ADVANCing the Agenda for Gender Equity

Laursen, Sandra L.; Austin, Ann E.; Soto, Melissa; Martinez, Dalinda

doi:10.1080/00091383.2015.1053767

Cited by 14 publications

(8 citation statements)

References 2 publications

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“…Participation in professional development programs is hy-pothesized to help mitigate observed gender disparities in academic advancement, which are often attributed to genderrelated social and cultural challenges in two realms-institutional environment and individual experience. 36 The strong associations between academic career advancement and participation in career programs for women faculty found in this study add to those of a previous study of the same comparison groups that shows evidence for higher rates of retention in academic medicine for such program participants. 37 Together, they suggest an important potential approach for a powerful capacity building effort for the academic health science workforce, contributing diversity in research, teaching, clinical service, and leadership.…”

Section: Discussionsupporting

confidence: 77%

Increasing Promotion of Women Faculty in Academic Medicine: Impact of National Career Development Programs

Chang

Guindani

Morahan

et al. 2020

Journal of Women's Health

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Background: Three national career development programs (CDPs)-Early and Mid-Career Programs sponsored by the Association of American Medical Colleges and the Hedwig van Ameringen Executive Leadership in Academic Medicine sponsored by Drexel University-seek to expand gender diversity in faculty and institutional leadership of academic medical centers. Over 20 years of success and continued need are evident in the sustained interest and investment of individuals and institutions. However, their impact on promotion in academic rank remains unknown. The purpose of the study is to compare promotion rates of women CDP participants and other faculty of similar institutional environment and initial career stage. Methods: The study examined retrospective cohorts of 2,719 CDP participants, 12,865 nonparticipant women, and 26,810 men, from the same institutions, with the same degrees, and first years of appointment in rank. Rates of promotion to Associate and Full Professor ranks in respective cohorts of Assistant and of Associate Professors were compared using Kaplan-Meier survival curves and log-rank tests, and logistic regression adjusting for other predictors of academic success. Results: In adjusted analyses, participants were more likely than men and non-participant women to be promoted to Associate Professor and as likely as men and more likely than non-participant women to be promoted to Full Professor within 10 years. Within 5 years, CDP participants were more likely than nonparticipant women to be promoted to Associate Professor and as likely as to be promoted to Full Professor; in the same interval, participants were promoted to both higher ranks at the same rates as men. For both intervals, nonparticipant women were significantly less likely than men to be promoted to either rank. Conclusions: The higher rates of promotion for women participating in national CDPs support the effectiveness of these programs in building capacity for academic medicine.

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Section: Discussionsupporting

confidence: 77%

Increasing Promotion of Women Faculty in Academic Medicine: Impact of National Career Development Programs

Chang

Guindani

Morahan

et al. 2020

Journal of Women's Health

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“…The effort to disseminate findings has also focused on actionable items. Stewart and Valian () summarize key principles for organizational change and Laursen et al (, p. 16) composed a ‘StratEGIC Toolkit’ for institutions with practical lessons suggested by ADVANCE interventions. The comparative knowledge emerging is shaping the further development of the programme.…”

Section: Dissemination and Knowledge‐buildingmentioning

confidence: 99%

“…Sites often focus on retention issues by improving the climate with department chairs, creating measures for work–family conflicts and programmes for networking and mentoring, research support and faculty development. ADVANCE can produce new coalitions within universities by giving women faculty more of a voice, creating allies among men, establishing gender equity officers and committees, and institutionalizing ADVANCE offices, deans and provosts responsible for gender equity (Bilimoria & Liang, ; Fox, , ; Laursen, Austin, Soto, & Martinez, ; Morimoto, Zajicek, Hunt, & Lisnic, ; Stewart, Malley, & LaVaque‐Manty, ). Early assessments of the ADVANCE interventions by gender scholars are mixed.…”

Section: Introductionmentioning

confidence: 99%

Organizational interventions and the creation of gendered knowledge: US universities and NSF ADVANCE

Zippel

Ferree

2018

Gender Work & Organization

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Universities are sites of both elite knowledge production and reproduction of intersecting gendered inequalities. The US National Science Foundation (NSF) ‘Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers’ (ADVANCE) programme uses universities’ role as self‐reflective knowledge producers to design changes promoting gender equality. This knowledge is shaped by the institutional context of its production: NSF as a funder of scientific research; US universities as participants in highly competitive markets; managerialism as a condition of modern higher education systems; and separation of basic from applied research in the hierarchy of science. The tensions and underlying power dimensions of these contexts reveal local challenges that ADVANCE interventions navigate and the broader politics shaping what and how ADVANCE discovers. Yet, as a learning‐oriented intervention, ADVANCE changes over time to create and incorporate more gendered knowledge about inequalities, to legitimize feminist understandings of organizations, and to challenge the division between fundamental and applied knowledge.

