Departmental Dialogues: Facilitating Positive Academic Climates to Improve Equity in STEM Disciplines

Holmes, Maja Husar; Jackson, J. Kasi; Stoiko, Rachel R.

doi:10.1007/s10755-016-9358-7

Cited by 17 publications

(11 citation statements)

References 34 publications

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“…Additional innovations in measuring gender differences in careers that are neither purely quantitative nor qualitative have been part of the contribution of ADVANCE scholars, including flow charts of career paths in universities (Hunter College), faculty workloads (O’Meara, Kuvaeva, & Nyunt, ), interviews with both quantitative and qualitative elements to assess departmental climate (Bird, ; Bird, Litt, & Wang, ; Sheridan, Pribbenow, Carnes, & Wendt, ) including exit interviews (Pribbenow, ) and measures of service contributions (O’Meara, Kuvaeva, Nyunt, Waugaman, & Jackson, ), as well as network analyses of faculty friendships and social support (Watanabe & Falci, ; Watanabe, Olson, & Falci, ), international collaborations (Zippel, ), and bibliometric structures of influence (Osatuyi, Steffen‐Fluhr, Gruzd, & Collins, ). Some researchers have also conducted experiments on effects of trainings on gender bias (Carnes et al, ) and provided other instruments to measure organizational change (Holmes, Jackson, & Stoiko, ; Latimer, Jackson, Dilks, Nolan, & Tower, ; Smith & Stoop, ). These indicators offer insights into existing structures of inequality that should enable more effective interventions.…”

Section: Valuing the Kinds Of Knowledge Producedmentioning

confidence: 99%

Organizational interventions and the creation of gendered knowledge: US universities and NSF ADVANCE

Zippel

Ferree

2018

Gender Work & Organization

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Universities are sites of both elite knowledge production and reproduction of intersecting gendered inequalities. The US National Science Foundation (NSF) ‘Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers’ (ADVANCE) programme uses universities’ role as self‐reflective knowledge producers to design changes promoting gender equality. This knowledge is shaped by the institutional context of its production: NSF as a funder of scientific research; US universities as participants in highly competitive markets; managerialism as a condition of modern higher education systems; and separation of basic from applied research in the hierarchy of science. The tensions and underlying power dimensions of these contexts reveal local challenges that ADVANCE interventions navigate and the broader politics shaping what and how ADVANCE discovers. Yet, as a learning‐oriented intervention, ADVANCE changes over time to create and incorporate more gendered knowledge about inequalities, to legitimize feminist understandings of organizations, and to challenge the division between fundamental and applied knowledge.

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Section: Valuing the Kinds Of Knowledge Producedmentioning

confidence: 99%

Organizational interventions and the creation of gendered knowledge: US universities and NSF ADVANCE

Zippel

Ferree

2018

Gender Work & Organization

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“…For example, one study found that work–life issues were improved when workers were encouraged to spend more time interacting with one another in person rather than by using technology (Schraeder, 2013). Other research suggests that the use of departmental dialogues is helpful in creating collegiality among STEM faculty members (Holmes et al, 2016). In this process, facilitators provide guidance to departments as they work toward goals, with an eye toward improving how faculty members interact with one another (Holmes et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…In academic STEM contexts, the presence of a positive immediate departmental environment is crucial to the well-being of faculty members (Holmes, Jackson, & Stoiko, 2016). Psychological safety occurs when people in a department are able to express who they truly are without fear of negative repercussions (Singh, Winkel, & Selvarajan, 2013).…”

Section: Psychological Safety and Work-to-life Conflictmentioning

confidence: 99%

“…Other positive outcomes connected to psychological safety include increased helping behaviors, better task performance, enhanced individual and team creativity, and greater innovative behaviors (Frazier & Tupper, 2018; Hu, Erdogan, Jiang, Bauer, & Liu, 2018; Wong, Chow, Lau, & Gong, 2018). A positive departmental environment characterized by psychological safety is particularly important in STEM environments in which the ability to feel comfortable taking risks may shape career success (Holmes et al, 2016). Although understudied in STEM, previous work has connected psychological safety to higher job satisfaction and lower intentions to quit among STEM faculty and higher work engagement among research scientists (Callister, 2006; Chughtai & Buckley, 2013).…”

