TCNJ Advancement Program (TAP)

1. TCNJ Advancement Program (TAP) Equity at a Highly Selective Public PUIPUI Diane C. BatesAssociate Professor of Sociology The College of New Jerseybates@tcnj.edu

2. The College of New Jersey

3. Estimated workload of “teacher-scholars” All TCNJ Faculty Women Faculty

4. Scholarly output in past 3 years *p<.01 ^p=.051

5. TAP • Mentorship Initiative • Professional Development Initiative • Family-friendly Initiatives • Social Science Initiative • Faculty database • Gender Equity Interviews and Surveys • Pre- and Post- Climate Surveys

6. Is the public, PUI environment friendlier for women in science? In many ways, yes. In some ways, no.

7. [1] http://www.nsf.gov/statistics [2] TAP Faculty Database (2009-2010) 3 PhD data for all Electrical Engineering PhD.s, including Computer Engineering for NSF data 4 PhD data for all Mathematics PhD.s, including Mathematical Statistics for NSF data

8. Gender by cohort All TCNJ STEM at TCNJ

9. Climate Survey • Electronic survey with three follow-ups sent to full-time tenured and tenure-track faculty on campus during Fall 2012 semester • 216/318 responded (67.92%), although only 198 actually completed the survey (62.26%) • Survey respondents generally match population by discipline, although slight overrepresentation of respondents from the sciences (44.1% in sample, 38.6% in population) and underrepresentation from professional disciplines (22.9% in sample, 28.0% in population) • Survey respondents generally match population by rank, with the largest difference being among associate professors (48.6% of sample, 45.0% in population)

10. Climate in Department and at College Department Climate College Climate

11. Department Climate Department Climate Indexes Index details • Positive climate index (alpha = .917) • I am treated with respect by colleagues. • I feel that my colleagues value my research. • I feel like I “fit” in my department. • Colleagues in my department regularly solicit my opinion about work-related matters (such as teaching, research, and service). • I have received positive feedback about my research from department colleagues. • Faculty in my department recognize the contributions I make to my field. • I would be happy to spend the rest of my career in this department. • It would take a lot to get me to leave this department. • Collegiality index (alpha = .886) • Faculty in my department are supportive of one another. • Faculty in my department are sometimes rude to one another. (Reverse coded) • Faculty in my department enjoy working together. • Tension among faculty in my department makes working here uncomfortable. (Reverse coded) • Faculty in my department spend time to get to know one another. • Negative climate index (alpha = .824) • I feel excluded from an informal network in my department. • I have to work harder than my departmental colleagues to be perceived as a legitimate scholar. • I do a great deal of work that is not formally recognized by my department. • I encounter unwritten rules concerning how one is expected to interact with colleagues. • I feel isolated in my department. • Transparency index (alpha = .924): • I feel I can voice my opinions openly in my department. • Major decisions are made with adequate input from the faculty. • It is clear how resources (e.g., space, funded research assistants, etc.) are allocated. • Major decisions are made and implemented with adequate explanation. • It is clear how teaching assignments are made. • It is clear how committee assignments are determined. • My department operates in a transparent way.

12. TCNJ Overall Mentors Sciences Only Informal at TCNJ Informal External Informal External Informal at TCNJ Informal at TCNJ Informal in Department Informal in Department Informal in Department Informal in Department Informal External Informal External Informal at TCNJ Formal Formal Formal Formal

13. Gender and Time To Rank Years from Hire to Associate Years from Hire to Full

14. Satisfaction with Promotion Process N = 158

15. Satisfaction with Work-Family Balance Means by Discipline Medians by Discipline

16. Parenting Obligations Young Children (0-5) School-Aged Children (5-18)

17. Caregiver Obligations Obligations to Children Obligations to Elderly, Chronically Ill, and/or Disabled

18. The Two-Body Problem

19. Geography of Family Influence:Did having a spouse/partner in the area affect your decision to… Apply to TCNJ? Accept at TCNJ?

20. So is our public, PUI friendlier? • Better than the pipeline (in most cases) • Perceptions of climate do not vary by gender • Promotion process does not vary by gender, objectively or subjectively • Work-Family balance remains a problem • Women have greater caregiver obligations • Dual career issues are critical for women in science

21. Thanks to… • TAP Team: • Elizabeth Borland, Sociology & Anthropology • Karen Clark, Mathematics & Statistics • Lisa Grega, Mechanical Engineering • Jeff Osborn, Dean of Science • Amanda Norvell, Biology • Rita Patel, TAP Program Director • Suriza van der Sandt, Mathematics & Statistics • Shaun Wiley, Psychology • Karen Yan, Mechanical Engineering • TAP External Evaluator: • Laura Kramer, Montclair Statue University (Emerita) • Climate Survey ADVANCE Collaborators • Catherine Berheide, Skidmore College • Christina Falci and Julia McQuillan, University of Nebraska - Lincoln • Undergraduate Research Assistant: • Hana Paster • Climate Survey Undergraduate Student Researchers: • Jenna Benjamin • Jaclyn Bennett • Kyle Hogan • Lauren Kaplan • Christian Mercado • Kathryn Ratcliff