icwes15 - the outcomes of 19 institutional transformation efforts to advance gender equality....

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Outcomes of 19 Institutional Transformation Efforts to ADVANCE Gender Equity

Diana Bilimoria & Xiangfen LiangCase Western Reserve UniversityCleveland, OH, [email protected]

ICWES, Adelaide, Australia July 20, 2011

mailto:[email protected]

Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011 2

Why Focus on Gender Equity in Academic Science and Engineering? Women’s under-representation and lack of

inclusion at all faculty ranks and in leadership has detrimental implications for the future of the U.S. scientific workforce and is a lost opportunity for U.S. academic S&E to compete globally

Systematic, historical, and widespread inequities in women’s representation and inclusion persist at every stage of the S&E academic pipeline, counter to science’s ethos of openness to talent


Pecentage of Employed Doctoral Scientists and Engineers in 4-Year Educational Institutions, by Sex and Faculty Rank: 2006

S(10.0)(20.0)(30.0)(40.0)(50.0)(60.0)(70.0)(80.0)(90.0)

MaleFemale

Source: NCSES: Characteristics of Doctoral Scientists and Engineers in the United States: 2006 http://www.nsf.gov/statistics/nsf09317/

http://www.nsf.gov/statistics/nsf09317/


The NSF ADVANCE Initiative Program Goal: Increase the participation

and advancement of women at all levels in academic science and engineering careers.

Three program components: Institutional Transformation IT-Catalyst Partnerships for Adaptation,

Implementation, and Dissemination (PAID)


Institutional Transformation (IT) The IT component has been in all program

solicitations since 2001 5-year projects $2 M to $5 M total Comprehensive, institution-wide, projects

to transform the culture of the university or college

Examples of project activities: Reviewing, updating, and clarifying hiring,

promotion and tenure policies Developing dual career hiring policies Establishing mentoring programs Providing training for departmental leaders Climate surveys and data analysis


Hunter College, CUNY

U. Colorado, Boulder

Georgia Institute of Technology

U. Michigan

New Mexico St. U.

U. California, Irvine

U. Wisconsin, Madison

U. Washington

U. Puerto Rico, Humacao

Cohort 1: 2001

Columbia U.CWRU

U. Montana

U. Rhode Island

U. Alabama, Birmingham

Kansas St. U.

U. Texas, El Paso

Utah St. U.

U. Maryland, Baltimore County

Virginia Polytechnic Institute

Cohort 2: 2003William Marshall Rice U.

Brown U.

California St. Polytechnic U., Pomona

Cornell U.

Iowa St. U.

RPI

U. Arizona

U. Illinois,Chicago

U. North Carolina, Charlotte

Cohort 3: 2006Cohort 4: 2008

Northeastern U.

Purdue

U. Nebraska,Lincoln

North Dakota St. U.

Wright St.

MichiganSt. U.

OSU

Rutgers

Washington St.

ADVANCE Institutional Transformation Grantees 2001-2008

Small IT awards to promote promising practices:• Duke University• Marshall University

• New Jersey Institute of Technology• University of Maryland, Eastern Shore


ADVANCE Portfolio Institutional Type 2001-2009 One hundred and eleven (111) different

Institutions of higher education 84 public and 27 private

Nine professional and non-profit STEM-related organizations

Twelve Minority-Serving Institutions (10.8% of ADVANCE institutions): 7 Hispanic-Serving Institutions, 6 Historically Black Colleges and Universities

(including one women’s college), 1 Alaskan Native-Serving Institution, and 1 institution primarily serving persons with disabilities

Three women’s colleges (including 1 HBCU)


Our Study – Purpose To describe the initiatives and assess the

outcomes of the institutional transformation experience of 19 US universities, funded as the first two cohorts of NSF’s ADVANCE IT program, that have aimed to increase the participation of female faculty in all S&E ranks and in leadership

To develop a generalized framework for how higher education institutions can enable gender equity through transforming their structures and cultures


Methods We analyzed the annual reports, final reports,

websites, research publications, and evaluation reports of 19 universities (Cohorts 1 & 2) funded by NSF ADVANCE IT awards

We also drew on interviews with 54 ADVANCE IT project PIs, team leaders, and senior faculty at these universities about the nature and outcomes of their efforts (results presented by D. Bilimoria & V. Valian at 2006 NSF ADVANCE PI Meeting, Washington, D.C.)

