IDEAL Leadership Development Session 2

30 November 2011 Kent State University Student Center, Room 310 1

Agenda

12:00 – 12:45 12:45 – 1:15 1:15 – 1:45 1:45 – 2:00 2:00 – 2:30 2:30 – 3:15 3:15 – 4:00 4:00 – 4:15 Welcome, Lunch and Check-in Barriers Facing Women in STEM Leading for Change BREAK Discussion: Building Influential Alliances Action Learning: Change Project Template Report-Out and Discussion Stipends & Next Sessions 2

5-Minute Team Check-in

 Beginning thoughts about annual change project  Content of meetings conducted  Any publicity generated about IDEAL on your campus?

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Barriers facing Women and Minority Faculty in STEM

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Why Women STEM Faculty Matter

 Having a female professor has a positive effect on female students' : – performance in math and science classes – their likelihood of taking future math and science courses – their likelihood of graduating with a math, science or engineering degree  These effects are largest for female students whose SAT math scores are in the top 5% Carrell, Page, & West, Sex and Science: How Professor Gender Perpetuates the Gender Gap , NBER Research Papers, 2009

Why So Slow? Why So Few?

Myth:

Since many of the problems encountered by female faculty are minor, emphasis on remedies to improve the climate is an over-reaction.

Fact : Over time, small disadvantages

accumulate into significant ones that have large impacts on career success and satisfaction.

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Social Psychology of Gender



Implicit bias



Critical mass



Schemas about parenthood



Accumulation of disadvantage

Implicit Bias

Source: U Michigan ADVANCE STRIDE

What are Gender Schemas?

• Non-conscious hypotheses about sex differences that guide everyone ’ s perceptions and behaviors • Schemas are expectations or stereotypes that define “ average ” members of a group. For example,  Men are instrumental, task-oriented, competent  Women are nurturing, emotional, and care about relationships • Both men and women have the same schemas Source: Virgina Valian, 1998, Why So Slow? The Advancement of Women , MIT Press 9

Applicant Packages

 When evaluating identical application packages, male and female University psychology professors preferred 2:1 to hire “ Brian ” over “ Karen ” as an assistant professor. Brian Karen  When evaluating a more experienced record (at the point of promotion to tenure), reservations were expressed four times more often when the name was female 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, Vol. 41, Nos. 7/8, 509-528.

First Authorships

 After Behavioral Ecology instituted double-blind reviews in 2000, the proportion of female first authors increased significantly during 2002 07 as compared with 1995-2000  No such shifts occurred over the same time period in another journal with a similar subject matter and impact factor and Sociobiology other ecology and evolutionary biology journals Behavioral Ecology , or with 4 out 5 Budden, A. E., Tregenza, T., Aarssen, L., et al. 2008. Double-blind review favours increased representation of female authors. Trends in Ecology and Evolution, 23: 4–6.

Postdoc Fellowship Applications

Women applying for a post doctoral fellowship had to be 2.5 times more productive to receive the same reviewer rating as the average male applicant.

Wenneras & Wold, 1997, Nepotism and sexism in peer-review, Nature , 387, 341-343

Average rating of applicants as a function of their scientific productivity

3 2.75

2.5

2.25

2 0-19 20-39 40-59

Total impact

60-99 males females >99 • Other Similar findings: • USA/GAO report on

Peer Review in Federal

Agency Grant Selection (1994)

European Molecular Biology Organization Reports

(2001) • NIH Pioneer Awards: Journal of Women ’ s Health (2005) & Nature (August 2006)

 

Recommendation Letters for Medical School Faculty Applicants

Letters of recommendation for male successful medical school faculty applicants

25%

  were longer and had more references to their CV, publications, patients and colleague

20% 15% women men 10%

Letters for women successful medical school faculty applicants   

5%

were shorter, and had more references to personal life

0% % w/Doubt Raiser % w/Minimal Assurance

had more praise “ doubt-raisers ” hedges, qualifiers, and faint Trix, Frances. & Psenka, Carolyn. (2003). Exploring the color of glass: Letters of recommendation for female and male medical faculty. Discourse & Society, 14 (2), 191–220 .

