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Valerie E. Taylor, Alice M. Agogino, Edward Lazowska, and Lydia Villa-Komaroff
ASEE 122nd Annual Conference & Exposition
Washington Convention Center Seattle, WA
June 16, 2015
Panel on Advancing Women of Color in Academia: Seeking Solutions
SEEKING SOLUTIONS Maximizing American Talent by Advancing Women of Color in Academia
Summary of a Conference
BACKGROUND • “Seeking Solutions: Maximizing American Talent by
Advancing Women of Color” held June 7 & 8, 2012 • Support from the National Science Foundation’s
ADVANCE Program • Summary published in 2013 and the overview in 2014 • Summary, Overview with highlights of presentations
and data, as well as a set of slides available at:
http://sites.nationalacademies.org/PGA/cwsem/minoritywomen/index.htm
The views expressed are those of individual conference participants and do not necessarily represent the views of all conference participants, the planning committee, the National Research Council, or the sponsor.
CAREER PATHWAYS OF WOMEN OF COLOR DONNA GINTHER AND SHULAMIT KAHN
Analyzed national data to identify the representation of women of color along educational and career pathways in STEM fields. • Women of color are less likely than white women to
• Graduate from college • Obtain a PhD in science and engineering • Obtain a tenure-track job in a non-minority-serving institution
• Women of color are more likely than white women to • Be employed in a non-tenure-track position • Be employed at a minority-serving institution
Taken from Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia. Summary of a Conference. National Academies Press, 2013.
WHERE ARE WOMEN OF COLOR LOST
• WoC graduate from high school at about the same rate as white women (~14% in 2010)
• WoC start college at rates similar to their high school graduation rate
• But 40% of WoC leave college before graduation
• A similar % of WoC who complete college graduate in STEM fields as do their white peers (19% vs 21%)
• BUT only 6.8% (vs 18.6% for white women) go on to achieve a PhD
Taken from Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia. Summary of a Conference. National Academies Press, 2013.
WHERE ARE WOMEN OF COLOR SYLVIA HURTADO, Director, Higher Education Research Institute (HERI), UCLA
• Data from HERI’s national faculty survey represent 11,039 STEM faculty, including 272 women of color, at 673 four-year colleges and universities
• WoC disproportionately occupy positions with the least power and authority
.
Taken from Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia. Summary of a Conference. National Academies Press, 2013.
WORK-LIFE BALANCE AND SOURCES OF STRESS SYLVIA HURTADO
SOURCES OF STRESS • Lack of personal time (86.4%) • Self-imposed high expectations (82.4%) • Managing household duties (79.0%) • Working with underprepared students (69.9%) • Institutional budget cuts (66.0%) • Personal finances (65.8%) • Research or publishing demands (61.8%)
Taken from Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia. Summary of a Conference. National Academies Press, 2013.
BIASES FACED BY WOMEN OF COLOR JOAN WILLIAMS, Center for Work-Life Law at the College of Law, UC Hastings
• Some biases that all women face:
• A discrepancy in explanations for success: women’s successes tend to be attributed to transient or external causes (e.g., luck), whereas men’s successes are attributed to skill.
Attribution bias
• Women’s mistakes are taken more seriously and remembered longer than those made by men and rules are applied rigorously to women and leniently to men.
Recall and leniency biases
• Exceptionally highly achieving women receive higher evaluations than exceptionally highly achieving men, while women who performance is “excellent” receive much lower evaluations than men performing similarly.
Polarized evaluations
Taken from Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia. Summary of a Conference. National Academies Press, 2013.
BIASES FACED BY WOMEN OF COLOR Preliminary findings: experiences of people affected by gender and racial biases simultaneously
• African American women are judged more harshly than are white women or of African American men when they make mistakes
• African American women are expected to fail, but when they do not, the reason is assumed to be charity rather than merit.
• Hispanics appear to be subject to assumptions of even lower competence than African American women
• Hispanic women are also assumed to be new immigrants, with the associated negative class and competence biases
Taken from Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia. Summary of a Conference. National Academies Press, 2013.
BIASES FACED BY WOMEN OF COLOR Preliminary findings (cont)
• Asian American women tend to be viewed as either technically competent but lacking in leadership abilities, or as passive and therefore less competent.
