Campus Climate
"What Research Says About Race-Linked Barriers to Achievement." The Chronicle of Higher Education 53, no. 39 (June 2007): A26.
Notes: Reports on some research findings regarding overcoming barriers to academic achievement for minority students.
Abstract: This report briefly reports on some research findings about barriers to academic achievement for minority students and how to successfully overcome them. It discusses Claude Steele's work on "stereotype threat" and the work of Carol Dweck and Joshua Aronson showing that when students believe intelligence in not fixed and can be increased with effort they are less subject to stereotype threat. It also cites research showing how interactions with faculty, involvement in campus organizations, an participation in study groups can influence performance.
Aguirre, Adalberto. "Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture." ASHE-ERIC Higher Education Reports 27, no. 6 (2000): 1-110.
Available online
Notes: Report provides a comprehensive review of existing research on climate/academic culture and the reruitment and retention of women and minorities in academia.
Abstract: "The recruitment, retention, and academic culture of women and minority faculty in the academic workplace is discussed. The status of women and minority faculty in academia, the organizational features of the academic workplace, the treatment of women and minority faculty in the academic workplace, barriers to professional socialization experienced by women and minority faculty, and why there is a need to study the academic workplace for women and minority faculty are considered. Summary observations and suggestions are provided."
Aguirre, Adalberto Jr. Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture. ASHE-ERIC Higher Education Report, Volume 27, Number 6. Jossey-Bass Higher and Adult Education SeriesSan Francisco, CA: Jossey-Bass , 2000.
Available online
Abstract: In an attempt to address the need for substantive comparisons in the minority university faculty population, this monograph examines the relative differences in minority groups in the faculty population when the data permit comparisons. The report also examines research on the status of women faculty members. The discussion assembles a large volume of empirical research organized under the main thesis that academia for women and minority faculty is often experienced as a chilling and alienating environment. Women and minority faculty are expected to perform institutional roles that allow higher education institutions to pursue diversity on campus, but these roles are ignored in the faculty reward system, especially in the awarding of tenure. The chapters are: (1) "The Status of Women and Minority Faculty: Changing or Unchanging?"; (2) "The Academic Workplace"; (3) "The Academic Workplace for Women and Minority Faculty"; (4) "Issues Facing Women and Minority Faculty"; and (5) "Summary Observations and Suggestions." (Contains 314 references.) (SLD)
________. "Women and Minority Faculty in the Academic Workplace: Recruitment, Retention, and Academic Culture. ERIC Digest.".
Available online
Abstract: Institutions of higher education have attempted to diversity their faculty by recruiting women and minorities. However, recruitment has taken place without an understanding of the social forces that shape the professional socialization and workplace satisfaction of women and minority faculty. Conclusions drawn by the author about the plight of women and minority faculty in the academic workplace include: (1) The number of women and minority faculty in higher education has been increasing though they remain underrepresented in higher education relative to their numbers in the U.S. population; (2) The academic workplace has been described as chilly and alienating for women and minority faculty because they are ascribed a peripheral role in the academic workplace and are expected to perform roles that are in conflict with expectations; (3) Women and minority faculty are less satisfied than White male faculty with the workplace because they perceive themselves to be victims of salary inequities and a biased reward system; and (4) Women and minority faculty are also perceived as less competent than White male faculty. As a result, White male faculty often discredit feminist and minority research. (Contains 15 references.) (PW)
Aguirre, Adalberto Jr., Anthony Hernandez, and Ruben Martinez. "Perceptions of the Workplace: Focus on Minority Women Faculty." Initiatives 56, no. 3 (1994): 41-50.
Notes: Discusses the findings of a survey from 1987-1988, indicating that women faculty, particularly minority women faculty, perceive that they are treated unfairly and are under more constraints in their working environment in comparison with men and non-minority faculty. Additionally, non-minority women were likely to agree that minorities were excluded from decision-making processes.
Aguirre, Adalberto Jr. and Melinda Messineo. "Racially Motivated Incidents in Higher Education: What Do They Say About the Campus Climate for Minority Students?" Equity and Excellence in Education 30, no. 2 (1997): 26-30.
Notes: Impact of white privilege and racial bigotry on minority students
Abstract: Studied racially motivated incidents on U.S. campuses that were published in the New York Times and the Los Angeles Times between 1987 and 1993, the same period during which the U.S. Commission on Civil Rights investigated bigotry on U.S. college campuses and concluded that "bigotry on college campuses was present and growing." Of 106 incidents covered by these newspapers, none resulted in "severe sanctions, such as dismissal." In most incidents, "recommendations were made that the perpetrators enroll in multicultural awareness classes." In some instances, "perpetrators' first amendment rights were protected by the institutional environment." The authors argue that "racial bigotry is nested within an institutional environment that provides it with expressive outlets, while shielding it from criticism by not imposing sanctions that penalize its expression."
Alexander, Victoria D. and Peggy A. Thoits. "Token Achievement: An Examination of Proportional Representation and Performance Outcomes." Social Forces 64, no. 2 (Dec. 1985): 332-40.
Available online
Notes: Paper examines the effects of belonging to a minority gender group (< 20%) on academic performance among college seniors, by department. Findings indicate that minority gender groups tend to outperform overall but that this effect is due to different abilities.
Abstract: "Kanter's theory of proportional representation suggests that tokens (members of one social category in a numerical minority) will underachieve relative to dominants (members of a complementary social category in numerical majority). This paper identifies and controls for several factors confounded with the effects of proportional representation on performance outcomes. The grade point averages of male and female college seniors are examined in an academic community into which relatively small numbers of women recently have been introduced. The analysis suggests that the relationship between tokenism and underachievement holds only for low-status tokens among high-status dominants and that a modified definition of relative achievement is needed."
Alfred, Mary V. "Reconceptualizing Marginality From the Margins: Perspectives of African American Tenured Female Faculty at a White Research University." The Western Journal of Black Studies 25, no. 1 (2001): 1-11.
Available online
Abstract: This article challenges the traditional social science definition of the marginal individual "as subordinate, outsider, deficient . . . a victim of her society." It presents "a more positive conceptualization of marginality; one drawn from the perspective of five African-American female faculty members at a predominantly white research university and from the writings of other African American scholars. Findings from the research reveal that the women positively defined their marginal status in White dominated institutions. This reconceptualization was manifested through positive self-definition, Black cultural identity, having a safe space to escape oppressive forces, and by rejecting externally constructed definitions of their Black womanhood."
Allen, Walter R. et al. "Outsiders Within: Race, Gender, and Faculty Status in U.S. Higher Education." in The Racial Crises in American Higher Education: Continuing Challenges for the Twenty-First Century. Revised Edition ed. William A. Smith, Philip G. Altbach, and Kofi Lomotey, 189-220. Albany, NY: State University of New York Press, 2002.
American Association of University Women Educational Foundation. Tenure Denied: Cases of Sex Discrimination in AcademiaEditorDyer, Susan K. American Association of University Women Educational Foundation and American Association of University Women Legal Advocacy Fund, 2004.
Available online
Notes: Reports on 19 cases of tenure denial and the role of sex discrimination
Abstract: This report draws on 19 sex-discrimination cases of tenure denial supported by the AAUW's Legal Advocacy Fund to illustrate both the overt and subtle forms of sex discrimination that continue to operate in academia. The report outlines the process of making an allegation of sex discrimination, the strategies, arguments, and tactics universities commonly employ to counter such allegations, the types of evidence typically needed for a plaintiff to prevail, the costs and rewards of pursuing sex discrimination lawsuits. It also offers recommendations for universities and faculties to prevent sex discrimination and sex discrimination suits.
American Council on Education. An Agenda for Excellence: Creating Flexibility in Tenure-Track Faculty Careers. Washington, D.C.: American Council on Education, 2005.
