graduate women in philosophy: an i-e-o model to increase women faculty members in philosophy
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Graduate Women in Philosophy: An I-E-O Model to Increase Women Faculty Members in Philosophy. Elizabeth Brown, Kate Curley & Dylan Howser HI ED 556. Overview. Framing the Problem Developing the Model The Model Inputs Environment Outputs Discussion Conclusion. Framing the Problem. - PowerPoint PPT PresentationTRANSCRIPT
GRADUATE WOMEN IN PHILOSOPHY: AN I-E-O MODEL TO INCREASE WOMEN FACULTY MEMBERS IN PHILOSOPHY
Elizabeth Brown, Kate Curley & Dylan HowserHI ED 556
Overview Framing the Problem Developing the Model The Model
Inputs Environment Outputs
Discussion Conclusion
Framing the Problem WHY examine the problem?
21.9 % vs. 27% in STEM fields (Division APAP, 2011)
WHY does it matter? Recent news Toxic climate
Sexual harassment discrimination
(Schuessler, 2013)
Building the Model Literature research
Similar fields are experiencing similar issues
Online research National associations and organizations Blogs, blogs, blogs
Individual interviews Penn State Graduate Students & Faculty
Members
EXTERNAL INFLUENCES
The I-E-O ModelIN
PUTSPrior
education experienceInternal characteristicsFamily background & demographicsAdmission & institutional choice
ENVI
RONM
ENTClassroom
ExperiencesStereotype Threat & Implicit BiasPerceived SupportSexual Harassment
OUTP
UTSPh.D. in
PhilosophyTenure-Track Position
Inputs Prior education experience
Internal characteristics
Family background and demographics
Admission and institutional choice
Inputs: Internal Characteristics Schemas “woman” and “philosopher” coalesce
(Haslinger, 2008). “I am not so tied to the field or the institution, but
what it can help me do.” (D. Valentine, personal communication, October 30, 2013)
“Philosophy is the best venue to work on change and be a product of that change…I have defined myself by this.” (Anonymous graduate student, personal communication, November 1, 2013)
“I try to recreate the environment of St. John’s and have faith that things can be better.” (C. Griffin, personal communication, November 4, 2013)
Environment Classroom experiences Sexual harassment Implicit bias & stereotype threat Perceived support External influences
Outcomes Tenure-Track vs. Adjunct positions
Barriers to Tenure Research – areas of research and getting
published Teaching – forced courses and less respect
from students Service – committee membership and role
modeling
Who Comes First? Students
Largest leak in the pipeline Most research is on how to retain
undergraduates Possibility of producing more PhD’s than
jobs
Professors Breaking down barriers for women in
philosophy Laying foundations for future women
philosophers Trickle-down academia
Applicability to Other Student Communities
Inspired from models explaining underrepresented groups in STEM fields Recall the similar themes from last week’s
presentations
Easily adaptable to other areas where women are underrepresented or other underrepresented groups in philosophy and beyond Exercise caution in assuming similarities
between groups
How can you use this model in your work?
Practical Applications
Conclusion Tide is turning for women in philosophy, but there
is still a long way to go in order to achieve equity
Complex issues at each stage of the I-E-O model need to be addressed to create a reliable pipeline of women in the field While unique, many similarities to STEM disciplines
Our model helps synthesize the current scholarly literature, online discussions, and other movements in the field of philosophy and provides a foundation from which to move forward
REFERENCES AVAILABLE UPON REQUEST
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