Early findings reported (in Bilimoria, D., Joy, S. & Liang, X.F. (2008). Breaking Barriers and Creating Inclusiveness: Lessons of Organizational Transformation to Advance Women Faculty in Academic Science and Engineering, Human Resources Management, 47, 3: 423-441.

Book manuscript submitted for publication by Taylor & Francis (Routledge) in 2011 (“Gender Equity in Science and Engineering: Advancing Change in Higher Education”)


Sample: The first two cohorts of ADVANCE IT awardees (19 universities)Cohort 1 (2001-2006) Georgia Institute of

Technology Hunter College, the City

University of New York New Mexico State University University of Colorado,

Boulder University of California, Irvine University of Michigan, Ann

Arbor University of Puerto Rico,

Humacao University of Washington University of Wisconsin,

Madison

Cohort 2 (2003-2008) Case Western Reserve

University Columbia University Kansas State University University of Alabama,

Birmingham University of Maryland,

Baltimore County University of Montana University of Rhode Island University of Texas, El Paso Utah State University Virginia Polytechnic Institute


Sample Characteristics Carnegie Classification:

17 Research Universities: 11 Very High, 6 High 1 Masters, 1 Baccalaureate

Type: 17 Public, 2 Private

STEM Faculty Size Ranges over ADVANCE duration: Over 1200: 1 (Wisconsin) 498-890: 3 (Michigan, GT, K-State) 293-497: 7 (VT, Washington, Colorado, UCI, Utah State,

Columbia, CWRU) 106-251 : 6 (URI, NMSU, UTEP, UMBC, Montana, UAB) < 100: 2 (UPRH, Hunter)


Findings (1) - Factors Facilitating Transformation

Internal Factors Senior administrative support and involvement A champion of institutional transformation Collaborative, cross-disciplinary leadership Widespread and synergistic partnerships across

campus Visibility of actions and outcomes (small wins

strategies) External

Legitimacy, funding, and coordination from NSF A network of peer institutions for best practice

sharing and support


Findings (2) - Transformational Initiatives Undertaken

Pipeline Initiatives, aimed at: increasing the inflow of women into the pipeline better equipping women to successfully progress in the

pipeline improving the institutional structures and processes related

to academic career transition points (recruitment, tenure, promotion, leadership)

Climate Initiatives, aimed at: engaging in efforts to make departments (micro-climates)

more collegial, egalitarian, equitable and transparent increasing organizational awareness of diversity, equity and

inclusion issues


Improving School/College and University (Macro) ClimateTargeting the increase of women in administrative and faculty leadership positionsWork-life integration, academic career flexibility, and family- friendly initiatives, child care initiativesVisiting distinguished scholars programsGender equity awareness training workshopsInteractive theatre presentations

Improving Departmental (Micro) ClimateFaculty climate surveysDepartment transformation funding and programsFacilitated micro-climate interventionsLeadership development and climate awareness training of department chairsDepartment-specific seminars/workshops

Increasing the Flow into the Pipeline

For non-tenure track faculty- Research Funds- Mentoring, coaching- TrainingFor undergraduate, graduates & post-docs- Special programs for academic career tracks- Scholarships- Summer research experiences - Mentoring- Mentoring training for faculty advisors- Information & networking sessionsFor high school students- Specially developed science & math courses- Introductory programs into engineering

Academic Climate

Academic Pipeline for Women

Receiving PhD

Entering a tenure-track position as Assistant

ProfessorPromotion to

Professor RankAdvancement to

leadership

Tenure and/or Promotion to

Associate Professor Rank

Off-track position

experience

Junior women

Seniorwomen faculty

experience

Senior women faculty experience

faculty experience

Improving Institutional Structures & Processes Related to Transition Points Equipping Women to Successfully Progress in the Pipeline

quipping Women to Successfully Progress in the Pipeline

RecruitmentAssistance, tools and resources to search committees in identifying and meeting with candidatesTraining to search committees on potential biases and best practicesFunding for targeted recruitmentDual career hiring policies & practices