Abstract: This document urges university leaders to develop and implement more flexible career paths for tenure track faculty. The report describes various reasons for the need for flexibility and discusses challenges to achieving this flexibility. It provides examples of programs/policies that create more flexibility. These examples include part-time positions, re-entry programs, multiple-year leaves, flexibility in the probationary period for tenure review, and phased retirement plans.
American Council on Education. "Department Chair Online Resource Center." [http://www.acenet.edu/resources/chairs].
Notes: Listing of articles, bibliographies, and links "for those heading departments and for administrators who work with department leaders."
American Council on Education, American Association of University Professors, and United Educators Insurance. Good Practice in Tenure Evaluation: Advice for Tenured Faculty, Department Chairs, and Academic AdministratorsWashington, D.C.: American Council on Education, 2000.
Available online
Notes: Advice on conducting "thoughtful and just" tenure evaluations
Abstract: This report organizes practical suggestions for conducting tenure evaluations into four themes: providing clarity in standards and procedures for tenure evaluation; ensuring consistency in tenure decisions; providing candor in the evaluation of tenure-track faculty; and caring for unsuccessful candidates.
American Council on Education (ACE). Investing in People: Developing All of America's Talent on Campus and in the WorkplaceWashington, D.C.: American Council on Education, Business-Higher Education Forum, 2002.
Available online
Notes: Advocates diversity, discusses evidence of its benefits, and highlights "best practices." Focuses primarily on the need for a diverse student body.
Abstract: This report "details diversity's benefits to a democratic society, learning, and business and the economy. Providing evidence of diversity's far-reaching impact, the report showcases innovative best practices that institutions and businesses can replicate. According to the report's findings, diversity promotes stronger social and interpersonal development skills. And when students who have been exposed to diversity enter the workforce . . . they carry with them stronger critical thinking abilities, and will more likely weigh the value of differing viewpoints and collaborate with coworkers from diverse backgrounds.
American Council on Education (ACE) and American Association of University Professors (AAUP). Does Diversity Make a Difference: Three Research Studies on Diversity in College ClassroomsGudeman, R. Washington, D.C.: ACE and AAUP, 2000.
Available online
Notes: Educational benefits of diversity
Abstract: Studies of college teachers' and students' attitudes toward and experiences with racial and ethnic diversity present empirical evidence that campus diversity provides educational benefits for all students - minority and majority.
American Council on Education, Office of Women in Higher Education. Breaking the Barriers: A guidebook of strategies
Notes: Discusses strategies for developing campus leaders
Abstract: This report "provides campus leaders with strategies for reviewing campus practices in leadership development, fostering career advancement, improving the workplace and campus climate, and establishing mentoring programs." Examples of successful programs submitted by university presidents are included as is advice about collecting evidence that demonstrates success of campus programs.
________. Breaking the Barriers: Presidential Strategies for Enhancing Career Mobility
Notes: Advice for advancing women faculty and administrators in higher education
Abstract: "Using material provided primarily by presidents through interviews, focus groups, and written commentary, [this report] seeks to offer a set of philosophical and strategic guidelines for advancing women faculty and administrators in higher education. Each chapter begins with a scenario based on real-life experiences and crafted by presidents that is followed by practical responses from other presidents. Each chapter then presents a synopsis of major problems in the topic area and provides examples of programs that offer workable solutions to these problems.
American Political Science Association. Women's Advancement in Political Science: A Report of the APSA Workshop on the Advancement of Women in Academic Political Science in the United StatesWashington, D.C.: American Political Science Association, 2005.
Available online
Notes: Status report of women in political science.
Abstract: Women are underrepresented in academic political science and gains in their participation have stalled in recent years. This report, the culmination of a workshop held in 2004, outlines four specific problems: 1) a leaky pipeline, especially between undergraduate and graduate school; 2) a 'chronological crunch', in which family and early career demands conflict; 3) a chilly institutional climate; and 4) an insufficiently collaborative culture of research. Suggested policy actions to address these problems are detailed.
American Psychological Association, Women in Academe: Two Steps Forward, One Step Back, (unpublished).2000.
Available online
Notes: Recognizes that women in academe have made considerable progress, discusses continuing challenges, and makes recommendations for further improvement.
Abstract: Despite considerable progress evidenced by the fact that women earned approximately two-thirds of the 1997 doctorates in psychology and make up about 4 out of 10 of the full-time psychology faculty in 4-year institutions, significant challenges remain. Women are substantially less likely to have tenure, and more likely to confront nonsupportive institutional climates, face subtle sexism including stereotyping that influences evaluation of women as leaders, researchers, and teachers, receive inequitable start-up packages, and carry heavier service burdens such as advising and committee assignments.
American Sociological Association's Committee on the Status of Women in Sociology. 2004 Report of the American Sociological Association's Committe on the Status of Women in SociologyAmerican Sociological Association, 204.
Available online
Notes: Status report on women in academic sociology
Abstract: "The status of women in sociology can be assessed along a number of dimensions. One important component is the collection of baseline data on women's representation at different levels of the profession. Included are data about proportions of women's enrollments in sociology BA and PhD programs, hiring into academic positions, placement in various types of institutions, tenure and promotion rates, academic rank, and access to positions as chairs. The collection of baseline data of this sort traditionally has been the focus of the reports prepared by the Committee of the Status of Women (CSWS) and presented to the American Sociological Association's (ASA) elected council. The current committee, however, believes that while these baseline data are an important starting point, there are other important factors to be considered in assessing the status of women in sociology. These include everyday practices in sociological careers, normative career patterns, organizational climates and cultures, distributions of institutional resources, and visibility and influence of sociological work, as these might differentially impact sociologists based on gender. These everyday practices have been explored in some research focused on sociologists and other scientists, but they have not been incorporated into the reports prepared by this committee and have not been addressed in periodic data collection by the American Sociological Association. In this report we summarize and update baseline indicators of women's status in the discipline and profession of sociology using data from ASA, NSF, and other sources. We review studies that address everyday practices and visibility and influence of women's sociological work and consider how future committees might address these issues in a comprehensive manner."
Ancheta, Angelo N., Christopher F. Edley, and Council of Record. Brief of the American Educational Research Association, the Association of American Colleges and Universities, and the American Association for Higher Education as Amici Curiae in Support of Respondents. In the Supreme Court of the United States, Barbara Grutter, Petitioner, v. Lee Bollinger, et al., Respondents on Writ of Certiorari to the United States Court of Appeals for the Sixth Circuit.United States Supreme Court, Washington, DC: 2003.
Available online
Notes: Support of Gurin Report
Abstract: This legal document asserts that the judgment of the Court of Appeals upholding the constitutionality of the University of Michigan Law School's race-conscious admissions policy should be affirmed. It argues that research evidence in the record supports the Law School's compelling interest in promoting educational diversity and that the 'strong basis in evidence' requirement is not mandated for non-remedial university admissions. Finally, it asserts that the Law School's admissions policy is narrowly tailored to promote educational diversity . The report argues that the Law School's admissions policy employs race modestly and flexibly, that `critical mass` is a flexible concept designed to prevent tokenism and stereotyping, that race-neutral policies are less efficacious than race-conscious policies in promoting educational diversity, and that a `percent plan` is not a viable alternative to the Law School's race-conscious policy.
Anderson, Maria W., Alexander Grimwade, and Theresa Tamkins. "Best Places to Work: The Best Places to Work in Academia, 2004." The Scientist 18, no. 21 (Nov. 2004).
Available online
Notes: Survey of academic workplaces and discussion of factors that make a great workplace.
Abstract: Survey of academic scientists suggests that good equipment and great peers are key factors for job satisfaction. The survey, conducted cross-nationally, found broad agreement on other important factors including clear tenure guidelines and availability of funding.
