This document discusses improving belonging and representation in Greenland science. It summarizes that women and other minoritized groups are underrepresented in cryospheric sciences. Specifically, the AGU Cryosphere Sciences Section has 3 times more men than women. It explores reasons for this disparity, such as unconscious and conscious bias, a chilly academic climate, and unequal access to resources. The document outlines specific examples of how bias shows up, such as overburden of service work or lack of mentorship. It proposes that the research culture needs to change and discusses the impacts of academic culture on diversity. Finally, it summarizes the successes and challenges of a new Slack workspace community aimed at supporting underrepresented groups in glaciology and
Maximum exploitation of existing human resources is possible by immediate engagement of women in
science. But, historically, scientific field is found to be male-dominated. Women empowerment
embraces the good quality education. Sensitizing and encouraging the women towards education
embracement enables them to set free from ignorance, poverty and starvation. Hence, education is
continuing as the most practicable avenue for women empowerment. Imparting science education to
the entire population expedites the accomplishment of scientific and technological progression. The
present article enlightens the efforts of Indian government and United Nations towards empowerment
of women through science education and research.
Presentation by Dr. Mónica I. Feliú-Mójer, Manager of Outreach, Department of Biostatistics, University of Washington, Seattle at open forum discussing the challenges faced by women in science, particularly at the intersection of gender, race and culture.
December 3, 2013, Samuel Kelly Ethnic Cultural Center.
Event co-organized by Mónica I. Feliú-Mójer, Verónica Guajardo and Stephanie Gardner and sponsored by Department of Biostatistics, MESA Community College Program, Louis Stoke Alliance for Minority Participation and School of Public Health, Diversity Committee, all at the University of Washington.
Maximum exploitation of existing human resources is possible by immediate engagement of women in
science. But, historically, scientific field is found to be male-dominated. Women empowerment
embraces the good quality education. Sensitizing and encouraging the women towards education
embracement enables them to set free from ignorance, poverty and starvation. Hence, education is
continuing as the most practicable avenue for women empowerment. Imparting science education to
the entire population expedites the accomplishment of scientific and technological progression. The
present article enlightens the efforts of Indian government and United Nations towards empowerment
of women through science education and research.
Presentation by Dr. Mónica I. Feliú-Mójer, Manager of Outreach, Department of Biostatistics, University of Washington, Seattle at open forum discussing the challenges faced by women in science, particularly at the intersection of gender, race and culture.
December 3, 2013, Samuel Kelly Ethnic Cultural Center.
Event co-organized by Mónica I. Feliú-Mójer, Verónica Guajardo and Stephanie Gardner and sponsored by Department of Biostatistics, MESA Community College Program, Louis Stoke Alliance for Minority Participation and School of Public Health, Diversity Committee, all at the University of Washington.
Presented at IEEE All India Student Congress 2013 and 14th Regional Conference of International Network of Women Engineers and Scientists (INWES), questions the existence of the proverbial glass ceiling and provides justification in support of its existence.
ArticleSome Evidence for a Gender Gapin Personality and .docxdavezstarr61655
Article
Some Evidence for a Gender Gap
in Personality and Social Psychology
Adam J. Brown1 and Jin X. Goh1
Abstract
This research examined a possible gender gap in personality and social psychology. According to membership demographics from
the Society for Personality and Social Psychology (SPSP), women and men are represented near parity in the field. Yet despite this
equal representation, the field may still suffer from a different type of gender gap. We examined the gender of first authors in two
major journals, citations to these articles, and gender of award recipients. In random samples of five issues per year across
10 years (2004–2013; N ¼ 1,094), 34% of first authors in Journal of Personality and Social Psychology were women and 44% of first
authors in Personality and Social Psychology Bulletin were women. Articles authored by men were cited more than those authored by
women. In examining the gender of award recipients given by SPSP (2000–2016), on average, 25% of the recipients were women.
Keywords
social psychology, personality, gender gap, bibliometric
It is no longer newsworthy that women enter psychology at a
higher rate than men do. In 2013, women represented 72.2%
of all doctorates in psychology (National Science Foundation
[NSF], 2015a). This is remarkable considering that in 1958 (the
earliest data available), women only represented 18.0% of all
doctorates in psychology. This impressive growth in represen-
tation is pervasive across most subfields of psychology, includ-
ing social psychology, with 67.3% of doctorates being awarded
to women in 2013.
1
Membership in the Society for Personality
and Social Psychology (SPSP), the field’s largest professional
society, likewise reflects this distribution: 51% of the SPSP
members are female, 38% are male, and 11% did not report
their gender in the most recent membership survey. Of the
89% of all members who specified their gender, 57% are
female and 43% are male. While these numbers are not defini-
tive, they do provide a good snapshot of the field’s gender com-
position, and this distribution is a cause for celebration. After
all, it stands in marked contrast to other fields such as science,
technology, engineering, and mathematics (STEM), where
women are severely underrepresented (NSF, 2015b). Yet despite
this progress for equal representation, there is reason to believe
that social and personality psychology may still suffer from a
gender gap. The current article presents evidence that even
though women and men are represented equally in social psy-
chology and personality in terms of participation, they are nev-
ertheless underrepresented as authors and underrecognized as
award recipients. The remainder of this article assumes that at
least half of the individuals participating in social and personal-
ity psychology are women, but based on the SPSP demographic
statistics, this estimate may be conservative.
