Uprooting Bias in the Academy : Lessons from the Field.
- 1st ed.
- 1 online resource (255 pages)
Intro -- Preface -- Acknowledgments -- Contents -- Contributors -- Foundations: Why We Need Institutional Change -- From Affirmative Action to Inclusion -- 1 Introduction -- 2 The Mandate and Legacy of California Proposition 209 -- 3 Equality, Equity, and Inclusion -- 4 The UC Davis Advance Program -- 5 Creating a More Inclusive STEM Academic Environment -- 6 The Path to Inclusion -- 7 Conclusion -- References -- Barriers to Inclusion: Social Roots and Current Concerns -- 1 Introduction -- 2 Difference, Hierarchy, and Inequality -- 2.1 Hierarchy -- 2.2 Social Identity -- 3 Social Location, Positionality, and Intersectionality -- 4 Controlling Images -- 5 Collective Action and Institutional Change -- 6 Diversity and Inclusion -- 7 Stem in Academia: Barriers to Diversity and Inclusion -- 7.1 Exclusion, Isolation, and Tokenism: The Problem of (Not) Belonging -- 7.2 The Ideal Worker Norm -- 7.3 Denying Positionality -- 7.4 Stereotypes and Stereotyping -- 7.5 Implicit Bias -- 7.6 Microaggressions -- 8 Conclusion -- References -- Making the Case for Institutional Change -- Data-Driven Decision-Making -- 1 The Nature of Data Needed -- 2 Issues in Data Collection, Management, and Assessment -- 2.1 Qualitative Versus Quantitative Approaches -- 2.2 Data Collection Issues -- 2.3 Data Management Issues -- 2.4 Data Assessment Issues -- 3 Uses of Data -- 4 Assessment of Program Effectiveness -- 5 Key Findings from Internal Evaluation -- 6 Conclusions -- References -- Assessing Institutionalized Bias -- 1 Assessing the Potential for Institutional Bias -- 2 Challenges in Assessing Policy -- 2.1 Is It Bias or Choice? -- 2.2 Policy Interpretation -- 2.3 Influence of Local Culture -- 2.4 External Drivers of Policy Interpretation -- 2.5 Practices Outside of Policy -- 3 Bias in Assessment of Merit -- 4 Lessons Learned -- 4.1 The Importance of Organizational Learning. 4.2 The Importance of Diversity in Policy Creation and Assessment -- 4.3 Empowerment Through, Not Despite, Policy -- 5 Key Recommendations -- 5.1 Checking Parental Bias -- 5.2 Gender Bias in Negotiation Is Real -- 5.3 Self-Promotion Versus Bragging -- 5.4 Rethinking "Superior Intellectual Attainment" -- 5.5 Accountability for Changing Local Culture -- 6 Concluding Thoughts -- References -- Leadership and Organizational Structure -- 1 Introduction -- 2 The Role and Importance of Leadership -- 2.1 Organizational Leadership -- 2.2 Assembly of Expertise -- 3 Communication -- 4 The Importance of Organizational Structure -- 4.1 The UC Davis Advance Program Components -- 4.2 The ADVANCE Initiatives -- 5 Lessons Learned -- 5.1 Challenges of Resource Allocation -- 5.2 Challenges of Learning -- 5.3 Challenges of Engagement -- 5.4 The Challenge of "Non-spokespeople" -- 5.5 Challenges of Leadership Integration -- 5.6 Challenges of Management -- 5.7 Challenges of Sustainability -- 6 Broadening This Process to Other Types of Organizations -- 7 Conclusions -- References -- Diversity, Demographics, and the Latinx Experience -- A Long-Term Vision on Faculty Diversity at UC Davis -- 1 A Brief History of the Academic Diversity Project at UC Davis -- 2 Challenges in Diversifying Faculty -- 3 Connecting the Hispanic Serving Institution (HSI) Project at UC Davis to the Academic Diversity Project Through the HSI Graduate Pipeline -- 4 Implications of UC Davis's HSI Initiative on Academic Diversity and Graduate Pathways to the Professoriate -- 5 Challenges in Diversifying Graduate Programs -- 6 UC Davis Best Practices in Growing and Recruiting the Graduate Pipeline -- 7 Admission with Equity -- 8 Lessons Learned and Reflections for the Future -- 9 Conclusion -- References -- Latinx Communities and Academic Trajectories -- 1 Latinas in STEM -- 2 Identity Terminology. 