Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations Beyond Broadening Participation (2023) / Chapter Skim
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8 Understanding Organizations and the Role of Leadership in Developing a Culture of Antiracism, Diversity, Equity, and Inclusion
8 Understanding Organizations and the Role of Leadership in Developing a Culture of Antiracism, Diversity, Equity, and Inclusion
Pages 219-264
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. Related to organizational culture, the climate of an organization is participants' perceptions and experience of their immediate context within the organization's culture.
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As discussed in more detail below, this focus on leadership is in response to evidence showing that culture change is an essential ingredient for systemic and transformational change, and that such change begins at the top of an organization and permeates multiple levels. Leaders, notably those at the very top of the organization such as presidents and chief executive officers, have the unique opportunity to shape the culture and climate of an organization by (re)
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In the third part of the chapter, the committee discusses paths to change organizational culture and climate to center antiracism, diversity, equity, and inclusion and reviews research on change at individual organizations as well as collective change effected by organizations across a single sector. The fourth part of the chapter discusses barriers to and challenges of culture change.
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Using Schein's Iceberg to Understand Organizational Culture Schein's iceberg model of culture (Schein, 1992) suggests that there are different layers to organizational cultures -- artifacts, espoused values, and tacit underlying beliefs -- with some visible and others hidden and difficult for newcomers to an organization or those outside of it to understand and interpret.
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Applied to the advancement of antiracism, diversity, equity, and inclusion in STEMM organizations, this model proposes that changing culture requires addressing the tacit underlying beliefs, because that is where racism originates. Tacit underlying beliefs about racial hierarchy can be institutionalized in public policies (as discussed in Chapter 2 and Chapter 6)
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Leaders who remove organization-level barriers in the system can allow people to succeed and thrive, for example, rather than simply struggle and persist. THE RACIALIZATION OF ORGANIZATIONAL STRUCTURES Organizations striving to advance antiracism, diversity, equity, and inclusion need to address not only the racial bias and behaviors of individuals,
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Supreme Court cases are under review that will have an impact on the future of affirmative action, Students for Fair Admissions Inc.
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. How STEMM organizations determine who merits access is a powerful reflection of organizational culture and has been a topic of considerable research.
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. Disparities in college preparedness and readiness manifest in test scores, and they trace back to unequal access to high-quality pre-K–12 education: Black and Latine students are more likely to attend schools that do not offer college preparatory courses, such as Advanced Placement courses, and less than 50 percent of American Indian and Alaska Native students have access to a full range of math and science courses in high school (United Negro College Fund; U.S.
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. This suggests that colleges and universities may be creating barriers to their services and to financial aid due to the racialized results produced by standardized tests.
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, which administers the GRE, women and people from minoritized racial and ethnic groups score lower, on average, than White men and Asian men (Langin, 2019)
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. Most graduate schools have delegated to individual programs the decision about whether to require scores, but some, such as University of Michigan and Montana State University, have stopped collecting GRE scores altogether in admissions processes for all graduate programs (Nietzel, 2022)
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Reliance on standardized test scores can exacerbate racial inequities in admissions and financial aid decisions for undergradu ate, graduate, and medical programs. Holistic Admissions In undergraduate, graduate, and medical education, the movement away from reliance on standardized tests has been coupled with a movement toward holistic review, which is defined as an assessment of "academic ability coupled with a flexible assessment of applicants' talents, experiences, and potential to contribute to the learning of those around them" by evaluating "all of the information available in their file" (U.S.
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. Major audit studies have demonstrated that racial discrimination exists in hiring processes across organizations (Eaton et al., 2020)
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Bureau of Labor Statistics, in the first quarter of 2022, the median weekly earnings of Black people ($840) and Latine people ($799)
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In terms of hiring, Black people are less likely to receive callbacks than less-credentialed White people. In terms of wages, across occupations Black people and Latine people have lower median weekly earnings than their White and Asian counterparts.
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identified the following factors: microaggressions from White colleagues, no acknowledgment of Black faculty as credible researchers, Eurocentric work environments, and higher workload responsibilities compared to White faculty. Studies have also shown that African American faculty are less satisfied with their jobs compared to White faculty (Frazier, 2021)
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is most often used in relation to White women and work and family concerns, looking at faculty from minoritized racial and ethnic groups through this lens is also important. This is because they too are impacted by these systemic norms, not only as a result of personal concerns, but also because of the demands of cultural taxation.
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For example, policies and norms that restrict natural hair have a disproportionate impact on Black men and women. This norm reflects anti-Black hair sentiment dating back to slavery through the Civil Rights move ment, and generally impacts Black women the most (Griffin, 2019)
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Within academia, one model proposes a dual process for creating epistemic exclusion, which occurs when certain areas of scholarship are seen as outside of a discipline's dominant discourse. First, it reflects a racial prejudice that faculty of color do not have the capability or credibility to be scholars based on stereotypes related to Black, Latine, and Native Americans as lacking intelligence, being lazy, and willing to game the system for their advantage.
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Career Development, Mentorship, and Professional Networks In addition to the research demonstrating that Black individuals are paid less for the same level of employment as their White counterparts, White individuals are also shown to be more likely to receive other nonmonetary resources, such as formal and informal mentoring, access to professional networks, sponsorship from institutional or other STEMM leaders, and opportunities for professional development. As a result, despite having similar credentials and working in equivalent positions, it will take a Black person more time to accumulate wealth, which will affect decisions related to housing, education, and health (Ray, 2019)
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In either case, faculty advisors may steer their graduate students away from diversity research and only support them if they pursue more mainstream research that future colleagues will find credible, advice that limits academic freedom relative to White graduate students. CONCLUSION 8-4: Lack of diversity within organizations can limit access to career resources for people from minoritized racial and ethnic groups, such as mentorship, sponsorship, and professional networks, that could support their development.