• Williams also described another form of bias—the “maternal wall,” or gender bias triggered by motherhood.
• This is an order of magnitude stronger than any other form of bias
• Motherhood provokes very strong negative assumptions about an individual’s competence and commitment.
.
Taken from Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia. Summary of a Conference. National Academies Press, 2013.
PRACTICES OF PROFESSIONAL SOCIETIES TO INCREASE WOC *
1. Establishment of boards and committees (including diversity office) within its governance structure to focus on issues of women of color and address their challenges
2. Creation of professional development programs (including mentoring programs)
3. Creation of programs and awards that support women of color by providing travel funds, scholarships, research grants
4. Promotion, endorsement, and conduct of surveys and studies to improve the collection and evaluation of data on women of color
5. Inclusion of “diversity” in the professional societies’ mission, core values and strategies
6. Programs to help improve institutional climate in academia, to initiate, or to sponsor diversity events
Taken from Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia. Summary of a Conference. National Academies Press, 2013.
* By frequency mentioned
7. Development of partnerships among professional societies, with federal agencies, universities and other entities
8. Engagement of students in the pipeline and increase in recruitment and retention activities
9. Recognition of women of color’s achievements and accomplishments; and encouragement of nominations of women of color for awards/memberships
10. Integration of training and networking opportunities into the societies’ meetings
11. Engagement of women of color in leadership positions 12. Federal programs to increase recruitment and retention of women and
minority groups in the workforce 13. Dissemination of effective practices and successful program experiences
Taken from Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia. Summary of a Conference. National Academies Press, 2013.
PRACTICES OF PROFESSIONAL SOCIETIES TO INCREASE WOC
CLOSING REMARKS SHIRLEY MALCOM, AAAS • There is a need for data disaggregated by race, sex, discipline, citizenship, and other traits,
because we cannot change what we do not understand.
• Mentors, sponsors, and coaches are critical. Today, young women of color do not have to become something they have never seen. Senior women have a responsibility to make the path visible and easier for junior scholars.
• We encourage publications by encouraging publishing with others as well as building
broader partnerships.
• Scholars must make and nurture professional connections. Women of color must regularly attend the major conferences in their fields and expand their professional networks.
• Women of color in tenure-track positions must make sure that they understand the policies and procedures that will guide their advancement in the academic community. They must ask department chairs about the requirements for moving up and taking leadership roles.
• Institutions need to ensure that the selection of faculty is more equitable throughout the
recruitment and advancement processes.
Taken from Seeking Solutions: Maximizing American Talent by Advancing Women of Color in Academia. Summary of a Conference. National Academies Press, 2013.
CLOSING REMARKS SHIRLEY MALCOM, AAAS
Additional issues that need attention: • The importance of career transition points in the education and careers of
talented women of color.
• The need for transparent institutional policies—for example, in hiring and promotion.
• The need to raise awareness of unconscious biases.
• The twin needs to (1) obtain focused, additional data (qualitative as well as quantitative), and (2) move ahead to solutions knowing what we know.
• The need for federal agencies to fund more research on gender and/or race targeting select populations.
• Overall, the need for a “toolkit” that can be customized to each institutional and personal context.
I
Alice M. Agogino Data from UC Berkeley
SEEKING SOLUTIONS Maximizing American Talent by Advancing Women of Color in Academia
UCB Campus, Diversity Pipeline*, AY2014-15
5606 1628 919 405 47225
5619 61 49 96
65 132 342
8240 828
286
331 6954
1846 19 21 20
18 14 73
3113
546 197
155 10718
1061 14 15 21
11 5 52
1291
982 285
34 1460 2002 697
31 2274 398
191 116
7487
1472 18 12 24
26 25
87
7355 1062 283
148
5779
3055 31 26
28
38
44
136
5662 1917 1169 355
49599 9626 123 99 138 189
402 828
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
UC
B B
ach.
UC
B M
ast.
UC
B PhD
s
UC
B Prof.
Degr.
US PhD
Pool
UC
B Fac.
Appl.
New
UC
B
Fac. Hires
UC
B A
ssist.
UC
B A
ssoc.