Recommendations of Psychology Faculty Applicants

Letters of recommendation for female Psychology faculty applicants (as compared with letters for males to the same department) contained  significantly more words that were communal (affectionate, helpful, kind, sympathetic, sensitive, nurturing, agreeable, caring)    significantly less words that were agentic (assertive, confident, aggressive, ambitious, dominant, forceful, intellectual) significantly more words that were social-communal (related to family relationships) significantly more words that were related to the physical body (arms, breast, eyes, face, hips, hair, muscle, nails, pregnancy, mouth) Madera, Juan M., Hebl, Michelle R. & Martin, Randi C. 2009. Gender and letters of recommendation for academia: Agentic and communal differences, Journal of Applied Psychology , 94(6), 1591–1599.

Social-Communal Words per Letter

(mention of family relationships)

P<0.01; results of MANCOVA controlling for years in graduate school, N of publications, honors, N of postdoc years, N of courses taught, and type of position Source: Rice University ADVANCE program

Critical Mass

 If women are more than 30% of the applicant pool they are judged more positively than if they are 25% or less of the pool  When women make up more than a third of a work group they are judged more positively Heilman & Stopeck (1985) Journal of Applied Psychology , 70, 379-388; Heilman (1980) Organizational Behavior and Human Performance, 26, 386-395

Appointments of Women Chaired Professors in S&E

Significant relationship between the number of women on an appointment committee and the gender of the candidate appointed (7 Dutch Universities, 1999-2003)

Female members

Appointed men Appointed women Total

0 1

305 (93%) 235 (86%) 24 (7%) 37 (14%)

329 (44%) 272 (36%) 2

102 (78%) 29 (22%)

131 (17%) 3>

18 (78%) 5 (22%)

23 (3%) 660 95 775 (100%)

Van den Brink, 2010, Behind the Scenes of Science: Gender Practices in the Recruitment and Selection of Professors in the Netherlands

More Women in Applicant Pools Leads to Greater Diversity in Hiring

Analyses of S&E applicant pools at two research universities showed     A statistically significant linear relationship exists between the percent of female and URM applicants in the candidate pool and their degree of inclusion on the short list. The level of representation of female and URM applicants on the short list is associated with the likelihood of hiring a female or URM candidate. Female faculty hires occurred more frequently when there were two or more females on the short list The majority of Native American, African-American, and “ race-unknown more females on the short list.

” candidates were hired when there were

Gender Distribution of Candidate Pools, Short Lists, and Hires by Year

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 100% 90% 80% 48% 70% 64% 60% 54% 33% 75% 71% 46% 73% 73% 48% 69% 63% 18% 74% 67% 50% 40% 30% 37% 20% 10% 15% 0% 36% 46% 53% 14% 44% 42% 64% 25% 29% 10% 27% 27% 10% 31% 37% 18% 26% 33% AY2001-02 AY2002-03 AY2003-04

Academ ic Year

Female Male Unknown AY2004-05 AY2005-06 Bilimoria & Buch, 2010, The Search is On, Change , (December ) 27-32

Schemas about Parenthood

When evaluating identical applications:  In a lab study: – Mothers were less likely to be recommended for hire, promotion, and management, and were offered lower starting salaries than non-mothers – Evaluators rated mothers as less competent and committed to paid work than non-mothers – Fathers were seen as more committed to paid work and offered higher starting salaries than non-fathers  In a field study: – Prospective employers called mothers back about half as often as non-mothers – Fathers were not disadvantaged in the hiring process Correll, Benard and Paik (2007) Getting a job: Is there a motherhood penalty?

American Journal of Sociology , 112 (5), 1297-1338.

