LEVELING THE PLAYING FIELD GENDER ISSUES AFFECTING STUDENTS

LEVELING THE PLAYING FIELD: GENDER ISSUES AFFECTING STUDENTS Barbara A. Horwitz Distinguished Professor of Physiology Vice Provost – Academic Personnel EB 2007

TOPICS • Introduction – the “chilly climate” • Individual actions • ØDealing with our own unconscious biases as teachers & mentors ØDealing with inappropriate actions of others Institutional responses ØReducing gender bias affecting students & gender inequities related to family obligations

THE CHILLY CLIMATE • Overt/intentional sexual harassment, discrimination much reduced Ø Universities have protections against/penalties Ø Legal liability • Unconscious gender bias -- common Ø Subtle, may seem inconsequential individually Ø Cumulatively – contributes to a climate that undervalues achievements of women

RECOGNIZING UNCONSCIOUS BIAS • Hard to discern in individual instances; but aggregated data can demonstrate its occurrence • Common belief – not in my department • Does not require intent to discriminate

EXAMPLES OF UNCONSCIOUS BIAS BY STUDENTS/FACULTY COLLEAGUES • College students rated articles higher when authored by a male (Sandler & Hall, 1986) • Male students tended to rate female faculty lower on overall teaching effectiveness, while female students tended to rate them higher (Basow, 1994) • Based on identical CVs, males were recommended by dept chairs for higher rank appointment than were females (Sandler & Hall, 1986)

DEALING WITH OUR UNCONSCIOUS BIASES/ INSENSITIVITIES AS TEACHERS & MENTORS • What messages do you send to our students? Ø Do you pay more attention to male than female students? Ø Whom do you call on first; how do you decide? Ø Are you non-judgmental in response to questions?

DEALING WITH OUR OWN UNCONSCIOUS BIASES/INSENSITIVITIES (2) Ø Are routine tasks in the lab distributed among your students (e. g. , note taking at lab meetings)? Ø Do you question the commitment of your female students more than that of your male students? Ø Do you “promote”/include your female as much as our male students? (e. g. , nominate for awards, include them in meetings with visiting scientists, etc. )

HOW WE INTERACT WITH OUR STUDENTS CAN HAVE A SIGNIFICANT EFFECT ON THEIR VIEW OF SCIENCE, THEIR CONFIDENCE, AND THEIR SELF-ESTEEM “Self esteem isn’t everything; it’s just that there’s nothing without it” (Gloria Steinem)

DEALING WITH INAPPROPRIATE BEHAVIOR OF OTHERS Scenario: In a group setting, a male student or postdoc is credited for saying what a woman said earlier (the “invisible woman” syndrome). What can you do? Some examples: Ø Diplomatically bring it to the attention of the group leader at the time or privately Ø Convey the information to your mentor/ advisor/major professor & ask him/her to discuss it with the group leader

WHAT CAN THE INSTITUTION DO? • Educate faculty on effective mentoring of undergraduate & graduate students, including awareness of unconscious bias • Provide peer & professional feedback on teaching for TAs, postdocs, & faculty (e. g. , videotape class with subsequent confidential evaluation) • Professional development workshops for graduate students/postdocs on mentoring, negotiating skills, managing a lab; etc.

INSTITUTIONAL RESPONSES (2) • Ensure that Chairs & Deans know that at the highest levels of the campus, there is a commitment to providing a hospitable and respectful campus climate • Hold Chairs & Deans accountable for developing & maintaining such a climate in their courses and in their departments • Provide information on campus/city resources available for child care, elder care, and other family-related issues

SUMMARY • Microinequities often reflect unconscious and unintended biases/insensitivies • We need to be alert to messages we send via our own interactions with students and postdocs • We need to act when we are aware of inappropriate interactions • Institutions need policies/practices that increase awareness and accountability