ADVANCE Partnerships for Adaptation, Implementation, and Dissemination (PAID) Award: Revealing the Cumulative Effects of Subtle Gender Bias via Brief Workshop Activity

ADVANCE 适应、实施和传播伙伴关系 (PAID) 奖：通过简短的研讨会活动揭示微妙的性别偏见的累积影响

• 批准号: 0820212
• 负责人: Stephanie Shields
• 金额: $ 25.85万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-01 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0820212&HistoricalAwards=false
• 关键词: ADVANCE; Partnerships; Adaptation; Implementation; Dissemination

The purpose of this project is to adapt, implement, and disseminate a brief workshop activity for educating individuals about the sources and cumulative effects of subtle gender bias. The activity is designed to meet three core learning objectives, namely for participants to (1) recognize the negative impact of the accumulation of apparently minor biases and unfair practices on women's ability to advance in their field, (2) develop awareness that different gender-relevant factors may be more significant at one stage in work life than in others, and (3) recognize that patterns, not single incidents, are the most visible indicators of gender inequity. The activity is self-contained, takes about one hour to complete, and does not require special skills of the facilitator. Our primary target audience includes faculty peer decision makers (e.g., promotion and tenure committees), administrators, and other human resources staff with responsibilities relevant to recruitment, advancement, and retention of a diverse STEM faculty. The Penn State distributed campus structure offers a unique opportunity to adapt the workshop activity to and evaluate it in multiple settings: in a large Research 1 environment, in smaller rural and urban environments, and on campuses that offer a range of baccalaureate and graduate degrees, professional degrees, or technology degrees. The project entails adapting, implementing, and disseminating an interactive workshop activity for educating individuals about the power and patterns of subtle gender inequities in the workplace, especially those that can lead to decreased representation of women in academic STEM fields. There are three components. First, we will adapt a workshop activity that has been successfully used in graduate and undergraduate teaching to the STEM academic context. Second, we will implement it and evaluate its effectiveness in faculty leadership training in four distinct academic settings throughout Penn State: Major research campus (UP), predominantly graduate studies campus (Penn State-Harrisburg), four-year liberal arts college context (Penn State Erie-The Behrend College), and small enrollment regional campuses (UC system). Third, we will evaluate the workshop activity as a supplement to self-guided Web-based informational activities and as a stand-alone activity. Last, we will create and test a prototype web-based version. At each step we will also obtain evaluation data to guide further refinement of the workshop activity. Given expected results, we will proceed with dissemination of the product throughout the 24 Penn State campuses and through existing partnerships with other universities, and commence development of the web-based version. The intellectual merit of the adaptation, implementation, and dissemination of the workshop activity lies in its effectiveness as an innovative experiential method for teaching and learning about subtle gender bias in the STEM academic context. Workshop activity materials are based on solid empirical research and demographic data. The project builds on existing ADVANCE-IT products and creates an innovative intervention product that can be used in a variety of academic STEM contexts, especially those with limited resources. The project will have broader impact through its contribution to science education and potential benefit to society. Undergraduate and graduate research assistants will be involved in all phases of the project, assisting in preparation of materials, evaluation, and project dissemination. Through these activities and meetings of the project group, the work fosters training and learning as it advances discovery. In addition, recruitment of participants for evaluation studies will aim to attain a representative sample of from all ethnic and racial subgroups within the sites and STEM fields studied. Finally, results will be disseminated to the public. The project will also benefit society through its potential to be adapted for use in other settings such as human resources in which people need or want to learn about how substantial inequities can develop over time.

这个项目的目的是改编、实施和传播一个简短的讲习班活动，教育个人了解微妙的性别偏见的来源和累积影响。该活动旨在满足三个核心学习目标，即让参与者(1)认识到明显轻微的偏见和不公平做法的积累对女性在其领域的进步能力的负面影响，(2)培养对不同性别相关因素在工作生活的某个阶段可能比其他阶段更重要的认识，以及(3)认识到模式，而不是单一事件，是性别不平等的最明显指标。该活动是独立的，大约需要一个小时来完成，并且不需要主持人的特殊技能。我们的主要目标受众包括教师同行决策者（例如，晋升和终身教职委员会）、管理人员和其他人力资源工作人员，他们的职责与招聘、晋升和保留不同的STEM教师有关。宾夕法尼亚州立大学的分布式校园结构为研讨会活动提供了一个独特的机会，可以在多种环境下进行调整和评估：在大型研究环境中，在较小的农村和城市环境中，在提供一系列学士和研究生学位、专业学位或技术学位的校园中。该项目需要调整、实施和传播一项互动研讨会活动，以教育个人了解工作场所微妙的性别不平等的力量和模式，特别是那些可能导致女性在STEM学术领域代表性下降的因素。有三个组成部分。首先，我们将把在研究生和本科生教学中成功使用的研讨会活动应用到STEM学术环境中。其次，我们将在宾夕法尼亚州立大学四个不同的学术环境中实施并评估其在教师领导力培训中的有效性：主要研究型校园（UP），以研究生为主的校园（宾夕法尼亚州立大学哈里斯堡分校），四年制文理学院背景（宾夕法尼亚州立大学伊利-贝伦德学院）和小招生地区校园（UC系统）。第三，我们将评估研讨会活动作为自我指导的基于网络的信息活动的补充和作为一个独立的活动。最后，我们将创建和测试一个基于web的原型版本。在每个步骤中，我们还将获得评估数据，以指导进一步改进车间活动。鉴于预期的结果，我们将继续在宾夕法尼亚州立大学的24个校区传播该产品，并通过与其他大学的现有合作伙伴关系，开始开发基于网络的版本。研讨会活动的适应、实施和传播的智力价值在于，它作为一种创新的经验方法，有效地教授和学习STEM学术背景下微妙的性别偏见。讲习班活动材料基于可靠的实证研究和人口统计数据。该项目以现有的advanced - it产品为基础，创造了一种创新的干预产品，可用于各种学术STEM环境，特别是那些资源有限的环境。该项目将通过其对科学教育的贡献和对社会的潜在利益产生更广泛的影响。本科生和研究生的研究助理将参与项目的所有阶段，协助准备材料、评估和项目传播。通过项目小组的这些活动和会议，工作促进了培训和学习，因为它促进了发现。此外，评估研究的参与者招募将旨在从所研究的地点和STEM领域的所有民族和种族亚群中获得代表性样本。最后，结果将向公众公布。该项目还将使社会受益，因为它有可能适用于其他环境，例如人力资源，在这些环境中，人们需要或希望了解严重的不平等是如何随着时间的推移而发展的。