The attrition of women in STEM fields is a.
My SWEEET 2016 deck: How Kate Clancy and colleagues' PLOS study and the USA's...Dawn Bazely
I was one of the organizers of the Symposium for Women Entering Ecology & Evolution Today, which has been held in association with the Canadian Society for Ecology and Evolution summer meeting.
http://sweeetecoevo.weebly.com/
This year: http://sweeetecoevo.weebly.com/sweeet-2016.html
"Gender diversity policy: the progress, the promise, and the challenges ahead
Thursday, July 7th 2016
Symposium: 9 am-1 pm
Location: Memorial University, St. John's, NL
Education Building, Room ED-1014
Everyone attending the CSEE 2016: 'From windswept land to spindrift swirl' is welcome and encouraged to participate in SWEEET.
Our 2016 theme is "Gender diversity policy: the progress, the promise, and the challenges ahead." Continuing with the tradition of accounts of successful women in ecology and evolution, we will have a series of prominent scientists speaking about progress in developing awareness of the science of gender equity. The goal is to impart support and knowledge about achieving gender equity to scientists-in-training through the sharing of information and networking opportunities.
We have designed the symposium to include time to discuss the material in the presentations in the form of a panel discussion that will include Kathy Martin (UBC) and Jeremy Kerr (UOttawa).
Our intended audience for this workshop includes post-secondary students working towards a career in science, post-doctoral fellows, and pre-tenure level faculty. The focus will be on creating opportunities and networking for women, but people of any gender are welcome to attend any part of the symposium."
Revisiting the Double Bind: Ensuring the Development and Advancement of Women...Brittany J. Harris
Presentation for 10th Annual Sources of Urban Educational Excellence Conference at Georgia State University.
Title: Revisiting the Double Bind: Ensuring the Development and Advancement of Women of Color in STEM
My experience with tackling ongoing barriers faced by Women in STEM in CanadaDawn Bazely
Talk for Women Studies, Visva Bharati University, Santiniketan, West Bengal, India. March 17, 2018.
I will update this to reflect the nasty article published by Science Magazine (AAAS) containing an attack on a young woman who is a PhD student and who also does a lot of innovative science outreach and engagement.
Learning OutcomesThis week students will1. Apply the concep.docxsmile790243
Learning Outcomes
This week students will:
1. Apply the concept of inclusion to educational settings.
2. Describe how to implement the Four S’s of inclusion within a physical education lesson.
3. Reflect on the influence of home and school environment on motivation and motor development.
Introduction
This week you will discuss how inclusion extends beyond formally recognized disabilities, and into having more sensitivity and respect for others. In the text, you will read how inclusion can relate to children from different cultural backgrounds, where certain beliefs, values, and practices are different from traditional American ones. Therefore, you extend the notion of inclusion to children who may face barriers while engaging in physical education, not only from a particular disability, but also perhaps due to their body composition, the language they speak, or their cultural background. You will discuss how you can use teaching strategies to provide an enjoyable physical education for every child.
Required Resources
Required Text
1. Foundations of Moving and Learning
a. Chapter 8 – Including All Children for Success
· This chapter explores the concept of inclusion as it applies to educational settings
.
Recommended Resources
Multimedia
1. Goodman, R. (Director) & Read, M. R. (Producer). (2005). Special needs students in regular classrooms? Sean’s story [Television series episode]. In J. Tomlin (Executive producer) Turning point. New York, NY: ABC News. Retrieved from Films on Demand.
· This is the story of an 8-year-old boy with Down syndrome who was part of a battle over "inclusion," the practice of placing mentally or physically challenged students in regular classrooms.
Running head: GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 1
GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 2
Gender Discrimination; a Consequence of Inequality
Student’s Name:
Course Name and Number:
Instructor’s Name:
Date Submitted:
Gender Discrimination; a Consequence of Inequality
Introduction
Description
Inequality is a theme that has become rampant in society over the years receiving interest from big organizations. It is an unseen ailment that arises from poverty, gender disparity, educational level, age, and even race. With the far reach of inequality, it is no surprise several bodies are looking into the issue with the aim of closing that chapter and advancing to newer issues.
Gender Discrimination (Social Problem)
Associated to Meyer (2004), we contemplate the definition of sex to be all practices that are communal, traditional and dialectal that result in processes which differ males from females. Some cultural aspects in our communities have pre-programed individuals to adhere to certain norms that create the disparity between genders. Those of the male gender are usually given the upper hand in some populations, leaving out women and children to the mercy of the men in their lives. There is a constant scuffle for ...
