Transcript Slide 1

The Heart of Equity
A Cat Chasing A Dog?
Or What the World Looks Like?
Counselor Tool Kit
Understand the Demand
Understand the Challenges
Deconstruct the Disparity
Change the Conversation
Dispel Stereotypes/Gender Bias
Work Values Framework
Resources
INDUSTRY
PWR!!
PLAN OF STUDY
Colorado Statistics (2011)
 232,000 STEM-related jobs by 2018
 $74,958 Average salary (2005-2008)
 Occupational area
115,000 Computer/Mathematical Science
58,000 Engineers and technicians
30,000 Life and physical sciences
17,000 Architects and technicians
12,000 Social Sciences
Source: Colorado’s K-12 STEM Ed Report Card
2011, STEMConnector, www.stemconnector.org
CTE: Nontraditional Career Fields
Occupations for which individuals from one
gender comprise less than 25 percent of the
individuals employed in that occupation.
ACTIVITY
Why Do We Care if Women and Minorities Study
Non-Traditional Careers for their gender?
• As a consequence of a lack of diversity we pay an opportunity cost,
a cost in designs not thought of, in solutions not produced.
Source: Dr. Bill Wulf, Past President, National Academy of Engineering
• If we do not engage the underrepresented gender and minorities in
the non-traditional career fields, we are ignoring more than 50% of
America’s intellectual talent.
• Many boys have not seen a male role-model until they are in junior
high school.
Source: Bostonworks.com
Community College Enrollment:
Women and men study different fields.
Challenges for the 21st Century
Why Do We Need to Encourage Students to
Study Non-Traditional Careers for their gender?
• In the last 50 years, more than half of America’s
sustained economic growth was fueled by engineers,
scientists and advanced-degree technologists, a mere 5%
of America’s 132 million-person workforce.
• Twenty-five percent of our scientists and engineers will
reach retirement age by 2010.
• 37% increase in job growth for ORANGE Cluster by
2018 and 2020. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/Colorado2020.pdf
Inventions by Women
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Kevlar (1964 ) Stephanie Kwolek
Windshield wiper (1903) Mary Anderson
Dishwasher (1886) Josephine Cochrane
Square bottom paper bag (1871) Margaret Knight
Colored flare system (1857) Martha Coston
Liquid paper (1958) Bessie Nesmith
Chocolate Chip Cookie (1930) Ruth Graves
Wakefield
8. Circular saw (1812) Tabitha Babbit
Gendered expectations
Men
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Instrumental
Strong
Decisive
Inventive
Task-oriented
Competent
Women
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Nurturing
Emotional
Helpers
Relationship-oriented
Nice
Dependent
Male traits unconsciously associated with leadership, competence, science, and technical
skills
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Women More than Men
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Okay to express weakness, ask for
help
Encouraged to perform for the
approval of others
Confidence levels dependent on
others’ signs (e.g., praise)
May see lack of encouragement as
discouragement
Discouraged from self-promotion
Men More than Women
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Encouraged to display
confidence and ability
Independence from
nurturing
Inappropriate to express
weakness
HOW DOES THIS RELATE TO STUDENT
BEHAVIOR IN YOUR CLASS?
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ACTIVITY
Understanding Your Biases
Question:
Why do we need to understand our biases to
make an inclusive environment?
Activity:
• Think about a person you work with
• What are your thoughts, beliefs, and perceptions
about the person – negative and positive?
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Understanding Your Biases
1. How long have I known/worked with him or her?
1.
2.
3.
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How well do I know him or her?
1.
2.
3.
3.
Quite a while
A little while
I just met the person recently
Very well
Somewhat
Not well at all
Why do I think, believe, perceive those things about him or
her?
1.
2.
3.
My interactions with him or her (experience)
What others have told me about him or her (hearsay)
What I concluded based on his or her background and
demographics (assumptions)
READ THE COLOR OF EACH WORD:
Unconscious Bias
Knowledge schemas
create biased views
of the world
Visualize a small tabby
looking into a mirror and
seeing a lion as his
reflection.
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Identical Resume Evaluation
Both male & female
participants gave male
applicant better evaluations
and were more likely to hire
the male than the female
applicant.
(238 academic psychologists,
~50/50 male/female evaluating a
résumé randomly assigned a male
or a female name.)
Steinpreis, Anders & Ritzke. (1999). The impact of gender on the review of the curricula vitae of job applicants
and tenure candidates: A national empirical study. Sex Roles, 41: 509-528.
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Orchestra auditions behind curtains
• Increased by 50% the
probability that women
would advance out of
preliminary rounds.
• Increased the
percentage of new
orchestral hires that
were women between
25-46%.
Goldin & Rouse (2000) The American Economic Review, 90(4), 715-741.
