icwes15 - the outcomes of 19 institutional transformation efforts to advance gender equality....
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Outcomes of 19 Institutional Transformation Efforts to ADVANCE Gender Equity
Diana Bilimoria & Xiangfen LiangCase Western Reserve UniversityCleveland, OH, [email protected]
ICWES, Adelaide, Australia July 20, 2011
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Why Focus on Gender Equity in Academic Science and Engineering? Women’s under-representation and lack of
inclusion at all faculty ranks and in leadership has detrimental implications for the future of the U.S. scientific workforce and is a lost opportunity for U.S. academic S&E to compete globally
Systematic, historical, and widespread inequities in women’s representation and inclusion persist at every stage of the S&E academic pipeline, counter to science’s ethos of openness to talent
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Pecentage of Employed Doctoral Scientists and Engineers in 4-Year Educational Institutions, by Sex and Faculty Rank: 2006
S(10.0)(20.0)(30.0)(40.0)(50.0)(60.0)(70.0)(80.0)(90.0)
MaleFemale
Source: NCSES: Characteristics of Doctoral Scientists and Engineers in the United States: 2006 http://www.nsf.gov/statistics/nsf09317/
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The NSF ADVANCE Initiative Program Goal: Increase the participation
and advancement of women at all levels in academic science and engineering careers.
Three program components: Institutional Transformation IT-Catalyst Partnerships for Adaptation,
Implementation, and Dissemination (PAID)
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Institutional Transformation (IT) The IT component has been in all program
solicitations since 2001 5-year projects $2 M to $5 M total Comprehensive, institution-wide, projects
to transform the culture of the university or college
Examples of project activities: Reviewing, updating, and clarifying hiring,
promotion and tenure policies Developing dual career hiring policies Establishing mentoring programs Providing training for departmental leaders Climate surveys and data analysis
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Hunter College, CUNY
U. Colorado, Boulder
Georgia Institute of Technology
U. Michigan
New Mexico St. U.
U. California, Irvine
U. Wisconsin, Madison
U. Washington
U. Puerto Rico, Humacao
Cohort 1: 2001
Columbia U.CWRU
U. Montana
U. Rhode Island
U. Alabama, Birmingham
Kansas St. U.
U. Texas, El Paso
Utah St. U.
U. Maryland, Baltimore County
Virginia Polytechnic Institute
Cohort 2: 2003William Marshall Rice U.
Brown U.
California St. Polytechnic U., Pomona
Cornell U.
Iowa St. U.
RPI
U. Arizona
U. Illinois,Chicago
U. North Carolina, Charlotte
Cohort 3: 2006Cohort 4: 2008
Northeastern U.
Purdue
U. Nebraska,Lincoln
North Dakota St. U.
Wright St.
MichiganSt. U.
OSU
Rutgers
Washington St.
ADVANCE Institutional Transformation Grantees 2001-2008
Small IT awards to promote promising practices:• Duke University• Marshall University
• New Jersey Institute of Technology• University of Maryland, Eastern Shore
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ADVANCE Portfolio Institutional Type 2001-2009 One hundred and eleven (111) different
Institutions of higher education 84 public and 27 private
Nine professional and non-profit STEM-related organizations
Twelve Minority-Serving Institutions (10.8% of ADVANCE institutions): 7 Hispanic-Serving Institutions, 6 Historically Black Colleges and Universities
(including one women’s college), 1 Alaskan Native-Serving Institution, and 1 institution primarily serving persons with disabilities
Three women’s colleges (including 1 HBCU)
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Our Study – Purpose To describe the initiatives and assess the
outcomes of the institutional transformation experience of 19 US universities, funded as the first two cohorts of NSF’s ADVANCE IT program, that have aimed to increase the participation of female faculty in all S&E ranks and in leadership
To develop a generalized framework for how higher education institutions can enable gender equity through transforming their structures and cultures
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Methods We analyzed the annual reports, final reports,
websites, research publications, and evaluation reports of 19 universities (Cohorts 1 & 2) funded by NSF ADVANCE IT awards
We also drew on interviews with 54 ADVANCE IT project PIs, team leaders, and senior faculty at these universities about the nature and outcomes of their efforts (results presented by D. Bilimoria & V. Valian at 2006 NSF ADVANCE PI Meeting, Washington, D.C.)
