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Gender Equity and Slow Adopters
    Changing Academic Culture via “Leadership Development”


                      Lucinda Huffaker, PhD
                    Program/Research Manager
                      CCAS ADVANCE Initiative
                   University of Northern Colorado
                        February 18, 2011




1
Presentation Outline
  Presentation Outline

• Relevant background about our 
  ADVANCE project
• Initial results and analysis
• New resources
  New resources
• Reframing
• Next steps
Some Project Background
                   j        g
•   ADVANCE PAID project: Promoting Institutional Transformation 
    through a National Deans’ Association
•   Council of Colleges of Arts and Sciences (CCAS)



•   Adapts University of Washington’s (UW)  successful Leadership 
    Excellence for Academic Diversity (LEAD) program
    ◦   Leadership workshops for administrators and faculty leaders 
        2007‐09
    ◦   Gender equity (GE) content integrated into leadership 
        development topics
        development topics
    ◦   Educating about implicit bias is fundamental

•   Extends the model of effecting change from 
                                  g     g
    institution‐based to organization‐based
Goal:    To cultivate academic leaders who are more knowledgeable about STEM 
         gender equity issues, more able and motivated to address those issues, and 
         gender equity issues, more able and motivated to address those issues, and
         thus better positioned to effect positive transformational change in their own 
         colleges and departments.
Problem: (How to) infuse gender equity content and activities into CCAS's existing
         (How to) infuse gender equity content and activities into CCAS s existing 
      professional development programs in a sustainable way.
Focus:      2½‐day Seminar for New Deans ‐ one offering, 40 people/year
           2 day Seminar for Department Chairs  three offerings, 120 people/year
           2‐day Seminar for Department Chairs ‐ three offerings, 120 people/year
Design:
     •   Integrate GE content into several existing sessions 
     •   Add an implicit bias session based on the Implicit Association Test (IAT) 
     •   Utilize case studies with GE content
         Utilize case studies with GE content
     •   Supply GE resources and references
     •   Create training materials for Seminar leaders

Data Collection:  
     •   Content analysis of Seminar materials
     •   Pre‐Seminar web‐survey of GE attitudes
     •   Seminar evaluation forms
     •   Trained observers
     •   Interviews with Seminar leaders
     •   Post‐Seminar (12 mo) web‐survey of GE attitudes/behaviors 
Department Chairs & New Deans Seminars
   Department Chairs & New Deans Seminars

Feb 2010   July 2010
             l                         Oct 2010      Feb 2011
                                                       b
Observe     Pre/Post                  1‐hr Insert     Embed in 
                                                       Opening
           Case Study
           Case Study                 Case Study
                                      Case Study
                                                     Case Studies
           Resources                   Resources
                                                      Resources
           Action Plan                Action Plan
                                                     Action Plan
                                                     Action Plan*
           Encourage                  Train Staff*
              Staff                                  Staff Review




               Recent CCAS seminar
               Source:  CCAS Executive Office 
Department Chairs & New Deans Seminars
    Department Chairs & New Deans Seminars
July 2010 Results
    • Evaluations of Implicit Bias pre/post‐sessions were excellent…but only
      Evaluations of Implicit Bias pre/post sessions were excellent…but only 
      40% attended
    • All facilitators used case study as requested; received some positive 
      feedback from participants…but didn’t address GE content to extent we 
      had hoped
    • Little unplanned GE content mentioned by leaders , but more occurred 
      when prompted by ADVANCE personnel
    • 5/31 “Taking it Home” plans mentioned GE or diversity
      5/31  Taking it Home plans mentioned GE or diversity
    • Nothing about GE mentioned in evaluations
October 2010 Results
   • Very similar to July result (i.e., little mention of GE), except in 
     session on Recruitment, AND
   • Scathing feedback on implicit bias session
Session on Implicit Bias
                                                  Session on Implicit Bias

                                                    Amount of Information & Degree of Awareness
                       rage, 5=Excellent




                                             5
                                           4.75
                                            4.5
1=Extremely Poor, 3=Aver




                                           4.25
                                             4
                                           3.75
                                            3.5
                                           3.25
                                             3




                                                  Series1
                                                   July Deans
                                                   July Chairs
                                                  Series2

                                                   Oct Chairs
                                                  Series3
Session on Implicit Bias
                                             Session on Implicit Bias
                                                  Relevance to Professional Tasks
                                             5
                    Average, 5=Excellent



