Pub Date : 2022-01-01DOI: 10.5399/osu/advjrnl.3.1.8
L. Grindstaff, Yvette G. Flores, Lisceth Brazil-Cruz
{"title":"ADVANCE-ing Grounded Theory: Methodological insights from a qualitative study of Latinas in STEM","authors":"L. Grindstaff, Yvette G. Flores, Lisceth Brazil-Cruz","doi":"10.5399/osu/advjrnl.3.1.8","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.3.1.8","url":null,"abstract":"","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70660723","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 : 2022-01-01DOI: 10.5399/osu/advjrnl.3.1.10
Kalindi Vora, S. McCullough, S. Giordano
{"title":"Asking Different Questions in STEM Research: Feminist STS Approaches to STEM Pedagogy","authors":"Kalindi Vora, S. McCullough, S. Giordano","doi":"10.5399/osu/advjrnl.3.1.10","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.3.1.10","url":null,"abstract":"","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70660729","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 : 2022-01-01DOI: 10.5399/osu/advjrnl.3.1.7
Toni Sperzel, Wesley Francillon, Erwin Cabrera, Erica Lobello, Nina Leonhardt
{"title":"Reflections on Challenge, Change and Transition: How Relationship Building Supported Change Management, Transitions and the Unexpected in a Multi Institutional AGEP Alliance for Faculty Diversity","authors":"Toni Sperzel, Wesley Francillon, Erwin Cabrera, Erica Lobello, Nina Leonhardt","doi":"10.5399/osu/advjrnl.3.1.7","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.3.1.7","url":null,"abstract":"","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70660841","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 : 2021-10-06DOI: 10.5399/osu/advjrnl.3.2.7
Jennifer M. Dechaine, J. Rios, Susana Flores
{"title":"Diversifying the STEM Teaching Workforce: A Process and Tools Described through One Institution’s Journey","authors":"Jennifer M. Dechaine, J. Rios, Susana Flores","doi":"10.5399/osu/advjrnl.3.2.7","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.3.2.7","url":null,"abstract":"","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46151455","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 : 2021-07-27DOI: 10.5399/osu/advjrnl.2.1.3
A. Liebl, P. Rowland, A. Kiesow, Ashley L. Podhradsky, Meredith Redlin, Margeaux Gaiani, Joyce Eduful, Cynthia Anderson, A. Surovek, M. Emery
Despite gains in academic participation, women still face gender disparity in salary among Science, Technology, Engineering, and Math (STEM) fields. Although this finding is prevalent across the literature, most studies have been conducted within a single institution or field. Here, we determine the extent to which gender inequality in salaries exists across STEM faculty of a regental state system in the Midwestern United States. Salaries of STEM faculty across nine years were collected from the six state institutions within that regental system. Controlling for rank, year, and length of service, female STEM faculty earned significantly less than their male counterparts and these disparities were evident even within the first year of service. As percentage-based increases in salary will not remove the existing gender-based inequity among salaries, other system-wide policies are likely needed to address current levels of gender inequity.
{"title":"Salaries in Higher Education Systems: A System-wide Perspective on Career Advancement and Gender Equity","authors":"A. Liebl, P. Rowland, A. Kiesow, Ashley L. Podhradsky, Meredith Redlin, Margeaux Gaiani, Joyce Eduful, Cynthia Anderson, A. Surovek, M. Emery","doi":"10.5399/osu/advjrnl.2.1.3","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.2.1.3","url":null,"abstract":"Despite gains in academic participation, women still face gender disparity in salary among Science, Technology, Engineering, and Math (STEM) fields. Although this finding is prevalent across the literature, most studies have been conducted within a single institution or field. Here, we determine the extent to which gender inequality in salaries exists across STEM faculty of a regental state system in the Midwestern United States. Salaries of STEM faculty across nine years were collected from the six state institutions within that regental system. Controlling for rank, year, and length of service, female STEM faculty earned significantly less than their male counterparts and these disparities were evident even within the first year of service. As percentage-based increases in salary will not remove the existing gender-based inequity among salaries, other system-wide policies are likely needed to address current levels of gender inequity.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41712126","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 : 2021-06-23DOI: 10.5399/osu/advjrnl.2.3.9
Courtney M. Cronley, Kirsten E. Ravi
The COVID-19 pandemic poses unforeseen risks to women’s academic career advancement. Women faculty are more likely to be grappling with new challenges related to caregiving and work-life balance, compared to their male colleagues, and may be facing more research obstacles due to the disruption of human-subjects data collection. In the following essay, we, two tenure-stream social scientists, describe four strategies that we have relied on to maintain career momentum: staying passionate, engaging in active mentorship, making virtual connections, and launching research in COVID. We conclude with recommendations for institutions of higher education to formalize specific policies to support gender and intersectional equity in career advancement. These include more formalized mentor programs, professional development for and access to technology resources for the purposes of research, institutional training and support in leading research teams, seed grants for racial and gender disparities research, and pro-family policies that provide financial supports and job security in the context of caregiving.
