Examination of Implicit Gender Biases Among Engineering Faculty when Assigning Leadership, Research, and Service Roles

Abstract

Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a codeveloper of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1800 times and his publications have been published in multiple peer-reviewed journals such as Science is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on an NSF faculty development program based on evidence-based teaching practices. The overall goal is to develop disciplinary communities of practice across the college of engineering. The approach is being promoted through semester-long faculty workshops and then through a semester of supported implementation of faculty classroom innovations. Changes in faculty beliefs and classroom practice should positively impact student performance and retention.

How a STEM Faculty Member’s Gender Affects Career Guidance from Others: Comparing Engineering to Biology and Physics

“…In this ASEE presentation, we cull together findings from two separate but related studies we conducted. The first study, completed in 2018, examined how engineering faculty members from 50 research-focused universities recommended a male faculty member (Carl) and an equally qualified female faculty member (Cathy) to roles of research, leadership, and teaching/advising [4], [8]. The second study, completed in 2019, followed a similar pattern and examined recommendations from biology and physics faculty members from 81 U.S. research-focused universities.…”

Improving Gender Equity in Engineering—Perspectives from Academia and Literature

“…• Fewer leadership positions [9], [12] • Overrepresented in lower ranks [8], [13] • Pay gap [8], [12] • Barriers to obtaining promotion/tenure [12],…”

“…Against women [5], [13], [15], [16] and women from historically underrepresented groups [6] Not specified 2 [17], [18] Related to research 1 Less work in commercialization, fewer publications, and women are concentrated in non-research-intensive universities [13] Changing careers 1 [13] Family sacrifices 1 [19] Receive fewer accolades 1 [12] The biggest disparity identified in the literature was the underrepresentation of women in faculty positions, specifically the lack of women in higher faculty ranks [3]- [9] and postdoctoral positions [7]. However, once women are in higher faculty ranks, they are not exempt from the disparities that women in lower ranks face [14].…”

“…Women face disparities related to research, in which they are found to be concentrated in non-research-intensive universities, which results in them producing fewer publications than men and doing less work in commercialization [13]. Women receive fewer awards and accolades for their work [12]. Young women faculty who intend to start a family are placed in an arduous position where their career competence is viewed as at odds with family responsibilities [19].…”

“…Our findings are summarized in Table 2. • Gender bias [5], [6], [8], [9], [12], [13], [16] • Biased evaluations [6], [7], [12], [14] • Implicit bias [5], [7], [12] • Racial bias [6], [16] • Explicit bias [7] Preconceived notions about women (not including bias) 8…”