Promoting Institutional Change Through Bias Literacy
Promoting Institutional Change Through Bias Literacy
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DOI：
10.1037/a0028128
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发表时间：
2012-06-01
影响因子：
2.4
通讯作者：
Sheridan, Jennifer
中科院分区：
文献类型：
--
作者：
Carnes, Molly;Devine, Patricia G.;Sheridan, Jennifer
国家科学基金会和其他机构得出结论认为，需要进行体制改革，以确保男女在学术科学、技术、工程、数学和医学（STEMM）领域的参与和进步机会均等。这种转变需要改变教师的习惯态度和行为。接近内隐偏见作为一种可补救的习惯，我们提出的理论基础和概念模型支撑的教育干预，以促进偏见扫盲大学教师之间的一个步骤，对性别平等的制度转型。我们详细描述了偏见扫盲讲习班的发展和实施，以便其他人可以复制或适应他们的环境。来自最初17个系/部门的220名（167名教师和53名非教师）参加者提供了这个研讨会，所有180名完成书面评估的人都认为研讨会至少“有点有用”，74%的人认为它“非常有用”。“超过68%的人表示对讲习班材料的了解有所增加。在186名参与者中，有87%的人承诺参与促进两性平等的新活动，其中87%的人将讲习班的具体内容纳入其中。24名参与者在参加研讨会4-6个月后接受了采访，其中75%不仅表现出增加的偏见意识，但描述了计划改变或实际上改变了行为，因为研讨会。根据我们的样本教师从中西部大学，我们得出结论，至少三分之一的STEMM教师谁被邀请将参加2.5小时偏见识字讲习班，几乎所有人都会发现它是有用的，大多数将完成书面承诺，以促进性别平等。这些研究结果表明，这种教育干预可以有效地促进有关性别平等的制度变革。
The National Science Foundation and others conclude that institutional transformation is required to ensure equal opportunities for the participation and advancement of men and women in academic science, technology, engineering, mathematics, and medicine (STEMM). Such transformation requires changing the habitual attitudes and behaviors of faculty. Approaching implicit bias as a remediable habit, we present the theoretical basis and conceptual model underpinning an educational intervention to promote bias literacy among university faculty as a step toward institutional transformation regarding gender equity. We describe the development and implementation of a Bias Literacy Workshop in detail so others can replicate or adapt it to their setting. Of the 220 (167 faculty and 53 nonfaculty) attendees from the initial 17 departments/divisions offered this workshop, all 180 who completed a written evaluation found the workshop at least "somewhat useful" and 74% found it "very useful." Over 68% indicated increased knowledge of the workshop material. Of the 186 participants who wrote a commitment to engage in new activities to promote gender equity, 87% incorporated specific workshop content. Twenty-four participants were interviewed 4-6 months after attending the workshop; 75% of these not only demonstrated increased bias awareness, but described plans to change-or had actually changed-behaviors because of the workshop. Based on our sample of faculty from a Midwestern university, we conclude that at least one third of STEMM faculty who are invited will attend a 2.5-hr Bias Literacy Workshop, that nearly all will find it useful, and that most will complete a written commitment to promoting gender equity. These findings suggest that this educational intervention May effectively promote institutional change regarding gender equity.