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This article explores the gender disparity in academia, specifically in faculty positions, and highlights the need for equity and diversity. It discusses the challenges faced by women in advancing their academic careers and provides recommendations for creating a more inclusive environment.
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The Faculty We WantThe Faculty We Need Susan Albertine AAC&U January 17, 2017
While women held nearly half (48.4%) of all tenure-track positions in 2013, they held just 37.5% of tenured positions. • Women were more likely to be found in lower-ranking academic positions. • 32.5% of women faculty are in non-tenure track positions compared to 19.6% of men faculty. • Women held 56.8% of all instructor positions, among the lowest ranking positions in academia. http://www.catalyst.org/knowledge/women-academia
Raising a family negatively impacts women’s academic careers. Among tenured faculty, only 44% of women were married with children, compared to 70% of men. http://www.catalyst.org/knowledge/women-academia
Bradley Faculty* *Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.
*Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.
*Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.
*Data derived from publicly available information on departmental websites, as of 8/20/16. Does not include adjunct or emeritus faculty.
Fairness • Opportunity • Talent Development • Societal Benefit—Bradley, US, and World
https://www.hastac.org/blogs/superadmin/2015/01/26/gender-bias-academe-annotated-bibliography-important-recent-studieshttps://www.hastac.org/blogs/superadmin/2015/01/26/gender-bias-academe-annotated-bibliography-important-recent-studies
The absence of female scientists in the professoriate is a threat to American productivity. Nicholas Wolfinger, “For Female Scientists, There’s No Good Time to Have Children,” THE ATLANTIC, Jul 29, 2013
Collections of people with diverse perspectives and heuristics outperform collections of people who who rely on homogeneous perspectives and heuristics. Scott E. Page, The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies (Princeton 2007)
We now know a thousand ways not to make a light bulb. --Thomas Edison
Taking the Lead on Equity and Opportunity:Equity-Mindedness Equality is about sameness; it focuses on making sure everyone gets the same thing. Equity is about fairness; it helps educators take an ethical, evidence-based approach to opportunity.
Discussion Questions • Research: Is research support and assessment equitable for men and women? • Service: Is service handled equitably? • Teaching: Is teaching the highest priority? Does assessment of teaching address bias? • Mentoring: Does the institution have a mentoring process? • Campus Culture: Does the community address campus culture with respect to gender? • Bureaucratic Procedures: Are procedures adding to inequity? • Work-Life Balance: How are parenthood and family responsibilities being addressed? • Targeted Outcomes: Is it possible to set outcomes for gender diversity, including salary gap?
Consider the continuity/continuum of experience across our careers, from baccalaureate to full professor
Work with the concept of culturally responsive teaching and learning
Own the effort across intersecting groups. • Empower cross-functional leadership groups. • Sponsor intergroup dialogue.
Left to our own devices, we humans seem incapable of judging without prejudice; corrections need to be built into our systems. --Savonick and Davidson
Left to our own devices, we humans seem incapable of judging without prejudice; corrections need to be built into our systems. WE CAN OWN UP TO THIS, TAKE ENERGY FROM THE CHALLENGE, AND HAVE A GOOD HOPEFUL TIME WORKING TO MAKE BRADLEY STRONGER FOR FUTURE FACULTY AND FUTURE STUDENTS
Discussion Questions • Research: Is research support and assessment equitable for men and women? • Service: Is service handled equitably? • Teaching: Is teaching the highest priority? Does assessment of teaching address bias? • Mentoring: Does the institution have a mentoring process? • Campus Culture: Does the community address campus culture with respect to gender? • Bureaucratic Procedures: Are procedures adding to inequity? • Work-Life Balance: How are parenthood and family responsibilities being addressed? • Targeted Outcomes: Is it possible to set outcomes for gender diversity, including salary gap? • Teaching assignments and Scheduling: Are they equitable
Improved global economies and opportunities abroad will no longer allow this country to rely on foreign-born talent to meet its STEM workforce demands. To remain competitive, America must aggressively pursue the full participation of all of its college-age population—and most especially the women and women of color who embody an untapped source of talent for meeting the nation’s needs. Kelly Mack and Patrice McDermott. “The Twenty-First-Century Case for Inclusive Excellence in STEM. Peer Review AAC&U http://www.aacu.org/peerreview/2014/spring/mcdermott
In the world of the internet of things, in the world of artificial intelligence and genetic engineering, as the US population changes, we also need to think beyond STEM: Improved global economies and opportunities abroad will no longer allow this country to rely on foreign-born talent to meet its STEM workforce and citizenship demands. To remain competitive, America must aggressively pursue the full participation of all of its college-age population—including all women and people of color, who embody an untapped source of talent for meeting the nation’s needs.