Promotion, Tenure, Retention & Advancement to Leadership

Tools & training for decision makers on evaluation biases & best practiceSpecial workshops, consultants and mentors for women reaching promotion/tenureTenure clock extension policiesSalary equity studiesOffer letter & start-up package analysesLab and office space equity studies

Junior WomenCareer development programsProfessional/academic training and development related to teaching, research, lab & student supervision, work-life integration, leadership Information sharing seriesMentoring/role modelsCoachingNetworkingFunding for research & career advancementShowcasing women scholars

Senior WomenLeadership development programsProfessional/academic training and development Mentoring othersFunded professorshipsFunding for research and career developmentSpecial funding and programs for re-starting research after a hiatus (transition support) Showcasing women leaders

Pipeline Initiatives

Climate Initiatives


Findings (3) – Institutionalizing the Transformation

New Positions and Structures: e.g., new positions such as ombudspersons, equity advisors, endowed chairs, institutional researchers, and provosts/deans for faculty development and diversity; family-friendly structures, such as child care facilities and lactation centers for nursing mothers

New and Modified Policies: e.g., automatic tenure clock extension, dual-career hiring, job sharing, work release policies (such as maternity/paternity leave in case of child birth or adoption; family medical leave in case of sickness of any member of the family, including parents) and family-friendly benefits policies (e.g., domestic partner health benefits)

New Programs: e.g., new funding for successful programs, continuation of leadership development and mentoring programs

New and Improved Practices: e.g., systematic documentation of best practices in the form of tool kits, guidelines, best practice guides, evaluation forms, training manuals, presentations, and pamphlets


Findings (4) – Research and Evaluation in Support of Transformation

Systematic efforts to: Track Key Indicators of Representation, Equity, and Inclusion:

e.g., NSF ADVANCE indicators, additional monitoring tools as cohort analyses and flux charts.

Conduct Faculty Climate Studies: e.g., climate surveys, interview and focus group studies, resource equity studies

Conduct Benchmarking Studies of leading departments and universities

Evaluate Programmatic Interventions Strengthen the Institutional Research Infrastructure (Improve

Internal Collection, Analysis, and Use of Data): e.g., templates for faculty databases, initial resources for database creation and maintenance, just-in-time training tools for more equitable personnel decision making, and presentations of analyses and recommendations to senior administrators


Findings (5) The Outcomes of Institutional Transformation Changes over the ADVANCE award

period in numbers and percentages of women at all ranks and in leadership

Number of institutions showing % increase, no change, or % decrease in women

Changes over the ADVANCE award period in numbers and percentages of women in specific disciplines


Variables (# of universities with valid indicators)

Baseline Year Final YearWilcoxonSigned RanksTest

Mean SD Mean SD Z p-value

Women Faculty # women assistant professors (n = 18) 19 18 27 21 3.32 0.001**

# women associate professors (n = 18) 18 11 20 15 1.16 0.245# women professors (n = 18) 17 19 25 22 3.66 0.000***

Total number of women faculty (n = 19) 53 44 71 55 3.73 0.000***

Men Faculty# men assistant professors (n = 18) 57 44 61 50 1.45 0.148# men associate professors (n = 18) 73 49 73 46 0.17 0.868# men professors (n = 18) 183 163 187 160 1.21 0.227Total number of men faculty ( n = 19) 311 240 320 243 1.58 0.115

Note. ** p < 0.01, *** p < 0.001

Changes in Numbers of STEM Women & Men Faculty over ADVANCE Awards


Percentage of Women Faculty in STEM over ADVANCE Awards

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Changes in Numbers of Faculty in Disciplines over ADVANCE Awards

Variables(# of universities with valid data)