Early findings reported (in Bilimoria, D., Joy, S. & Liang, X.F. (2008). Breaking Barriers and Creating Inclusiveness: Lessons of Organizational Transformation to Advance Women Faculty in Academic Science and Engineering, Human Resources Management, 47, 3: 423-441.
Book manuscript submitted for publication by Taylor & Francis (Routledge) in 2011 (“Gender Equity in Science and Engineering: Advancing Change in Higher Education”)
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Sample: The first two cohorts of ADVANCE IT awardees (19 universities)Cohort 1 (2001-2006) Georgia Institute of
Technology Hunter College, the City
University of New York New Mexico State University University of Colorado,
Boulder University of California, Irvine University of Michigan, Ann
Arbor University of Puerto Rico,
Humacao University of Washington University of Wisconsin,
Madison
Cohort 2 (2003-2008) Case Western Reserve
University Columbia University Kansas State University University of Alabama,
Birmingham University of Maryland,
Baltimore County University of Montana University of Rhode Island University of Texas, El Paso Utah State University Virginia Polytechnic Institute
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Sample Characteristics Carnegie Classification:
17 Research Universities: 11 Very High, 6 High 1 Masters, 1 Baccalaureate
Type: 17 Public, 2 Private
STEM Faculty Size Ranges over ADVANCE duration: Over 1200: 1 (Wisconsin) 498-890: 3 (Michigan, GT, K-State) 293-497: 7 (VT, Washington, Colorado, UCI, Utah State,
Columbia, CWRU) 106-251 : 6 (URI, NMSU, UTEP, UMBC, Montana, UAB) < 100: 2 (UPRH, Hunter)
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Findings (1) - Factors Facilitating Transformation
Internal Factors Senior administrative support and involvement A champion of institutional transformation Collaborative, cross-disciplinary leadership Widespread and synergistic partnerships across
campus Visibility of actions and outcomes (small wins
strategies) External
Legitimacy, funding, and coordination from NSF A network of peer institutions for best practice
sharing and support
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Findings (2) - Transformational Initiatives Undertaken
Pipeline Initiatives, aimed at: increasing the inflow of women into the pipeline better equipping women to successfully progress in the
pipeline improving the institutional structures and processes related
to academic career transition points (recruitment, tenure, promotion, leadership)
Climate Initiatives, aimed at: engaging in efforts to make departments (micro-climates)
more collegial, egalitarian, equitable and transparent increasing organizational awareness of diversity, equity and
inclusion issues
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Improving School/College and University (Macro) ClimateTargeting the increase of women in administrative and faculty leadership positionsWork-life integration, academic career flexibility, and family- friendly initiatives, child care initiativesVisiting distinguished scholars programsGender equity awareness training workshopsInteractive theatre presentations
Improving Departmental (Micro) ClimateFaculty climate surveysDepartment transformation funding and programsFacilitated micro-climate interventionsLeadership development and climate awareness training of department chairsDepartment-specific seminars/workshops
Increasing the Flow into the Pipeline
For non-tenure track faculty- Research Funds- Mentoring, coaching- TrainingFor undergraduate, graduates & post-docs- Special programs for academic career tracks- Scholarships- Summer research experiences - Mentoring- Mentoring training for faculty advisors- Information & networking sessionsFor high school students- Specially developed science & math courses- Introductory programs into engineering
Academic Climate
Academic Pipeline for Women
Receiving PhD
Entering a tenure-track position as Assistant
ProfessorPromotion to
Professor RankAdvancement to
leadership
Tenure and/or Promotion to
Associate Professor Rank
Off-track position
experience
Junior women
Seniorwomen faculty
experience
Senior women faculty experience
faculty experience
Improving Institutional Structures & Processes Related to Transition Points Equipping Women to Successfully Progress in the Pipeline
quipping Women to Successfully Progress in the Pipeline
RecruitmentAssistance, tools and resources to search committees in identifying and meeting with candidatesTraining to search committees on potential biases and best practicesFunding for targeted recruitmentDual career hiring policies & practices
