In this article we discuss workplace contexts for post-secondary STEM faculty and staff with disabilities and provide pragmatic and immediate steps we can all take to advance equitable disability-informed policies and practices. Findings: Faculty with apparent and/or unseen disabilities experience myriad barriers in their academic workplaces, barriers that always intersect with gendered and racialized (etcetera) identities that may either amplify or diminish the experience of disability discrimination. To respond to these inequities, we blend priorities created by disability scholars and activists—combined with participant input collected during national conversations hosted over the past two years through AccessADVANCE, a project designed to increase the engagement of individuals with disabilities in academic STEM careers—to yield suggestions for individual, collaborative, and institutional approaches to furthering disability equity. Conclusions: When all colleagues work together, developing a durable and responsive praxis of disability equity in post-secondary and STEM workplaces is possible.
{"title":"A Continuum of Actions You Can Take Now to ADVANCE Disability Equity: A Report from the Field","authors":"Cali Anicha, Cecilia Aragon, Canan Bilen-Green, Brianna Blaser, Sheryl Burgstahler","doi":"10.5399/osu/advjrnl.4.2.9","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.4.2.9","url":null,"abstract":"In this article we discuss workplace contexts for post-secondary STEM faculty and staff with disabilities and provide pragmatic and immediate steps we can all take to advance equitable disability-informed policies and practices. Findings: Faculty with apparent and/or unseen disabilities experience myriad barriers in their academic workplaces, barriers that always intersect with gendered and racialized (etcetera) identities that may either amplify or diminish the experience of disability discrimination. To respond to these inequities, we blend priorities created by disability scholars and activists—combined with participant input collected during national conversations hosted over the past two years through AccessADVANCE, a project designed to increase the engagement of individuals with disabilities in academic STEM careers—to yield suggestions for individual, collaborative, and institutional approaches to furthering disability equity. Conclusions: When all colleagues work together, developing a durable and responsive praxis of disability equity in post-secondary and STEM workplaces is possible.","PeriodicalId":517454,"journal":{"name":"ADVANCE Journal","volume":"57 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140399972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.5399/osu/advjrnl.4.2.8
Christie Miksys, Sam Castonguay, Maria Gartstein
Despite efforts to reach gender parity, women remain underrepresented in academic STEM fields. Structural conditions within universities are known to contribute to this underrepresentation, but existing studies have not adequately address university policies and their connection to persistent gender inequality in the academy. To bridge this gap, we apply Acker’s Theory of Gendered Organizations (1990) to the university setting by analyzing policy texts from thirteen diverse institutions, including doctorate-granting and primarily undergraduate serving universities, as well as community colleges. Specifically, we assessed the extent to which the language contained in these documents is gendered. Through the creation of conceptual lexicons and use of several metrics (i.e., polarity scores, n-grams, and radar charts), we determined that the university policy texts were largely written as gender-neutral. However, future studies should examine the implementation of these policies, as the latter may be responsible for perpetuating gender inequities.
{"title":"STEM in Higher Education: Analysis of Gendered Themes Across Pacific Northwest Institutional Policies","authors":"Christie Miksys, Sam Castonguay, Maria Gartstein","doi":"10.5399/osu/advjrnl.4.2.8","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.4.2.8","url":null,"abstract":"Despite efforts to reach gender parity, women remain underrepresented in academic STEM fields. Structural conditions within universities are known to contribute to this underrepresentation, but existing studies have not adequately address university policies and their connection to persistent gender inequality in the academy. To bridge this gap, we apply Acker’s Theory of Gendered Organizations (1990) to the university setting by analyzing policy texts from thirteen diverse institutions, including doctorate-granting and primarily undergraduate serving universities, as well as community colleges. Specifically, we assessed the extent to which the language contained in these documents is gendered. Through the creation of conceptual lexicons and use of several metrics (i.e., polarity scores, n-grams, and radar charts), we determined that the university policy texts were largely written as gender-neutral. However, future studies should examine the implementation of these policies, as the latter may be responsible for perpetuating gender inequities.","PeriodicalId":517454,"journal":{"name":"ADVANCE Journal","volume":"135 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140286680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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