UC
B Full <6
UC
B Full 6+
All U
CB
Faculty
White Women Asian Women URM** Women Int. Women Int. Men URM** Men Asian Men White Men
Sources: UCB Degree File, 2009-10--2013-14; Survey of Earned Doctorates (US, PR, 2008-2012); UCB APRecruit, AY 2012-12—2014-15; Faculty Personnel Records, AY2010-11—Spring 2014-15. Faculty data as of 4/30/2015.
*All data (degrees, pool, & faculty #) are cut to campus level. Unknown gender/race/ethn. are excluded from pool analysis. Includes multiple appointments and part-time faculty. **URM=African American, Native American, & Hispanic.
UCB Faculty College of Engineering*, AY1995-96--2014-15
12
12
11
12
11
12
16
17
18
19
21
21
22
23
23
23
25
26
26
25 3 4 4 4 4 4 4 5 6 6 6 8 9 9 9 9 9 8 8 9 1 1 1 1 1 1 1 2 2 2 3 3 7 7 8 8 9 9 9 9 10 10 11 11 12 13 13 13 13 12 13 12 31 29 29 29 31 33 35 36 36 40 42 43 44 48 46 45 46 46 48 46
147
147
149
153
157
164
163
169
161
161
155
148
149
150
154
146
143
143
148
147
0
50
100
150
200
250
300
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
White Women Asian Women URM** Women URM** Men Asian Men White Men
Sources: UCB Faculty Personnel Records, AY1995-96--2014-15. Faculty headcount data as of 4/30/2015.
*Includes multiple appointment & part-time faculty. **URM=African American, Native American, & Hispanic.
UCB College of Engineering, Diversity Pipeline*, AY2014-15
205 168 91 2346 254 3 3 5 5 12 25
560 129 33
919 133 1
1 2
2 4 9
70 43 15
474 17 2
1 1
1 3 95
187 67
376
534 340
228
66 38
1011 98 1
2
6 4 12
2121
293 112
2043 574
6 4
7
15 20 46
997 416 249
8313 850
18 14
12
48 73 147
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
UC
B B
ach.
UC
B M
ast.
UC
B PhD
s
US PhD
Pool
UC
B Fac.
Appl.
New
UC
B
Fac. Hires
UC
B A
ssist.
UC
B A
ssoc.
UC
B Full <6
UC
B Full 6+
All U
CB
Faculty
White Women Asian Women URM** Women Int. Women Int. Men URM** Men Asian Men White Men
Sources: UCB Degree File, 2009-10--2013-14; Survey of Earned Doctorates (US, PR, 2008-2012); UCB APRecruit, AY 2012-12—2014-15; Faculty Personnel Records, AY2010-11—Spring 2014-15. Faculty data as of 4/30/2015.
*All data (degrees, pool, & faculty #) are cut to decanal level. Unknown gender/race/ethn. are excluded from pool analysis. Includes multiple appointments and part-time faculty. **URM=African American, Native American, & Hispanic.
Committee on Women in Science, Engineering and Medicine, National Academies
• Sara J. Frueh, Rapporteur; Committee on Career Outcomes of Female Engineering Bachelor s Degree Recipients
• Committee on Women in Science, Engineering, and Medicine; Policy and Global Affairs
• National Research Council; National Academy of Engineering
Catherine Didion, Study Director Donna K. Ginther, Consultant Shulamit Kahn, Consultant, Wei Jing, Research Associate Sara Frueh, Communications Writer
PROJECT STAFF
Other Resources
Kahneman, Daniel. Thinking, Fast and Slow. Farrar, Strauss and Giroux, New York, 2011 Steele, Claude M. Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. WW Norton & Company, New York, 2010 (Issues of Our Times, series editor Henry Louis Gates, Jr.) Banaji, Mahzarin R. and Greenwald, Anthony G. Blindspot: Hidden Biases of Good People. Delecorte Press, New York, 2013 Sandberg, Sheryl. Lean In: Women, Work, and the Will to Lead. Alfred A. Knopf, New York, 2013
Thank You!
Full Report: http://www.nap.edu/catalog/18556/seeking-solutions-maximizing-american-talent-by-advancing-women-of-color Overview: http://naswebcontent.nas.edu/cs/groups/pgasite/documents/webpage/z2ff/mdg3/~edisp/pga_087842.pdf
To access or download the report online
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