Anderson, Melissa S., Karen Seashore Louis, and Jason Earle. "Disciplinary and Departmental Effects on Observations of Faculty and Graduate Student Misconduct." The Journal of Higher Education 65, no. 3 (May 1994-June 1994): 331-50.
Available online
Notes: Misconduct
Abstract: This article investigates doctoral students' experiences with misconduct in academic departments. Through a hierarchical linear analysis it examines the effects of departmental structure, departmental climate, and academic discipline on three forms of misconduct: research, employment, and personal. Data from this study are drawn from a nationwide survey of two thousand graduate students in chemistry, civil engineering, microbiology, and sociology.
Angier, Natalie. "A Conversation: With Virginia Valian -- Exploring the Gender Gap and the Absence of Equality." The New York Times (New York), 25 Aug. 1998, F, 1, 4.
Available online
Notes: Conversation with Virginia Valian - part of national debate on gender in the university.
Abstract: "VIRGINIA VALIAN, a professor of psychology and linguistics at Hunter College in New York, normally studies how children learn language, but years ago she came across an academic monograph that practically left her speechless. The report demonstrated how the same professional credentials are evaluated differently depending on whether they are possessed by a man or a woman -- with the woman being the loser."
Anonymous. "Does Diversity Make a Difference? A Research Report." Academe 86, no. 5 (Sept. 2000-Oct. 2000): 54-57.
Available online
Notes: Study finds most faculty and staff support diversity.
Abstract: The AAUP joined the American Council on Education in sponsoring a research project on the impact of diversity in higher education. The summary of the project's results is presented.
Antonio, Anthony. "Diverse Student Bodies, Diverse Faculties." Academe 89, no. 6 (2003): 14-17.
Available online
Notes: Article focuses on diversity among faculty.
Abstract: Deals with the impact of student's ethnicity on faculty diversity representation in the U. S. higher education. Factors which decrease faculty representation; Role of faculty in broadening the concept of scholarship; Propositions on the relationship between student diversity and the experiences of the faculty.
Antonio, Anthony Lising. "Faculty of Color Reconsidered: Reassessing Contributions to Scholarship." The Journal of Higher Education 73, no. 5 (Sept. 2002-Oct. 2002): 582-602.
Available online
Notes: Faculty of color make strong contributions to the scholarship of teaching
Abstract: An adaptation of a presentation to a 1998 conference at the University of Minneapolis. A study examined the contributions of faculty members of color to scholarship. Data were obtained from 21,467 full-time undergraduate teaching faculty members at 313 four-year institutions. Results showed that faculty members of color seemed to be among the stronger advocates for expanding their teaching roles and supporting more holistic educational goals and exhibited greater support than white faculty members for the scholarship of discovery in institutions without doctoral programs. Results revealed that, in most cases, the value orientation of faculty members of color distinguished their greater involvement in and support of activities that reflected the scholarship of teaching, integration, and application; that their somewhat unique combination of values and philosophies offered benefits to higher education; and that those in comprehensive and baccalaureate institutions had a commitment to the scholarship of teaching and of application in conjunction with a commitment to the scholarship of discovery.
Antonio, Anthony Lising et al. "Effects of Racial Diversity on Complex Thinking in College Students." Psychological Science 15, no. 8 (Aug. 2004): 507-10.
Available online
Notes: Presents evidence that interaction with racially diverse populations is associated with improved complex thinking outcomes in white college students.
Abstract: "An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N=357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racial- and opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors."
Arenson, Karen W. "More Women Taking Leadership Roles at Colleges." The New York Times (New York), 4 July 2002, A, 3.
Available online
Notes: Women and University leadership
Abstract: Article discusses increasing numbers of women accepting and being recruited into university administrative posts. One woman administrator, at Princeton, argues that increasing women in administration is a solution to women faculty's lagging positions.
Associated Press. "Campus Bias Complaint Settled: UW-Milwaukee Professor Who Claimed Gender Discrimination Gets More Than $400,000." Wisconsin State Journal (Madison, WI), 29 Mar. 2003, B, 6.
Notes: Reports on settlement won by UW-Milwaukee Engineering Professor, Carolyn Aitsa
Abstract: Carolyn Aitsa, in materials engineering at UW-Milwaukee, won a gender discrimination lawsuit based on her being asked to take a lower rank and salary after her grant fell through, while male professors who were similarly lacking funds were not asked to reduce their salary/rank.
________. "Gender Suit Nets Prof $4000." The Capital Times (Madison, WI), 28 Mar. 2003, C, 4.
Available online
Notes: Reports on settlement won by UW-Milwaukee Engineering Professor, Carolyn Aitsa
Abstract: "Carolyn Aita, a professor in the materials engineering department, alleged she was given less support for her research than two male professors in the College of Engineering and Applied Science . . . All three were Wisconsin Distinguished Professors, which recognized that their research could have an impact on the state's economy.
Astin, Alexander W. "How Are Students Affected?" Change 25, no. 2 (Mar. 1993-Apr. 1993): 44-49.
Available online
Notes: Benefits of diversity for all students
Abstract: Presents an argument that diverse institutions are better institutions: affirmative action benefits everyone. Examines the following: effects of diversity and multiculturalism on students' values and beliefs; difference diversity issues make in students' attitudes and behavior; effect of direct involvement in diversity on academic progress and values;
Austin, Ann E. "Understanding and Assessing Faculty Cultures and Climates." in Providing Useful Infomation for Deans and Department Chairs, ed. Mary K. Kinnick, 47-63. San Francisco: Jossey-Bass Publishers, 1994.
Abstract: "To lead their units, make good decisions, and support the work of their faculties, deans and chairs must assess and understand faculty culture and climate. . . . This chapter explains both the conceptual notions of faculty culture, . . . why it is important for administrators to explore the faculty cultures and climates of departments, schools, and colleges [and] describes ways in which institutional researchers, deans, and department chairpersons can assess and understand faculty culture and climate."
AWIS, Surveys for Faculty, Graduate Students, (unpublished).
Available online
Notes: Climate Surveys
Abstract: AWIS provides Climate Surveys for Undergraduates, Graduates, Post-doctoral students, and Faculty. Institutions may register with AWIS in order to examine survey results for their institution.
Bachrach, David J. "How Can You Increase Racial Diversity Among Faculty at Your Institution?" Academic Physician & Scientist (May 2002-June 2002).
Available online
Notes: Provides recommendations for recruiting and retaining diversity faculty
Abstract: Provides specific recommendations for increasing faculty diversity in academic medical centers that include encouraging underrepresented students to enter medicine, mentoring and fostering relationships with underrepresented students and faculty colleagues at other institutions,
Banaji, Mahzarin R., Max H. Bazerman, and Dolly Chugh. "How (Un)Ethical Are You?" Harvard Business Review 81, no. 12 (Dec. 2003): 56-64.
Available online
Abstract: Most people believe that they are ethical, unbiased decision makers, but the truth can be somewhat different. Psychological research routinely demonstrates that people hold "counterintentional, unconscious biases. The prevalence of these biases suggests that even the most well-intentioned person unwittingly allows unconscious thoughts and feelings to influence apparently objective decisions. These flawed judgments are ethically problematic and undermine managers' fundamental role - to recruit and retain superior talent, boost the performance of individuals and teams, and collaborate effectively with partners." These writers explore the sources of unintentional unethical decision making and suggest strategies that can help managers recognize unconscious biases and reduce their negative effects.
Barber, Leslie A. "U.S. Women in Science and Engineering, 1960-1990: Progress Toward Equity?" Journal of Higher Education 66, no. 2 (Mar. 1995-Apr. 1995): 213-34.