College Cheating Immaturity, Lack of Commitment, and the Neut.docxmonicafrancis71118
College Cheating: Immaturity, Lack of Commitment, and the Neutralizing Attitude
Author(s): Valerie J. Haines, George M. Diekhoff, Emily E. LaBeff and Robert E. Clark
Source: Research in Higher Education, Vol. 25, No. 4 (1986), pp. 342-354
Published by: Springer
Stable URL: http://www.jstor.org/stable/40195757 .
Accessed: 23/10/2014 20:05
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
Springer is collaborating with JSTOR to digitize, preserve and extend access to Research in Higher Education.
http://www.jstor.org
This content downloaded from 129.219.247.33 on Thu, 23 Oct 2014 20:05:43 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=springer
http://www.jstor.org/stable/40195757?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
COLLEGE CHEATING:
Immaturity, Lack of Commitment,
and the Neutralizing Attitude
Valerie J. Haines, George M. Diekhoff, Emily E. LaBeff,
and Robert E. Clark
Through the use of a 49-item questionnaire administered to 380 university students, we
investigated student cheating on exams, quizzes, and homework assignments. More
than half the students reported cheating during the academic year on at least one of the
above. The purpose of this paper was to uncover fundamental factors underlying cheat-
ing behavior. Through the use of correlational and factor analysis, three primary factors
were identified: student immaturity, lack of commitment to academics, and neutraliza-
tion. We offer interpretations of these factors and suggestions for testing these and other
factors in future research.
Student dishonesty on college campuses throughout the nation has been
widely recognized as epidemic ("Cheating in College," 1976; Wellborn,
1980). Although cheating has been noted by faculty and students alike, its
occurrence does not appear to be on the decline. In fact, there seems to be
general agreement that cheating is endemic to education in the secondary
schools as well as at the college level. Methods of cheating often provide a
study in creativity ranging from the sophisticated distribution of term
papers through so-called paper mills, to devising ways of carrying informa-
tion into the classroom, to the not-so-sophisticated means of looking at
someone else's paper during an exam. Since it is unlikely that those asso-
ciated with academia for any length of time would deny the presence of
student cheating, it is imp.
Nathina Marion Kwon, Soo Ah, et al. Racial Segregation and th.docxvannagoforth
Nathina Marion
Kwon, Soo Ah, et al. “Racial Segregation and the Limits of International Undergraduate Student Diversity.” Race, Ethnicity & Education, vol. 22, no. 1, Jan. 2019, pp. 59–72. EBSCOhost, doi:10.1080/13613324.2017.1417830.
In this study of Kwon he talks about the challenges that influx Asians international undergraduate students in universities in the United States. Creating greater education and better social environments. He gets to talking about how Asians American student leaders and their organizations became difficult institutional task on diversity.
This article pertains to be a good source for my paper because it talks about a particular race that have trouble with being able to fit in with the university. Talks about segregation and racial discrimnation in the community. It could be a useful source for my paper. It’s useful because my topic is about racial discrimination and this source fits perfect.
Walker-DeVose, Dina C., et al. “Southern Assumptions: Normalizing Racialized Structures at a University in the Deep South.” Race, Ethnicity & Education, vol. 22, no. 3, May 2019, pp. 355–373. EBSCOhost, doi:10.1080/13613324.2017.1417256.
In this study of Walker-DeVose talks about race that’s critical such as how African Americans and White students at a PWI are diverse. He also talks about how Blacks interact with each other. He says when blaack and white socialize its common to say their post-racial environment. In his study he suggest that students of any race recognize the persistence of the racial discrimination.
This source could be a good source for my paper because it has aspects that talks more about race and how they interact on campus and each other. I think this article by far the best one I found because it get in depth with race discrimination in organziations , campuses, and each other. The goal of this source is to inform people on what goes on with each race and people who try to engage with people.
Holmes, Sarah E., and Sean Cahill. “School Experiences of Gay, Lesbian, Bisexual and Transgender Youth.” Journal of Gay & Lesbian Issues In Education, vol. 1, no. 3, Jan. 2004, pp. 53–66. EBSCOhost, doi:10.1300/J367v01n03_06.
In this study of Sarah Holmes she talks about how GLBT youth comes out more when their younger ages. She also gets into how the schools doesn’t do anything about how the kids of that community get harassed and bullied for being what they want to be. They face problems with racism and the risk of rejection by their community. If parents are apart of the GLBT their children become targets because of them and it affects their ability and focus at school.
This source I feel like wouldn’t be reliable for my paper but it could be a little useful. It could shape my paper in a way that could change my paper. It’s more about the LGBT side than just racism but it some parts of the source it talks about racism. It can be useful because the source is about how LGBT people have to go through things d ...
