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

该项目的目的是改编、实施和传播一项简短的讲习班活动，以教育个人了解微妙的性别偏见的来源和累积影响。这项活动旨在实现三个核心学习目标，即：(1)认识到明显轻微的偏见和不公平做法的累积对妇女在其领域的进步能力的负面影响；(2)认识到不同的性别相关因素在工作生活的某个阶段可能比其他阶段更为重要；(3)认识到模式而不是单一的事件是性别不平等的最明显指标。活动是自给自足的，大约需要一个小时才能完成，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)、管理人员和其他负责招聘、晋升和留住不同STEM教师的人力资源员工。宾夕法尼亚州立大学的分布式校园结构提供了一个独特的机会，可以在多种环境中调整研讨会活动并对其进行评估：在大型研究1环境中，在较小的农村和城市环境中，以及在提供一系列学士学位和研究生学位、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讲习班活动，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妇女在STEM学术领域的代表减少的不平等。它有三个组成部分。首先，我们将使在研究生和本科教学中成功使用的研讨会活动适应STEM学术背景。其次，我们将在宾夕法尼亚州立大学的四个不同的学术环境中实施它并评估其在教师领导力培训中的有效性：主要研究校园(UP)、以研究生学习为主的校园(宾夕法尼亚州立大学-哈里斯堡)、四年制文科大学背景(宾夕法尼亚州立大学-贝伦德学院)和小规模招生地区校园(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项独立的活动。最后，我们将创建并测试一个基于Web的原型版本。在每个步骤中，我们还将获得评价数据，以指导讲习班活动的进一步完善。鉴于预期结果，我们将着手在宾夕法尼亚州立大学的24个校区内传播该产品，并通过与其他大学的现有伙伴关系，并开始开发基于网络的版本。讲习班活动的改编、实施和传播的智力价值在于其作为一种创新的经验方法在STEM学术背景下关于微妙的性别偏见的教和学的有效性。讲习班活动材料以坚实的实证研究和人口统计数据为基础。该项目建立在现有的高级信息技术产品的基础上，并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好处产生更广泛的影响。本科生和研究生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。通过项目组的这些活动和会议，这项工作在推进发现的同时促进了培训和学习。此外，招募评估研究的参与者将旨在从所研究的遗址和STEM领域内的所有族裔和种族分组中获得具有代表性的样本。最后，结果将向公众公布。该项目还将使社会受益，因为它有可能被调整用于其他环境，如人力资源，在这些环境中，人们需要或想要了解随着时间的推移，严重的不平等可能会如何发展。

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.