Different Family Situations of Women and Men STEM Faculty

Married with children

Men

70% Married without children 15% 11% Single without children Single with children 4%

Women

44% 19% 26% 19% Spouse works full-time Spouse works part-time Spouse not employed

Men

45% 20% 35% Spouse is also a scientist 48%

Women

89% 5% 6% 78% Source: Joan Herbers, President, AWIS, 2010

Leaks in the Pipeline for STEM Women Faculty

Goulden, Frasch & Mason, Staying Competitive: Patching America ’ s Leaky Pipeline in the Sciences , 2009.

Bias Avoidance

    Academic women marry at lower rates Academic women are childless at higher rates Academic women report having fewer children than they would like Academic women do not take advantage of policies (such as tenure clock extension) Drago, Robert W. Striking a Balance: Work, Family, Life , 2007

Accumulation of Disadvantage

  Very small differences in treatment can have major consequences as they accumulate Like interest on capital, advantages accrue. Like interest on debt, disadvantages accrue  “ Mountains are molehills piled one on top of the other ” Valian, Virginia, Why So Slow? The Advancement of Women , 1998

If We Do Not Actively Intervene, The Cycle Reproduces Itself Lowered success rate

Accumulation of disadvantage Performance is underestimated Schemas Evaluation bias Solo status/Lack of critical mass Source: U of Michigan ADVANCE STRIDE

Molehills Become Mountains

Any one slight may seem minor but small imbalances and disadvantages accrue and accumulate into a mountain of disadvantage.

“ Mountains are molehills piled one on top of the other ” Valian, 1998, Why So Slow? The Advancement of Women , MIT Press 25

How We Can Be Unaware of Our Biases

     We view ourselves as fair and impartial We believe advancement is merit-based We admire the competence of some women, which seems to show that we are free of gender bias Some women, though the exception, make it to the top, appearing to demonstrate that evaluations are basically fair and that truly capable women succeed It is hard to remember that an exception is just that: an atypical event, and therefore actually evidence that the norm is different Source: Virginia Valian, 1998, Why So Slow? The Advancement of Women , MIT Press 26

Leading For Change

• • • Influencing climate Improving leadership (formal and informal) Improving search and recruitment practices 27

Organizational Climate

Patterns of interactions and behaviors among group members (Schein, 1992) The shared assumptions, norms, practices, processes, structure, physical space layout, stories, and formal statements employed by group members (O ’ Reilly,1996) An organization's climate is reflected in its structures, policies, and practices; the demographics of its membership; the attitudes and values of its members and leaders; and the quality of personal interactions (UW-Madison, 2002).

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Aspects of Gender Equity Climate

 Compliance Conformity in fulfilling federal, state or local government requirements, AA, EEOC  Diversity Increasing the representation of diverse groups  Equity Removing the barriers to organizational competition, thus allowing people who are “ different ” to compete equitably.

 Inclusion Leveraging the unique backgrounds and experience of all employees to achieve organizational goals and objectives. In an inclusive organization climate, employees organizational success ’ skills and talents are recognized, used effectively, valued, and help drive Modified from The Minority Corporate Counsel Association ’ s Creating Pathways to Diversity, 2006 29

Characteristics of Environments That Enable Gender Equity and Inclusion

– A critical mass of women at all levels and in leadership – Freedom from stereotyping about women ’ s and men ’ s roles and occupations – Work conditions (e.g., job titles, work schedules, policies, physical environment) that include and value both men and women – Opportunities for reward and advancement based on qualifications, performance and talent, not gender – Work structures and cultural norms that support positive relations between men and women – Work policies and structures that support work-life integration Modified from McLean, D. (2003) 30

Improving Departmental Climate

Integrative Leadership Participative Departmental Activities Inclusive Science Identity Constructive Interactions Open Information & Decision Processes