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“…A number of scholars in the ADVANCE community have examined the individual and collective successes, failures and opportunities in the science and practice of BP (e.g. Bilimoria et al, 2008;Bilimoria and Liang, 2012;Fox, 2008;Hunt et al, 2012;Laursen et al, 2015;Stewart and Valian, 2018;Zippel and Ferree, 2018). An important theme stemming from this work is that institutional differences in culture, practice, policy, mission, etc., make the transfer of best practices challenging.…”

Section: Cross-institutional Knowledge Transfer and Collaborationsmentioning

confidence: 99%

“…This work was motivated by their own research demonstrating that the change strategies undertaken by ADVANCE IHEs shifted from cohort to cohort (e.g. Laursen and Austin, 2014;Laursen et al, 2015). The authors argue that these and other changes are important to document as they codify the presence of a community of practice or learning among ADVANCE-IT IHEs in which investigators freely share their successes and challenges, enabling all to adopt and adapt tested ideas to varied institutional settings.…”

Section: Introduction To the Advance Programmentioning

confidence: 99%

ADVANCEing women faculty in STEM: empirical findings and practical recommendations from National Science Foundation ADVANCE institutions

Furst-Holloway

Miner

2019

EDI

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ADVANCEing women faculty in STEM: empirical findings and practical recommendations from National Science Foundation ADVANCE institutions Since its foundation in 2001, the US National Science Foundation's (NSF) ADVANCE program has invested over $315m to support initiatives at more than 175 institutions of higher education (IHEs) and STEM-related nonprofit organizations. ADVANCE is a cross-disciplinary program focused on broadening the participation (BP) of diverse people and institutions. Programs within the ADVANCE portfolio focus on increasing the representation and advancement of women and underrepresented minorities (URM) in academic STEM careers, developing mechanisms to promote gender equity in the STEM academic workforce, and aiding in diversifying the science and engineering workforce. ADVANCE also seeks to contribute to the general knowledge research based on gender equity in academic STEM disciplines, encouraging IHEs to identify and address aspects of STEM academic culture and institutional structures that negatively affect women faculty. A seminal program within the ADVANCE portfolio is the Institutional Transformation (IT) grant, which provides large scale, multi-year funding to IHEs focused on fundamental organizational changes that should BP over the long term. Consistent with the goals of the NSF ADVANCE program, a vibrant research community has emerged to explore the factors that facilitate or hinder BP efforts. This research, broadly categorized as the Science of Broadening Participation (SoBP), identifies a range of structural and systemic factors (e.g. bias in recruitment and promotion decisions, the absence of peer networks and mentoring opportunities) contributing to the slow pace of change. Yet, broad dissemination of knowledge and adoption of best practices from the SoBP literature is challenging, which limits opportunities for the academy and larger STEM workforce to realize more consistent and widespread gains in BP. We describe four specific challenges below. First, substantive work in the BP literature describes organization-centered models for change that target specific organizational structures, cultures and practices that can produce or relieve inequities (Bird, 2011; Laursen and Austin, 2014; Morimoto et al., 2013). Because these models are institution specific, they do not translate readily across institutions that vary in mission, size, student population, reward structures, leadership and various other characteristics. Instead, transferring best practices or policies across institutions requires a more nuanced understanding of and adjustment to the local (Bilimoria and Liang, 2012). Second, the academy is marked by strong and highly demarcated disciplinary cultures. These cultures, or academic tribes (Becher and Trowler, 2001), reflect norms and values developed and internalized over time that govern how faculty in those disciplines interact, allocate their time, conduct their research and evaluate success. Differences between those disciplinaryand thus departmentalcultures ofte...

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ADVANCing the Agenda for Gender Equity

Cited by 14 publications

References 2 publications

Increasing Promotion of Women Faculty in Academic Medicine: Impact of National Career Development Programs

Increasing Promotion of Women Faculty in Academic Medicine: Impact of National Career Development Programs

Organizational interventions and the creation of gendered knowledge: US universities and NSF ADVANCE

ADVANCEing women faculty in STEM: empirical findings and practical recommendations from National Science Foundation ADVANCE institutions

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