Presented at IEEE All India Student Congress 2013 and 14th Regional Conference of International Network of Women Engineers and Scientists (INWES), questions the existence of the proverbial glass ceiling and provides justification in support of its existence.
ArticleSome Evidence for a Gender Gapin Personality and .docxdavezstarr61655
Article
Some Evidence for a Gender Gap
in Personality and Social Psychology
Adam J. Brown1 and Jin X. Goh1
Abstract
This research examined a possible gender gap in personality and social psychology. According to membership demographics from
the Society for Personality and Social Psychology (SPSP), women and men are represented near parity in the field. Yet despite this
equal representation, the field may still suffer from a different type of gender gap. We examined the gender of first authors in two
major journals, citations to these articles, and gender of award recipients. In random samples of five issues per year across
10 years (2004–2013; N ¼ 1,094), 34% of first authors in Journal of Personality and Social Psychology were women and 44% of first
authors in Personality and Social Psychology Bulletin were women. Articles authored by men were cited more than those authored by
women. In examining the gender of award recipients given by SPSP (2000–2016), on average, 25% of the recipients were women.
Keywords
social psychology, personality, gender gap, bibliometric
It is no longer newsworthy that women enter psychology at a
higher rate than men do. In 2013, women represented 72.2%
of all doctorates in psychology (National Science Foundation
[NSF], 2015a). This is remarkable considering that in 1958 (the
earliest data available), women only represented 18.0% of all
doctorates in psychology. This impressive growth in represen-
tation is pervasive across most subfields of psychology, includ-
ing social psychology, with 67.3% of doctorates being awarded
to women in 2013.
1
Membership in the Society for Personality
and Social Psychology (SPSP), the field’s largest professional
society, likewise reflects this distribution: 51% of the SPSP
members are female, 38% are male, and 11% did not report
their gender in the most recent membership survey. Of the
89% of all members who specified their gender, 57% are
female and 43% are male. While these numbers are not defini-
tive, they do provide a good snapshot of the field’s gender com-
position, and this distribution is a cause for celebration. After
all, it stands in marked contrast to other fields such as science,
technology, engineering, and mathematics (STEM), where
women are severely underrepresented (NSF, 2015b). Yet despite
this progress for equal representation, there is reason to believe
that social and personality psychology may still suffer from a
gender gap. The current article presents evidence that even
though women and men are represented equally in social psy-
chology and personality in terms of participation, they are nev-
ertheless underrepresented as authors and underrecognized as
award recipients. The remainder of this article assumes that at
least half of the individuals participating in social and personal-
ity psychology are women, but based on the SPSP demographic
statistics, this estimate may be conservative.
The attrition of women in STEM fields is a.
My SWEEET 2016 deck: How Kate Clancy and colleagues' PLOS study and the USA's...Dawn Bazely
I was one of the organizers of the Symposium for Women Entering Ecology & Evolution Today, which has been held in association with the Canadian Society for Ecology and Evolution summer meeting.
http://sweeetecoevo.weebly.com/
This year: http://sweeetecoevo.weebly.com/sweeet-2016.html
"Gender diversity policy: the progress, the promise, and the challenges ahead
Thursday, July 7th 2016
Symposium: 9 am-1 pm
Location: Memorial University, St. John's, NL
Education Building, Room ED-1014
Everyone attending the CSEE 2016: 'From windswept land to spindrift swirl' is welcome and encouraged to participate in SWEEET.
Our 2016 theme is "Gender diversity policy: the progress, the promise, and the challenges ahead." Continuing with the tradition of accounts of successful women in ecology and evolution, we will have a series of prominent scientists speaking about progress in developing awareness of the science of gender equity. The goal is to impart support and knowledge about achieving gender equity to scientists-in-training through the sharing of information and networking opportunities.
We have designed the symposium to include time to discuss the material in the presentations in the form of a panel discussion that will include Kathy Martin (UBC) and Jeremy Kerr (UOttawa).
Our intended audience for this workshop includes post-secondary students working towards a career in science, post-doctoral fellows, and pre-tenure level faculty. The focus will be on creating opportunities and networking for women, but people of any gender are welcome to attend any part of the symposium."
Revisiting the Double Bind: Ensuring the Development and Advancement of Women...Brittany J. Harris
Presentation for 10th Annual Sources of Urban Educational Excellence Conference at Georgia State University.
Title: Revisiting the Double Bind: Ensuring the Development and Advancement of Women of Color in STEM
My experience with tackling ongoing barriers faced by Women in STEM in CanadaDawn Bazely
Talk for Women Studies, Visva Bharati University, Santiniketan, West Bengal, India. March 17, 2018.
I will update this to reflect the nasty article published by Science Magazine (AAAS) containing an attack on a young woman who is a PhD student and who also does a lot of innovative science outreach and engagement.