Available online
Notes: "Transforming the [masculine] culture of science is the key to narrowing the science and engineering gender gap" (232).
Abstract: This article "reviews thirty years of statistics on women's participation in science and engineering training and explores the reasons why, although the pool of potential women scientists has steadily increased with time, there has been no increase in the percentage of women from this pool who elect to pursue scientific careers."
Bare, Alan C. "Managerial Behavior of College Chairpersons and Administrators." Research in Higher Education 24, no. 2 (1986): 128-38.
Notes: Study finds evidence to suggest that academic and administrative managers in higher education operate differently. Concludes with a discussion of implications for training and instituting organizational change strategies.
Abstract: To explore Daft's dual-core model of educational organization, this study compares the managerial behavior of academic department chairpersons and nonacademic unit managers across 140 colleges and universities. For the study, 6,357 faculty and administrators completed questionaires that profiled their formal leader's behavior, their work group characteristics, and their personal satisfaction. Of 54 variables submitted to discriminant analysis, 31 discriminated the bureaucratic units from the academic groups. Managers of the two types of group behave differently in ways consistent with their distinct group tasks. The empirically derived role profiles of the academic and nonacademic managers are discussed, as are the implications of the findings for institutional researchers, change agents, and trainers of college managers. [Author] Change agents are advised to "be prepared to facilitate two distinct change processes: bottom-up in the technical core and top-down in the administrative core."
Barres, Ben. "Does Gender Matter?" Nature 442 (July 2006): 133-36.
Available online
Abstract: Ben Barres, a transgendered scientist, disputes the notion,propounded by Lawrence Summers, Steven Pinker, and Peter Lawrence, that innate gender differences explain gender inequities in the sciences.
Barres, Ben A. "Does Gender Matter?" Nature 442, no. 7099 (July 2006): 133-36.
Available online
Notes: As a transgendered person, Barres relies on his personal experiences as a women and as a man to provide evidence of discrimination against women scientists.
Abstract: "The suggestion that women are not advancing in science because of innate inability is being taken seriously by some high-profile academics. Barres explores the reasons why gender, racial and sexual orientation discrimination continues to be ignored or pseudo-scientifically "explained" by so-called experts."
Barton, Allen H. "A Note on the Rothman, Lipset, and Nevitte Paper." International Journal of Public Opinion 15, no. 4 (Winter 2003): 381-88.
Available online
Notes: One of two responses to Rothman, Lipset, and Nevitte article which concluded that "the widely accepted benefits of campus diversity do not stand up to empirical testing." Barton questions whether their study may be overly subjective and posits a need for data relating to educational achievement and quality, as well as claiming that the alternatives to diversity have too high a cost.
Barwick, Joseph T. "Review of Leading Academic Change: Essential Roles for Department Chairs." Community College Journal of Research and Practice 25 (2001): 333-38.
Available online
Notes: Positive review of Lucas, et al.'s book, Leading Academic Change (2000).
Beck, M. M. and J. C. Swanson. "Value-Added Animal Agriculture: Inclusion of Race and Gender in the Professional Formula1." Journal of Animal Science 81, no. 11 (2003): 2895-903.
Available online
Abstract: The Morrill Act establishing the land grant university system created public higher education institutions and paved the way for women and racial minorities to access them. Today women are ~50% of the undergraduate population in animal science (AS) departments at the original land grant state universities, but racial minorities lag far behind, in part because the schools created under the 1890 legislation provided a diversion away from the state universities. Demographic trends from the U.S. Census and the Bureau of Labor Statistics indicate increasing positive growth in nonwhite workforce participation, with concurrent decreases in non-Hispanic male participation; men and women will be nearly equally represented by early in the 21st Century. In the faculties of AS departments, both women and minorities are seriously underrepresented; causative factors underlying this phenomenon are similar. Although, historically, adherence to role stereotypes and divisions of labor explain some of the under-representation, these assumptions do not hold across all economic classes. Other factors contributing to the scarcity of women and faculty of color in AS include assumptions and mechanisms of scientific research itself; the very neutrality and disinterestedness of researchers, inherent in the scientific method, prevent recognition that values and personal biases affect decisions of hiring selections and mentoring effectiveness. We explore the cultural factors that underlie these values and biases that are common not only to agriculture but also to science more broadly.
Belden Russonello & Stewart. The Climate for Women on the Faculty at UCSF: Report of findings from a survey of faculty membersWashington, D.C.: Belden Russonello & Stewart, 2002.
Available online
Notes: Status report of women at UCSF, an academic medical institution.
Bell, Robin E. et al. "Righting the Balance: Gender Diversity in the Geosciences." Eos 84, no. 31 (Aug. 2003): 292-93.
Notes: Short article on encouraging women to pursue academic careers in the geosciences and suggestions on how to make academic systems and recruitments more equitable.
Benditt, John et al. "Women in Science: The Response." Science 256, no. 5064 (June 1992): 1610-1615.
Available online
Notes: Collection of responses to the special issue of Science, "Women in Science."
Abstract: Article contains a collection of letters-to-the-editor responding to the special issue of Science, "Women in Science." These include critical reappraisals of the issue's perspective and general comments on the status of women in science.
Bensimon, Estela, Kelly Ward, and Karla Sanders. The Department Chair's Role in Developing New Faculty into Teachers and Scholars. Boston: Ankar Publishing Co., Inc., 2000.
Bensimon, Estela Mara, Kelly Ward, and Karla Sanders. "Creating Mentoring Relationships and Fostering Collegiality."The Department Chair's Role in Developing New Faculty into Teachers and Scholars Estela Mara Bensimon, Kelly Ward, and Karla Sanders, 113-37. Bolton, MA: Anker, 2000.
Notes: Practical approach to department chairs' role in fostering mentoring and collegiality to enable the development and retention of young faculty.
Abstract: Mentoring is an important aspect of the development of new facutly members. Ensuring that new faculty recieve effective mentoring may be more or less the responsibility of the department chair. Effective mentoring should be structured around annual plans which chart out goals for new faculty's progress. Department collegiality is also important for the development and retention of junior faculty. The chair's role in maintaining and improving collegiality is discussed. Strategies for coping with uncollegial faculty and issues specific to women and minority junior faculty are discussed. The chapter concludes with checklists of actions that department chairs can implement.
Benton, Thomas H. "Shyness and Academe." The Chronicle of Higher Education 50, no. 38 (May 2004): C2.
Available online
Notes: Article discusses the author's struggles to cope with extreme shyness in academia and strategies he has used to make situations less stressful and his own performance more effective. Published under a pseudonym.
Beoku-Betts, Josephine. "African Women Pursuing Graduate Studies in the Sciences: Racism, Gender Bias, and Third World Marginality." NWSA Journal 16, no. 1 (Spring 2004): 116-35.
Available online
Notes: Experiences of women scientists marginalized by race, gender, and third world origin.
Abstract: "This paper illuminates some of the factors that shape the educational goals and outcomes of African women who pursued graduate studies in scientific disciplines at western universities between the 1960s and 1990s. Based on a qualitative study of 15 African women scientists, almost all of whom are employed in academic institutions in their respective countries, I examine how racism, Third World location, and gender bias affected their graduate education experiences in scientific disciplines. The study also addresses the extent to which the women were aware of how these factors affected how they were perceived and mentored by professors, interacted with peer groups, as well as managed the demands of graduate school along with marriage and family relations. The study demonstrates why issues of diversity are salient to the discourse on ways to address the recruitment and retention of women in science.
Bielby, William T. "Minimizing Workplace Gender and Racial Bias." Contemporary Sociology 29, no. 1 (Jan. 2000): 120-129.
Available online
Notes: Article argues that bias must be reduced not by eliminating stereotypical thinking, but by lessening its impact. EEO accountability is proposed as a solution.