                                           4.75
                                            4.5
                                           4.25
                                             4
   xtremely Poor, 3=A




                                           3.75
                                            3.5
                                           3.25
                                             3
1=Ex




                                                                               Series1
                                                                                July Deans
                                                                                July Chairs
                                                                               Series2

                                                                                Oct Chairs
                                                                               Series3
Comments from Evaluations
                    f
JULY
• Great presenter! Well organized, excellent content. 
• Well presented, enlightening, nice open atmosphere
• Excellent integration of research, interaction (demos, test, etc) and lecture. 
                g                                (                )
• Well designed and delivered. Really pointed out/taught a lot. 
• I learned I may be using different yardsticks for men and women, in spite of trying very hard not to do so. 
• The visuals and experience were particularly compelling.
OCTOBER
• Seminar should not preach to us. Especially not to people in an academic setting where social justice and diversity issues 
   are well established.
• Nothing new here.
• The structure was very out of date. This was astonishing to me – completed unacceptable. And your seminar should not 
   preach to us. Especially not to people in an academic setting where social justice and diversity issues are well established.
• I understand the need to focus on STEM because of grant, but it does leave out the rest of us.
       d       d h       d f           S     b         f        b i d      l          h       f
• Interesting but seemed rather pedestrian for academics—the research was from very different eras and a lot has changed .
• Bias compromises an institution’s credibility; institutions must adopt management strategies to deal with it.
• Seminar should not promote social justice – for one reason because it should not promote anything except skills for being 
   an effective chair. Besides, you are preaching to the choir – we already thoroughly understand the need for diversity.
• The issue is more complicated today than only men and women. Biases include sexual preferences, tattoos, dreadlocks.  
• Clearly, from the follow up discussion, there is a need for chairs to attend to their unexamined biases.
• Needs to include more recent data.
•   Did not cover much due to time constraints.
•   This is poor science.
•   Good topic, poor presentation; not argued well enough to prove the points.
Comments from Surveys
           Comments from Surveys
• These can be very sticky questions.  I have also seen minority 
  members bully white male faculty in academic settings.
• Given the numerous problems on my campus, and the numerous 
  priorities we have, I’m not sure it would be effective to add yet 
  another priority.  Surveys show that the most unhappy segment of 
  another priority Surveys show that the most unhappy segment of
  our faculty is far and away male professors under 50.
                                                   y
• I think women have it better than minorities at my institution.
• We’ve been burdened by a series of spousal hires that have 
  undermined the balance of our academic program; in some of 
  those cases I’d say academic priorities should have come first.
  th          I’d        d i     i iti h ld h              fi t
• Gender equity should not be a priority because it does not 
    p           g         p
  represent a significant problem.  
• Data is old; problem no longer exists
  Data is old; problem no longer exists
• Not enough time
• Not persuaded of implicit bias (poor science)
              d d f i li i bi (          i    )

          “I’ve learned from my mistakes.  
       I’m sure I could repeat them exactly.” 
                             Peter Cook, British comedian
“I’ve learned from my mistakes.  
          I’m sure I could repeat them exactly.” 
          I’         I   ld      t th       tl ”
                                          Peter Cook, British comedian

                         Some Challenges
                         S    Ch ll
•   Seamless integration of GE content with existing programs
•   Providing support, but relying on volunteer program facilitators to 
    introduce GE content
    i    d     GE
•   Making the case that bias exists
•   Providing useful content to audiences with a range of exposure and 
    interest in GE
    i t    t i GE
                        Some Questions
•   Is it gender, or is it diversity?
          g                        y
•   Is it STEM, or is it academia?
•   How to ensure someone raises the GE questions, given
      ‐ volunteer leadership,
      ‐ no training,
      ‐ no curriculum?
New Resources
                      Models of Change
                        d l f h
                         Appreciative Inquiry
  The basic idea is to create change by focusing on what works, 
  rather than trying to fix what doesn't.