Promotion, Tenure, Retention & Advancement to Leadership
Tools & training for decision makers on evaluation biases & best practiceSpecial workshops, consultants and mentors for women reaching promotion/tenureTenure clock extension policiesSalary equity studiesOffer letter & start-up package analysesLab and office space equity studies
Junior WomenCareer development programsProfessional/academic training and development related to teaching, research, lab & student supervision, work-life integration, leadership Information sharing seriesMentoring/role modelsCoachingNetworkingFunding for research & career advancementShowcasing women scholars
Senior WomenLeadership development programsProfessional/academic training and development Mentoring othersFunded professorshipsFunding for research and career developmentSpecial funding and programs for re-starting research after a hiatus (transition support) Showcasing women leaders
Pipeline Initiatives
Climate Initiatives
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Findings (3) – Institutionalizing the Transformation
New Positions and Structures: e.g., new positions such as ombudspersons, equity advisors, endowed chairs, institutional researchers, and provosts/deans for faculty development and diversity; family-friendly structures, such as child care facilities and lactation centers for nursing mothers
New and Modified Policies: e.g., automatic tenure clock extension, dual-career hiring, job sharing, work release policies (such as maternity/paternity leave in case of child birth or adoption; family medical leave in case of sickness of any member of the family, including parents) and family-friendly benefits policies (e.g., domestic partner health benefits)
New Programs: e.g., new funding for successful programs, continuation of leadership development and mentoring programs
New and Improved Practices: e.g., systematic documentation of best practices in the form of tool kits, guidelines, best practice guides, evaluation forms, training manuals, presentations, and pamphlets
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Findings (4) – Research and Evaluation in Support of Transformation
Systematic efforts to: Track Key Indicators of Representation, Equity, and Inclusion:
e.g., NSF ADVANCE indicators, additional monitoring tools as cohort analyses and flux charts.
Conduct Faculty Climate Studies: e.g., climate surveys, interview and focus group studies, resource equity studies
Conduct Benchmarking Studies of leading departments and universities
Evaluate Programmatic Interventions Strengthen the Institutional Research Infrastructure (Improve
Internal Collection, Analysis, and Use of Data): e.g., templates for faculty databases, initial resources for database creation and maintenance, just-in-time training tools for more equitable personnel decision making, and presentations of analyses and recommendations to senior administrators
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Findings (5) The Outcomes of Institutional Transformation Changes over the ADVANCE award
period in numbers and percentages of women at all ranks and in leadership
Number of institutions showing % increase, no change, or % decrease in women
Changes over the ADVANCE award period in numbers and percentages of women in specific disciplines
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Variables (# of universities with valid indicators)
Baseline Year Final YearWilcoxonSigned RanksTest
Mean SD Mean SD Z p-value
Women Faculty # women assistant professors (n = 18) 19 18 27 21 3.32 0.001**
# women associate professors (n = 18) 18 11 20 15 1.16 0.245# women professors (n = 18) 17 19 25 22 3.66 0.000***
Total number of women faculty (n = 19) 53 44 71 55 3.73 0.000***
Men Faculty# men assistant professors (n = 18) 57 44 61 50 1.45 0.148# men associate professors (n = 18) 73 49 73 46 0.17 0.868# men professors (n = 18) 183 163 187 160 1.21 0.227Total number of men faculty ( n = 19) 311 240 320 243 1.58 0.115
Note. ** p < 0.01, *** p < 0.001
Changes in Numbers of STEM Women & Men Faculty over ADVANCE Awards
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Percentage of Women Faculty in STEM over ADVANCE Awards
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Changes in Numbers of Faculty in Disciplines over ADVANCE Awards
Variables(# of universities with valid data)
