Understanding the contribution of gender bias in academic productivity, which includes publications, editorial positions, invited editorials, peer-review appointments, and more, is critical. Significant improvements in the representation of women in the medical student body and among trainees in pediatrics have not been matched with improved rates of academic advancement. In 2015, data from the Association of American Medical Colleges showed that 71% of residents and 55% of pediatric faculty were women, yet only 33% were full professors and only 19% of chairs of pediatric departments were women.1 Advancement in academics requires success in academic contributions through first and senior peer-reviewed publications, opportunities to participate in peer-review, invited editorials, and positions on editorial boards. Moreover, participation in such activities is a critical way to influence the direction of research in a field, and considerable evidence suggests that inclusion of diversity of viewpoints enriches the quality of scholarship.2

Considering these issues, we read with interest the analysis by Bearer and Molloy, investigating gender bias in article acceptance rates in Pediatric Research during the period 1 November 2017 and 9 August 2018.3 The authors found no differences in acceptance rates based on gender during this 10-month period in this unadjusted simple chi-squared bivariable analysis. Yet, while the conclusions from this report are reassuring, the period of the study is modest. It would be interesting to assess how other factors that differ by gender, such as academic rank, influenced acceptance rates. We also need to be cognizant that there are very few single-author reports these days and many publications include female and male authors, a challenging factor for studies of gender on acceptance rates. Thus, a first glance at gender of corresponding authors alone may not fully address the possible biases that may still exist in the peer-review process.

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