3 Latinx Educational Pipeline -- 4 Challenges Facing STEM Latinx in U.S. Educational Institutions -- 5 The Importance of Qualitative Research -- 6 Insights from the Literature -- 7 Gaps in the Literature -- 8 The Social Science Research Initiative -- 9 Conclusion -- References -- Making Visible the Invisible: Studying Latina STEM Scholars -- 1 Introduction -- 2 Methods -- 2.1 Developing the Interview Guide -- 2.2 The Sample -- 2.3 Analysis-The Grounded Theory Approach -- 3 Positionality and Research Ethics -- 4 Challenges Encountered -- 5 Best Practices When Seeking Excellence Through Institutional Diversity -- 6 Conclusion: Institutional Transformation-It Takes a Village -- References -- Building a More Inclusive Academy -- Seeing Self: The CAMPOS Model -- 1 Purpose of the CAMPOS Initiative -- 1.1 CAMPOS Aims -- 1.2 CAMPOS Mission -- 1.3 The CAMPOS Model -- 1.4 CAMPOS Programming Components -- 2 Lessons Learned and Best Practices -- 3 Conclusion -- References -- Mentorship, Sponsorship, and Professional Networking -- 1 Gathering Diverse Institutional Stakeholders and Collecting Baseline Institutional Data -- 2 Early Career Mentorship and Networking -- 2.1 Launch Mentoring Committees -- 2.2 New Faculty Network (NFN) -- 3 Professional Networking and Sponsorship -- 3.1 ADVANCE Scholar Awards-An Avenue for Sponsorship -- 3.2 Associate Professor Network (APN) -- 3.3 Welcome Reception for Women Faculty -- 4 Concluding Remarks -- References -- Work-Life Integration in Academia: From Myth to Reality -- 1 Introduction -- 2 The Status of Work-Life Integration Programs at UC Davis -- 3 Overview of UC Davis Programs and Policies for Work-Life Integration for Faculty -- 3.1 Family Leave -- 3.2 Extensions for Advancement Mandatory Timelines -- 3.3 Flexible Work -- 3.4 Childcare -- 3.5 Faculty Recruitment -- 3.6 Faculty Travel -- 3.7 Dual Career Programs. 4 The Challenge of Childcare Provision -- 4.1 Turning Talk into Action -- 4.2 Risk and Liability as Decision-Drivers -- 5 (Lack of) Childcare as a Barrier to Inclusion in STEM -- 6 Lessons Learned -- 6.1 Communicate in Multiple Formats -- 6.2 Understand the Link Between Work-Life Integration and Diversity -- 6.3 Do Not Take "It's Too Complicated…" for an Answer -- 6.4 Create a Sustained Commitment for Action -- 7 Conclusion -- References -- Lessons Learned and the Road Ahead -- Leading While Female: A Personal Journey -- 1 Culture in the Context of Institutional Transformation -- 2 Cultural Stereotyping, Prejudice, and Bias -- 3 Academic Culture -- 4 Challenges of Academic Leadership -- 5 The Transformative Role of NSF ADVANCE -- 6 The Cultural Basis of Intolerance and the Role of Leadership -- 7 Silent Leadership and Conformity -- 8 Conclusion: Battling Gender Stereotyping and Prejudice -- References -- Advice Not Taken -- 1 Understanding the Nature of the Problem -- 1.1 Commitment of the Leadership is Necessary but Not Sufficient -- 1.2 Ignoring Naysayers -- 1.3 Develop a Common Foundation of Empathy and Commitment to Change, Not a Cadre of Allies -- 1.4 Promoting Self-promotion: The Art No One Wants to Master -- 2 Understanding Local Culture -- 2.1 Community Commitment to Diversity -- 2.2 Assessing Commitment to Diversity -- 2.3 Accountability for Commitment to Diversity -- 3 Lessons Learned -- 3.1 Commitment to an Equitable Meritocracy -- 3.2 Policy and Procedures for Advancement: Data-Driven and Transparent -- 3.3 Walking the Walk: Peer-Driven Learning and Community Engagement -- 4 Conclusion -- References -- Disrupting Complacent Systems -- 1 Introduction -- 2 Inclusive Diversity as a Social Good -- 3 Disrupting Complacent Systems: Lessons from UC Davis ADVANCE -- 3.1 Make the Case for Change -- 3.2 Conversation, Not Confrontation. 3.3 Develop Trust and Build Consensus -- 3.4 Prioritize Peer-To-Peer Learning -- 3.5 Know that Leadership and Resources Matter -- 3.6 Obtain Your Own Data, Know Your Own Data -- 3.7 Get at the "Why" and Not Just the "What" of Bias -- 3.8 Question the Myth of Meritocracy -- 3.9 Build the Capacity for Resilience -- 4 Sustain Change -- 5 National and International Resources -- 6 Conclusion -- References.