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The Heart of Equity

The Heart of Equity. A Cat Chasing A Dog?. Or What the World Looks Like?. Counselor Tool Kit. Understand the Demand Understand the Challenges Deconstruct the Disparity Change the Conversation Dispel Stereotypes/Gender Bias Work Values Framework Resources. CLUSTER. INDUSTRY. PWR!!.

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The Heart of Equity

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  1. The Heart of Equity

  2. A Cat Chasing A Dog?

  3. Or What the World Looks Like?

  4. Counselor Tool Kit Understand the Demand Understand the Challenges Deconstruct the Disparity Change the Conversation Dispel Stereotypes/Gender Bias Work Values Framework Resources

  5. CLUSTER INDUSTRY PWR!! PATHWAYS PLAN OF STUDY

  6. Colorado Statistics (2011) • 232,000 STEM-related jobs by 2018 • $74,958 Average salary (2005-2008) • Occupational area • 115,000 Computer/Mathematical Science • 58,000 Engineers and technicians • 30,000 Life and physical sciences • 17,000 Architects and technicians • 12,000 Social Sciences Source: Colorado’s K-12 STEM Ed Report Card 2011, STEMConnector, www.stemconnector.org

  7. CTE: Nontraditional Career Fields Occupations for which individuals from one gender comprise less than 25 percent of the individuals employed in that occupation.

  8. ACTIVITY

  9. Why Do We Care if Women and Minorities Study Non-Traditional Careers for their gender? • As a consequence of a lack of diversity we pay an opportunity cost, a cost in designs not thought of, in solutions not produced. Source: Dr. Bill Wulf, Past President, National Academy of Engineering • If we do not engage the underrepresented gender and minorities in the non-traditional career fields, we are ignoring more than 50% of America’s intellectual talent. • Many boys have not seen a male role-model until they are in junior high school. Source: Bostonworks.com

  10. Community College Enrollment:Women and men study different fields.

  11. Challenges for the 21st Century

  12. Why Do We Need to Encourage Students to Study Non-Traditional Careers for their gender? • In the last 50 years, more than half of America’s sustained economic growth was fueled by engineers, scientists and advanced-degree technologists, a mere 5% of America’s 132 million-person workforce. • Twenty-five percent of our scientists and engineers will reach retirement age by 2010. • 37% increase in job growth for ORANGE Cluster by 2018 and 2020. http://www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/Colorado2020.pdf

  13. Inventions by Women • Kevlar (1964 ) Stephanie Kwolek • Windshield wiper (1903) Mary Anderson • Dishwasher (1886) Josephine Cochrane • Square bottom paper bag (1871) Margaret Knight • Colored flare system (1857) Martha Coston • Liquid paper (1958) Bessie Nesmith • Chocolate Chip Cookie (1930) Ruth Graves Wakefield • Circular saw (1812) Tabitha Babbit

  14. Gendered expectations Men Women Nurturing Emotional Helpers Relationship-oriented Nice Dependent • Instrumental • Strong • Decisive • Inventive • Task-oriented • Competent Male traits unconsciously associated with leadership, competence, science, and technical skills

  15. Women More than Men • Okay to express weakness, ask for help • Encouraged to perform for the approval of others • Confidence levels dependent on others’ signs (e.g., praise) • May see lack of encouragement as discouragement • Discouraged from self-promotion Men More than Women • Encouraged to display confidence and ability • Independence from nurturing • Inappropriate to express weakness HOW DOES THIS RELATE TO STUDENT BEHAVIOR IN YOUR CLASS?

  16. ACTIVITY

  17. Understanding Your Biases Question: Why do we need to understand our biases to make an inclusive environment? Activity: • Think about a person you work with • What are your thoughts, beliefs, and perceptions about the person – negative and positive?

  18. Understanding Your Biases • How long have I known/worked with him or her? • Quite a while • A little while • I just met the person recently • How well do I know him or her? • Very well • Somewhat • Not well at all • Why do I think, believe, perceive those things about him or her? • My interactions with him or her (experience) • What others have told me about him or her (hearsay) • What I concluded based on his or her background and demographics (assumptions)

  19. READ THE COLOR OF EACH WORD:

  20. Unconscious BiasKnowledge schemas create biased viewsof the world

  21. Identical Resume Evaluation John Doe Jane Doe Both male & female participants gave male applicant better evaluations and were more likely to hire the male than the female applicant. (238 academic psychologists, ~50/50 male/female evaluating a résumé randomly assigned a male or a female name.) Steinpreis, Anders & Ritzke. (1999). The impact of gender on the review of the curricula vitae of job applicants and tenure candidates: A national empirical study. Sex Roles, 41: 509-528.

