Pub Date : 2020-12-04DOI: 10.5399/osu/advjrnl.2.2.4
E. Yates-Doerr
COVID-19 has burdened many academics with the responsibility of leading children through remote schooling. That academic parents are expected to suddenly and with no specialized training become grade-school teachers exposes the open secret of sexism and racism in the U.S. educational system, which has long deprioritized early childhood educators and their work. At a moment that institutions ask us to "raise our voices," I illustrate structural barriers that keep caregivers quiet. The article raises the provocation that inequity in academia is produced by design, and responds to institutional demands to speak up by asking for better attention to silence.
{"title":"Attending to Silence","authors":"E. Yates-Doerr","doi":"10.5399/osu/advjrnl.2.2.4","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.2.2.4","url":null,"abstract":"COVID-19 has burdened many academics with the responsibility of leading children through remote schooling. That academic parents are expected to suddenly and with no specialized training become grade-school teachers exposes the open secret of sexism and racism in the U.S. educational system, which has long deprioritized early childhood educators and their work. At a moment that institutions ask us to \"raise our voices,\" I illustrate structural barriers that keep caregivers quiet. The article raises the provocation that inequity in academia is produced by design, and responds to institutional demands to speak up by asking for better attention to silence.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47658986","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 : 2020-01-01DOI: 10.5399/osu/advjrnl.2.2.1
Joya Misra, Ethel L. Mickey, D. Clark
Crisis can easily sideline institutional commitments to diversity, equity, and inclusion, even as it exacerbates inequalities by gender, race, class, and other social locations. As members of the University of Massachusetts, Amherst ADVANCE-IT team, we were alert to the disparate impacts of the Covid-19 pandemic on caregiving faculty, often women, and communities of color. We partnered with university leadership who, at the highest levels, recognized the importance of diversity, as well as the deeply engaged faculty union. Our immediate efforts have been to think creatively, adapt programming, create tools, and communicate clearly with our stakeholders to ensure that, over the long term, these disparate impacts do not lead to negative outcomes for STEM women regarding reappointment, tenure, and promotion, which would create a less diverse and inclusive university.
{"title":"Addressing and Documenting Pandemic Impacts","authors":"Joya Misra, Ethel L. Mickey, D. Clark","doi":"10.5399/osu/advjrnl.2.2.1","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.2.2.1","url":null,"abstract":"Crisis can easily sideline institutional commitments to diversity, equity, and inclusion, even as it exacerbates inequalities by gender, race, class, and other social locations. As members of the University of Massachusetts, Amherst ADVANCE-IT team, we were alert to the disparate impacts of the Covid-19 pandemic on caregiving faculty, often women, and communities of color. We partnered with university leadership who, at the highest levels, recognized the importance of diversity, as well as the deeply engaged faculty union. Our immediate efforts have been to think creatively, adapt programming, create tools, and communicate clearly with our stakeholders to ensure that, over the long term, these disparate impacts do not lead to negative outcomes for STEM women regarding reappointment, tenure, and promotion, which would create a less diverse and inclusive university.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70660061","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 : 2019-08-20DOI: 10.5399/osu/advjrnl.1.2.2
Elizabeth Dell, M. Bailey, Elizabeth Litzler, Montana James, E. Affolter
This paper reports on the development and assessment of a professional development workshop series implemented as part of an NSF ADVANCE Institutional Transformation grant at a large, private university. The goal of the grant was to increase the representation and advancement of women STEM faculty; it utilized a multi-frame organizational analysis approach (Bolman & Deal, 2017) to examine the organization and the approaches created by AdvanceRIT to change the organization. Evaluation results indicate that the series helped individuals strategically advance their careers, offered opportunities to learn from other women in academia and expand their networks, and share strategies to intervene against implicit bias and discrimination. At the institutional level, evaluation results suggest improvements to culture, including broader awareness of equity and discrimination issues and expanded networks across the institution. Series participants expressed a desire for more change and impact at the institution level.
