This study explored whether there is a gendered division of labor for faculty in academic science, technology, engineering, and mathematics (STEM) at research universities and examined the connections between time allocation and satisfaction for STEM faculty within the context of a critical mass of women in the discipline. Using a weighted sample of 13,884 faculty from the 2004 National Study of Postsecondary Faculty (NSOPF:04), we found a gendered division of labor that is mitigated by a critical mass of women faculty in the discipline. Results lend empirical support to theories that argue critical-mass attainment positively impacts equity in resource distribution and time allocation.

Purpose The advancement of equity, diversity and inclusion in higher education is dependent on institutional culture changes in academia. Faculty equity, diversity and inclusion efforts must engage departmental leadership. The purpose of this paper is to describe the growth and expansion of the ADVANCE leadership program at the University of Washington (UW) for department chairs that was designed to provide department chairs the skills, community and information needed to be agents of change within the academy. Design/methodology/approach The paper chronicles the program’s growth from a campus-based workshop program to national workshops (LEAD) to a web-based toolkit (LiY!) to support institutions in running their own UW ADVANCE-inspired leadership workshops. Findings The paper demonstrates the success of each growth stage and the expansion of program impact. Practical implications The paper offers recommendations for growing a model from a local to national scale and adapting the described leadership development model at other institutions. Originality/value The paper shares a successful model for equipping department chairs to be advocates of gender equity, diversity and inclusion in STEM and to be change agents in higher education.

Given the increasingly smaller number of women in science, technology, engineering, and mathematics (STEM) fields as one progresses through the academic pipeline, it is often very difficult for women in STEM faculty positions to find a community of women and identify women mentors, especially at the upper rungs of the academic ladder. Group mentoring opportunities are one strategy to connect women STEM faculty and generate greater interest and success in academic leadership. In 2003 the University of Washington (UW) ADVANCE program introduced the Mentoring-for-Leadership lunch series to encourage women faculty to consider leadership; expose women faculty to various career paths; and build a community of women faculty in STEM. This paper describes the UW program, the literature that informs the program, and the participants' experiences. This paper also offers recommendations for replicating this program at other campuses.

US society is thoroughly computerized and the majority of its population engages in activities involving computers. Why, then, does computer science and engineering (CSE) remain highly male-dominated and seemingly impervious to desegregation? This study explores how CSE professionals in corporations and universities navigate and subvert male hegemony to persist. I document practices in CSE that reproduce the ideological union between masculinity and competency, including hazing, bragging, and bullying. These practices, much like rites of passage, also serve to indoctrinate CSE workers to the core values in computing knowledge production, including constant observation, combative work styles, and male hegemony, all of which differentially impact women. Women who persist in CSE describe their experiences as wearisome, constrained by a fear of being different, and thus further marginalized. I argue that processes and value systems by which people become computing professionals reflect a gendered, technocratic culture, one that reproduces labor segregation in CSE.

She investigates the historical and cultural dimensions of underrepresented groups' participation in science, technology and engineering and the reasons why white males still dominate these fields. Prof. Eve A. Riskin, University of Washington Eve Riskin received her BS degree in Electrical Engineering from M.I.T. and her graduate degrees in EE from Stanford. Since 1990, she has been in the EE Department at the University of Washington where she is now Associate Dean of Diversity and Access in the College of Engineering, Professor of Electrical Engineering and Director of the ADVANCE Center for Institutional Change. With ADVANCE, she works on mentoring and leadership development programs for women faculty in SEM. Her research interests include image compression and image processing, with a focus on developing video compression algorithms to allow for cell-phone transmission of American Sign Language.