Abstract: Article summarizes finding from social science research about "factors that typically generate and sustain gender and racial bias in modern organizations" and discusses "the policy implications of this research for minimizing bias." Addresses sources of resistance to interventions for reducing bias and discusses "prospects for meaningful change."
Biernat, Monica and Diane Kobrynowicz. "Gender- and Race-Based Standards of Competence: Lower Minimum Standards but Higher Ability Standards for Devalued Groups." Journal of Personality and Social Psychology 72, no. 3 (1997): 544-57.
Available online
Notes: Studies showed stereotypes can lead to setting lower minimum standards for competence allowing for the inclusion of women and minorities AND then subjecting them to higher ability standards with regard to selection or evaluation.
Abstract: Stereotypes may influence judgment via assimilation, such that individual group members are evaluated consistently with stereotypes, or via contrast, such that targets are displaced from the overall group expectation. Two models of judgment - the shifting standards model and status characteristics theory - provide some insight into predicting and interpreting these apparently contradictory efforts. In 2 studies involving a simulated applicant-evaluation setting, we predicted and found that participants set lower minimum-competency standards, but higher ability standards, for female than for male and for Black than for White applicants. Thus, although it may be easier for low- than high-status group members to meet (low) standards, these same people must work harder to prove that their performance is ability-based.
Biernat, Monica, Melvin Manis, and Thomas E Nelson. "Stereotypes and Standards of Judgment." Journal of Personality and Social Psychology 60, no. 4 (1991): 485-99.
Available online
Notes: Discusses the role of stereotypes in judging height, weight, income.
Abstract: "People routinely adjust their subjective judgment standards as they evaluate members of stereotyped social groups. Such shifts are less likely to occur, however, when judgments are made on stable, "objective" response scales. In 3 studies, subjects judged a series of targets with respect to a number of gender-relevant attributes (e.g. height, weight, and income), using either subjective (Likert-type) or objective response scales (e.g., inches, pounds, and dollars). Objective judgments were consistently influenced by sex stereotypes; subjective judgments were not."
Bilimoria, Diana et al. "How Do Female and Male Faculty Members Construct Job Satisfaction? The Roles of Perceived Institutional Leadership and Mentoring and Their Mediating Processes." Journal of Technology Transfer 31, no. 3 (2006): 355-65.
Notes: Women faculty's job satisfaction is influenced more by their perception of the internal relational supports they receive than by the academic resources they receive while men faculty's job satisfaction is equally influenced by both of these two factors.
Abstract: Using "a sample of 248 male and female professors at a Midwestern private research university," this study examines how faculty "construct their academic job satisfaction." Results "indicate that both women and men perceive that their job satisfaction is influenced by the institutional leadership and mentoring they receive, but only as mediated by the two key academic processes of access to internal academic resources (including research-supportive workloads) and internal relational supports from a collegial and inclusive immediate work environment. Gender differences emerged in the strengths of the perceived paths leading to satisfaction: women's job satisfaction derived more from their perceptions of the internal relational supports than the academic resources they received, whereas men's job satisfaction resulted equally from their perceptions of internal academic resources and internal relational supports received. Implications for leadership and institutional practices are drawn from the findings."
Black, Harvey. "Financing Female Scientist Advancement." The Scientist 16, no. 3: 9.
Available online
Notes: News on creation of NSF women in science ADVANCE grants.
Abstract: Brief announcement of the creation of NSF women in science ADVANCE grants.
Bollinger, Lee C. "Why Diversity Matters." The Chronical of Higher Education 53, no. 39 (June 2007): B20.
Notes: Diversity essential to enable students and future leaders to "imagine, understand, and collaborate" with diverse people in an increasingly global society.
Abstract: Responds to recent attacks on affirmative action by focussing on the positive educational aspects of interacting with a diverse group of people in order to function and excel in an increasingly global world.
Bonner, Florence B. and Veronica G. Thomas. "New and Continuing Challenges and Opportunities for Black Women in the Academy." The Journal of Negro Education 70, no. 3 (2001): 121.
Available online
Notes: Introduction to a special issue on black women in the academy
Abstract: "The idea for this special issue of the Journal of Negro Education came from [the editors'] own personal recognition of the struggles and triumphs of Black women in the academy and from the many similar victories and setbacks that were brought to light during the Black Women in the Academy II: Service and Leadership Conference held in Washington, D.C., in June 1999. This special issue serves not only to highlight some of the issues discussed at that international gathering but to document the continued oppressive experiences of Black women in the academy while accentuating the lessons of survival, strength, and resilience gained from adversity. . . . Unifying themes among the articles are their attention to institutional climate, support systems and networks (or the lack thereof), role amibiguity and role overload, the connections between racism and sexism, and other systemic barriers facing Black women faculty in the academy."
Bonner II, Fred A. "Black Professors: On the Track but Out of the Loop." The Chronicle of Higher Education 50, no. 40 (June 2004).
Available online
Abstract: Fred A. Bonner II, an associate professor of adult and higher education at the University of Texas at San Antonio, asks why it is so hard for African-Americans to be successful in academe while staying comfortable with their ethnic background.
Braselmann, Sylvia. "Reluctant Rebels: Women Scientists Organizing." Bulletin of Science, Technology, and Society 23, no. 1 (2003): 6-9.
Available online
Notes: Discusses the history of organizations of women scientists and their roles in promoting and fostering women scientists
Abstract: "The history of U.S. Women scientists' organizations from the 19th century until the 1960s reflects both women's relative powerlessness within the science community and their reluctance to challenge discrimination against them. Since the 1960s, feminist activism, together with the increase in the number of women trained in science, have made discrimination against women in science more obvious and less tolerable. The founding of the first explicitly equity-seeking organization, the Association of Women in Science (AWIS), in 1971 is a watershed. Today, women scientists are willing to band together so long as the promises of meritocracy remain unfulfilled."
Brown, F. William and Dan Moshavi. "Herding Academic Cats: Faculty Reaction to Transformational and Contingent Reward Leadership by Department Chairs." Journal of Leadership & Organizational Studies 8, no. 3 (Winter 2002): 79-95.
Available online
Notes: Survey of 440 university faculty in 70 academic departments revealed that transformational leadership was more effective than transactional leadership
Abstract: A study involving 440 university faculty members in 70 different academic departments explored the relationship between transformational and contingent reward leadership behaviors by university department chairs and faculty satisfaction with supervision, willingness to expend extra effort and organizational effectiveness. Results indicated that the idealized influence (charisma) factor of transformational leadership was significantly more predictive of desired organizational outcomes than has been reported in other settings. Surprisingly, contingent reward was not predictive in this setting. The unique characterics of the employment arrangements and psychological contract between faculty and their institutions may make charismatic, relationship-oriented leadership a key determinant of department chair effectiveness.
Brown, Kathryn. "Accomplished Women." Howard Huges Medical Institute Bulletin (June 2002): 19-25.
Available online
Notes: Article highlights challenges women in science and engineering face in the contemporary academy, celebrates women's sucess stories, and suggests strategies to help women suceed.
Abstract: Profiles several leading women in science. Addresses the challenges they faced, celebrates their successes, and suggests strategies that contribute to success. Encourages "young faculty to aim high [but to] brace for the inevitable obstacles."
Burack, Cynthia and Suzanne E. Franks. "Telling Stories About Engineering: Group Dynamics and Resistance to Diversity." NWSA Journal 16, no. 1 (2004): 79-95.
Available online
Notes: Provides practical suggestions for fostering diversity in engineering and for countering resistance to such efforts.