Section: Psychological Safety and Work-to-life Conflictmentioning

confidence: 99%

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Department Environment and Work-to-Life Conflict Among Faculty in the STEM Fields

Minnotte

Pedersen

2019

Journal of Family Issues

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Identifying factors contributing to work-to-life conflict among STEM (science, technology, engineering, and mathematics) faculty members is crucial to improving how STEM faculty manage multiple roles. This study examines how both positive (psychological safety) and negative (perceived injustice) features of the departmental environment predict work-to-life conflict among STEM faculty. We also consider whether gender moderates how each facet of the departmental environment relates to work-to-life conflict. Data are from STEM faculty at a midsized university located in the Upper Midwest (N = 114 faculty members). The findings indicated that both psychological safety and perceived injustice were significantly associated with the dependent variable. We found no evidence of gender moderating these relationships. Altogether, the results suggest that institutional efforts to reduce work-to-life conflict should consider both the positive and the negative facets of the STEM departmental environment and target men and women faculty alike.

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“…Across all academic disciplines, women work to increase gender parity in the classroom, in the research lab, and on the tenure track. Women faculty in STEM disciplines must challenge gendered teaching loads (Carrigan et al, 2011), biased tenure and promotion practices (Soto, 2014), workfamily imbalances (Bachman, 2011;Beddoes and Pawley, 2014;Myers, 2015;Tanenbaum, 2015), research (Cozzens, 2008;Howe et al, 2014;Deemer, 2015;Hart, 2016), harmful departmental policies (Holmes et al, 2016), and biased diversity hiring practices (Easley, 2013;King, 2013;Smith et al, 2015;Williams and Ceci, 2015). Women in STEM from underrepresented minorities (Armstrong and Jovanovic, 2017;Leggett-Robinson and Campbell Villa, 2019) and those on the LGBTQIA (Lesbian, Gay, Bisexual, Trans, Queer, Intersex, and Asexual) spectrum (Billimoria and Stewart, 2009;Patridge et al, 2014) have faced additional intersectional barriers, including institutional racism, tokenism, homophobia, and bullying (Armstrong and Jovanovic, 2015;Cascio, 2017).…”

Section: Introductionmentioning

confidence: 99%

Who Is Writing About Women in STEM in Higher Education in the United States? A Citation Analysis of Gendered Authorship

Blackburn

Heppler

2020

Front. Psychol.

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The purpose of this study was to identify trends in the representation of female authorship regarding the topic of the status of women in science, technology, engineering, and mathematics (STEM) in higher education in the United States from 2007 to 2018 in prominent interdisciplinary journals. We conducted a comprehensive search for articles and collected the genders of the first and senior authors from 647 citations. We assessed the number of male versus female authors, the percentages of female first authors and senior authors, and the percentage of female corresponding authors for each year. Additionally, we also analyzed the citations to determine the journals and publishers who produced the most literature in this area. Women constituted 59% overall authorship and 34% first authorship. The top publishers in this area include Sage Publications, Springer/Nature, and Elsevier. Women constituted 60% of the first authors in STEM literature on the status of women and 38% of senior authors. Although there was growth over time in first authorship in STEM literature written by women, they continue to remain a minority in senior authorship. We suggest it is women that are leading this discussion, highlighting the additional lift that women in STEM in higher education must make; researching and publishing on their own experiences as part of their self-advocacy.

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Departmental Dialogues: Facilitating Positive Academic Climates to Improve Equity in STEM Disciplines

Cited by 17 publications

References 34 publications

Organizational interventions and the creation of gendered knowledge: US universities and NSF ADVANCE

Organizational interventions and the creation of gendered knowledge: US universities and NSF ADVANCE

Department Environment and Work-to-Life Conflict Among Faculty in the STEM Fields

Who Is Writing About Women in STEM in Higher Education in the United States? A Citation Analysis of Gendered Authorship

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