Engaging Male Colleagues as Advocates and Allies for the Advancement of Women Faculty

PLAN-D资助轨道旨在通过对特定计划或倡议进行网络调整，扩大STEM教师在特定学科领域的已被证明成功的性别平等倡议的应用。预计仔细的评估将扩大对纪律背景下此类举措的理解。倡导者前进项目旨在改善工程学女教员的招聘、留住、晋升和可持续性。北达科他州立大学(NDSU)通过其高级项目，开发并实施了一个名为倡导者和盟友(A&A；A)的标志性项目，旨在通过男性教师直接和积极的参与来促进性别平等。该计划由两部分组成：倡导者，对自己进行性别平等问题教育的资深男性教职员工；以及盟友，男性教职员工，倡导者将其培训为系内性别平等的支持者。这些男性作为变革的推动者，致力于成为性别多样性和平等的积极和直言不讳的倡导者，特别是在增加女性教员数量、鼓励聘用和晋升担任行政职位的女性教员以及确保其单位内公平和公平地对待妇女方面。由于先期项目的实施，南加州州立大学的所有科学和工程教职员工和学术行政职位的女性参与率都有所提高，A&A；A项目已被美国工程教育学会(ASEE)认可为示范项目。该项目将测试、改进该计划，并将其发展为国家模式。核心适应和实施网络合作伙伴包括：南加州州立大学、俄亥俄州立大学、罗切斯特理工学院、北得克萨斯大学和怀俄明大学。在网络合作伙伴实施和调整该计划之后，该项目有可能导致A&A；A；A被ASEE采纳为国家模式。该项目将为男性倡导者和盟友如何以独特的方式帮助工程项目吸引和留住更多女性教员提供证据支持。通过这样做，它将有助于培养一大批教师领导干部，将其培训为倡导者和盟友，以提高STEM中(各级)女性教师的数量。该项目将使人们重新认识到，在高等教育中发展和实施按性别划分的教员倡导者和盟友团体的作用、功能和效用，以此来推动支持STEM女教员的努力，特别是在工程学方面。关于男性教员倡导者和盟友的研究几乎是不存在的。高等教育中盟友群体领域的大部分工作都集中在男学生或男同性恋、女同性恋、双性恋和变性人支助群体上。该项目的目标包括：(1)获得关于高等教育中教师倡导者和盟友团体的发展和实施的新知识，以此作为一种手段来改善所有工程学教师和女性教师的氛围；(2)展示倡导者和盟友在促进性别平等和公平方面的效力；以及(3)成为一个完全建立的、自我维持的研究、培训和支持中心，以主动地让全国各地的工程学院的男性参与性别平等努力。伙伴机构提供了独特的特征组合：公立/私立、高级/非高级、博士/非博士学位授予、小规模/大型、广泛的区域代表性以及广泛的种族和性别多样性。这些不同的特点对于确定和发展广泛适用的执行模式和培训至关重要。该项目侧重于工程学科，在这些学科中，学习和获得高级学位的女性人数正在减少，更多受过博士培训的女性选择不在学术界寻找工作。NSF学习和适应网络高级伙伴关系(PLAN)方案轨道支持一些项目，这些项目促进在新的背景下适应和实施以前有效的高级方案，并测试创新战略，以促进妇女在STEM学术职业中的参与、成功和进步。计划项目还有助于建立关于STEM学术生涯中性别平等的知识库。

The PLAN-D funding track is designed to expand the application of proven-successful gender-equity initiatives for STEM faculty in a specific disciplinary area through networked adaptation of a specific program or initiative. Careful evaluation is expected to expand understanding of such initiatives in a disciplinary context. The ADVOCATE FORWARD project is designed to improve the recruitment, retention, promotion, and sustainability of women faculty in engineering. North Dakota State University (NDSU), through its ADVANCE program, developed and implemented a signature program called Advocates & Allies (A&A) designed to improve gender equity through the direct and proactive engagement of male faculty. The program is comprised of two-parts: Advocates, senior male faculty who educate themselves about issues of gender [in]equality; and Allies, male faculty whom the Advocates train as proponents for gender equity in their departments. These men serve as change agents, committing to be active and vocal proponents of gender diversity and equality specifically in terms of increasing the number of female faculty, encouraging the hiring and promotion of female faculty in administrative positions, and ensuring the fair and equitable treatment of women within their units. NDSU has seen increased participation of women in all science and engineering faculty and academic administrative positions as a result of its ADVANCE project and the A&A program has been endorsed as a model program by the American Society for Engineering Education (ASEE). This project will test, refine, and grow the program into a national model. The core adaptation and implementation network partners include: NDSU; the Ohio State University; the Rochester Institute of Technology, the University of North Texas, and the University of Wyoming. This project has the potential to lead to the adoption of the A&A as a national model by ASEE following implementation and adaptation of the program by the network partners. This project will provide evidentiary support of how male advocates and allies can uniquely assist engineering programs in attracting and retaining more women faculty. In so doing, it will help grow a large cadre of faculty leaders trained as advocates and allies to advance the number of women (at all levels) in STEM.This project will shed new light on the role, function, and utility of developing and implementing gendered-faculty advocate and ally groups in higher education as a means to advance efforts to support women faculty in STEM, particularly in engineering. Research on male faculty advocates and allies is virtually nonexistent. Most of the work in the area of ally groups in higher education has focused on male students or gay, lesbian, bisexual and transgendered support groups. The project goals include: (1) acquire new knowledge on the development and implementation of faculty advocate and ally groups in higher education as a means to improve climate for all faculty and women faculty in engineering in particular; (2) demonstrate the efficacy of advocates and allies in promoting gender equality and equity; and (3) become a fully established, self-sustaining locus of research, training, and support in proactively engaging men in gender equity efforts in schools of engineering across the country. The partner institutions offer a unique mix of characteristics: public/private, ADVANCE/non-ADVANCE, PhD/non-PhD granting, small/large, wide regional representation, and broad ethnic and gender diversity. These varied characteristics are essential to identifying and developing broadly applicable implementation models and training. This project focuses on engineering disciplines where there are a declining number of women studying and earning advanced degrees and more Ph.D. trained women are opting not to seek jobs in academia. The NSF ADVANCE Partnerships for Learning and Adaptation Networks (PLAN) program track supports projects that promote the adaptation and implementation of previously effective ADVANCE programs in new contexts and the testing of innovative strategies to promote the participation, success, and advancement of women in STEM academic careers. PLAN projects also contribute to the knowledge base on gender equity in STEM academic careers.