Transcript Main Title - Case Western Reserve University

ICWES, Adelaide, Australia
July 20, 2011
Outcomes of 19 Institutional
Transformation Efforts to
ADVANCE Gender Equity
Diana Bilimoria & Xiangfen Liang
Case Western Reserve University
Cleveland, OH, USA
[email protected]
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
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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Pecentage of Em ployed Doctoral Scientists and Engineers in 4Year Educational Institutions, by Sex and Faculty Rank: 2006
(90.0)
(80.0)
(70.0)
(60.0)
(50.0)
(40.0)
(30.0)
(20.0)
(10.0)
S
Male
ur
er
ct
or
/L
ec
t
In
st
ru
ro
fe
ss
or
ss
i
A
A
ss
oc
ia
te
st
an
tP
P
P
ro
fe
ss
or
ro
fe
ss
or
Female
Source: NCSES: Characteristics of Doctoral Scientists and Engineers in the United States: 2006
http://www.nsf.gov/statistics/nsf09317/
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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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)
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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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
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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ADVANCE Institutional Transformation
Grantees 2001-2008
Small IT awards to promote promising practices:
• Duke University
• New Jersey Institute of Technology
• Marshall University • 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)
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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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)
Cohort 2 (2003-2008)
 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
 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
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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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)
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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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
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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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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Increasing the Flow
into the Pipeline
For non-tenure track
faculty
- Research Funds
- Mentoring, coaching
- Training
For undergraduate,
graduates & post-docs
- Special programs for
academic career tracks
- Scholarships
- Summer research
experiences
- Mentoring
- Mentoring training for
faculty advisors
- Information &
networking sessions
For high school students
- Specially developed
science & math courses
- Introductory programs
into engineering
Improving Institutional Structures & Processes Related to Transition Points
Recruitment
Assistance, tools and resources to search
committees in identifying and meeting
with candidates
Training to search committees on potential
biases and best practices
Funding for targeted recruitment
Dual career hiring policies & practices
Tenure and/or
Promotion to
Associate Professor
Rank
Entering a tenure-track
position as Assistant
Professor
Receiving
PhD
Off-track
position
experience
Pipeline
Initiatives
Promotion, Tenure, Retention &
Advancement to Leadership
Tools & training for decision makers
on evaluation biases & best practice
Special workshops, consultants and
mentors for women reaching
promotion/tenure
Tenure clock extension policies
Salary equity studies
Offer letter & start-up package
analyses
Lab and office space equity studies
Junior Women
Senior Women
quipping
Women
to Successfully
Progress
in the
Career
development
programs
Leadership
development
Pipeline
Professional/academic training and
programs
development related to teaching,
Professional/academic
research, lab & student supervision,
training and development
work-life integration, leadership
Mentoring others
Information sharing series
Funded professorships
Mentoring/role models
Funding for research and
Coaching
career development
Networking
Special funding and programs
Funding for research & career
for re-starting research after
advancement
a hiatus (transition support)
Showcasing women scholars
Showcasing women leaders
Promotion to
Professor Rank
Senior
women
faculty
experience
Junior
women
Equipping Women to Successfully Progress in the Pipeline
Advancement to
leadership
Senior
women
faculty
experience
faculty
experience
Academic Pipeline for Women
Academic Climate
Climate Initiatives
Improving Departmental (Micro) Climate
Faculty climate surveys
Department transformation funding and programs
Facilitated micro-climate interventions
Leadership development and climate awareness
training of department chairs
Department-specific seminars/workshops
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
Improving School/College and University (Macro) Climate
Targeting the increase of women in administrative and faculty
leadership positions
Work-life integration, academic career flexibility, and familyfriendly initiatives, child care initiatives
Visiting distinguished scholars programs
Gender equity awareness training workshops
Interactive theatre presentations
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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
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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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
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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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
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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Changes in Numbers of STEM Women &
Men Faculty over ADVANCE Awards
Baseline Year
Final Year
Wilcoxon
Signed Ranks
Test
Mean
SD
Mean
SD
Z
p-value
# 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)
Men Faculty
53
44
71
55
3.73
0.000***
# 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
0.227
Total number of men faculty ( n = 19)
311
240
320
243
1.58
0.115
Variables
(# of universities with valid indicators)
Women Faculty
Note. ** p < 0.01, *** p < 0.001
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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Percentage of Women Faculty in
STEM over ADVANCE Awards
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
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Changes in Numbers of Faculty in
Disciplines over ADVANCE Awards
Wilcoxon Signed
Ranks Test
Baseline Year
Final Year
Mean
SD
Mean
SD
Z
p-value
# 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
# 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
# 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
Variables
(# of universities with valid data)
Engineering (n = 16)
Natural Sciences (n = 19)
Social and Behavioral Sciences
(SBS) (n = 13)
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
Baseline Year
Variables
N
Final Year
Mean
SD
Mean
SD
Za
Number of women with endowed
chairs/named professorships
10
8.00
12.03
12.3
18.35
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*
14
10.71
8.42
13.64
11.86
Total number of women in
administrative leadership positions
aWilcoxon
1.895+
2.140*
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
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
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
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
Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011
5. Transformation
Outcomes
- Increased representation of
women and minorities at all
ranks and in leadership
- Equitable and inclusive
workplace for all
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
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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.

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