Abstract: "Feminists and other proponents of engineering diversity often encounter resistance to initiatives and programs intended to increase diversity in engineering. Supporters of diversity often suggest both strategies for attracting underrepresented group members and changes to engineering itself. It is less common for proponents of diversity to directly address the stubborn resistance to diversity that frequently prevails in the discipline. This paper addresses resistance to diversity in engineering education using a psychodynamic approach to group social identity. From a group-psychodynamic perspective, resistance to diversity as threatening to the group and to its identity is predictable, although the particular circumstances and culture of the group remain to be analyzed. We give particular attention to the role of engineering "leaders" in influencing group responses to the perceived diversity threat, suggesting a number of practical changes in engineering culture that are likely to mitigate the sense of threat associated with increasing diversification.
Busch-Vishniac, Ilene J. and Jeffrey P. Jarosz. "DEEP -- Deconstructing Engineering Education Programs to Foster Diversity (Session #3592)."ASEE.
Notes: Presentation adapted by Sarah Pfaffenteicher for use by the UW COE.
Abstract: Argues that transforming engineering education by improving cohesion between courses, reducing path lengths in course sequence, incorporating team approaches into learning, and creating an atmosphere of inclusion can strengthen diversity in engineering without compromising the quality of education.
Callister, Rhonda Roberts. "The Impact of Gender and Department Climate on Job Satisfaction and Intentions to Quit for Faculty in Science and Engineering Fields." Journal of Technology Transfer 31, no. 3: 367-75.
Available online
Notes: Perceptions of department climate influence job satisfaction and intentions to quit, especially for women faculty.
Abstract: "This study investigates whether gender and the perceptions of department climate affects faculty job satisfaction and intentions to quit (work outcomes) with surveys responses from 308 faculty members in science and engineering fields. The study finds that both gender and department climate are related to work outcomes and that two facets of department climate (affective and instrumental) mediate the relationship between gender and both job satisfaction and intention to quit. This finding suggests that universities can benefit from improving department climate, which then may improve the retention of both male and female faculty, but may have an even greater impact on improving job satisfaction and reducing intentions to quit of female faculty."
Canes, Brandice J. and Harvey S. Rosen. "Following in Her Footsteps? Faculty Gender Composition and Women's Choices of College Majors." Industrial and Labor Relations Review 48, no. 3 (Apr. 1995): 486-504.
Available online
Notes: Paper examines the common hypothesis that increasing the number of female faculty in science and engineering would help to increase the number of women students in those fields. Econometric evidence finds no support for this hypothesis
Abstract: "Although it is widely supposed that a college's female undergraduate enrollment in the sciences and engineering can be increased by raising female representation on the faculties in those fields, that proposition has not been subjected to serious statistical analysis. The authors of this paper analyze panel data from three quite different educational institutions-Princeton University, the University of Michigan, and Whittier College-to examine the relationship between the gender composition of the students in an academic department and the gender composition of its faculty at the time the students were choosing their majors. They find no evidence that an increase in the share of women on a department's faculty led to an increase in its share of female majors."
Caplan, Paula J. "Appendix 2: The Maleness of the Environment."Lifting a Ton of Feathers: A Woman's Guide For Surviving in the Academic World Paula J. Caplan, 186-219. Toronto: University of Toronto Press, 1993.
Notes: The 'maleness' of academic climates systematically discriminates against women.
Abstract: Academic climates are defined as 'male' and are systematically biased against women. There are a number of modes through which this 'maleness' expresses itself, including: lack of incentives for women, sexist language, jokes, and comments, sexual harrasment, devaluation of women's work, exclusion/isolation of women, double standards, and sterotyped expections of gender and race. Examples of how each of these modes operates and the effects they have on women academics is discussed. The special challanges faced by women of color is also emphasized.
Carli, Linda L. "Gender Differences in Interaction Style and Influence." Journal of Personality and Social Psychology 56, no. 4 (Apr. 1989): 565-76.
Notes: Experimental study of gender and influence in same-sex and mixed-sex dyads.
Abstract: Observed 128 subjects in mixed- and same-sex dyads to examine the effect of interaction on sex differences in influence. The dyads discussed two topics on which they disagreed. In the second conversation, one member of each dyad was told to influence the other. Gender differences were greater in same-sex dyads; that is women in same sex dyads exhibited more stereotypically feminine behaviors, men in same sex dyads exhibited more stereotypically male behaviors, and both men and women exhibited less sex-stereotyped behaviors in mixed-sex dyads. The author argues that this indicates that the subjects' behaviors were affected by their partners gender. The author also found that both men and women increased their use of stereotypically masculine behaviors, including more disagreements when attempting to be influential - this despite the findings that subjects were more influenced by a partner who agreed with them and less by one who disagreed. Subjects showed more agreement and positive social behavior when paired with a woman and more disagreement and task behavior when paired with a man. Although women were more easily influenced, the author argues that this effect was caused by the partners' behavior - agreeing more often when paired with a woman than with a man - not by gendered differences in subjectability to influence.
Carli, Linda R. "Gender, Interpersonal Power, and Social Influence." Journal of Social Issues 55, no. 1 (Spring 1999): 81-99.
Available online
Notes: Women have greater difficulty exerting influence than do men, particularly when they attempt to use influence that conveys competence and authority.
Abstract: This article reviews research on gender differences in power and their effect on social influence. Evidence indicates that men generally possess higher levels of expert and legitimate power than women do and that women possess higher levels of referent power than men do. These differences are reflected, to some extent, in the influence strategies used by men and women and, more clearly, in gender differences in social influence. Women generally have greater difficulty exerting influence than men do, particularly when they use influence that conveys competence and authority. These findings indicate that gender differences in influence are mediated by gender differences in power.
Carnes, Molly. "Just This Side of the Glass Ceiling." Journal of Women's Health 5, no. 4 (1996): 283-86.
Abstract: Based on her own experience as of only a very few tenured women physicians in her department, Carnes shares her observations from "looking through the glass ceiling at the largely male power structure controlling the department of medicine and the medical school' and from her occassional forays "to the other side of the glass ceiling." She shares her thoughts on the following topics: "why I do not want to be chairman, why I believe so many men do want to be charman, and why even if I did want to be chairman, I probably could not."
Carnes, Molly and JudyAnn Bigby, Jennifer Fever in Academic Medicine, (unpublished).
Abstract: Examines the practice of ignoring, discounting or undervaluing the experience, expertise, and contributions of senior women in academic medicine while at the same time believe that problems confronting women in academic medicine will be solved by a new cohort of bright and competent women in medicine. Argues that when the new cohort become senior women themselves, the practice repeats itself.
Carnes, Molly, Jo Handelsman, and Jennifer Sheridan. "Diversity in Academic Medicine: The Stages of Change Model." Journal of Women's Health 14, no. 6 (2005): 471-75.
Available online
Notes: Applies stages of change model to institutional diversity.
Abstract: Argues that the "stages of change" model of behaviorial change that has been applied to describe intentional change in health risk behaviors, particularly smoking, can also be applied to diversifying academic science and medicine. The fives stages are: pre-contemplation, contemplation, preparation, action, and maintenance.
Carr/Phyllis L. et al. "Faculty Perceptions of Gender Discrimination and Sexual Harassment in Academic Medicine." Annals of Internal Medicine 132, no. 11 (June 2000): 889-96.
Available online
Abstract: Results of a self-administered mailed questionnaire of U.S. medical school faculty in 24 randomly selected medical schools in the U.S. showed that female faculty were more than 2.5 times more likely than male faculty to perceive gender-based discrimination in the academic environment (P < 0.001). Among women, rates of reported discrimination ranged from 47% for the youngest faculty to 70% for the oldest faculty. Women who reported experiencing negative gender bias had similar productivity but lower career satisfaction scores than did other women (P < 0.001). About half of female faculty but few male faculty experienced some form of sexual harassment. These experiences were similarly prevalent across the institutions in the sample and in all regions of the United States. Female faculty who reported being sexually harassed perceived gender-specific bias in the academic environment more often than did other women (80% compared with 61%) and more often reported experiencing gender bias in professional advancement (72% compared with 47%). Publications, career satisfaction, and professional confidence were not affected by sexual harassment, and self-assessed career advancement was only marginally lower for female faculty who had experienced sexual harassment (P = 0.06).
