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Outcomes of 19 Institutional Transformation Efforts to ADVANCE Gender Equity

This study focuses on outcomes of institutional transformation efforts to advance gender equity in academic Science and Engineering (S&E), analyzing initiatives of 19 US universities. It aims to develop a generalized framework for enabling gender equity through structural and cultural transformations. Methods include analysis of reports and interviews with project leaders. The study covers Cohorts 1 and 2 of the NSF ADVANCE IT program, highlighting the experiences of universities towards increasing female faculty participation and leadership in S&E.

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Outcomes of 19 Institutional Transformation Efforts to ADVANCE Gender Equity

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  1. ICWES, Adelaide, Australia July 20, 2011 Outcomes of 19 Institutional Transformation Efforts to ADVANCE Gender Equity Diana Bilimoria & Xiangfen Liang Case Western Reserve University Cleveland, OH, USA diana.bilimoria@case.edu

  2. Why Focus on Gender Equity in Academic Science and Engineering? • Women’s under-representation and lack of inclusion at all faculty ranks and in leadership has detrimental implications for the future of the U.S. scientific workforce and is a lost opportunity for U.S. academic S&E to compete globally • Systematic, historical, and widespread inequities in women’s representation and inclusion persist at every stage of the S&E academic pipeline, counter to science’s ethos of openness to talent Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  3. Source: NCSES: Characteristics of Doctoral Scientists and Engineers in the United States: 2006 http://www.nsf.gov/statistics/nsf09317/ Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  4. The NSF ADVANCE Initiative Program Goal: Increase the participation and advancement of women at all levels in academic science and engineering careers. Three program components: Institutional Transformation IT-Catalyst Partnerships for Adaptation, Implementation, and Dissemination (PAID) Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  5. Institutional Transformation (IT) The IT component has been in all program solicitations since 2001 5-year projects $2 M to $5 M total Comprehensive, institution-wide, projects to transform the culture of the university or college Examples of project activities: Reviewing, updating, and clarifying hiring, promotion and tenure policies Developing dual career hiring policies Establishing mentoring programs Providing training for departmental leaders Climate surveys and data analysis Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  6. ADVANCE Institutional Transformation Grantees 2001-2008 • Small IT awards to promote promising practices: • Duke University • Marshall University • New Jersey Institute of Technology • University of Maryland, Eastern Shore Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  7. ADVANCE Portfolio Institutional Type2001-2009 One hundred and eleven (111) different Institutions of higher education 84 public and 27 private Nine professional and non-profit STEM-related organizations Twelve Minority-Serving Institutions (10.8% of ADVANCE institutions): 7 Hispanic-Serving Institutions, 6 Historically Black Colleges and Universities (including one women’s college), 1 Alaskan Native-Serving Institution, and 1 institution primarily serving persons with disabilities Three women’s colleges (including 1 HBCU) Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  8. Our Study – Purpose • To describe the initiatives and assess the outcomes of the institutional transformation experience of 19 US universities, funded as the first two cohorts of NSF’s ADVANCE IT program, that have aimed to increase the participation of female faculty in all S&E ranks and in leadership • To develop a generalized framework for how higher education institutions can enable gender equity through transforming their structures and cultures Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  9. Methods • We analyzed the annual reports, final reports, websites, research publications, and evaluation reports of 19 universities (Cohorts 1 & 2) funded by NSF ADVANCE IT awards • We also drew on interviews with 54 ADVANCE IT project PIs, team leaders, and senior faculty at these universities about the nature and outcomes of their efforts(results presented by D. Bilimoria & V. Valian at 2006 NSF ADVANCE PI Meeting, Washington, D.C.) • Early findings reported (in Bilimoria, D., Joy, S. & Liang, X.F. (2008). Breaking Barriers and Creating Inclusiveness: Lessons of Organizational Transformation to Advance Women Faculty in Academic Science and Engineering, Human Resources Management, 47, 3: 423-441. • Book manuscript submitted for publication by Taylor & Francis (Routledge) in 2011 (“Gender Equity in Science and Engineering: Advancing Change in Higher Education”) Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  10. Cohort 1 (2001-2006) Georgia Institute of Technology Hunter College, the City University of New York New Mexico State University University of Colorado, Boulder University of California, Irvine University of Michigan, Ann Arbor University of Puerto Rico, Humacao University of Washington University of Wisconsin, Madison Cohort 2 (2003-2008) Case Western Reserve University Columbia University Kansas State University University of Alabama, Birmingham University of Maryland, Baltimore County University of Montana