Assessing and Reducing Gender Bias in STEM Recruitment, Mentorship and Evaluation

评估和减少 STEM 招聘、指导和评估中的性别偏见

• 批准号: 7713864
• 负责人: Wendy M Williams
• 金额: $ 31.34万
• 依托单位: CORNELL UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-22 至 2013-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7713864
• 关键词: Academia; Administrator; Affect; Attitude; Behavior; Behavioral Sciences; Biological; Chemistry; Data Collection; Discipline; Doctor of Philosophy; Education and Outreach; Engineering; Enrollment; Environment; Equilibrium; Evaluation; Faculty; Family; Feedback; Female; Gender; Goals; Home environment; Inequality; Laboratory Study; Lead; Learning; Life; Mathematics; Mediation; Mentors; Mentorship; Metaphor; Methods; Occupations; Pamphlets; Parental Leave; Physics; Policies; Positioning Attribute; Procedures; Process; Publishing; Reaction; Recommendation; Recruitment Activity; Reporting; Research; Schedule; Schools; Science; Scientist; Secure; Sex Bias; Social Sciences; Students; Surveys; Training; United States National Academy of Sciences; Variant; Woman; Work; Workplace; behavioral/social science; career; college; computer science; cost; expectation; experience; field study; graduate student; improved; male; men; pre-doctoral; professor; programs; prospective; public health relevance; stem; success; symposium

DESCRIPTION (provided by applicant): Numerous commissions, panels, and symposia have lamented the dearth of women in science, especially in math-intensive fields where women's underrepresentation is greatest (Ceci, Williams, & Barnett, 2009; National Academy of Science, 2005; National Science Board, 2006). The inclusion of more women in the academic workforce has been identified as a critical national need (Shalala et al., 2006); talented women complete Ph.D.s, yet they do not transition into tenure track academic positions at the rate their numbers appear to warrant (e.g., Ceci et al., 2009; Ginther, 2001, 2004; Shalala et al., 2006). The proposed project, Assessing and Reducing Gender Bias in STEM Recruitment, Mentorship and Evaluation, explores how predoctoral women and men are recruited to and informally trained in graduate school, and how they are evaluated when they apply for their first tenure-track position. We seek to better understand, and ultimately improve, norms of behavior that may consciously or unconsciously lead current professors to create gender-biased recruitment, mentorship, and evaluation environments. The proposed studies explore whether current practices induce identity threat in prospective women STEM graduate students (thus reducing female enrollments and retention), and whether STEM professors treat their male and female graduate students differently in the advice and training they dispense. The studies also examine current professors' use of gender and gender-related information in evaluation of applicants for assistant professorships. A national canvass of deans and provosts to ascertain the desirability and feasibility of recommendations emerging from studies 1-3 and an educational campaign disseminating the findings are part of the research plan. The proposed research (consisting of two national data collections, one laboratory study, one canvass of provosts and deans, and one widescale educational dissemination component) spans the biological, physical, and social/behavioral sciences, to broaden our understanding of gender-related recruitment, mentorship, and evaluation norms and behaviors and how they vary across fields. This research will illuminate reasons for the success-or lack thereof-of women's versus men's transition from college to graduate school and ultimately to academia. Our results will help hone unbiased, effective recruitment, mentorship, and evaluation practices, leading to greater gender-fairness in the scientific recruitment, training, and job-placement processes. We plan to disseminate broadly our results with the goal of initiating and enhancing explicit discussions of key aspects of professional training often not discussed openly or even acknowledged. These experiences may differentially impact success of male versus female graduate students due to biased recruitment, faculty mentorship, and job-selection practices, particularly as a consequence of differential career/life trajectories of women and men scientists. PUBLIC HEALTH RELEVANCE: Numerous commissions, panels, and symposia have lamented the dearth of women in science, especially in math-intensive fields where women's underrepresentation is greatest--physics, chemistry, engineering, computer science, and mathematics (Ceci, Williams, & Barnett, 2009; National Academy of Science, 2005; National Science Board, 2006). The inclusion of more women in the academic workforce has been identified as a critical national need (see NAS report by Shalala et al., 2006); the metaphor of a "leaky pipeline" has been replaced with the realization that plenty of talented women are still in the pipeline through completion of the Ph.D., yet they do not transition into tenure track academic positions at the rate their numbers would appear to warrant (e.g., Ginther, 2001, 2004; Shalala et al. 2006). The proposed research will illuminate reasons for the success-or lack thereof-of women's versus men's transitions from undergraduate to graduate school and ultimately to academia, and it will show how to improve current practices by honing unbiased and effective recruitment, mentorship, and evaluation practices resulting in gender-fairness throughout the scientific training and job- placement processes, thus bringing to fruition the full U.S. potential in science.