{"title":"The Development and Evaluation of an ADVANCE Professional Developments Series to Promote Institutional Transformation","authors":"Elizabeth Dell, M. Bailey, Elizabeth Litzler, Montana James, E. Affolter","doi":"10.5399/osu/advjrnl.1.2.2","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.1.2.2","url":null,"abstract":"This paper reports on the development and assessment of a professional development workshop series implemented as part of an NSF ADVANCE Institutional Transformation grant at a large, private university. The goal of the grant was to increase the representation and advancement of women STEM faculty; it utilized a multi-frame organizational analysis approach (Bolman & Deal, 2017) to examine the organization and the approaches created by AdvanceRIT to change the organization. Evaluation results indicate that the series helped individuals strategically advance their careers, offered opportunities to learn from other women in academia and expand their networks, and share strategies to intervene against implicit bias and discrimination. At the institutional level, evaluation results suggest improvements to culture, including broader awareness of equity and discrimination issues and expanded networks across the institution. Series participants expressed a desire for more change and impact at the institution level.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45578134","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 : 2019-06-18DOI: 10.5399/OSU/ADVJRNL.1.2.1
Cathleen McGrath, C. Francovich, J. Smieja, C. Cronin, Graciela Lacueva, R. E. Sabin, Ji Ying Song, J. Voltzow, Xiaohui Zhong
{"title":"Building a Framework to Advance the Careers of Women in STEM at Predominantly Undergraduate Institutions","authors":"Cathleen McGrath, C. Francovich, J. Smieja, C. Cronin, Graciela Lacueva, R. E. Sabin, Ji Ying Song, J. Voltzow, Xiaohui Zhong","doi":"10.5399/OSU/ADVJRNL.1.2.1","DOIUrl":"https://doi.org/10.5399/OSU/ADVJRNL.1.2.1","url":null,"abstract":"","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49396382","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 : 2019-04-15DOI: 10.5399/OSU/ADVJRNL.1.1.6
Cheryl L. Dickter
The present study assessed implicit gender bias and job engagement among STEM faculty at a mid-size liberal arts university. Forty-nine faculty in each of the departments of natural and social sciences were assessed for implicit gender bias and job engagement. We found that men had greater implicit gender bias than women in the natural sciences. In addition, women in natural science departments felt marginally less engaged than women in social science departments. Women’s disengagement was positively associated with imposter phenomenon and perceived lack of control in departmental decisions. However, women who actively participated in a women’s organization or had an advocate had more positive psychological outcomes. These findings suggest that although women STEM faculty, particularly in the natural sciences, experience challenges, support provided by women’s organizations or advocates may be an important strategy to reduce the effects of these challenges.
{"title":"Implicit Gender Bias, Engagement, and Protective Factors in STEM Faculty","authors":"Cheryl L. Dickter","doi":"10.5399/OSU/ADVJRNL.1.1.6","DOIUrl":"https://doi.org/10.5399/OSU/ADVJRNL.1.1.6","url":null,"abstract":"The present study assessed implicit gender bias and job engagement among STEM faculty at a mid-size liberal arts university. Forty-nine faculty in each of the departments of natural and social sciences were assessed for implicit gender bias and job engagement. We found that men had greater implicit gender bias than women in the natural sciences. In addition, women in natural science departments felt marginally less engaged than women in social science departments. Women’s disengagement was positively associated with imposter phenomenon and perceived lack of control in departmental decisions. However, women who actively participated in a women’s organization or had an advocate had more positive psychological outcomes. These findings suggest that although women STEM faculty, particularly in the natural sciences, experience challenges, support provided by women’s organizations or advocates may be an important strategy to reduce the effects of these challenges.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":"402 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41281143","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 : 2019-04-11DOI: 10.5399/OSU/ADVJRNL.1.1.5
G. Fraser, Catherine Uffman, C. Wylie, Daniel S. Weller
The ADVANCE program strives to change institutional culture to promote gender equity among faculty in science, engineering, and social and behavioral sciences. This is a challenging goal, as most ADVANCE teams have experienced. We found that one powerful way to approach changing individuals’ perspectives and institutions’ cultures is through art. Our ADVANCE team at the University of Virginia built three exhibits—two physical exhibits on campus and one online exhibit—to portray and celebrate our women faculty through photographic portraits and oral history narratives of their experiences. Our aim was to make women visible in spaces in which they were historically barred or overlooked, such as in particular disciplines as well as at UVA itself, which only admitted women students in the 1970s. This paper documents how and why we used art to challenge assumptions about women scholars and how we evaluated the exhibits’ impact on the UVA community.