Learning OutcomesThis week students will1. Apply the concep.docxsmile790243
Learning Outcomes
This week students will:
1. Apply the concept of inclusion to educational settings.
2. Describe how to implement the Four S’s of inclusion within a physical education lesson.
3. Reflect on the influence of home and school environment on motivation and motor development.
Introduction
This week you will discuss how inclusion extends beyond formally recognized disabilities, and into having more sensitivity and respect for others. In the text, you will read how inclusion can relate to children from different cultural backgrounds, where certain beliefs, values, and practices are different from traditional American ones. Therefore, you extend the notion of inclusion to children who may face barriers while engaging in physical education, not only from a particular disability, but also perhaps due to their body composition, the language they speak, or their cultural background. You will discuss how you can use teaching strategies to provide an enjoyable physical education for every child.
Required Resources
Required Text
1. Foundations of Moving and Learning
a. Chapter 8 – Including All Children for Success
· This chapter explores the concept of inclusion as it applies to educational settings
.
Recommended Resources
Multimedia
1. Goodman, R. (Director) & Read, M. R. (Producer). (2005). Special needs students in regular classrooms? Sean’s story [Television series episode]. In J. Tomlin (Executive producer) Turning point. New York, NY: ABC News. Retrieved from Films on Demand.
· This is the story of an 8-year-old boy with Down syndrome who was part of a battle over "inclusion," the practice of placing mentally or physically challenged students in regular classrooms.
Running head: GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 1
GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 2
Gender Discrimination; a Consequence of Inequality
Student’s Name:
Course Name and Number:
Instructor’s Name:
Date Submitted:
Gender Discrimination; a Consequence of Inequality
Introduction
Description
Inequality is a theme that has become rampant in society over the years receiving interest from big organizations. It is an unseen ailment that arises from poverty, gender disparity, educational level, age, and even race. With the far reach of inequality, it is no surprise several bodies are looking into the issue with the aim of closing that chapter and advancing to newer issues.
Gender Discrimination (Social Problem)
Associated to Meyer (2004), we contemplate the definition of sex to be all practices that are communal, traditional and dialectal that result in processes which differ males from females. Some cultural aspects in our communities have pre-programed individuals to adhere to certain norms that create the disparity between genders. Those of the male gender are usually given the upper hand in some populations, leaving out women and children to the mercy of the men in their lives. There is a constant scuffle for ...
College Cheating Immaturity, Lack of Commitment, and the Neut.docxmonicafrancis71118
College Cheating: Immaturity, Lack of Commitment, and the Neutralizing Attitude
Author(s): Valerie J. Haines, George M. Diekhoff, Emily E. LaBeff and Robert E. Clark
Source: Research in Higher Education, Vol. 25, No. 4 (1986), pp. 342-354
Published by: Springer
Stable URL: http://www.jstor.org/stable/40195757 .
Accessed: 23/10/2014 20:05
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
Springer is collaborating with JSTOR to digitize, preserve and extend access to Research in Higher Education.
http://www.jstor.org
This content downloaded from 129.219.247.33 on Thu, 23 Oct 2014 20:05:43 PM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=springer
http://www.jstor.org/stable/40195757?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
COLLEGE CHEATING:
Immaturity, Lack of Commitment,
and the Neutralizing Attitude
Valerie J. Haines, George M. Diekhoff, Emily E. LaBeff,
and Robert E. Clark
Through the use of a 49-item questionnaire administered to 380 university students, we
investigated student cheating on exams, quizzes, and homework assignments. More
than half the students reported cheating during the academic year on at least one of the
above. The purpose of this paper was to uncover fundamental factors underlying cheat-
ing behavior. Through the use of correlational and factor analysis, three primary factors
were identified: student immaturity, lack of commitment to academics, and neutraliza-
tion. We offer interpretations of these factors and suggestions for testing these and other
factors in future research.
Student dishonesty on college campuses throughout the nation has been
widely recognized as epidemic ("Cheating in College," 1976; Wellborn,
1980). Although cheating has been noted by faculty and students alike, its
occurrence does not appear to be on the decline. In fact, there seems to be
general agreement that cheating is endemic to education in the secondary
schools as well as at the college level. Methods of cheating often provide a
study in creativity ranging from the sophisticated distribution of term
papers through so-called paper mills, to devising ways of carrying informa-
tion into the classroom, to the not-so-sophisticated means of looking at
someone else's paper during an exam. Since it is unlikely that those asso-
ciated with academia for any length of time would deny the presence of
student cheating, it is imp.
Nathina Marion Kwon, Soo Ah, et al. Racial Segregation and th.docxvannagoforth
Nathina Marion
Kwon, Soo Ah, et al. “Racial Segregation and the Limits of International Undergraduate Student Diversity.” Race, Ethnicity & Education, vol. 22, no. 1, Jan. 2019, pp. 59–72. EBSCOhost, doi:10.1080/13613324.2017.1417830.
