satisfaction. Methods: Using data from the ADEA Climate Survey (2022), analysis occurred in two phases: 1) bivariate analysis by gender and 2) multivariable logistic regression for binary overall satisfaction. The model posits overall satisfaction as a function of individual background characteristics and perceptions and experiences in the academic environment. Results: The sample population included responses from 7130 allied programs and dental students from the United States and Canada. Gender differences were noted for School/Program (dental or allied) where the majority of male respondents were dental students (89.9%) and female allied education program students were the majority among female respondents (52.9%). Negative experiences, particularly those involving interpersonal interactions (intimidation, microaggressions, discrimination, and harassment) seem to impact female students more but not exclusively. Considering positive perceptions—Belonging/Community, Supportive School, Authentic Self, and Respect the odds are higher that a student is satisfied in their school/program environment, whereas negative experience lowers the odds of satisfaction. Conclusion(s): Initiatives directed toward improving interpersonal interactions and relationships and school student support services are important for students to learn and grow and are key to having quality academic environments. There are roles and opportunities for leadership, offices of students and academic affairs, and faculty and staff to improve and maintain school environments that can lead to overall satisfaction with the school and work environment.