1. LEVELING THE PLAYING FIELD: GENDER ISSUES AFFECTING STUDENTS Barbara A. Horwitz Distinguished Professor of Physiology Vice Provost – Academic Personnel EB 2007

2. TOPICS Introduction – the chilly climate Introduction – the chilly climate Individual actions Individual actions Dealing with our own unconscious biases as teachers & mentors Dealing with our own unconscious biases as teachers & mentors Dealing with inappropriate actions of others Dealing with inappropriate actions of others Institutional responses Institutional responses Reducing gender bias affecting students & gender inequities related to family obligations Reducing gender bias affecting students & gender inequities related to family obligations

3. THE CHILLY CLIMATE Overt/intentional sexual harassment, discrimination much reduced Overt/intentional sexual harassment, discrimination much reduced Universities have protections against/penalties Universities have protections against/penalties Legal liability Legal liability Unconscious gender bias -- common Unconscious gender bias -- common Subtle, may seem inconsequential individually Subtle, may seem inconsequential individually Cumulatively – contributes to a climate that undervalues achievements of women Cumulatively – contributes to a climate that undervalues achievements of women

4. RECOGNIZING UNCONSCIOUS BIAS Hard to discern in individual instances; but aggregated data can demonstrate its occurrence Hard to discern in individual instances; but aggregated data can demonstrate its occurrence Common belief – not in my department Common belief – not in my department Does not require intent to discriminate

5. EXAMPLES OF UNCONSCIOUS BIAS BY STUDENTS/FACULTY COLLEAGUES College students rated articles higher when authored by a male (Sandler & Hall, 1986) College students rated articles higher when authored by a male (Sandler & Hall, 1986) Male students tended to rate female faculty lower on overall teaching effectiveness, while female students tended to rate them higher (Basow, 1994) Male students tended to rate female faculty lower on overall teaching effectiveness, while female students tended to rate them higher (Basow, 1994) Based on identical CVs, males were recommended by dept chairs for higher rank appointment than were females (Sandler & Hall, 1986) Based on identical CVs, males were recommended by dept chairs for higher rank appointment than were females (Sandler & Hall, 1986)

6. DEALING WITH OUR UNCONSCIOUS BIASES/ INSENSITIVITIES AS TEACHERS & MENTORS What messages do you send to our students? What messages do you send to our students? Do you pay more attention to male than female students? Do you pay more attention to male than female students? Whom do you call on first; how do you decide? Whom do you call on first; how do you decide? Are you non-judgmental in response to questions? Are you non-judgmental in response to questions?

7. DEALING WITH OUR OWN UNCONSCIOUS BIASES/INSENSITIVITIES (2) Are routine tasks in the lab distributed among your students (e.g., note taking at lab meetings)? Are routine tasks in the lab distributed among your students (e.g., note taking at lab meetings)? Do you question the commitment of your female students more than that of your male students? Do you question the commitment of your female students more than that of your male students? Do you promote/include your female as much as our male students? (e.g., nominate for awards, include them in meetings with visiting scientists, etc.) Do you promote/include your female as much as our male students? (e.g., nominate for awards, include them in meetings with visiting scientists, etc.)

8. Self esteem isnt everything; its just that theres nothing without it (Gloria Steinem) HOW WE INTERACT WITH OUR STUDENTS CAN HAVE A SIGNIFICANT EFFECT ON THEIR VIEW OF SCIENCE, THEIR CONFIDENCE, AND THEIR SELF-ESTEEM

9. DEALING WITH INAPPROPRIATE BEHAVIOR OF OTHERS Scenario: In a group setting, a male student or postdoc is credited for saying what a woman said earlier (the invisible woman syndrome). What can you do? Some examples: Diplomatically bring it to the attention of the group leader at the time or privately Diplomatically bring it to the attention of the group leader at the time or privately Convey the information to your mentor/ advisor/major professor & ask him/her to discuss it with the group leader Convey the information to your mentor/ advisor/major professor & ask him/her to discuss it with the group leader

10. WHAT CAN THE INSTITUTION DO? Educate faculty on effective mentoring of undergraduate & graduate students, including awareness of unconscious bias Educate faculty on effective mentoring of undergraduate & graduate students, including awareness of unconscious bias Provide peer & professional feedback on teaching for TAs, postdocs, & faculty (e.g., videotape class with subsequent confidential evaluation) Provide peer & professional feedback on teaching for TAs, postdocs, & faculty (e.g., videotape class with subsequent confidential evaluation) Professional development workshops for graduate students/postdocs on mentoring, negotiating skills, managing a lab; etc. Professional development workshops for graduate students/postdocs on mentoring, negotiating skills, managing a lab; etc.

11. INSTITUTIONAL RESPONSES (2) Hold Chairs & Deans accountable for developing & maintaining such a climate in their courses and in their departments Hold Chairs & Deans accountable for developing & maintaining such a climate in their courses and in their departments Ensure that Chairs & Deans know that at the highest levels of the campus, there is a commitment to providing a hospitable and respectful campus climate Ensure that Chairs & Deans know that at the highest levels of the campus, there is a commitment to providing a hospitable and respectful campus climate Provide information on campus/city resources available for child care, elder care, and other family-related issues Provide information on campus/city resources available for child care, elder care, and other family-related issues

12. SUMMARY Microinequities often reflect unconscious and unintended biases/insensitivies Microinequities often reflect unconscious and unintended biases/insensitivies We need to be alert to messages we send via our own interactions with students and postdocs We need to be alert to messages we send via our own interactions with students and postdocs We need to act when we are aware of inappropriate interactions Institutions need policies/practices that increase awareness and accountability