  22. Orchestra auditions behind curtains • Increased by 50% the probability that women would advance out of preliminary rounds. • Increased the percentage of new orchestral hires that were women between 25-46%. Goldin & Rouse (2000) The American Economic Review, 90(4), 715-741.

  23. Every human being has bias Bias allows automatic decision making Bias allows information bypass Unconscious is more powerful than the conscious

  24. Even people who consciously reject negative stereotypes {about women in science} can still hold those beliefs at an unconscious level. Most people associate science and math fields with “male” and humanities and arts fields with “female.” • 1. Take a test to learn about your unconscious bias https://implicit.harvard.edu • 2. Take steps to address your biases.

  25. GO! WHAT DO YOU SEE?

  26. WHAT DO YOU SEE NOW?

  27. Identifying Your Values Ethnocentrism –using your own values to interpret the behaviors, intentions, and needs of people different than yourself Values are our priorities – the things we care about most

  28. Indentifying Your Values Question: What personal values and priorities influence how I evaluate and perceive others? Activity: • List some interactions you have had when you found yourself judging others. • Record the personal values/priorities that influenced those judgments

  29. ACTIVITY

  30. Significance: Identifying Your Values Awareness of values can prevent them from distorting our view of others • We all tend to project our own personal values onto others resulting in assumptions about their intentions, attitudes and abilities Identifying incidents in the past can help control their impact in the future

  31. Workplace Gender Balance Mini-Grant Project • 2013-2014: • TSJC: MS Girls in the Middle & CTE Day • CNCC: Aviation and Automotive Projects, School visits, Shadow days • RRCC HVAC: Mentors, School Presentations, Interns, Conferences • RRCC Electrical: Retention and Recruitment increase • CCA Film School: Women Directors

  32. Stereotype Threat A stereotype about one’s own group, when salient, leads to lower/higher performance, controlling for actual ability level The effects occur out of awareness. We impose it on ourselves • Confirmed in numerous experiments Effects higher for high performing

  33. Mindsets Survey Dweck Video

  34. In math and science, a growth mindset benefits women. Maybe, growth mindset awareness is good for all of our ‘bookends’? • Teach individuals that intellectual skills can be acquired. • Praise students for effort. • Highlight the struggle. • Gifted and talented programs should send the message that they value growth and learning.

  35. GOALS of the Stem Equity Pipeline (SEP) • Building the capacity of the formal education community • Connecting the outcomes to existing accountability systems • Broadening the commitment to gender equity and diversity in STEM Education.

  36. Resources for Non-Trad • Implicit Bias: https://implicit.harvard.edu/implicit/selectatest.html • Mindset Survey: http://www.mindsetonline.com/testyourmindset/step1.php • National Alliance for Partnerships in Equity: NAPE – www.napequity.org • STEM Equity Pipeline: Jennifer.Jirous@cccs.edu • Kudos Cards: www.napequity/counselors • Workplace Gender Balance: www.coloradostateplan.com/genderbalance.htm

  37. More Resources www.ncwit.org http://www.coloradostateplan.com/genderBalance.htm http://www.napequity.org/ http://www.iwitts.org/ http://aamn.org/

  38. Sources • Videos: • Ted Talks: http://ed.ted.com/lessons/what-adults-can-learn-from-kids-adora-svitak • NPR Women in the Workplace: http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=177511506&m=178368111 or http://www.npr.org/2013/04/22/177511506/want-more-gender-equality-at-work-go-to-an-emerging-market • NPR Men in Nursing: http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=1393114&m=1393115 or http://www.npr.org/templates/story/story.php?storyId=1393114 • Women in STEM: A Gender Gap to Innovation (2011) U.S. Department of Commerce, Economics and Statistics Administration, ESA Issue Brief #03-11 • Why So Few? Women in Science, Technology, Engineering, and Mathematics (2010) American Association of University Women • Colorado’s K-12 STEM Ed Report Card (2011) STEMConnector • Graduating to a Pay Gap: The Earnings of Women and Men One Year after College Graduation (2013) American Association of University Women • Women in Community Colleges: Access to Success (2013) American Association of University Women

  39. Contact • Lauren Jones lauren.jones@cccs.edu Workplace Gender Balance Grant Coordinator, CTE Program Director for Career Guidance, Counseling & ACE • Jennifer Jirous jennifer.jirous@cccs.edu STEMEQUITY pipeline coordinator and CTE Program Director for STEM, Arts and IT • Lorrie Toni lorrie.toni@cccs.edu Perkins Guru and Master VW Technician AND Gender Equity Regulator

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