In this study of Kwon he talks about the challenges that influx Asians international undergraduate students in universities in the United States. Creating greater education and better social environments. He gets to talking about how Asians American student leaders and their organizations became difficult institutional task on diversity.
This article pertains to be a good source for my paper because it talks about a particular race that have trouble with being able to fit in with the university. Talks about segregation and racial discrimnation in the community. It could be a useful source for my paper. It’s useful because my topic is about racial discrimination and this source fits perfect.
Walker-DeVose, Dina C., et al. “Southern Assumptions: Normalizing Racialized Structures at a University in the Deep South.” Race, Ethnicity & Education, vol. 22, no. 3, May 2019, pp. 355–373. EBSCOhost, doi:10.1080/13613324.2017.1417256.
In this study of Walker-DeVose talks about race that’s critical such as how African Americans and White students at a PWI are diverse. He also talks about how Blacks interact with each other. He says when blaack and white socialize its common to say their post-racial environment. In his study he suggest that students of any race recognize the persistence of the racial discrimination.
This source could be a good source for my paper because it has aspects that talks more about race and how they interact on campus and each other. I think this article by far the best one I found because it get in depth with race discrimination in organziations , campuses, and each other. The goal of this source is to inform people on what goes on with each race and people who try to engage with people.
Holmes, Sarah E., and Sean Cahill. “School Experiences of Gay, Lesbian, Bisexual and Transgender Youth.” Journal of Gay & Lesbian Issues In Education, vol. 1, no. 3, Jan. 2004, pp. 53–66. EBSCOhost, doi:10.1300/J367v01n03_06.
In this study of Sarah Holmes she talks about how GLBT youth comes out more when their younger ages. She also gets into how the schools doesn’t do anything about how the kids of that community get harassed and bullied for being what they want to be. They face problems with racism and the risk of rejection by their community. If parents are apart of the GLBT their children become targets because of them and it affects their ability and focus at school.
This source I feel like wouldn’t be reliable for my paper but it could be a little useful. It could shape my paper in a way that could change my paper. It’s more about the LGBT side than just racism but it some parts of the source it talks about racism. It can be useful because the source is about how LGBT people have to go through things d ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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2. Ginny Catania, University of Texas
Improving belonging in Greenland science
DISCLAIMER!
‘Due to significant disparities in racial parity in academia (especially within the geosciences),
this presentation is most representative of white women, and our use of the gender binary
does not represent gender diversity in the geosciences.’
Ranganathan et al., 2021 (AGU Advances)
3. Who are minoritized in the Cryospheric sciences?
Number
of
PhDs
(Geosciences)
Adapted from Bernard and Cooperdock, 2018 (Nature)
4. Who are minoritized in the Cryospheric sciences?
PhDs
by
gender
%
(Geosciences)
Adapted from Bernard and Cooperdock, 2018 (Nature)
5. Data from AGU Cryosphere Sciences Section Dashboard
male (all member types)
male students
female (all member types)
female students
undeclared gender students
undeclared gender (all member types)
%
of
membership
AGU Cryo Section has 3X more men than women
6. Why are we doing so bad at this?
Unconscious
& Conscious
bias
Chilly
academic
climate
Unequal
access to
resources
7. Underrepresentation and bias
(Table 1). Tests of simple effects (all d < 0.33) indicated that
female faculty participants did not rate the female student as
more competent [t(62) = 0.06, P = 0.95] or hireable [t(62) = 0.41,
P = 0.69] than did male faculty. Female faculty also did not
offer more mentoring [t(62) = 0.29, P = 0.77] or a higher salary
[t(61) = 1.14, P = 0.26] to the female student than did their male
Fig. 1. Competence, hireability, and mentoring by student gender condition
(collapsed across faculty gender). All student gender differences are significant
(P < 0.001). Scales range from 1 to 7, with higher numbers reflecting a greater
extent of each variable. Error bars represent SEs. nmale student condition = 63,
nfemale student condition = 64.
PSYCHOLOGICAL
AND
COGNITIVE
SCIENCES
Science faculty’s subtle gender biases favor
male students
Corinne A. Moss-Racusina,b
, John F. Dovidiob
, Victoria L. Brescollc
, Mark J. Grahama,d
, and Jo Handelsmana,1
a
Department of Molecular, Cellular and Developmental Biology, b
Department of Psychology, c
School of Management, and d
Department of Psy
Yale University, New Haven, CT 06520
Edited* by Shirley Tilghman, Princeton University, Princeton, NJ, and approved August 21, 2012 (received for review July 2, 2012)
Despite efforts to recruit and retain more women, a stark gender
disparity persists within academic science. Abundant research has
demonstrated gender bias in many demographic groups, but has
yet to experimentally investigate whether science faculty exhibit
a bias against female students that could contribute to the gender
disparity in academic science. In a randomized double-blind study
(n = 127), science faculty from research-intensive universities
rated the application materials of a student—who was randomly
assigned either a male or female name—for a laboratory manager
position. Faculty participants rated the male applicant as signifi-
cantly more competent and hireable than the (identical) female
applicant. These participants also selected a higher starting salary
and offered more career mentoring to the male applicant. The
gender of the faculty participants did not affect responses, such
that female and male faculty were equally likely to exhibit bias
against the female student. Mediation analyses indicated that the
female student was less likely to be hired because she was viewed
as less competent. We also assessed faculty participants’ preexist-
ing subtle bias against women using a standard instrument and
found that preexisting subtle bias against women played a moder-
ating role, such that subtle bias against women was associated
with less support for the female student, but was unrelated to
reactions to the male student. These results suggest that interven-
tions addressing faculty gender bias might advance the goal of
increasing the participation of women in science.
