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Graduate Women in Philosophy: An I-E-O Model to Increase Women Faculty Members in Philosophy

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.

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Graduate Women in Philosophy: An I-E-O Model to Increase Women Faculty Members in Philosophy

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  1. 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

  2. Overview • Framing the Problem • Developing the Model • The Model • Inputs • Environment • Outputs • Discussion • Conclusion

  3. 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)

  4. 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

  5. The I-E-O Model EXTERNAL INFLUENCES

  6. Inputs • Prior education experience • Internal characteristics • Family background and demographics • Admission and institutional choice

  7. 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)

  8. Environment • Classroom experiences • Sexual harassment • Implicit bias & stereotype threat • Perceived support • External influences

  9. 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

  10. 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

  11. 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

  12. Practical Applications How can you use this model in your work?

  13. 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

  14. Questions & Comments REFERENCES AVAILABLE UPON REQUEST

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