Presentation is loading. Please wait.

Presentation is loading. Please wait.

Leading the Way: Strategies to Break Down Gender Bias in STEM and Entrepreneurship Janet Daisley, VentureWell Nathalie Duval-Couetil, Purdue University.

Similar presentations

Presentation on theme: "Leading the Way: Strategies to Break Down Gender Bias in STEM and Entrepreneurship Janet Daisley, VentureWell Nathalie Duval-Couetil, Purdue University."— Presentation transcript:


2 Leading the Way: Strategies to Break Down Gender Bias in STEM and Entrepreneurship Janet Daisley, VentureWell Nathalie Duval-Couetil, Purdue University Mary Juhas, Ohio State University Diane Matt, Women in Engineering ProActive Network Ari Turrentine, VentureWell

3 Ari Turrentine Research and Evaluation Analyst VentureWell

4 Diversity > Homogeneity (Page, 2007) Women owned companies… Grow 2X faster Bring in $3 trillion annually Produce 23 million jobs Women’s inventions address… Health, poverty, and education (Center for Women’s Business Research, 2009; Rosser, 2009; Donna et al. 2013)

5 Activity % Women Involved Venture Founders12% Engineering Workforce15% Full Professor in Engineering9% Tenured and Tenure Track Engineering Faculty Combined17% Associate Professors of Engineering16% Assistant Professors of Engineering23% Doctorate in Engineering22% (Census Bureau, 2013; Yoder, 2014; Fogel, 2013; National Center for Education Statistics, 2012; NSF, 2015)

6 Gender Discrimination Behavioral & Attitudinal Factors Work-Life Balance & Networks Training

7 Gender Discrimination Resource Discrimination: Differences in salary, laboratory size, funding, award nominations, startup packages, etc. (Census, 2013; MIT, 1999) Negative Organizational Climate: Perceptions of the organization’s policies, practices, and procedures. (Callister, 2006; Fox, 2010; Settles, Cortina, Malley, & Stewart, 2006) Sexual Harassment: Happens more frequently in workplaces where there are power disparities between lower and upper levels of the organization. (Ilies, Hauserman, Schwochau, & Stibal, 2003)

8 Behavioral & Attitudinal Factors Entrepreneurial Self-Efficacy: Women in science, w/o relevant training tend to underestimate their skills in relation/comparison to men with comparable qualifications Wilson, Kickul & Marlino (2007).; Zhao, Seibert, & Hills (2005) Risk Aversion: Women are more risk averse, especially when it comes to finances. (Charness & Gneezy, 2012; Ranga& Etzkowitz, 2010) Productivity: When external factors are controlled for, men and women faculty have similar rates of productivity. (Whittington& Smith-Doerr, 2005; Colyvas et. Al, 2012; Fox & Colatrella, 2006; Shauman & Xie, 2003)

9 Work-Life Balance & Networks “…[women scientists] are faced with the dilemma of synchronizing the often-conflicting demands of three clocks: the biological clock, the career clock (as in timetables for tenure) and a spouse's career clock”. (Sonnert & Holton, 1996) Women faculty are not included in discussions, social networks, scientific communities, or scientific culture. (Fox, 2010; Murray & Graham, 2007)

10 Training Women engineering and science faculty have less experience and training in academic commercialization largely due to barriers such as gender discrimination, behavioral and attitudinal factors, work-life balance issues, and exclusion from networks. (Polkowska, 2013; Rosser, 2009; Sanberg et al, 2014; Stephan & ElGanainy, 2006, Thursby & Thursby, 2005; Whittington, 2008)

11 Diane Matt Executive Director, WEPAN (Women in Engineering Pro-Active Network)

12 How WEPAN Transforms Culture in Engineering March 20, 2015 12

13 WEPAN – Leading Champion for Inclusion of Women in Engineering Sustainable, systemic inclusion Inclusion propels innovation, business performance Everyone can help build inclusive culture in engineering 13

14 WEPAN Uses a Four Frame Change Model 14

15 Three Initiatives that Advance Inclusion 15

16 WEPAN Change Leader Forum You’re Invited! High value opportunity to connect with other leaders As a male faculty member…immensely helpful to understand challenges and issues, research, and efforts 16

17 C. Diane Matt WEPAN Executive Director 303-871-4643 17

18 Dr. Mary Juhas Associate Vice President for Gender Initiatives in STEMM, Ohio State

19 Nathalie Duval-Couetil Associate Professor, Technology, Leadership & Innovation Director, Certificate in Entrepreneurship and Innovation Program

20 Why I am interested in this? Lower participation of women in entrepreneurship program and activities Proactive in addressing this through programming Developed and taught courses on the topic – Undergrad: Women and Leadership – Graduate: Contemporary Gender Issues in Leadership and Technology Often teaching/preaching to the converted Stuff happens to me everyday… Research has examined:  self-efficacy  career intentions  discourse and messaging

21 Perceived Ability for Entrepreneurship Answer to question: How would you rate your overall ability for entrepreneurship? Males generally rate their abilities more highly than the self-ratings of females. (G 2 =87.54, p<0.001, n=2664) Duval-Couetil*, N. & Gotch, C.†, Yi, S.† (2014, November). The characteristics and motivations of contemporary entrepreneurship students. Journal of Education for Business. 28(8), 441-449.

