The Effect of an Intervention to Break the Gender Bias Habit for Faculty at One Institution: A Cluster Randomized, Controlled Trial
The Effect of an Intervention to Break the Gender Bias Habit for Faculty at One Institution: A Cluster Randomized, Controlled Trial
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DOI：
10.1097/acm.0000000000000552
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发表时间：
2015-02-01
影响因子：
7.4
通讯作者：
Sheridan, Jennifer
中科院分区：
文献类型：
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作者：
Carnes, Molly;Devine, Patricia G.;Sheridan, Jennifer
目的尽管真诚地致力于平等、任人唯贤的原则，但微妙的性别偏见依然存在，限制了女性获得学业进步的机会。作者在一所大型公立大学实施了一项配对、单盲、整群随机、对照研究，研究对象是威斯康星大学麦迪逊分校92个系的教职员工。在2010年9月至2012年3月期间，实验部门被提供了一个2.5小时的研讨会，以改变性别偏见-改变习惯。调查衡量了性别偏见意识；减少性别偏见的动机、自我效能和结果预期；以及性别平等行动。一项计时的单词分类任务测量了内隐性别/领导偏见。在所有实验科室接受干预前后，教师完成了工作生活调查。结果线性混合效应模型显示，干预后，实验系教师与对照系教师在多项结果指标上的差异显著，包括从事促进性别平等行为的自我效能(P=.013)。当一个系的25%的教职员工参加了研讨会(46个系中的26个)，在三个月后，自我报告的促进性别平等的行动显著增加(P=0.007)。干预后，实验系教员对契合度(P=.024)、对研究的重视(P=.019)以及对个人和职业冲突的舒适度(P=.025)有更高的感受。结论促进有意行为改变的干预措施可以帮助教员打破性别偏见习惯，改变院系氛围，从而支持女性在学术医学、科学和工程领域的职业发展。
PurposeDespite sincere commitment to egalitarian, meritocratic principles, subtle gender bias persists, constraining women's opportunities for academic advancement. The authors implemented a pair-matched, single-blind, cluster randomized, controlled study of a gender-bias-habit-changing intervention at a large public university.MethodParticipants were faculty in 92 departments or divisions at the University of Wisconsin Madison. Between September 2010 and March 2012, experimental departments were offered a gender-bias-habit-changing intervention as a 2.5-hour workshop. Surveys measured gender bias awareness; motivation, self-efficacy, and outcome expectations to reduce bias; and gender equity action. A timed word categorization task measured implicit gender/leadership bias. Faculty completed a work life survey before and after all experimental departments received the intervention. Control departments were offered workshops after data were collected.ResultsLinear mixed-effects models showed significantly greater changes post intervention for faculty in experimental versus control departments on several outcome measures, including self-efficacy to engage in gender-equity-promoting behaviors (P=.013). When 25% of a department's faculty attended the workshop (26 of 46 departments), significant increases in self-reported action to promote gender equity occurred at three months (P =.007). Post intervention, faculty in experimental departments expressed greater perceptions of fit (P=.024), valuing of their research (P=.019), and comfort in raising personal and professional conflicts (P =.025).ConclusionsAn intervention that facilitates intentional behavioral change can help faculty break the gender bias habit and change department climate in ways that should support the career advancement of women in academic medicine, science, and engineering.