Baseline Year Final Year Wilcoxon SignedRanks Test
Mean SD Mean SD Z p-value
Engineering (n = 16)
# female faculty in engineering 14.4 11.3 19.9 14.6 3.42 .001**
# male faculty in engineering 128.3 88.2 134.6 94.1 1.73 .083
Natural Sciences (n = 19)
# female faculty in natural sciences 27.3 10.0 36.5 14.5 3.77 .000***
# male faculty in natural sciences 151.4 73.6 154.5 76.8 0.70 .485
Social and Behavioral Sciences (SBS) (n = 13)
# female faculty in SBS 39.8 53.6 48.8 59.9 3.06 .002**
# male faculty in SBS 80.3 102.8 78.7 95.6 -0.36 .721
Note. ** p < 0.01, *** p < 0.001
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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Changes in Numbers of Women in Faculty and Administrative Leadership Positions over the ADVANCE Award Period
Variables NBaseline Year Final Year
Za
Mean SD Mean SD
Number of women with endowed chairs/named professorships 10 8.00 12.03 12.3 18.35 1.895+
Number of women department heads 14 4.86 5.38 6.00 7.43 .763
Number of women deans 14 4.07 3.77 5.07 4.83 1.707+
Number of women central administrators
8 3.13 2.85 4.50 3.93 2.232*
Total number of women in administrative leadership positions 14 10.71 8.42 13.64 11.86 2.140*
aWilcoxon Signed Ranks Test; * p < .05, + p < .10
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Study Conclusions - At the 19 Universities studied, ADVANCE IT has: Created new permanent positions, offices and structures
supporting diversity, equity, and inclusion Improved faculty practices of recruitment, advancement and
retention Improved university policies to support work-life integration Increased the monitoring of gender equity indicators and
improved the capacity for institutional research Improved the gender awareness and leadership of S&E
department chairs Increased the workforce participation of women faculty in
academic S&E Increased the representation of women faculty in STEM at
assistant and full professor ranks Increased the representation of women faculty in the disciplines
of engineering, natural sciences, and social & behavioral sciences Increased women holding endowed professorships in S&E Increased women in administrative leadership positions
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A Model of Institutional Transformation for Gender Equity and Inclusion
1. Factors Facilitating Transformation
Internal
- Senior administrative support and involvement
- Collaborative leadership - Widespread and synergistic partnerships - A champion of institutional
transformation - Visibility of actions and outcomes
External
- NSF funding - Network of NSF ADVANCE
peer institutions
3. Institutionalizing the Transformation
- Creating new structures,
positions and groups - Implementing new and
modified policies - Incorporating successful change i nitiatives
- Creating tool kits and guidelines, and providing resources for improved
practices
2. Transformational Initiatives To Remove Inequities and Create
Inclusiveness
Pipeline Initiatives: - Increasing the flow into the pipeline - Improving organizational structures and
processes related to key career transition points
Recruitment Promotion Advancement to leadership
- Equ ipping women and minorities to successfully progress in the pipeline Career stage- specific inputs
Organizational Climate Initiatives: - Improving the awareness and practices of
male colleagues and decision makers - Improving departmental (micro) c limates - Increasing organization- level
attention to diversity, equity, and inclusion issues
4. Research & Evaluation in Support of Transformation
- Tracking Key Indicators of Representation, Equity, and Inclusion - Benchmarking and Climate Studies - Evaluation of Interventions - Improving Internal Collect ion, Analysis, and Use of Data
5. Transformation Outcomes
- Increased representation of
women and minorities at all ranks and in leadership
- Equitable and inclusive workplace for all
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Conclusions - Enabling Gender Diversity, Equity and Inclusion Requires Comprehensive Institutional Transformation Simplistic or piecemeal solutions cannot eradicate
systematic, historical, and widespread gender inequities in the workforce participation of women in academic S&E.
Institutions that implement wider and deeper change, systematically transforming their structures, processes, work practices and mental models, can engender improved diversity, equity and inclusion.
In the process of such transformation, the academic workplace improves for all.