          When those who are seeking to implement change “shrug 
          off opposition as ignorance and prejudice, they express a 
          profound contempt for the meaning of lives other than 
          their own.”            Peter Marris, Loss and Change, 1975, p. 166

        Concerns‐Based Adoption Model (CBAM)
People considering and experiencing change evolve in the kinds 
of questions they ask and what they’re willing to do.
Engaging Men in Gender Initiatives
                       Catalyst Research Reports
                                Research Reports

    How do men come to recognize gender bias? 
Higher awareness of gender bias is linked to 
  1. Defiance of some masculine norms
  2. Having women mentors
  3. A strong sense of fair play

Building a compelling case—what matters most to men:  
  1. Their perception of how interested other administrators/faculty in their 
  1 Th i            i    fh i          d h       d i i         /f l i h i
     context are in GE. Leverage influential administrators or faculty.
  2. Impact they perceive GE could have on building community. Appeal to 
     men’s “higher” ideals.
              g
  3. How relevant GE is to their current position.  Align content with job 
     responsibilities; GE awareness can improve performance.
  4. Whether GE is a zero‐sum initiative.  
     Communicate the personal benefits to men.
     Communicate the personal benefits to men
Strategies for Breaking Barriers
                    to Men’s Engagement 
       3 Barriers
         1. Apathy (unconcern)  74%
         1 A th (                )
         2. Fear (loss of status, making mistakes, other men’s disapproval)   74%
         3. Real and perceived ignorance      51%




Prime, Jeanine, and Corinne A. Moss‐Racusin. “Engaging Men in Gender 
Initiatives: What Change Agents Need to Know.” Catalyst, May 2009. 
Costs of Gender Bias & Benefits of 
             Gender Equity to Men




Prime, Jeanine, and Corinne A. Moss‐Racusin. “Engaging Men in Gender 
Initiatives: What Change Agents Need to Know.” Catalyst, May 2009. 
Reframing
             Costs                         Benefits
 What Deans and Chairs Lose        What Deans and Chairs Gain
as a Result of Gender Inequality
as a Result of Gender Inequality     from Gender Equity
                                     from Gender Equity




                                             BRAINSTORM
Next Steps
               Next Steps
Key Content Areas
Key Content Areas
  1. Micro‐inequities
  2. Unconscious biases
  3. Personal costs of gender inequity for both 
     women and men

Embed in Session on Leadership
Key to Making Good Decisions
List as many intersections with gender bias/diversity as possible in 3 minutes.
Chairs:                         Chairs:
–Managing people and conflict   –Chair as academic leader
–Development (Fund‐raising)     –Dealing with students
–Working with the dean
 Working with the dean          –Budgets
                                 Budgets
–Taking care of yourself
                                                   Deans:
                                                   –Shaping & organizing college operations
                                                   –Working with the Provost
                                                    Working with the Provost
                                                   –Seeking and managing resources

                                                            Deans:
                                                            –Legal issues
                                                            –The unionized environment
                                                            –Strategic planning
                                                            –Consortia, centers, and institutes
                                                             Consortia centers and institutes
Acknowledgments

   Joyce Yen, PhD, Program/Research Manager




   NSF ADVANCE Program
   Acknowledgement of Support and Disclaimer

   This material is based upon work supported by the National Science Foundation under Grant No. 0930138.  Any 
   opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do 
   not necessarily reflect the views of the National Science Foundation.




                                                                                                                          20

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Gender Equity and Slow Adopters: Changing Academic Culture via "Leadership Development"