{"title":"Art for Institutional Change: Legitimizing Women in STEM Through Visibility","authors":"G. Fraser, Catherine Uffman, C. Wylie, Daniel S. Weller","doi":"10.5399/OSU/ADVJRNL.1.1.5","DOIUrl":"https://doi.org/10.5399/OSU/ADVJRNL.1.1.5","url":null,"abstract":"The ADVANCE program strives to change institutional culture to promote gender equity among faculty in science, engineering, and social and behavioral sciences. This is a challenging goal, as most ADVANCE teams have experienced. We found that one powerful way to approach changing individuals’ perspectives and institutions’ cultures is through art. Our ADVANCE team at the University of Virginia built three exhibits—two physical exhibits on campus and one online exhibit—to portray and celebrate our women faculty through photographic portraits and oral history narratives of their experiences. Our aim was to make women visible in spaces in which they were historically barred or overlooked, such as in particular disciplines as well as at UVA itself, which only admitted women students in the 1970s. This paper documents how and why we used art to challenge assumptions about women scholars and how we evaluated the exhibits’ impact on the UVA community.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42019148","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 : 2019-04-09DOI: 10.5399/OSU/ADVJRNL.1.1.4
C. Maes
Teacher, Scholar, Mother: Re-Envisioning Motherhood in the Academy offers a rich collection of perspectives that bring the everyday experiences of the 21st-century ‘mother-scholar’ into striking relief. As a whole, the volume deploys academic motherhood as a critical category of analysis and positions it as a nexus point through which individual stories of adversity and resilience coalesce. Its chapters collectively reveal the enduring hegemony of heteropatriarchal norms, policies, and structures within the interpersonal and institutional spaces of academia. Organized thematically into three sections, eighteen individual chapters unfold around a question editor Anna Young poses in the introduction: “why is the academy, so full of such accomplished and smart and curious people, such a difficult place for mothers?”(x).
{"title":"Teacher, Scholar, Mother: Re-Envisioning Motherhood in the Academy. Ed. Anna M. Young. Lanham, MD (Review)","authors":"C. Maes","doi":"10.5399/OSU/ADVJRNL.1.1.4","DOIUrl":"https://doi.org/10.5399/OSU/ADVJRNL.1.1.4","url":null,"abstract":"Teacher, Scholar, Mother: Re-Envisioning Motherhood in the Academy offers a rich collection of perspectives that bring the everyday experiences of the 21st-century ‘mother-scholar’ into striking relief. As a whole, the volume deploys academic motherhood as a critical category of analysis and positions it as a nexus point through which individual stories of adversity and resilience coalesce. Its chapters collectively reveal the enduring hegemony of heteropatriarchal norms, policies, and structures within the interpersonal and institutional spaces of academia. Organized thematically into three sections, eighteen individual chapters unfold around a question editor Anna Young poses in the introduction: “why is the academy, so full of such accomplished and smart and curious people, such a difficult place for mothers?”(x).","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44544058","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 : 2018-06-01DOI: 10.5399/OSU/ADVJRNL.1.1.1
M. Garstein, Courtney P. Benjamin, L. Lavine, Rebecca Craft, A. Wharton
Mentor availability helps reduce the barriers facing women, providing skills and confidence necessary to successfully navigate different career stages in academia, and especially in Science, Technology, Engineering, and Math (STEM) related areas. For example, mentoring was noted to increase women’s persistence in engineering, and presumably other STEM fields (Frehill et al., 2006). Washington State University (WSU) began an External Mentor Program under the National Science Foundation ADVANCE Institutional Transformation award, and because of its success, this program is now sustained internally. Results of the WSU External Mentor Program evaluation (N=40) indicate that participating women faculty in STEM disciplines endorsed high levels of overall satisfaction with the External Mentor Program, reported that their expectations were met, and expressed consensus regarding recommending participation to their colleagues. All but one participant generated external grant proposals after taking part in the External Mentor Program. In-depth follow-up interviews revealed additional benefits, principally falling within the following domains: validation, collaboration, access and networking, and a “trickle down” effect - benefits conferred to the students, and participants’ departments more broadly. We conclude that External Mentor programming has emerged as an important tool in the arsenal of institutional strategies aimed at enhancing retention and advancement of women faculty in STEM fields.