{"title":"Maintaining Career Momentum: Women-Centered Strategies for Social Sciences Career Success in the Context of COVID-19","authors":"Courtney M. Cronley, Kirsten E. Ravi","doi":"10.5399/osu/advjrnl.2.3.9","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.2.3.9","url":null,"abstract":"The COVID-19 pandemic poses unforeseen risks to women’s academic career advancement. Women faculty are more likely to be grappling with new challenges related to caregiving and work-life balance, compared to their male colleagues, and may be facing more research obstacles due to the disruption of human-subjects data collection. In the following essay, we, two tenure-stream social scientists, describe four strategies that we have relied on to maintain career momentum: staying passionate, engaging in active mentorship, making virtual connections, and launching research in COVID. We conclude with recommendations for institutions of higher education to formalize specific policies to support gender and intersectional equity in career advancement. These include more formalized mentor programs, professional development for and access to technology resources for the purposes of research, institutional training and support in leading research teams, seed grants for racial and gender disparities research, and pro-family policies that provide financial supports and job security in the context of caregiving.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44548967","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 : 2021-06-23DOI: 10.5399/osu/advjrnl.2.3.12
Vanessa L. Rodriguez
The Peer-Led Team Learning (PLTL) Program at the University of Texas at El Paso (UTEP) is a program that provides students with the training necessary to host small workshops for students enrolled in their first two semesters of Chemistry. Peer Leaders are tasked with the responsibility of facilitating learning of Chemistry through the creation of practice problems, reviews and interactive games. As UTEP is a Latinx-serving university, a large portion of Peer Leaders and students are Latinx. Therefore, the PLTL program is empowering students through the development of Peer Leaders' leadership, and the strengthening of students' foundation in Chemistry, making them more likely to succeed in the STEM field. Peer Leaders in the program have witnessed the impact of the COVID-19pandemic on Latinx students and have found ways to adapt to the shift to online learning.
{"title":"General Chemistry Peer-Led Team Learning (PLTL) Program at the University of Texas El Paso","authors":"Vanessa L. Rodriguez","doi":"10.5399/osu/advjrnl.2.3.12","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.2.3.12","url":null,"abstract":"The Peer-Led Team Learning (PLTL) Program at the University of Texas at El Paso (UTEP) is a program that provides students with the training necessary to host small workshops for students enrolled in their first two semesters of Chemistry. Peer Leaders are tasked with the responsibility of facilitating learning of Chemistry through the creation of practice problems, reviews and interactive games. As UTEP is a Latinx-serving university, a large portion of Peer Leaders and students are Latinx. Therefore, the PLTL program is empowering students through the development of Peer Leaders' leadership, and the strengthening of students' foundation in Chemistry, making them more likely to succeed in the STEM field. Peer Leaders in the program have witnessed the impact of the COVID-19pandemic on Latinx students and have found ways to adapt to the shift to online learning.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44269369","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 : 2021-06-23DOI: 10.5399/osu/advjrnl.2.3.10
A. Bender, Jackie Hoermann-Elliott
This essay brings into focus institutional inequities faced by academic parents that stem from the systematic socialization of women to remain silent about their professional and personal needs under ideal circumstances and even more so in times of crisis. As a result of the COVID-19 pandemic’s changing higher education policies daily, we argue there has never been a better time for us to ask for more when academic women, especially those identifying as mothers, are suffering professionally and personally. We trace key cultural insights and recent research regarding how the global pandemic has increased the strain that academic mothers feel, particularly BIPOC mothers, before calling on readers to reclaim their right to advocate on behalf of their and their families’ needs. We conclude by defining the culture of asking we seek to foster at our own institution and make recommendations for how readers might “ask big” at their home institutions.
