1. What’s Data Got to Do with It? How to Measure Change in Academic Work Environments Karen Stamm, Lisa Harlow, Marimer Santiago- Rivas, Barbara Silver, & Helen Mederer University of Rhode Island Presented at the 34 th Annual Meeting of the Association for Women in Psychology March 14, 2009, Newport, RI

2. Diversity in the Sciences Diversity is important in the pursuit of scientific knowledge (National Science Foundation, 2005) Diversity is important in the pursuit of scientific knowledge (National Science Foundation, 2005) However, a gender gap in the sciences exists However, a gender gap in the sciences exists Women represent only 20% of the faculty in STEM fields – science, technology, engineering, and math Women represent only 20% of the faculty in STEM fields – science, technology, engineering, and math

3. Climate Change Good news – positive change is occurring Good news – positive change is occurring Gender gap is narrowing (Feist, 2006) Gender gap is narrowing (Feist, 2006) Still, STEM women face many challenges Still, STEM women face many challenges Stereotype threat (Steele, 1997) Stereotype threat (Steele, 1997) “Leaky pipeline” “Leaky pipeline” Accumulation of disadvantage (Valian, 1998) Accumulation of disadvantage (Valian, 1998) Chilly climate Chilly climate

4. NSF ADVANCE Program ADVANCE is an initiative by the National Science Foundation to promote the careers of women faculty in STEM fields ADVANCE is an initiative by the National Science Foundation to promote the careers of women faculty in STEM fields The University of Rhode Island received a 5-year ADVANCE Institutional Transformation award The University of Rhode Island received a 5-year ADVANCE Institutional Transformation award At URI, the ADVANCE Program has focused on: At URI, the ADVANCE Program has focused on: Recruitment Recruitment Faculty Development Faculty Development Work-Life Work-Life Climate Change Climate Change Measurement and Evaluation Measurement and Evaluation

5. Academic Work Environment Survey All tenure-track faculty at the University of Rhode Island were asked to participate All tenure-track faculty at the University of Rhode Island were asked to participate The survey was distributed twice: 2004 and 2007 The survey was distributed twice: 2004 and 2007 (M)ANOVAs were conducted with main constructs as dependent variables and gender as the independent variable (M)ANOVAs were conducted with main constructs as dependent variables and gender as the independent variable

6. Main constructs Main constructs Climate Climate Career attitudes Career attitudes Interpersonal/work issues Interpersonal/work issues Spouse/partner issues Spouse/partner issues Work and gender Work and gender Mentoring Teaching Service Research Productivity Recognition Resource satisfaction Academic Work Environment Survey

7. 2004 Climate Survey Distributed during the 2004-2005 academic year Distributed during the 2004-2005 academic year Approximately 277 faculty (118 women, 144 men, and 9 unknown gender) completed the survey Approximately 277 faculty (118 women, 144 men, and 9 unknown gender) completed the survey About 40% of all tenure-track faculty completed the survey About 40% of all tenure-track faculty completed the survey

8. 2004 Climate Survey Results Women reported: Women reported: More interpersonal work challenges More interpersonal work challenges More workplace discrimination More workplace discrimination Delaying or not having children Delaying or not having children Greater willingness to leave URI to accommodate partner’s career Greater willingness to leave URI to accommodate partner’s career Endorsed a belief in combining career and family Endorsed a belief in combining career and family Men reported: Men reported: Greater career satisfaction, Greater career satisfaction, More positive work environment More positive work environment Greater workplace equity Greater workplace equity Greater departmental influence Greater departmental influence More work-life balance More work-life balance Endorsed traditional views of gender-work roles Endorsed traditional views of gender-work roles No Gender Differences on: No Gender Differences on: Research Productivity Research Productivity Teaching Teaching Service Service Resource Satisfaction Resource Satisfaction Recognition Recognition

9. 2007 Climate Survey Revised version of 2004 climate survey Revised version of 2004 climate survey Distributed during the 2007-2008 academic year Distributed during the 2007-2008 academic year Approximately 241 faculty (129 women, 110 men, and 2 unknown gender) completed the survey Approximately 241 faculty (129 women, 110 men, and 2 unknown gender) completed the survey About 38% of tenure-track faculty completed the survey About 38% of tenure-track faculty completed the survey

10. 2007 Climate Survey Results Women reported: Women reported: Higher ratings of mentoring importance Higher ratings of mentoring importance More workplace discrimination More workplace discrimination More work-life conflict More work-life conflict Delaying having children Delaying having children Placing greater emphasis on a partner’s career Placing greater emphasis on a partner’s career Endorsed a belief in combining work and family Endorsed a belief in combining work and family Men reported: Men reported: Greater gender equity Greater positive work environment Endorsed traditional views of gender-work roles No gender differences on: No gender differences on: Career Satisfaction Career Satisfaction Research Productivity Research Productivity Teaching Teaching Service Service Resource Satisfaction Resource Satisfaction Recognition Recognition

11. Usefulness of Climate Data Importance of collecting social science data Importance of collecting social science data Dissemination of findings Dissemination of findings Executive summary Executive summary College meetings College meetings Reports on website Reports on website Benchmarking Benchmarking Recruitment, retention, and promotion of women in STEM Recruitment, retention, and promotion of women in STEM Use climate data in conjunction with benchmark indicators Use climate data in conjunction with benchmark indicators Collection of benchmark indicators to track the ADVANCE Program Collection of benchmark indicators to track the ADVANCE Program Other analysis plans: longitudinal cross-sectional data Other analysis plans: longitudinal cross-sectional data Unique participants (took survey in 2004 or 2007) Unique participants (took survey in 2004 or 2007) Repeat participants (took survey in both 2004 and 2007) Repeat participants (took survey in both 2004 and 2007)

12. Limits of Climate Data Length of survey Length of survey Timeframe for measuring climate change Timeframe for measuring climate change How long does climate change take? Is 5 years enough time? How long does climate change take? Is 5 years enough time? Longitudinal data Longitudinal data Had planned 3 surveys Had planned 3 surveys Only did 2 surveys Only did 2 surveys Used the time to revise the survey Used the time to revise the survey

13. Strategies for Promoting Women in STEM 3-level model of climate change 3-level model of climate change Individual Individual Interactional Interactional Institutional Institutional Effective climate change must target all 3 levels Effective climate change must target all 3 levels Measure variables at different levels Measure variables at different levels

14. References Feist, G. J. (2006). How development and personality influence scientific thought, interest, and achievement. Review of General Psychology. Special Issue: The Psychology of Science. 10(2), 163-182. Feist, G. J. (2006). How development and personality influence scientific thought, interest, and achievement. Review of General Psychology. Special Issue: The Psychology of Science. 10(2), 163-182. National Science Foundation. (2005). More women receive Ph.D.s, but female senior faculty are still rare. Retrieved March 31, 2007, from http://www.nsf.gov/news/news_summ.jsp?cntn_id=104363 National Science Foundation. (2005). More women receive Ph.D.s, but female senior faculty are still rare. Retrieved March 31, 2007, from http://www.nsf.gov/news/news_summ.jsp?cntn_id=104363 Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629. Valian, V. (1998). Why so slow? The advancement of women. Cambridge, MA: MIT Press. Valian, V. (1998). Why so slow? The advancement of women. Cambridge, MA: MIT Press.