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Directors of human resources and supervisors should measure, • evaluate, and address the presence of bias and discrimination in rewards and promotion; the proportion of people from histori cally minoritized backgrounds leaving their positions; and their reasons for doing so, as well as in and the access to culturally relevant mentorship for students and employees. CHANGING ORGANIZATIONAL CULTURE AND CLIMATE TO CENTER ANTIRACISM, DIVERSITY, EQUITY, AND INCLUSION How Leaders Change Organizations As stated at the beginning of the chapter, individuals leading hierarchical organizations have the power and responsibility to make decisions about values and determine priorities on behalf of others in the organization.
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factors. Internal drivers of change might be reflected in low recruitment and high attrition rates for STEMM professionals from minoritized racial and ethnic backgrounds.
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. Mimetic influences are widespread and can be leveraged in support of antiracism, diversity, equity, and inclusion values when influential organizations use their privileged position within status hierarchies to lead their field in challenging the status quo.
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the racialized equity labor that an organization often requires of minoritized members as it evolves its organizational culture toward antiracism, diversity, equity, and inclusion (Lerma et al., 2020; Wynn and Correll, 2018)
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While significant strides are possible with investment and sustained effort, no organization can instantaneously undo the entire scope of its inherited racialized practices, beliefs, norms, and policies. Emotional Dimensions of Organizational Change Theory Related to Antiracism, Diversity, Equity, and Inclusion For organizations broadly, change related to antiracism, diversity, equity, and inclusion4 may be experienced as qualitatively different from many other types of organizational change because it is bound up with members' social identities and the emotional and political dimensions of those identities.
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. In contrast, cultural change also compels attention to the comfort -- or lack thereof -- experienced by Black people, Indigenous people, and other people of color in work environments that were not designed with their needs in mind, that may be downright hostile, and that can lead them to be less committed to and satisfied with the organization (Cady and Valentine, 1999; Greenhaus et al., 1990; Tsui et al., 1992, 1997)
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Efforts to moderate managerial bias through diversity training and diver sity evaluations are least effective at increasing the share of white women, black women, and black men in management. Efforts to attack social isolation through mentoring and networking show modest effects.
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In practice, organizations may experience diversity resistance in blatant instances of discrimination or harassment, such as the appearance of a hangman's noose or Klu Klux Klan attire, which appear in approximately 5.8 percent of all hostile work environment claims with the Federal Equal Employment Opportunity Commission (Godhart, 2017)
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. There are ways that organizations can counter resistance and that are most effective when pursued at multiple levels and approaches: But large corporations and big universities are developing multipronged diversity initiatives that tackle not only implicit biases, but structural discrimination.
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Cultural change around antiracism, diversity equity, and inclusion can involve personal reflection, emotional labor, and challenges to individual beliefs, all of which cause discomfort. RECOMMENDATION 8-2: Leaders, managers, and human resource depart ments in science, technology, engineering, mathematics, and medicine organiza tions should anticipate resistance to antiracism, diversity, equity, and inclusion efforts and investigate with rigorous empirical tools, the impacts of training on different types of antiracism, diversity, equity, and inclusion outcomes (hiring, climate, promotion, retention, leadership roles, resource allocation)
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This kind of learning, one that seeks to understand and address the root causes of an issue, requires an organizational culture with the safety to identify and talk about core beliefs or structures that are problematic. Research on a group of STEMM Ph.D.
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FRAMEWORKS FOR ORGANIZATIONAL CHANGE As stated at the beginning of this chapter, the goal here has been to provide a guide for leaders who want to accelerate progress in advancing antiracism, diversity, equity, and inclusion in STEMM organizations. The evidence shows that culture change is an essential ingredient for systemic and transformational change, which begins at the top of an organization and permeates multiple levels.
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2. Analyze the Impact: Organizational analyses should include both quantitative and qualitative data 3. Commit to Action: Address leaders who are resistant to change 4. Empower for Change: Assist people in feeling a part of the change How to Promote Racial Equity in the Workplace Livingston, R
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(2022) 1. Address the unsustainable status quo 2. Detach from the status quo 3. Develop a purposeful vision 4. Lead emotional transformation 5. Include both the rational and emotional 6. Align KPIs, funding, resources and people 7. Make transformation the new normal AAC&U's Committing to Equity and Inclusive Excellence: Campus Guide for Self-Study and Planning AAC&U (2015)
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Three phases of culture change: 1. Mobilize – develop initial awareness of the need for change (data) ; create vision; galvanize support for change through discussion; mobilize leadership and collective action 2. Implement – choose strategies; pilot; change policies; process and structures; professional development; evaluate results and reorient; celebrate successes; scale-up or down 3. Institutionalize – disseminate results; review; commit; persist SOURCE: Excerpts from Daniels, 2022; Livingston, 2020; Berson, 2020; Roberts et al., 2019; Ely and Thomas, 2020; White, Smets, and Canwell, 2022; AAC&U, 2015; McNair et al., 2020; Posselt, 2020; Kezar, 2013.
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Many STEMM practices in these areas disproportionately disadvantage people from minoritized racial and ethnic groups. Other areas for review may include wages, curriculum, promotion, tenure, and advancement, which affect the participants' experience, sense of inclusion and belonging, and persistence within an organization.
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. Understanding organizational culture.
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American Sociological Review, 147–160. Dobbin, F., and Kalev, A
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Assessing the ef ficacy of corporate affirmative action and diversity policies. American sociological review, 71(4)
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. Organizational culture: Mapping the terrain.
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Reframing Organizational Culture, 243–253. Sage Publications.
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. Organizational culture and leadership.
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. Latent ability: Grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students.
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