  • 1. Gender Equity and Slow Adopters Changing Academic Culture via “Leadership Development” Lucinda Huffaker, PhD Program/Research Manager CCAS ADVANCE Initiative University of Northern Colorado February 18, 2011 1
  • 2. Presentation Outline Presentation Outline • Relevant background about our  ADVANCE project • Initial results and analysis • New resources New resources • Reframing • Next steps
  • 3. Some Project Background j g • ADVANCE PAID project: Promoting Institutional Transformation  through a National Deans’ Association • Council of Colleges of Arts and Sciences (CCAS) • Adapts University of Washington’s (UW)  successful Leadership  Excellence for Academic Diversity (LEAD) program ◦ Leadership workshops for administrators and faculty leaders  2007‐09 ◦ Gender equity (GE) content integrated into leadership  development topics development topics ◦ Educating about implicit bias is fundamental • Extends the model of effecting change from  g g institution‐based to organization‐based
  • 4. Goal:    To cultivate academic leaders who are more knowledgeable about STEM  gender equity issues, more able and motivated to address those issues, and  gender equity issues, more able and motivated to address those issues, and thus better positioned to effect positive transformational change in their own  colleges and departments. Problem: (How to) infuse gender equity content and activities into CCAS's existing (How to) infuse gender equity content and activities into CCAS s existing  professional development programs in a sustainable way. Focus:      2½‐day Seminar for New Deans ‐ one offering, 40 people/year 2 day Seminar for Department Chairs  three offerings, 120 people/year 2‐day Seminar for Department Chairs ‐ three offerings, 120 people/year Design: • Integrate GE content into several existing sessions  • Add an implicit bias session based on the Implicit Association Test (IAT)  • Utilize case studies with GE content Utilize case studies with GE content • Supply GE resources and references • Create training materials for Seminar leaders Data Collection:   • Content analysis of Seminar materials • Pre‐Seminar web‐survey of GE attitudes • Seminar evaluation forms • Trained observers • Interviews with Seminar leaders • Post‐Seminar (12 mo) web‐survey of GE attitudes/behaviors 
  • 5. Department Chairs & New Deans Seminars Department Chairs & New Deans Seminars Feb 2010 July 2010 l Oct 2010 Feb 2011 b Observe Pre/Post 1‐hr Insert Embed in  Opening Case Study Case Study Case Study Case Study Case Studies Resources Resources Resources Action Plan Action Plan Action Plan Action Plan* Encourage Train Staff* Staff Staff Review Recent CCAS seminar Source:  CCAS Executive Office 
  • 6. Department Chairs & New Deans Seminars Department Chairs & New Deans Seminars July 2010 Results • Evaluations of Implicit Bias pre/post‐sessions were excellent…but only Evaluations of Implicit Bias pre/post sessions were excellent…but only  40% attended • All facilitators used case study as requested; received some positive  feedback from participants…but didn’t address GE content to extent we  had hoped • Little unplanned GE content mentioned by leaders , but more occurred  when prompted by ADVANCE personnel • 5/31 “Taking it Home” plans mentioned GE or diversity 5/31  Taking it Home plans mentioned GE or diversity • Nothing about GE mentioned in evaluations October 2010 Results • Very similar to July result (i.e., little mention of GE), except in  session on Recruitment, AND • Scathing feedback on implicit bias session
  • 7. Session on Implicit Bias Session on Implicit Bias Amount of Information & Degree of Awareness rage, 5=Excellent 5 4.75 4.5 1=Extremely Poor, 3=Aver 4.25 4 3.75 3.5 3.25 3 Series1 July Deans July Chairs Series2 Oct Chairs Series3
  • 8. Session on Implicit Bias Session on Implicit Bias Relevance to Professional Tasks 5 Average, 5=Excellent 4.75 4.5 4.25 4 xtremely Poor, 3=A 3.75 3.5 3.25 3 1=Ex Series1 July Deans July Chairs Series2 Oct Chairs Series3
  • 9. Comments from Evaluations f JULY • Great presenter! Well organized, excellent content.  • Well presented, enlightening, nice open atmosphere • Excellent integration of research, interaction (demos, test, etc) and lecture.  g ( ) • Well designed and delivered. Really pointed out/taught a lot.  • I learned I may be using different yardsticks for men and women, in spite of trying very hard not to do so.  • The visuals and experience were particularly compelling. OCTOBER • Seminar should not preach to us. Especially not to people in an academic setting where social justice and diversity issues  are well established. • Nothing new here. • The structure was very out of date. This was astonishing to me – completed unacceptable. And your seminar should not  preach to us. Especially not to people in an academic setting where social justice and diversity issues are well established. • I understand the need to focus on STEM because of grant, but it does leave out the rest of us. d d h d f S b f b i d l h f • Interesting but seemed rather pedestrian for academics—the research was from very different eras and a lot has changed . • Bias compromises an institution’s credibility; institutions must adopt management strategies to deal with it. • Seminar should not promote social justice – for one reason because it should not promote anything except skills for being  an effective chair. Besides, you are preaching to the choir – we already thoroughly understand the need for diversity. • The issue is more complicated today than only men and women. Biases include sexual preferences, tattoos, dreadlocks.   • Clearly, from the follow up discussion, there is a need for chairs to attend to their unexamined biases. • Needs to include more recent data. • Did not cover much due to time constraints. • This is poor science. • Good topic, poor presentation; not argued well enough to prove the points.
