Double Jeopardy: Women of Color and Gender Bias

We are probably aware of reports such as “Why So Few?: Women in Science, Technology, Engineering, and Mathematics” by the American Association of University Women
and studies such as these:

  • Even when math skills were identical, both men and women were twice a likely to hire a man for a job that required math (Reuben, Sapienza, & Zingales, 2014) .
  • In academic laboratories in elite universities, male (but not female) scientists employed fewer female than male graduate students and post docs (Sheltzer & Smith, 2014) .
  • A double-blind randomized study gave science faculty at research-intensive universities application materials of a fictitious student randomly assigned a male or female name, and found that both male and female faculty rated themale applicant as significantly more competent and hirable than the femalewith identical application materials (Moss-Racusin, Dovidio, Brescoll, Graham & Handelsman, 2012) .

What has been less studied is the way issues of bias impact women of color. Continue reading

Do you cuss at work?

I have been thinking lately about workplace behavior.

For example, is it OK to cuss at work? I have heard colleagues use all kinds of language, but I have noticed that with a few notable exceptions, I mainly hear the men doing the cussing. When they do, it seems like (they and) the students think it is cool.   So I wonder to myself, could I get away with that? Should I? Would it make the students uncomfortable? Is that OK?

In general I am pretty conservative on the matter. I tend to censor myself, even in conversations with colleagues when students are not around. I regard this as a choice, and not necessarily something imposed by my institution. I also have had experiences that lead me to believe at times a more permissive attitude might serve me well.

Here’s an example: Continue reading

Beginnings

Each year we welcome new faculty to campus. Some are beginning the tenure process, some are visiting (including postdocs, adjuncts and folks on sabbatical) while others are making a mid-career transition. Hopefully when you arrive, orientation helps you understand the culture of the place. The topics tell you what is important to the institution. Hopefully you can start to get a sense of what is expected of you by many different constituencies – the administration, the faculty, your department (and chair), the staff, your students (both in courses and those whose research you supervise) and your advisees.   Orientation also can help you understand what kind of support you can expect from these same people.

So what do you do if your institution does not have support structures in place that you think you might find helpful? Most institutions have someone designated to mentor faculty development.   It could be a vice-provost, dean, associate dean or head of a teaching and learning center. It might make sense to check in with this person and ask what is possible. Would you like a mentor outside your department? Would you like to set up weekly lunches with a group of junior faculty? Would you like to have a writing group that helps keep each other on task and productive?

Here are a couple of suggestions to start the teaching year, especially for those on the job market or tenure-track: (1) set up some peer observations and (2) make plans for formative assessment. Continue reading