University of Rhode Island University of Texas, El Paso Utah State University Virginia Polytechnic Institute Sample:The first two cohorts of ADVANCE IT awardees (19 universities) Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  11. Sample Characteristics • Carnegie Classification: • 17 Research Universities: 11 Very High, 6 High • 1 Masters, 1 Baccalaureate • Type: • 17 Public, 2 Private • STEM Faculty Size Ranges over ADVANCE duration: • Over 1200: 1 (Wisconsin) • 498-890: 3 (Michigan, GT, K-State) • 293-497: 7 (VT, Washington, Colorado, UCI, Utah State, Columbia, CWRU) • 106-251 : 6 (URI, NMSU, UTEP, UMBC, Montana, UAB) • < 100: 2 (UPRH, Hunter) Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  12. Findings (1) - Factors Facilitating Transformation Internal Factors Senior administrative support and involvement A champion of institutional transformation Collaborative, cross-disciplinary leadership Widespread and synergistic partnerships across campus Visibility of actions and outcomes (small wins strategies) External Legitimacy, funding, and coordination from NSF A network of peer institutions for best practice sharing and support Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  13. Findings (2) - Transformational Initiatives Undertaken Pipeline Initiatives, aimed at: increasing the inflow of women into the pipeline better equipping women to successfully progress in the pipeline improving the institutional structures and processes related to academic career transition points (recruitment, tenure, promotion, leadership) Climate Initiatives, aimed at: engaging in efforts to make departments (micro-climates) more collegial, egalitarian, equitable and transparent increasing organizational awareness of diversity, equity and inclusion issues Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  14. Increasing the Flow into the Pipeline For non-tenure track faculty - Research Funds - Mentoring, coaching - Training For undergraduate, graduates & post-docs - Special programs for academic career tracks - Scholarships - Summer research experiences - Mentoring - Mentoring training for faculty advisors - Information & networking sessions For high school students - Specially developed science & math courses - Introductory programs into engineering Improving Institutional Structures & Processes Related to Transition Points Equipping Women to Successfully Progress in the Pipeline quipping Women to Successfully Progress in the Pipeline Recruitment Assistance, tools and resources to search committees in identifying and meeting with candidates Training to search committees on potential biases and best practices Funding for targeted recruitment Dual career hiring policies & practices Promotion, Tenure, Retention & Advancement to Leadership Tools & training for decision makers on evaluation biases & best practice Special workshops, consultants and mentors for women reaching promotion/tenure Tenure clock extension policies Salary equity studies Offer letter & start-up package analyses Lab and office space equity studies Junior Women Career development programs Professional/academic training and development related to teaching, research, lab & student supervision, work-life integration, leadership Information sharing series Mentoring/role models Coaching Networking Funding for research & career advancement Showcasing women scholars Senior Women Leadership development programs Professional/academic training and development Mentoring others Funded professorships Funding for research and career development Special funding and programs for re-starting research after a hiatus (transition support) Showcasing women leaders Tenure and/or Promotion to Associate Professor Rank Entering a tenure-track position as Assistant Professor Receiving PhD Promotion to Professor Rank Advancement to leadership Senior women faculty experience Off-track position experience Junior women Senior women faculty experience faculty experience Pipeline Initiatives Academic Pipeline for Women Academic Climate Climate Initiatives Improving Departmental (Micro) Climate Faculty climate surveys Department transformation funding and programs Facilitated micro-climate interventions Leadership development and climate awareness training of department chairs Department-specific seminars/workshops Improving School/College and University (Macro) Climate Targeting the increase of women in administrative and faculty leadership positions Work-life integration, academic career flexibility, and family- friendly initiatives, child care initiatives Visiting distinguished scholars programs Gender equity awareness training workshops Interactive theatre presentations Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  15. Findings (3) – Institutionalizing the Transformation New Positions and Structures: e.g., new positions such as ombudspersons, equity advisors, endowed chairs, institutional researchers, and provosts/deans for faculty development and diversity; family-friendly structures, such as child care facilities and lactation centers for nursing mothers New and Modified Policies: e.g., automatic tenure clock extension, dual-career hiring, job sharing, work release policies (such as maternity/paternity leave in case of child birth or adoption; family medical leave in case of sickness of any member of the family, including parents) and family-friendly benefits policies (e.g., domestic partner health benefits) New Programs: e.g., new funding for successful programs, continuation of leadership development and mentoring programs