diversity | lifestyle choices | science education | science workforce
gender disparity in science (9–11), and that it “is not
discrimination in these domains” (10). This assertio
ceived substantial attention and generated significan
among the scientific community, leading some to conc
gender discrimination indeed does not exist nor contrib
gender disparity within academic science (e.g., refs. 12
Despite this controversy, experimental research testi
presence and magnitude of gender discrimination i
ological and physical sciences has yet to be conducted.
acknowledging that various lifestyle choices likely con
the gender imbalance in science (9–11), the present r
unique in investigating whether faculty gender bias exi
academic biological and physical sciences, and whethe
exert an independent effect on the gender disparity as
progress through the pipeline to careers in science. Sp
the present experiment examined whether, given a
qualified male and female student, science faculty
would show preferential evaluation and treatment of
student to work in their laboratory. Although the cor
and related laboratory studies discussed below suggest
bias is likely (contrary to previous arguments) (9–11), w
no previous experiments that have tested for faculty bi
female students within academic science.
If faculty express gender biases, we are not sugge
these biases are intentional or stem from a conscious
impede the progress of women in science. Past studie
that people’s behavior is shaped by implicit or unintend
examine the processes underscoring faculty gender bias, we
reverted to standard practices at this point by averaging the
standardized salary variable with the competence scale items to
create a robust composite competence variable (α = 0.86). This
composite competence variable was used in all subsequent me-
diation and moderation analyses.
Fig. 2. Salary conferral by student gender condition (collapsed across faculty
gender). The student gender difference is significant (P < 0.01). The scale
ranges from $15,000 to $50,000. Error bars represent SEs. nmale student condition =
63, nfemale student condition = 64.
8. How bias shows up…
• Overburden of service
• Not knowing the
hidden rules
• Issues with
Promotion/Tenure
• Less Salary
• Unequal Access to
resources
• Lack of mentorship
• Lack of collaborators
9. Chilly academic/research climate
“I was [sic] belittled and gaslighted from the first day by a male colleague who refused to
reply to emails because I addressed him by his first name, withholding data from me,
presenting my work as his own, treating me like a secretary...I never published good work
over those 4 years because he made it so difficult”
“...they made my first trip to Greenland really, really uncomfortable. They belittled the work
we were doing, peed abnormally close to our camp and called us ‘the girly camp’ because
we had multiple female members”
“...I experienced [sic] threats of self-harm/suicide (by the offender), threats of violence (to me),
stalking including showing up at my house in the middle of the night, threats against people
who spoke as witnesses in the multiple court cases to get restraining orders against him…”
“I am so sick of being mansplained to by my male colleagues much younger than me, who
literally forget I know stuff”
All quotes reproduced with permission
“When I was in the field on my first NSF-funded project as a PI a colleague mentioned to me
that the only reason I got funded was because I was a woman.”
10. “Relentless pressure for dates or sex is an obvious
violation of policy. Gender harassment is more
difficult, for instance masquerading as scholarly
criticism. Each individual act may seem too trivial
to report, but the cumulative impact can be
devastating.”
11.
12. Unequal access to social support networks
image contributed to storyblocks.com by milkmanwest
NASEM, 2021. The Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine.
Because women are underrepresented in most STEM
fields, particularly in the upper echelons, they are more
likely to experience academic isolation, including
limited access to mentors, sponsors, and role models
that share gender, racial, or ethnic identities. Coupled
with the physical isolation in response to the COVID-19
pandemic, women in academic STEM are isolated
within their fields, networks, and communities, putting
at risk the progress they have made in building
networks and maintaining collaborations.