描述（由申请人提供）：许多委员会，小组和研讨会都对科学界女性的缺乏感到遗憾，特别是在女性代表性不足最严重的数学密集型领域（Ceci，威廉姆斯和巴内特，2009;国家科学院，2005;国家科学委员会，2006）。将更多的妇女纳入学术队伍已被确定为国家的一项关键需求（Shalala等人，2006年）;有才华的女性完成了博士学位，但她们并没有以她们的人数似乎应该得到的速度过渡到终身制的学术职位（例如，Ceci等人，2009; Ginther，2001，2004; Shalala等人，2006年）。拟议的项目，评估和减少STEM招聘，指导和评价中的性别偏见，探讨了博士前女性和男性如何被招聘到研究生院并在研究生院接受非正式培训，以及他们在申请第一个终身职位时如何被评估。我们寻求更好地理解，并最终改善，行为规范，可能会自觉或不自觉地导致目前的教授创造性别偏见的招聘，指导和评估环境。拟议的研究探讨目前的做法是否会导致潜在的女性STEM研究生的身份威胁（从而减少女性入学率和保留率），以及STEM教授是否会在他们提供的建议和培训中区别对待男性和女性研究生。这些研究还审查了现任教授在评价助理教授职位申请人时使用性别和与性别有关的信息的情况。研究计划的一部分是在全国范围内对院长和教务长进行调查，以确定研究1-3提出的建议的可取性和可行性，并开展宣传研究结果的教育运动。拟议的研究（包括两个国家的数据收集，一个实验室研究，一个教务长和院长的拉票，和一个小规模的教育传播组件）跨越生物，物理和社会/行为科学，以扩大我们对性别相关的招聘，指导和评估规范和行为的理解，以及它们如何在各个领域的变化。这项研究将阐明女性与男性从大学到研究生院并最终进入学术界的成功或失败的原因。我们的研究结果将有助于磨练公正，有效的招聘，指导和评估实践，从而在科学的招聘，培训和就业安置过程中实现更大的性别公平。我们计划广泛传播我们的成果，目的是发起和加强对专业培训的关键方面的明确讨论，这些方面往往没有公开讨论，甚至没有得到承认。这些经验可能会不同的影响男性与女性研究生的成功，由于有偏见的招聘，教师辅导，和择业的做法，特别是作为一个结果的女性和男性科学家的职业生涯/生活轨迹的差异。公共卫生关系：许多委员会、专门小组和研讨会都对科学界缺乏女性表示遗憾，特别是在女性代表性最低的数学密集型领域-物理、化学、工程、计算机科学和数学（Ceci，威廉姆斯，&巴内特，2009;国家科学院，2005;国家科学委员会，2006）。将更多的妇女纳入学术队伍已被确定为一个关键的国家需要（见NAS报告由Shalala等人，2006年）;“漏水的管道”的比喻已经被这样一种认识所取代，即通过完成博士学位，许多有才华的女性仍然在管道中，然而，他们并没有以他们的人数似乎应该保证的速度过渡到终身教职轨道的学术职位（例如，Ginther，2001，2004; Shalala等人，2006）。拟议的研究将阐明女性与男性从本科到研究生院并最终到学术界的过渡成功或失败的原因，并将展示如何通过磨练公正和有效的招聘，指导和评估实践来改善当前的做法，从而在整个科学培训和就业安置过程中实现性别公平，从而实现美国在科学方面的全部潜力。