{"title":"Asking Big: Creating a Culture of Support for Academic Mothers’ Advocating in Times of Crisis","authors":"A. Bender, Jackie Hoermann-Elliott","doi":"10.5399/osu/advjrnl.2.3.10","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.2.3.10","url":null,"abstract":"This essay brings into focus institutional inequities faced by academic parents that stem from the systematic socialization of women to remain silent about their professional and personal needs under ideal circumstances and even more so in times of crisis. As a result of the COVID-19 pandemic’s changing higher education policies daily, we argue there has never been a better time for us to ask for more when academic women, especially those identifying as mothers, are suffering professionally and personally. We trace key cultural insights and recent research regarding how the global pandemic has increased the strain that academic mothers feel, particularly BIPOC mothers, before calling on readers to reclaim their right to advocate on behalf of their and their families’ needs. We conclude by defining the culture of asking we seek to foster at our own institution and make recommendations for how readers might “ask big” at their home institutions.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44422836","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 : 2021-06-23DOI: 10.5399/osu/advjrnl.2.3.2
M. Dingel, Marcia D. Nichols, Angie P. Mejia, Kristin M. Osiecki
Scholars have argued that higher education is a “greedy institution” that monopolizes employees’ time and energy. Further, women and minoritized faculty bear the heaviest burdens of these demands with respect to teaching and service. In this auto-ethnographic paper, we explore the escalating demands of the greedy institution during the COVID-19 pandemic.
{"title":"Service, Self-Care, and Sacrifice: A Qualitative Exploration of the Pandemic University as a Greedy Institution","authors":"M. Dingel, Marcia D. Nichols, Angie P. Mejia, Kristin M. Osiecki","doi":"10.5399/osu/advjrnl.2.3.2","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.2.3.2","url":null,"abstract":"Scholars have argued that higher education is a “greedy institution” that monopolizes employees’ time and energy. Further, women and minoritized faculty bear the heaviest burdens of these demands with respect to teaching and service. In this auto-ethnographic paper, we explore the escalating demands of the greedy institution during the COVID-19 pandemic.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43081393","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 : 2021-06-23DOI: 10.5399/osu/advjrnl.2.3.4
L. Windsor, Kerry F. Crawford
In this essay, we reflect on our early predictions for what life in a pandemic would be like for academic parents and consider what academic institutions must do to help faculty recover from the long-term disruption of Covid-19. In March 2020, we wrote a brief commentary on the differential effects of school closures—related to snow days, holidays, and pandemics—on faculty in primary caregiver roles, urging decision-makers in higher education to account for the inequities we could foresee, based on our research on gender, bias, and academic parenthood. (Windsor & Crawford 2020) In that essay, we observed that reliable, safe, high-quality childcare in the United States is scarce and expensive in normal years, and that the pandemic has exacerbated the childcare crisis. We offer insights into the challenges that working parents face, and policy-oriented solutions that academic institutions can implement to address the pandemic-induced productivity gap.
{"title":"The Differential Effects of Pandemic Parenting","authors":"L. Windsor, Kerry F. Crawford","doi":"10.5399/osu/advjrnl.2.3.4","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.2.3.4","url":null,"abstract":"In this essay, we reflect on our early predictions for what life in a pandemic would be like for academic parents and consider what academic institutions must do to help faculty recover from the long-term disruption of Covid-19. In March 2020, we wrote a brief commentary on the differential effects of school closures—related to snow days, holidays, and pandemics—on faculty in primary caregiver roles, urging decision-makers in higher education to account for the inequities we could foresee, based on our research on gender, bias, and academic parenthood. (Windsor & Crawford 2020) In that essay, we observed that reliable, safe, high-quality childcare in the United States is scarce and expensive in normal years, and that the pandemic has exacerbated the childcare crisis. We offer insights into the challenges that working parents face, and policy-oriented solutions that academic institutions can implement to address the pandemic-induced productivity gap.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47543271","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：