Carr, Phyllis L. et al. "A "Ton of Feathers": Gender Discrimination in Academic Medical Careers and How to Manage It." Journal of Women's Health 12, no. 10 (Nov. 2003): 1009-18.
Available online
Notes: Telephone interviews with a limited sample of women in academic medicine show 40% felt hindered by gender discrimination
Abstract: "In-depth, semistructured telephonic individual interviews of 18 women faculty who experienced or may have experienced discrimination in the course of their professional academic medical careers from 13 of the 24 institutions of the National Faculty Survey [revealed that] forty percent of respondents ranked gender discrimination first out of 11 possible choices for hindering their career in academic medicine. Thirty-five percent ranked gender discrimination second to either 'limited time for professional work' or 'lack of mentoring.' Respondents rated themselves as poorly prepared to deal with gender discrimination and noted effects on professional self-confidence, self-esteem, collegiality, isolation, and career satisfaction. The hierarchical structure in academe is perceived to work against women, as there are few women at the top. Women faculty who have experienced gender discrimination perceive that little can be done to directly address this issue. Institutions need to be proactive and recurrently evaluate the gender climate, as well as provide transparent information and fair scrutiny of promotion and salary decisions." The authors conclude that "according to this subset of women who perceive that they have been discriminated against based on gender, sexual bias and discrimination are subtly pervasive and powerful. Such environments may have consequences for both women faculty and academic medicine, affecting morale and dissuading younger trainees from entering academic careers. Medical schools need to evaluate and may need to improve the environment for women in academe."
Carroll, James B. and Walter H. Gmelch. "The Relationship of Department Chair Roles to Importance of Chair Duties." Paper Presented at the Annual Meeting of the Association for the Study of Higher Education (Minneapolis, MN, 28 October-1 November 1992). WISELI Articles File - Climate, http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/24/55/71.pdf. 1992.
Available online
Notes: The emphasis of department chairs varies across disciplines and by gender, but in general chairs tend to focus on developing the department as compared to the university as a whole.
Abstract: This study investigated what university and college department chairpersons believe are the most important duties of their position, how they view their roles, and the relationship of perceived roles and duties. Possible role definitions included seeing department chair work as leader, scholar, faculty developer, or manager. The study surveyed 800 department chairs from 100 higher education institutions with a 36-item questionnaire. Of those, 539 were returned. Analysis of the results indicated that chairs view those items which are of immediate benefit to the faculty and departments they chair as more important than activities which may benefit the university as a whole. Specifically, of the 10 chair duties selected as most important, eight describe aspects of faculty development, suggesting that chairs see assisting colleagues as of primary importance in their job. A clear association was seen between duties in which chairs believe they are effective and duties which they regard as most important. Gender differences between male and female chairs were observed with female chairs giving greater emphasis to remaining current in their discipline. In addition, leader and manager chairs who chair soft discipline departments gave greater emphasis to providing informal faculty leadership than did their hard discipline counterparts. [ERIC]
Carson, Lloyd. "Gender Relations in Higher Education: Exploring Lecturers Perceptions of Student Evaluations of Teaching." Research Papers in Education 16, no. 4 (2001): 337-58.
Available online
Notes: Female lecturers perceive students as holding prejudicial views about them, male lecturers perceive students as being unbiased. Male and female academics hold misconceptions about each other. Male academics tend to exhibit dismissive or defensive attitudes to gender concerns.
Abstract: Rather than examining the existence of gender bias in student evaluations of teaching which is suggested by other quantitative studies, this study examines lecturers views about student perceptions of their behavior. The author found that female lecturers believed that their students, especially their male students held prejudiced views about them. At the same time, these female lecturers were confident about their teaching abilities and academic identities, and believed they performed better than their male colleagues. Male lecturers, however, believed students were unbiased and saw the "teaching effort among male and female academics as equivalent." The author also expresses concern that male academics' "curt or sometimes hostile responses to the questionnaire items implied a dismissive or defensive attitude to gender concerns, including those of their female colleagues, of which some had been aware." The author also expressed concern over that male and female academics held misconceptions about each other. "For instance, male staff reportedly attributed good teaching evaluations to a woman's attractiveness rather than effort" and women failed to empathize: "some complained of the inability of male colleagues to grasp the negative aspect of being seen [by students] as approachable, yet seemed unaware that for some men, being perceived as distant and unapproachable . . . was distressing."
Cassuto, Leonard. "Evaluation and the Culture of Secrecy." The Chronicle of Higher Education 51, no. 46 (July 2005): B.16.
Available online
Abstract: Cassuto comments on confidentiality in higher education-related evaluation and cogently makes an argument for openness rather than confidentiality in recommendation letters, peer review, and a number of other areas.
Catalyst. The Bottom Line: Connecting Corporate Performance and Gender Diversity - Executive Summary, Report, News Releases, & other materialsNew York: Catalyst, 2004.
Available online
Abstract: Catalyst explores the link between gender diversity on top management teams and U.S. corporate financial performance.
Caver, Keith A. and Ancella B. Livers. "Dear White Boss: What It's Really Like to Be a Black Manager." Harvard Buisness Review 80, no. 11 (Nov. 2002): 76-28.
Available online
Notes: Fictional letter from a black manager to a white boss explores the racial issues and discriminatory barriers black managers face in the workplace.
Abstract: "Written in the form of a fictional letter from a black manager to a white boss, this article contains a portrayal of what it's like to be different in the workplace. The letter draws on the authors' research from interviews and surveys with hundreds of mid- to senior-level African-American managers, as well as long years of personal experience. The letter portrays the nature of corporate life once black managers are established--the feeling that they leave some part of their identities at home and the sometimes subtle and often systemic racial biases that inhibit and alienate African-Americans. On one level, white managers face the same challenges as their colleagues of color do--motivating employees, hiring and firing, and planning for the future. But on another level, African-American and other nonwhite managers frequently contend with an atmosphere of tension, instability, and distrust that can be so frustrating they lose the desire to contribute fully or do their best work; they may even quit for no apparent reason. While this letter may not apply to every leader, black or white, or to every organization, the issues are more widespread than corporate America cares to acknowledge and should be read by all white executives who don't want talent to slip through their fingers."
Chang, Mitchell et al., Editors. Compelling Interest: Examining the Evidence on Racial Dynamics in Higher Education - A Report of the AERA Panel on Racial Dynamics in Colleges and UniversitiesAmerican Educational Research Association ,
Notes: Presents research finding on benefits of diversity for/in colleges and universities.
Abstract: This report results from the work of a panel of experts on race relations and diversity who examine "the knowledge base on race and inter-group relations in colleges and universities." Their reports presents "substantial and consistent" research documenting both the continued existence of racial inequities in educational opportunity, the influence of race on "American consciousness and social behaviors," and the benefits of diversity for educational outcomes of students, for educational institutions and for society in general. Chapters include: Justice, Equality of Educational Opportunity and Affirmative Action in Higher Education, which presents evidence that "opportunity to learn is inequitably distributed, and is shaped, in part, by student's race and economic circumstances"; Social Psychological Evidence on Race and Racism, Standardized Testing and Equal Access: A Tutorial; The Educational Benefits of Diversity: Evidence from Multiple Sectors.