22 Technology Venturing Self-Efficacy Scale Engineering Entrepreneurship Students – Significant Differences by Gender Duval-Couetil*, N., Reed-Rhoads, T. & Haghighi, S.† (2012). Engineering students and entrepreneurship education: Involvement, attitudes and outcomes. International Journal of Engineering Education 28(2), 425-435. Scale: Lucas, Cooper, Ward, Cave, 2009, Technovation Level of confidence

23 Career Intentions from “Personal Business Plans” 23 Gender had a statistically significant, medium effect: X2 (1) = 7.087, p =.008, Φ =.25 What literature says – Flaws in Research Focus The practice of reporting statistically significant differences between gender which ignore similarities (Ahl, 2006) Results of differences on mean responses, which are “overblown as regards to their practical impact” and … extrapolated without merit to the global population of women launching new ventures” (Nelson & Duffy, 2010)

24 Millennial attitudes toward entrepreneurship Students from a variety of majors (both STEM and non-STEM majors) were asked to draw an entrepreneur. Explanations they gave of the sketches were overwhelmingly constructed as male, white-collar, and often high-tech oriented. Dohrman, R. L. (2010). Making sense of high-tech entrepreneurial careers: The meaning (s) and materialities of work for young adults (Doctoral dissertation, PURDUE UNIVERSITY). Draw-an-Entrepreneur Test

25 “Male entrepreneur selling a product or service to a happy female consumer.” Dohrman, R. L. (2010). Making sense of high-tech entrepreneurial careers: The meaning (s) and materialities of work for young adults (Doctoral dissertation, Purdue University).

26 Media, Society, Images, Discourse Analysis of Shark Tank Season 1 – 15 episodes, 90 individuals pitched – 10 of 90 participants were other than White – 33 were female – Males secured highest number deals – 61% versus females (31%) and male/female teams (9%) – Men asked for 63% more money than women Analysis of discourse – Women did not self-identify as entrepreneur – Sharks less likely to identify women participants as entrepreneurs – Women identified as mom, housewife, hobbyist and often filmed in kitchens for backstories Messages Entrepreneurs are usually White Women are not “real” entrepreneurs Old people are not entrepreneurs Entrepreneurship is an American activity Wheadon, M. Anyone can be an entrepreneur – But not on Reality Television: An examination of the media representation of entrepreneurs on Season 1 of Shark Tank (publication in progress)

27 Gendered businesses? CupCase CupCase Your Bras™ is a stylish protective travel and storage case for your bras. Protect your bras from crimping, crushing and creasing while you travel with CupCase. Whether your trip is to the gym or across the ocean, CupCase is your travel storage solution. Bras have evolved from providing function to delivering high fashion. Price increases for these beautiful undergarments necessitate a greater need to protect them while you travel. That's why we developed CupCase. Our unique design allows CupCase to wiggle its way into place in your luggage. Pack your bras with ease and use the additional storage for headbands, hair ties and jewelry. CupCase Your Bras™ comes in fashion-forward colors and patterns. Choose from Hot Pink, Pretty Purple, Spot on Leopard, Charming Cheetah, or coming soon- Little Black Dress. Our stylish designs might even tempt you to use CupCase Your Bras™ as an evening purse. (Just remember to remove your bras first!)

28 Proactive in educational initiatives What literature says: One size fits all might not be appropriate More gender neutral curricula including cases, projects, and business opportunities that “draw from a variety of industries, business niches, and strategic choices in business and not- for-profits led by a more diverse and inclusive set of entrepreneurial protagonists” (Gatewood et al., 2004). Educated academic advisors via mailings and presentations Created gender and leadership course Raised awareness among entrepreneurship faculty Hired female entrepreneurship faculty Talked about it – a lot! Female participation went from 24% to 34% in one year! How we increased participation in undergraduate program

29 At Graduate Level Contemporary Gender Issues In Leadership and Technology Course – ¾ PhD males involved in NSF IGERT in Chemical and Electrical and Computer Engineering – 7 weeks, 3 hours per week Topics and activities – Bias: implicit, explicit, in society, STEM, academia, industry, in hiring, evaluation, and promotion – Assignments: Observation journals, interviews with males and females within same work contexts, reflection papers

30 Select Outcome Data Was this course different than you expected? If so, in what way(s)? It was totally different than what I expected. To be honest, I was expecting a repetition of what I already know or observe. The course was very eye-opening. The class discussions and selected articles were very carefully crafted. We had the opportunity to explore the gender issue and moreover empathize with women in industry and academia. After the class I really feel responsible to take action in my career about the gender issue. Do you have any suggestions on how to get more Ph.D. students in STEM disciplines to take such a class? It should be required like a lab safety class. Purdue is proud of being a equal access equal opportunity class. If students are not aware of the inequalities or missed opportunities than it is pointless to be proud of that motto. Purdue, especially STEM disciplines since it is the core of the university, has the responsibility to raise awareness on gender issues. There is serious ignorance and avoidance issue in gender topic. Maybe if it is advertised as a professional development course more than a gender issues course more males will be interested. Getting the faculty interested in the course, so they will advise their students to take it. I believe the only way to get more STEM PhD students in the class is to make it mandatory.

31 Challenges Scaling these initiatives – Resources, curricular constraints, elective versus mandatory Minimal incentive to address a problem you don’t see or experience Societal/environmental messages are strong Calibrating how much attention to draw to these issues

32 Questions from the Audience?

Download ppt "Leading the Way: Strategies to Break Down Gender Bias in STEM and Entrepreneurship Janet Daisley, VentureWell Nathalie Duval-Couetil, Purdue University."

Similar presentations

Ads by Google