Bilimoria & Jordan (2005). Full report available at: http://www.case.edu/provost/ideal/doc/AGoodPlaceToDoScience.pdf

Productive and Inclusive Science Culture

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A Study of Academic Job Satisfaction at CWRU

Path Coefficients for Female Faculty Members (n=100)

Selected Findings

Effective Institutional Leadership Institutional Mentoring .27

** Path Coefficients for Male Faculty Members (n=148) Effective Institutional Leadership Institutional Mentoring .29

** .44

*** .30

*** .35

*** .17

* .30

*** Internal Academic Resources Internal Relational Supports Rank .13

+ Internal Academic Resources Internal Relational Supports .27

*** .22

* .55

*** .45

*** .45

*** Academic Job Satisfaction Academic Job Satisfaction • Female faculty perceive that institutional leadership is more strongly related to providing internal relational supports than academic resources. Male faculty perceive that institutional leadership is more strongly related to providing academic resources.

• The path from institutional mentoring to relational supports was significant for both men and women, but the strength of the relationship was almost double for women. • While job satisfaction for male faculty arises equally from academic resources and relational supports, job satisfaction for female faculty derives twice as much from internal relational supports .35

*** Rank Source: Bilimoria, Perry, Liang, Stoller, Higgins, & Taylor (2006). Journal of Technology Transfer, 32, 3: 355-365.

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Leadership Influences Six Key Factors of the Work Environment

      Clarity – about mission and values Commitment – to a common purpose Flexibility – tape to adapt and innovate unencumbered by red Responsibility – to share in the necessary tasks Standards – Rewards – levels that people set and aspire to appropriate and aligned with feedback Source: “ Leadership That Gets Results ” , Daniel Goleman, Harvard Business Review, March-April 2000 33

Six Distinctive Leadership Styles

  

Coercive

– Toward compliance – “ Do what I tell you ” – For crisis (mostly negative)

Authoritative

– Toward vision – “ Come with me ” – For new vision (positive)

Affiliative

– Toward harmony – “ People come first (positive) ” – For stressful situation   

Democratic

– Toward participation – “ What do you think?

” – To build buy in (positive)

Pacesetting

– Toward self-direction – “ Do as I do, now negative) ” – To get quick results (mostly

Coaching

– toward people development – “ Try this ” – Develop strengths (positive) “ Leadership That Gets Results ” , Daniel Goleman, Harvard Business Review March-April 2000 34

Improving Search & Recruitment

 Search committee training: institutional commitment, bias awareness, resources & tools  Proactive, broad, on-going, inclusive searches  Accountable and aligned search processes Bilimoria, D. & Buch, K.K. The Search is On: Engendering Faculty Diversity Through More Effective Search and Recruitment, Change, July/August 2010 35

Agenda

1:45 – 2:00 2:00 – 2:30 2:30 – 3:15 3:15 – 4:00 4:00 – 4:15 BREAK Discussion: Building Influential Alliances Action Learning: Change Project Template Report-Out and Discussion Stipends & Next Session 36

Discussion: Building Influential Alliances

     Who are the key people who can help implement your project?

What kinds of resources and supports would help you?

Who else should be involved?

How can you publicize your project?

What preparation needs to be done? Benchmarking?

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Action Learning: Change Project Template Report out at 3:15 p.m.

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Reimbursements & Stipends Leadership Session #3 - Video Conference Friday, March 2, 2012 Paired by proximity, choose one location BGSU & UT CSU & CWRU, KSU & UA Leadership Session #4 Tuesday, April 10, 2012 BGSU

Please complete your evaluation

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References

 Ahearn, K. K., Ferris, G. R., Hochwarter, W. A., Douglas, C., & Ammeter, A. P. (2004). Leader political skill and team performance. Journal of Management, 30, 309–327.  Forret, M. L., & Dougherty, T. W. (2001). Correlates of networking behavior for managerial and professional employees. Group and Organization Management , 26, 283–311.

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