New and Improved Practices: e.g., systematic documentation of best practices in the form of tool kits, guidelines, best practice guides, evaluation forms, training manuals, presentations, and pamphlets Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  16. Findings (4) – Research and Evaluation in Support of Transformation Systematic efforts to: Track Key Indicators of Representation, Equity, and Inclusion: e.g., NSF ADVANCE indicators, additional monitoring tools as cohort analyses and flux charts. Conduct Faculty Climate Studies: e.g., climate surveys, interview and focus group studies, resource equity studies Conduct Benchmarking Studies of leading departments and universities Evaluate Programmatic Interventions Strengthen the Institutional Research Infrastructure (Improve Internal Collection, Analysis, and Use of Data): e.g., templates for faculty databases, initial resources for database creation and maintenance, just-in-time training tools for more equitable personnel decision making, and presentations of analyses and recommendations to senior administrators Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  17. Findings (5) The Outcomes of Institutional Transformation • Changes over the ADVANCE award period in numbers and percentages of women at all ranks and in leadership • Number of institutions showing % increase, no change, or % decrease in women • Changes over the ADVANCE award period in numbers and percentages of women in specific disciplines Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  18. Changes in Numbers of STEM Women & Men Faculty over ADVANCE Awards Note. ** p < 0.01, *** p < 0.001 Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  19. Percentage of Women Faculty in STEM over ADVANCE Awards Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  20. Changes in Numbers of Faculty in Disciplines over ADVANCE Awards Note. ** p < 0.01, *** p < 0.001 Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  21. Changes in Numbers of Women in Faculty and Administrative Leadership Positions over the ADVANCE Award Period aWilcoxon Signed Ranks Test; * p < .05, + p < .10 Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  22. Study Conclusions - At the 19 Universities studied, ADVANCE IT has: • Created new permanent positions, offices and structures supporting diversity, equity, and inclusion • Improved faculty practices of recruitment, advancement and retention • Improved university policies to support work-life integration • Increased the monitoring of gender equity indicators and improved the capacity for institutional research • Improved the gender awareness and leadership of S&E department chairs • Increased the workforce participation of women faculty in academic S&E • Increased the representation of women faculty in STEM at assistant and full professor ranks • Increased the representation of women faculty in the disciplines of engineering, natural sciences, and social & behavioral sciences • Increased women holding endowed professorships in S&E • Increased women in administrative leadership positions Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  23. 4. Research & Evaluation in Support of Transformation - Tracking Key Indicators of Representation, Equity, and Inclusion - Benchmarking and Climate Studies - Evaluation of Interventions - Improving Internal Collect ion, Analysis , and Use of Data 2. Transformational Initiatives To 5. Transformation Remove Inequities and Create Outcomes 1. Factors Facilitating Inclusiveness Transformation - Increased representation of women and minorities at all Pipeline Initiatives: ranks and in leadership Internal - Increasing the flow into the pipeline - Equitable and inclusive - Senior administrative - Improving organizational structures and workplace for all support and involvement processes related to key career transition - Collaborative leadership points - Widespread and synergistic · Recruitment partnerships · Promotion - A champion of institutional · Advancement to leadership 3. Institutionalizing the transformation - Equ ipping women and minorities to - Visibility of actions and Transformation successfully progress in the pipeline outcomes · Career stage - specific inputs - Creating new structures, External Organizational Climate Initiatives: positions and groups - NSF funding - Improving the awareness and practices of - Implementing new and - Network of NSF ADVANCE male colleagues and decision makers modified policies peer institutions - Improving departmental (micro) c limates - Incorporating successful - Increasing organization - level change i nitiatives attention to diversity, equity, and - Creating tool kits and inclusion issues guidelines, and providing resources for improved practices A Model of Institutional Transformation for Gender Equity and Inclusion Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

  24. Conclusions - Enabling Gender Diversity, Equity and Inclusion Requires Comprehensive Institutional Transformation • Simplistic or piecemeal solutions cannot eradicate systematic, historical, and widespread gender inequities in the workforce participation of women in academic S&E. • Institutions that implement wider and deeper change, systematically transforming their structures, processes, work practices and mental models, can engender improved diversity, equity and inclusion. • In the process of such transformation, the academic workplace improves for all. Bilimoria & Liang, ICWES, Adelaide, Australia, 7-20-2011

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