导师的存在有助于减少女性面临的障碍，提供必要的技能和信心，使她们能够成功地在学术界，特别是在科学、技术、工程和数学(STEM)相关领域的不同职业阶段中取得成功。例如，有人注意到，指导可以增加女性在工程领域的坚持，可能还有其他STEM领域(Frehill et al.， 2006)。华盛顿州立大学(WSU)在国家科学基金会推进机构转型奖下开始了一个外部导师计划，由于它的成功，这个计划现在在内部得到了维持。WSU外部导师计划评估结果(N=40)表明，参与STEM学科的女性教师对外部导师计划的总体满意度很高，报告说她们的期望得到了满足，并在向同事推荐参与方面表达了共识。除了一名参与者外，所有参与者都在参加外部导师计划后产生了外部资助提案。深入的后续访谈揭示了额外的好处，主要落在以下领域:验证、协作、访问和 网络，以及“涓滴效应” ——更广泛地赋予学生和参与者所在部门的好处。我们的结论是，外部导师计划已经成为旨在加强STEM领域女性教师的保留和发展的机构战略武器库中的重要工具。
{"title":"External Mentor Program: A Pathway to Career Advancement for Women in STEM","authors":"M. Garstein, Courtney P. Benjamin, L. Lavine, Rebecca Craft, A. Wharton","doi":"10.5399/OSU/ADVJRNL.1.1.1","DOIUrl":"https://doi.org/10.5399/OSU/ADVJRNL.1.1.1","url":null,"abstract":"Mentor availability helps reduce the barriers facing women, providing skills and confidence necessary to successfully navigate different career stages in academia, and especially in Science, Technology, Engineering, and Math (STEM) related areas. For example, mentoring was noted to increase women’s persistence in engineering, and presumably other STEM fields (Frehill et al., 2006). Washington State University (WSU) began an External Mentor Program under the National Science Foundation ADVANCE Institutional Transformation award, and because of its success, this program is now sustained internally. Results of the WSU External Mentor Program evaluation (N=40) indicate that participating women faculty in STEM disciplines endorsed high levels of overall satisfaction with the External Mentor Program, reported that their expectations were met, and expressed consensus regarding recommending participation to their colleagues. All but one participant generated external grant proposals after taking part in the External Mentor Program. In-depth follow-up interviews revealed additional benefits, principally falling within the following domains: validation, collaboration, access and networking, and a “trickle down” effect - benefits conferred to the students, and participants’ departments more broadly. We conclude that External Mentor programming has emerged as an important tool in the arsenal of institutional strategies aimed at enhancing retention and advancement of women faculty in STEM fields.","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70659988","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 : 1900-01-01DOI: 10.5399/osu/advjrnl.3.2.2
Dawn Culpepper, Sarah Kilmer
{"title":"Faculty-Related COVID-19 Policies and Practices at Top-Ranked Higher Education Institutions in the United States","authors":"Dawn Culpepper, Sarah Kilmer","doi":"10.5399/osu/advjrnl.3.2.2","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.3.2.2","url":null,"abstract":"","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70661111","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 : 1900-01-01DOI: 10.5399/osu/advjrnl.3.2.8
Amy L. Hillard, T. Schneider, Sarah M. Jackson
{"title":"Reducing Stereotyping of Women in STEM: Do Personal Relevance and Efficacy of Messages Boost Persuasion?","authors":"Amy L. Hillard, T. Schneider, Sarah M. Jackson","doi":"10.5399/osu/advjrnl.3.2.8","DOIUrl":"https://doi.org/10.5399/osu/advjrnl.3.2.8","url":null,"abstract":"","PeriodicalId":93512,"journal":{"name":"Advance journal (Corvallis, Ore.)","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70660880","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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