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Article
Publication date: 9 January 2019

Valerie Gray Hardcastle, Stacie Furst-Holloway, Rachel Kallen and Farrah Jacquez

A lot is known about systemic barriers to broadening participation (BP) in STEM. Empirical research has demonstrated the existence and impact of implicit bias, stereotype threat…

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Abstract

Purpose

A lot is known about systemic barriers to broadening participation (BP) in STEM. Empirical research has demonstrated the existence and impact of implicit bias, stereotype threat, and micro-aggressions on a sense of belonging, organizational productivity and leadership opportunities. We also know that achieving greater participation of women and faculty of color in the STEM disciplines is complicated and depends on altering complex and multi-layered interactions between activities and actors. Further, because researcher and institutional goals vary as a function of target population and context, generalizable models can struggle in the face of larger BP efforts. Through the authors experience as an NSF ADVANCE-IT awardee, the authors believe that a dynamic, multi-scaled and organizational level approach is required to reflect the reciprocal dialogue among research questions, best practices, tailored applications and quantifiable goals. The authors describe several examples of research, programming activities and program evaluation that illustrate this approach. In particular, the authors describe both the programming successes and challenges, with the aim of helping others to avoid common mistakes by articulating very broad and, the authors’ hope, generalizable “lessons learned.” The paper aims to discuss these issues.

Design/methodology/approach

To better understand the barriers for women in STEM, the authors utilized an iterative methodology. Specifically, the authors conducted a social network analysis, an exit survey of departed faculty, longitudinal analysis of career trajectories and research productivity, and a survey on the interaction between values and climate.

Findings

The analyses suggest three strategies better retain women in STEM: improve women’s professional networks; re-aling policy documents and departmental practices to better reflect faculty values; and improve departmental climate.

Practical implications

The pay-off for using this more complex research approach to triangulate onto specific challenges is that the interventions are more likely to be successful, with a longer-lasting impact.

Originality/value

With continuous institutional research, metric refinement, and program evaluation the authors are better able to develop targeted programming, policy reform, and changes in institutional practice. The interventions should result in permanent institutional and systemic change by integrating multi-method qualitative and quantitative research into BP practices, which the authors couple with longitudinal analysis that can quantify success of the authors’ efforts.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 38 no. 3
Type: Research Article
ISSN: 2040-7149

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Book part
Publication date: 17 September 2018

Valerie Gray Hardcastle, Stacie Furst-Holloway, Rachel Kallen and Farrah Jacquez

Despite significant investments in efforts to broaden participation, the number of women in science, technology, engineering, and mathematics (STEM) fields who leave the academy…

Abstract

Despite significant investments in efforts to broaden participation, the number of women in science, technology, engineering, and mathematics (STEM) fields who leave the academy is disheartening. Some reports suggest half of women STEM faculty will leave tenure track positions within 10 years after hire (Kaminski & Geisler, 2012). For women of color, the data are equally bleak (Ginther & Kahn, 2012) and affirm the need for continuously evolving practices and policies to retain underrepresented faculty in STEM and ensure career satisfaction and success. Unfortunately, current programs for career development and mentoring largely promote rigid conformity to traditional performance expectations, which enable the persistence of narrow departmental norms regarding markers of success. By drawing on person–environment (PE) fit theory, and combining data from our own institution with evidence-based practices from others, the authors have created a faculty development program designed to upend this practice. The objective of this program is to help faculty advance their careers in the academy while staying true to what they value, while simultaneously helping departments reflect on how they can create more inclusive and supportive environments for all faculty. The authors describe the program in detail and provide initial assessments of impact on faculty participants as well as departmental and institutional practice.

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

Keywords

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Book part
Publication date: 17 September 2018

Abstract

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

Access Restricted. View access options
Book part
Publication date: 17 September 2018

Abstract

Details

Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

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