Biological, Social, and Organizational Components of Success for Women in Academic Science and Engineering Report of a Workshop (2006) / Chapter Skim
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Section 3--Poster Abstracts
Section 3--Poster Abstracts
Pages 175-196
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From page 175... ...
Santos, Successful Academic Women in the Americas: Human and Social Capital Descriptors Gloria Scott, Science is Foundation for Leadership Roberta Spalter-Roth, Work-Family Policies in Academia as Resources or Rewards Monica Young, Case Studies from the Female Engineering Professoriate ORGANIZATIONAL STRUCTURE Amber Barnato and Pamela Peele, The Role of Informal Organizational Structures on Women in the Health Sciences Diana Bilimoria, Susan R Perry, Xiangfen Liang, Patricia Higgins, Eleanor P
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Lynn Zimmer, Faculty Horizons: Recruiting a Diverse Faculty Delia Saenz and Allecia Reid, Diversity in STEM Disciplines: The Case of Faculty Women of Color INSTITUTIONAL POLICY Ruth Dyer and Beth A Montelone, Initiatives to Increase Recruitment, Reten tion and Advancement of Women in Science and Engineering Disciplines at Kansas State University Lisa Frehill, Mary O'Connell, Elba Serrano, and Cecily Jeser-Cannavale, Effective Practices for STEM Faculty Diversity Jo Handelsman, Molly Carnes, Jennifer Sheridan, Eve Fine, and Christine Pribbenow, NSF ADVANCE at the UW-Madison: Three Success Stories Peggy Layne, Patricia Hyer, and Elizabeth Creamer, Institutional Transformation at Virginia Tech Janet Malley, Pamela Raymond, and Abigail Stewart, Institutional Transformation at the University of Michigan Nancy Martin, Beth Mitchneck, and William McCallum, Scientifically Correct: Speaking to Scientists about Diversity Geraldine L
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. In South Africa, women graduates account for only 9% in engineering, 28% in agriculture, 38% in medicine, and 47% in the sciences.
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We pay particular attention to African-American women. Successful Academic Women in the Americas: Human and Social Capital Descriptors Miguel R
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At the outset of the project, many facets of "success" were considered. For the purposes of this study, it was agreed to operationally define "success" as professional success, specifically "reaching a relatively high level in one's occupation or profession." The following criteria were used for participation in the study -- private sector managers of managers, academic tenured, full professors or senior university administrators, entrepreneurial women who have owned a business at least three years, government ministers/officials, and legal and medical professionals, as well as engineers.
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This relationship is essential to communicate intergenerationally to current and future college women to help them understand the professional foundation and implementation that science provides as an occupational area, but also to know that science foundation knowledge and experience provides a complex interplay with creating self assured, high performance leadership ability. Science represents the most important fundamental source of knowledge, analysis, strategy and understanding to facilitate human achievement in organizational frames.
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The broad-based, multi-organizational social movement supporting work-family policies needs to continue to monitor institutions of higher education. Case Studies from the Female Engineering Professoriate Monica Young, Syracuse University This research study focused on a desire to understand the reasons why women enter the engineering profession, as well as how they succeed in this profession and ultimately become members of the engineering professoriate.
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We report on the impact of overlaying of informal organizational structures onto the standard organizational structure of academia on the recruitment, hiring, retention, success, and well-being of professional women in the health sciences. We implemented an informal structure that consisted of a core group of junior women health services research faculty at the University of Pittsburgh.
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Taylor, Case Western Reserve University In this study we examine how a sample of 248 male and female professors at a Midwestern private research university construct their academic job satisfaction. Our findings 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)
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Targeted coaching initiatives designed to assist academic decision makers such as deans and department chairs in understanding their roles in creating inclusive, supportive environments can also help curb the leaky pipeline of faculty women in sciences and engineering. In this report we describe the activities, challenges, and successes of a unique multi-level, integrated coaching and mentoring initiative at our university.
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. Second, looking at those who had not been promoted, we found men were more likely to fit Profile IV (not seeking a promotion to full despite advice and encouragement)
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Faculty Horizons: Recruiting a Diverse Faculty Mary Ellen Jackson, Phyllis Robinson, Sarah Conolly Hokenmaier, and J Lynn Zimmer ADVANCE Program, University of Maryland, Baltimore County The underrepresentation of women faculty in science, technology, engineering, and mathematics (STEM)
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, a research university committed to excellence and inclusiveness, received an Institutional Transformation Award from the National Science Foundation's ADVANCE Program to address these issues. As part of this program, UMBC created Faculty Horizons, a two-day workshop focused on postdoctoral research fellows and upper level graduate students, particularly women in STEM fields, to provide these future faculty with the knowledge and tools necessary to build a successful career.
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An analysis conducted in 2002 of 31 recipients of the Mentoring Awards indicated that these faculty members had at that time generated over 500 publications, 15 other pieces of intellectual property, and over $39 million in extramural grant funds. In 2003, K-State received an ADVANCE Institutional Transformation Award from the National Science Foundation.
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We are encouraged by the success of these programs but recognize that continued progress requires constant scrutiny and sustained diligence. Effective Practices for STEM Faculty Diversity Lisa Frehill, Mary O'Connell, Elba Serrano, and Cecily Jeser-Cannavale University of California, Irvine and New Mexico State University What role do department chairs and deans play in ensuring diversity within academe?
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Activities include preparing women graduate students in science and engineering for faculty careers, working with search committees to help them understand and address unintended bias in the hiring process and to develop diverse candidate pools for faculty positions, providing untenured women faculty with research seed money to help them develop more competitive proposals for external funding, developing leadership skills to enable tenured women faculty to take on leadership roles in the university, building community among women across departments and colleges, raising awareness of gender issues among university leaders, and reviewing, revising, and overseeing implementation of university policies that disproportionately impact women faculty. Throughout the program, AdvanceVT is collecting data on career aspirations and job satisfaction of both male and female faculty at Virginia Tech and tracking statistics on the numbers of women at all levels at the institution.
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The committee works with departments by meeting with department chairs, faculty search committees, and other departmental leaders involved with recruitment and retention. The CRLT Players have developed three ADVANCE sketches focusing on mentoring, faculty hiring, and the tenure decision process.
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Scientifically Correct: Speaking to Scientists about Diversity Nancy Martin, Beth Mitchneck, and William McCallum, University of Arizona The University of Arizona is currently developing a program to train trainers to orient search committees about scientific research on how unconscious bias can influence the search and hiring processes. This effort is part of a larger National Sciences Foundation ADVANCE proposal (currently under review)
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Yen, Sheila Edwards Lange, Suzanne Brainard, Ana Mari Cauce, and Denice D Denton, University of Washington, ADVANCE Center for Institutional Change Institutional transformation as intended by the NSF ADVANCE program requires a significant amount of change in attitudes, practices and policies throughout the university community.
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Each academic quarter, the CIC hosts a half-day leadership workshop for department chairs, deans, and emerging leaders. These workshops serve as a forum for cross-college networking and professional development for chairs and emerging leaders and are designed to engage academic leaders as critical actors in changing institutional culture.
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Equity Advisors meet with the dean, search committees, department chairs and other faculty in their respective schools to raise awareness and use of more proactive search strategies to increase recruitment of women to the tenure-track faculty ranks. Equity Advisors also a run faculty mentoring programs for newly hired assistant professors.
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