13. Inception of the university system excluded women: Western science was masculine by design.
Contributions by women were largely ignored: In the 1800s, expeditions into the field were led by men, and the
emerging field of glaciology was developed by those men. Women regularly attended such expeditions, making
observations and collecting data, but were remembered as wives of an expedition’s male members and not as
scientists in their own right.1
Academic skill is conflated with outdoorsmanship: Outdoors experience, considered a prerequisite to glaciology, is
more common among men than women2 and requires financial means, presenting a barrier-to-entry for potential
scientists. Even today, media coverage and conversations within glaciology often focus on tales of difficult field work
and extra-academic adventures.3
University of
Oxford founded
1920
First female members
elected to Royal Society
1100s
Women made eligible for
full admission at Oxford
1945
1660
Royal Society of
London founded
Female exclusion in glaciology
Slide from Glaciology, Race, and Masculinity by Seth Olinger
14. Inception of the university system excluded women: Western science was masculine by design.
Contributions by women were largely ignored: In the 1800s, expeditions into the field were led by men, and the
emerging field of glaciology was developed by those men. Women regularly attended such expeditions, making
observations and collecting data, but were remembered as wives of an expedition’s male members and not as
scientists in their own right.1
Academic skill is conflated with outdoorsmanship: Outdoors experience, considered a prerequisite to glaciology, is
more common among men than women2 and requires financial means, presenting a barrier-to-entry for potential
scientists. Even today, media coverage and conversations within glaciology often focus on tales of difficult field work
and extra-academic adventures.3
University of
Oxford founded
1920
First female members
elected to Royal Society
1100s
Women made eligible for
full admission at Oxford
1945
1660
Royal Society of
London founded
Female exclusion in glaciology
Slide from Glaciology, Race, and Masculinity by Seth Olinger
1Women in Glaciology, a Historical Perspective (Hulbe et al 2010)
15. Inception of the university system excluded women: Western science was masculine by design.
Contributions by women were largely ignored: In the 1800s, expeditions into the field were led by men, and the
emerging field of glaciology was developed by those men. Women regularly attended such expeditions, making
observations and collecting data, but were remembered as wives of an expedition’s male members and not as
scientists in their own right.1
Academic skill is conflated with outdoorsmanship: Outdoors experience, considered a prerequisite to glaciology, is
more common among men than women2 and requires financial means, presenting a barrier-to-entry for potential
scientists. Even today, media coverage and conversations within glaciology often focus on tales of difficult field work
and extra-academic adventures.3
University of
Oxford founded
1920
First female members
elected to Royal Society
1100s
Women made eligible for
full admission at Oxford
1945
1660
Royal Society of
London founded
Female exclusion in glaciology
Slide from Glaciology, Race, and Masculinity by Seth Olinger
1Women in Glaciology, a Historical Perspective (Hulbe et al 2010)
2REI Gender and the Outdoors https://www.rei.com/blog/hike/closing-gender-gap-great-outdoors
3Glaciers, gender, and science: A feminist glaciology framework for global environmental change research (Carey et al 2016)
16. Our research culture needs to change
“Academic culture is the sum of all our words, actions,
and beliefs. It can feel intimidating to talk about how
to change the culture, but we do that with everything
we do, say, and think. Progress may feel slow at
times, but it is real.”
Jen Heemstra
19. ● Initiated in Summer 2021
● Over 260 members mostly from Europe and N. Amer.
● Member demographics include wide range of
seniority (tenured professors/researchers to graduate
students) and cryo. interests
● Group was advertised via Twitter initially, and
remains open to new members
Slack provides community, mentorship,
advice-hive that many are missing
Scan this code to join!
20. Why this works: Slack (read: casual txt message exchange) (a) initiated collective
action in an underclass of workers and (b) gave management access to perspectives
they would not have easy access to and (c) upended social hierarchies generally.
“On Slack, everyone has the same size megaphone, regardless of hierarchy or chain
of command.”
Slackers of the World Unite! The Atlantic, Oct. 2021
Slack provides community, mentorship,
advice-hive that many are missing
21. 1) member support for decision-making, vents, sharing successes etc.
● Catching up after a career break/slump
● Dealing with challenging colleagues (within the discipline and within
individual institutions)
● Issues related to career transitions (starting an academic career, moving into
administration, leaving glaciology, etc.)
2) sharing of knowledge and resources of support
● Dealing with soft money fund-raising
● Work-life balance
3) coordination of nominations for awards
4) new collaborations for scientific, educational, and diversity, equity, and
inclusion initiatives
Early successes of the Slack workspace
22. 1) it remains challenging to address intersectionality
● populations of intersectional people are far too low for adequate support of
each identity (sexual, gender, race, ethnicity, etc.)
2) lack of person-to-person communication
● knowing people and talking in person provides better context for discussions
3) we are still learning from each other
● this may come with the realization that one has more power/privilege than
you think
Early challenges of the Slack workspace
23. What can the FOGSS community do?
1) engage more of the dominant demographic in solutions
2) provide support for collaboration on research
● follow up meeting with a call for white papers based on breakouts?
● organize for an ITGC-style approach for tackling outstanding issues for GrIS,
but with a requisite of collaboration across ranks
3) mentorship from those outside of our Slack
● we all need guidance on navigating the complex landscape of academia
4) examine how science is conducted and where knowledge comes from
• see Melody Burkins talk
• voice support for double-blind peer review in other funding programs