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Every human being has bias
Bias allows automatic
decision making
Bias allows information
bypass
Unconscious is more powerful
than the conscious
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Even people who consciously reject negative
stereotypes {about women in science} can still hold
those beliefs at an unconscious level.
Most people associate science and math fields with
“male” and humanities and arts fields with “female.”
1. Take a test to learn about your unconscious bias
https://implicit.harvard.edu
2. Take steps to address your biases.
GO! WHAT DO YOU SEE?
WHAT DO YOU SEE NOW?
Identifying Your Values
Ethnocentrism –using your own values to interpret
the behaviors, intentions, and needs of people
different than yourself
Values are our priorities – the things we care about most
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Indentifying Your Values
Question:
What personal values and priorities influence
how I evaluate and perceive others?
Activity:
• List some interactions you have had when you
found yourself judging others.
• Record the personal values/priorities that
influenced those judgments
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ACTIVITY
Significance: Identifying Your Values
Awareness of values can prevent them from
distorting our view of others
– We all tend to project our own personal values onto others
resulting in assumptions about their intentions, attitudes and
abilities
Identifying incidents in the past
can help control their impact in the future
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Workplace Gender Balance MiniGrant Project
• 2013-2014:
– TSJC: MS Girls in the Middle & CTE Day
– CNCC: Aviation and Automotive Projects, School
visits, Shadow days
– RRCC HVAC: Mentors, School Presentations,
Interns, Conferences
– RRCC Electrical: Retention and Recruitment
increase
– CCA Film School: Women Directors
Stereotype Threat
A stereotype about one’s own group, when salient, leads to
lower/higher performance, controlling for actual ability level
Effects higher for
high performing
Confirmed in
numerous
experiments
The effects occur out of awareness. We impose it on ourselves
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Mindsets Survey
Dweck Video
In math and science, a growth mindset benefits women.
Maybe, growth mindset awareness is good for all of our
‘bookends’?
Fixed Mindset
Growth Mindset
Intelligence is static.
Intelligence can be
developed.
Leads to a desire to look
smart and therefore a
tendency to
Leads to a desire to learn
and therefore a tendency
to
• avoid challenges
• embrace challenges
• give up easily due to
obstacles
• persist despite
obstacles
• see effort as fruitless
• see effort as path to
mastery
• ignore useful
feedback
• learn from criticism
• be threatened by
others’ success
• be inspired by others’
success
• Teach individuals that
intellectual skills can be
acquired.
• Praise students for effort.
• Highlight the struggle.
• Gifted and talented programs
should send the message that
they value growth and
learning.
GOALS of the
Stem Equity Pipeline (SEP)
• Building the capacity of the formal education
community
• Connecting the outcomes to existing
accountability systems
• Broadening the commitment to gender equity and
diversity in STEM Education.
Resources for Non-Trad
• Implicit Bias: https://implicit.harvard.edu/implicit/selectatest.html
• Mindset Survey:
http://www.mindsetonline.com/testyourmindset/step1.php
• National Alliance for Partnerships in Equity: NAPE –
www.napequity.org
• STEM Equity Pipeline: [email protected]
• Kudos Cards: www.napequity/counselors
• Workplace Gender Balance:
www.coloradostateplan.com/genderbalance.htm
More Resources
www.ncwit.org
http://www.coloradostateplan.com/genderBalanc
e.htm
http://www.napequity.org/
http://www.iwitts.org/
http://aamn.org/
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Sources
 Videos:
 Ted Talks: http://ed.ted.com/lessons/what-adults-can-learn-from-kids-adora-svitak
 NPR Women in the Workplace:
http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=177511506&m=178368111 or
http://www.npr.org/2013/04/22/177511506/want-more-gender-equality-at-work-go-to-an-emerging-market
 NPR Men in Nursing:
http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=1393114&m=1393115 or
http://www.npr.org/templates/story/story.php?storyId=1393114
 Women in STEM: A Gender Gap to Innovation (2011)
U.S. Department of Commerce, Economics and Statistics Administration, ESA Issue Brief #0311
 Why So Few? Women in Science, Technology, Engineering, and Mathematics (2010)
American Association of University Women
 Colorado’s K-12 STEM Ed Report Card (2011)
STEMConnector
 Graduating to a Pay Gap: The Earnings of Women and Men One Year after College Graduation (2013)
American Association of University Women
 Women in Community Colleges: Access to Success (2013)
American Association of University Women
Contact
• Lauren Jones [email protected]
Workplace Gender Balance Grant Coordinator, CTE Program Director for Career Guidance,
Counseling & ACE
• Jennifer Jirous
STEMEQUITY pipeline coordinator
• Lorrie Toni [email protected]
Perkins Guru and Master VW Technician AND Gender Equity Regulator