Chang, Mitchell J. "Reconsidering the Diversity Rationale." Liberal Education 91, no. 1 (Winter 2005): 6-13.
Available online
Notes: Article reevaluates diversity-conscious admissions policies in light of recent Supreeme Court decisions and asserts that diversty is as critical and valuable a goal as ever.
Abstract: "The concept of diversity has come a long way in U.S. higher education, and its impact has been far reaching. Over the last three and a half decades, diversity and its related interventions have evolved to encompass a broad set of purposes, issues, and initiatives on college campuses. The earliest initiatives to increase minority access on predominantly white campuses, and later to enhance gender equity, were prompted by desegregation mandates as well as social justice concerns grounded in the democratic principles of equal opportunity and equality. Although the issue of equitable access remains of paramount interest, since the mid-1980s concerns about the persistence and academic success of underrepresented students of color have become another important thrust of diversity efforts in higher education. Additionally, addressing ongoing incidents of racial and ethnic hostility directed toward students of color and the evolution of what historian Lawrence Levine (1996, 171) termed "a more eclectic, open, culturally diverse, and relevant curriculum" have also become important concerns of a rapidly expanding diversity agenda. These trends do not center only on race and ethnicity; they also encompass other high-stakes categories, such as gender, class, sexual orientation, and disability."
Chesler, Naomi C. and Mark A. Chesler. "Gender-Informed Mentoring Strategies for Women Engineering Scholars: On Establishing a Caring Community." Journal of Engineering Education 91, no. 1 (Jan. 2002): 49-55.
Available online
Notes: Authors use sociological approaches to identify alternative, gender-informed models for mentoring women in engineering.
Abstract: "Improved mentoring of women graduate students and young faculty is one strategy for increasing the presence, retention and advancement of women scholars in engineering. We explore the sociological literature on interpersonally - and institutionally - generated gender roles and dynamics that make the construction and maintenance of mentoring especially difficult for women in male-dominated fields. In addition, we review non-traditional strategies including peer-, multiple- and collective mentorships that are likely to be more successful for most women (and men). Finally, organizational change strategies designed to provide a more egalitarian and cooperative atmosphere in engineering programs and departments are presented. These ideas represent a social contract for a caring community more supportive of all members' personal and professional growth and success."
________. "Theater As a Community-Building Strategy for Women in Engineering: Theory and Practice." Journal of Women and Minorities in Science and Engineering 11, no. 1 (2005): 83-95.
Notes: Authors use sociological approaches to identify alternative, gender-informed models for mentoring women in engineering.
Abstract: "Previously, the authors have suggested that peer mentoring through a caring community would improve the quality of life for female faculty members in engineering and could have a positive effect on retention and career advancement. Here, the authors present the background psychosocial literature for choosing participatory theater as a strategy to develop a caring community and report on a pilot study in which participatory theater activities were used within a workshop format for untenured female faculty members in engineering. The authors identify the key differences between participatory theater and other strategies for community building that may enhance participants' sense of commonality and the strength and utility of their community as a mentorin and support mechanism and discuss the ways in which these efforts could have a broader, longer term impact."
Chesley, Kate. "Stanford releases findings of three-year study on status of women faculty." [http://www.stanford.edu/dept/news/pr/2004/womenrelease-527.html].
Notes: Report on Status of Women faculty at Stanford University
Abstract: "A three-year study comparing women and men faculty members at Stanford shows no significant gender differences for the university as a whole in measures of overall satisfaction or in non-salary compensation and support in most parts of the university. The report also pointed out areas within the university in which some disparities, while not indicative of overall patterns, nevertheless warranted further research."
Choi, Charles Q. "Women Scientists Face Problems." The Scientist 18, no. 3 (Feb. 2004).
Available online
Notes: NSF survey shows that few women are moving into academic science, that women have more difficulty finding collaborators, and more trouble balancing work and career.
Christman, Dana E. "Women Faculty in Higher Education: Impeded by Academe." Advancing Women in Leadership, no. 15 (Winter 2003).
Available online
Notes: Review articles discusses structural and cultural obstacles to womens' full participation in academia and discusses proposed remedies.
Abstract: "Set up through the beneficences of patriarchy, the academy tends to reflect the values of the same. Women's experiences are not part of the dominant paradigm and are, at best, frequently misunderstood and, at worst, devalued and discounted."
Chu, Don and Sally Veregge. Helping Department Chairs Succeed: Magna Publications, 2004.
Notes: The physical handouts and materials for an audio conference held on April 7, 2004. Draws on findings from the California State University Department Chair Survey. Includes advice on assessing the health of department chairs and retaining good chairs.
________. Helping Department Chairs Succeed Audio Conference: Magna Publications, 2004.
Notes: Results of California State University Department Chair Survey; Advice for Dept. Chairs
Abstract: Presents results of California State University Department Chair Survey showing "what chairs do," "what new chairs expected and what surprised them," "why chairs decide they've had enough," and "encouraging chairs to re-enlist." Also presents advice for chairs including "best practices."
Chugh, Dolly. "Societal and Managerial Implications of Implicit Social Cognition: Why Milliseconds Matter." Social Justice Research 17, no. 2 (2004): 203-22.
Available online
Notes: Uses IAT results to argue that implicit bias can influence managers efforts to process information, interact with other, and make decisions.
Abstract: "This article argues for the vulnerability of managerial work to unintended forms of racial and other bias. Recent insights into'implicit social cognition' are summarized, highlighting the prevalence of those mental processes that are relatively unconscious and automatic, and employed in understanding the self and others. Evidence from a response-time measure of implicit bias, the Implicit Association Test, ('IAT'; Greenwald, McGhee, and Schwartz, 1998) illustrates this phenomenon. Recent work on the predictive validity of the IAT demonstrates that social cognitive pitfalls threaten a) managers' explicit commitments to egalitarianism and meritocracy and b) managers' performance in their three primary roles of processing information, interacting with others, and making decisions (Mintzberg, 1973). Implicit bias influences managerial behavior in unexpected ways, and this influence is heightened in the messy, pressured, and distracting environments in which managers operate.
Cockrell, Cathy. "Faculty 'Climate Survey' -- the Results Are in." Berkeleyan (Berkeley, CA), 8 Oct. 2004.
Available online
Notes: Campus news article reviews the findings of Berekely's climate survey and reports that women and minority faculty believe mentoring URMs is undervalued.
Colbeck, Carol L. and Robert Drago. "Accept, Avoid, Resist: Faculty Members' Responses to Bias Against Caregiving . . . And How Departments Can Help." Change Magazine 37, no. 6 (Nov. 2005-Dec. 2005): 10-17.
Available online
Notes: Bias against caregiving in the academy
Abstract: Reports on three interrelated studies that explore the extent to which faculty perceive a bias against caregiving and how they respond to it. Also discusses what institutions and departments can do to alleviate this bias.
Committee on Science, Engineering and Public Policy A Guide for Postdoctoral Scholars Advisers Institutions Funding Organizations and Disciplinary Societies. Enhancing the Postdoctoral Experience for Scientists and Engineers. Washington, DC: National Academy Press, 2000.
Abstract: (From publisher:) The concept of postdoctoral training came to science and engineering about a century ago. Since the 1960s, the performance of research in the United States has increasingly relied on these recent PhDs who work full-time, but on a temporary basis, to gain additional research experience in preparation for a professional research career. Such experiences are increasingly seen as central to careers in research, but for many, the postdoctoral experience falls short of expectations. Some postdocs indicate that they have not received the recognition, standing or compensation that is commensurate with their experience and skills. Is this the case? If so, how can the postdoctoral experience be enhanced for the over 40,000 individuals who hold these positions at university, government, and industry laboratories? This book offers its assessment of the postdoctoral experience and provides principles, action points, and recommendations for enhancing that experience.
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