Baseline Year Final Year Wilcoxon SignedRanks Test

Mean SD Mean SD Z p-value

Engineering (n = 16)

# female faculty in engineering 14.4 11.3 19.9 14.6 3.42 .001**

# male faculty in engineering 128.3 88.2 134.6 94.1 1.73 .083

Natural Sciences (n = 19)

# female faculty in natural sciences 27.3 10.0 36.5 14.5 3.77 .000***

# male faculty in natural sciences 151.4 73.6 154.5 76.8 0.70 .485

Social and Behavioral Sciences (SBS) (n = 13)

# female faculty in SBS 39.8 53.6 48.8 59.9 3.06 .002**

# male faculty in SBS 80.3 102.8 78.7 95.6 -0.36 .721

Note. ** p < 0.01, *** p < 0.001

Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

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Changes in Numbers of Women in Faculty and Administrative Leadership Positions over the ADVANCE Award Period

Variables NBaseline Year Final Year

Za

Mean SD Mean SD

Number of women with endowed chairs/named professorships 10 8.00 12.03 12.3 18.35 1.895+

Number of women department heads 14 4.86 5.38 6.00 7.43 .763

Number of women deans 14 4.07 3.77 5.07 4.83 1.707+

Number of women central administrators

8 3.13 2.85 4.50 3.93 2.232*

Total number of women in administrative leadership positions 14 10.71 8.42 13.64 11.86 2.140*

aWilcoxon Signed Ranks Test; * p < .05, + p < .10

Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011


Study Conclusions - At the 19 Universities studied, ADVANCE IT has: Created new permanent positions, offices and structures

supporting diversity, equity, and inclusion Improved faculty practices of recruitment, advancement and

retention Improved university policies to support work-life integration Increased the monitoring of gender equity indicators and

improved the capacity for institutional research Improved the gender awareness and leadership of S&E

department chairs Increased the workforce participation of women faculty in

academic S&E Increased the representation of women faculty in STEM at

assistant and full professor ranks Increased the representation of women faculty in the disciplines

of engineering, natural sciences, and social & behavioral sciences Increased women holding endowed professorships in S&E Increased women in administrative leadership positions


A Model of Institutional Transformation for Gender Equity and Inclusion

1. Factors Facilitating Transformation

Internal

- Senior administrative support and involvement

- Collaborative leadership - Widespread and synergistic partnerships - A champion of institutional

transformation - Visibility of actions and outcomes

External

- NSF funding - Network of NSF ADVANCE

peer institutions

3. Institutionalizing the Transformation

- Creating new structures,

positions and groups - Implementing new and

modified policies - Incorporating successful change i nitiatives

- Creating tool kits and guidelines, and providing resources for improved

practices

2. Transformational Initiatives To Remove Inequities and Create

Inclusiveness

Pipeline Initiatives: - Increasing the flow into the pipeline - Improving organizational structures and

processes related to key career transition points

Recruitment Promotion Advancement to leadership

- Equ ipping women and minorities to successfully progress in the pipeline Career stage- specific inputs

Organizational Climate Initiatives: - Improving the awareness and practices of

male colleagues and decision makers - Improving departmental (micro) c limates - Increasing organization- level

attention to diversity, equity, and inclusion issues

4. Research & Evaluation in Support of Transformation

- Tracking Key Indicators of Representation, Equity, and Inclusion - Benchmarking and Climate Studies - Evaluation of Interventions - Improving Internal Collect ion, Analysis, and Use of Data

5. Transformation Outcomes

- Increased representation of

women and minorities at all ranks and in leadership

- Equitable and inclusive workplace for all


Conclusions - Enabling Gender Diversity, Equity and Inclusion Requires Comprehensive Institutional Transformation Simplistic or piecemeal solutions cannot eradicate

systematic, historical, and widespread gender inequities in the workforce participation of women in academic S&E.

Institutions that implement wider and deeper change, systematically transforming their structures, processes, work practices and mental models, can engender improved diversity, equity and inclusion.

In the process of such transformation, the academic workplace improves for all.