  • 10. Comments from Surveys Comments from Surveys • These can be very sticky questions.  I have also seen minority  members bully white male faculty in academic settings. • Given the numerous problems on my campus, and the numerous  priorities we have, I’m not sure it would be effective to add yet  another priority.  Surveys show that the most unhappy segment of  another priority Surveys show that the most unhappy segment of our faculty is far and away male professors under 50. y • I think women have it better than minorities at my institution. • We’ve been burdened by a series of spousal hires that have  undermined the balance of our academic program; in some of  those cases I’d say academic priorities should have come first. th I’d d i i iti h ld h fi t • Gender equity should not be a priority because it does not  p g p represent a significant problem.  
  • 11. • Data is old; problem no longer exists Data is old; problem no longer exists • Not enough time • Not persuaded of implicit bias (poor science) d d f i li i bi ( i ) “I’ve learned from my mistakes.   I’m sure I could repeat them exactly.”  Peter Cook, British comedian
  • 12. “I’ve learned from my mistakes.   I’m sure I could repeat them exactly.”  I’ I ld t th tl ” Peter Cook, British comedian Some Challenges S Ch ll • Seamless integration of GE content with existing programs • Providing support, but relying on volunteer program facilitators to  introduce GE content i d GE • Making the case that bias exists • Providing useful content to audiences with a range of exposure and  interest in GE i t t i GE Some Questions • Is it gender, or is it diversity? g y • Is it STEM, or is it academia? • How to ensure someone raises the GE questions, given ‐ volunteer leadership, ‐ no training, ‐ no curriculum?
  • 13. New Resources Models of Change d l f h Appreciative Inquiry The basic idea is to create change by focusing on what works,  rather than trying to fix what doesn't. When those who are seeking to implement change “shrug  off opposition as ignorance and prejudice, they express a  profound contempt for the meaning of lives other than  their own.”            Peter Marris, Loss and Change, 1975, p. 166 Concerns‐Based Adoption Model (CBAM) People considering and experiencing change evolve in the kinds  of questions they ask and what they’re willing to do.
  • 14. Engaging Men in Gender Initiatives Catalyst Research Reports Research Reports How do men come to recognize gender bias?  Higher awareness of gender bias is linked to  1. Defiance of some masculine norms 2. Having women mentors 3. A strong sense of fair play Building a compelling case—what matters most to men:   1. Their perception of how interested other administrators/faculty in their  1 Th i i fh i d h d i i /f l i h i context are in GE. Leverage influential administrators or faculty. 2. Impact they perceive GE could have on building community. Appeal to  men’s “higher” ideals. g 3. How relevant GE is to their current position.  Align content with job  responsibilities; GE awareness can improve performance. 4. Whether GE is a zero‐sum initiative.   Communicate the personal benefits to men. Communicate the personal benefits to men
  • 15. Strategies for Breaking Barriers to Men’s Engagement  3 Barriers 1. Apathy (unconcern)  74% 1 A th ( ) 2. Fear (loss of status, making mistakes, other men’s disapproval) 74% 3. Real and perceived ignorance 51% Prime, Jeanine, and Corinne A. Moss‐Racusin. “Engaging Men in Gender  Initiatives: What Change Agents Need to Know.” Catalyst, May 2009. 
  • 16. Costs of Gender Bias & Benefits of  Gender Equity to Men Prime, Jeanine, and Corinne A. Moss‐Racusin. “Engaging Men in Gender  Initiatives: What Change Agents Need to Know.” Catalyst, May 2009. 
  • 17. Reframing Costs Benefits What Deans and Chairs Lose  What Deans and Chairs Gain as a Result of Gender Inequality as a Result of Gender Inequality from Gender Equity from Gender Equity BRAINSTORM
  • 18. Next Steps Next Steps Key Content Areas Key Content Areas 1. Micro‐inequities 2. Unconscious biases 3. Personal costs of gender inequity for both  women and men Embed in Session on Leadership Key to Making Good Decisions
  • 19. List as many intersections with gender bias/diversity as possible in 3 minutes. Chairs: Chairs: –Managing people and conflict –Chair as academic leader –Development (Fund‐raising) –Dealing with students –Working with the dean Working with the dean –Budgets Budgets –Taking care of yourself Deans: –Shaping & organizing college operations –Working with the Provost Working with the Provost –Seeking and managing resources Deans: –Legal issues –The unionized environment –Strategic planning –Consortia, centers, and institutes Consortia centers and institutes
  • 20. Acknowledgments Joyce Yen, PhD, Program/Research Manager NSF ADVANCE Program Acknowledgement of Support and Disclaimer This material is based upon work supported by the National Science Foundation under Grant No. 0930138.  Any  opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do  not necessarily reflect the views of the National Science Foundation. 20