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IDEAL-N Leadership Enhancement Program Year 2 Session One

IDEAL-N Leadership Enhancement Program Year 2 Session One Contact Information for additional questions: http://www.case.edu/ideal-n Heather Burton 216-368-0086 Heather.burton@case.edu December 2, 2016. Agenda.

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IDEAL-N Leadership Enhancement Program Year 2 Session One

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  1. IDEAL-N Leadership Enhancement Program Year 2 Session One Contact Information for additional questions: http://www.case.edu/ideal-n Heather Burton 216-368-0086 Heather.burton@case.edu December 2, 2016 CWRU IDEAL-N 2016

  2. Agenda 9:00-9:30 Welcome and Check-In: 3 Minutes per Change Leadership Team 9:30-10:00 Pathways to STEM Leadership Research Project 10:00-10:15 BREAK 10:15-11:00 Cross-University Discussion: The Variables for Women’s Success in Academic STEM 11:00-11:30 University Change Leadership Team Year 2 Change Projects Discussion 11:30-11:55 Large Group Discussion 11:55-12:00 Wrap Up, Logistics and Scheduling CWRU IDEAL-N 2016

  3. Check-In – 3 minutes each • Brief overview of activities and meetings conducted since last session • Research projects/presentations/publications • Publicity on your campus—press releases, websites developed • Anything else noteworthy about your IDEAL-N efforts CWRU IDEAL-N 2016

  4. Pathways to STEM Leadership Research Project Susan W. Hinze, Ph.D. Delia Su, M.A. Department of Sociology Diana Bilimoria, Ph.D. Department of Organizational Behavior Case Western Reserve University 12/3/16

  5. Overview • Academic leadership by women: where are we? • Explanations: Individual level, interactional and institutional. Metaphorical power. • Our Study: intersectional, life course perspectives CWRU IDEAL-N 2016

  6. Where Are We? • Gender gap in STEM leadership • 21.6% of presidencies at doctorate-granting institutions held by women (Johnson 2016) • Women more likely to lead two-year institutions than four year institutions • Most are white, few come from STEM fields • Less likely to be married or have children CWRU IDEAL-N 2016

  7. Leadership: Presidents • Women presidents more likely than men to have served as Chief Academic Officer/Provost or other Sr. position • Men presidents more likely than women to have never been a faculty member, or to have come from outside higher education CWRU IDEAL-N 2016

  8. Provosts, Deans and Chairs • Women as Chief Academic Officers have declined since 2008 • Board members = 30% female • U.S. medical colleges: 16% of Deans and 15% of Department Chairs are female (Lautenberger et al. 2014) • Women’s leadership reflects gender stratification of medical specialties CWRU IDEAL-N 2016

  9. Full Professors • Full Professors have tripled in past two decades, but women still far underrepresented (Davis & Winslow 2016, Curtis 2016, Lundquist and Misra 2015.) • The Mandatory vs. Voluntary promotion problem • Formal leadership drawn largely from tenured faculty who have attained highest academic ranks CWRU IDEAL-N 2016

  10. Academic rank, selected race/ethnicity and sex. Source: U.S. Department of Education, National Center for Education Statistics. (2015) CWRU IDEAL-N 2016

  11. Slide women CWRU IDEAL-N 2016

  12. Gendered Social Structures • Individual Level Studies: personality, innate cognitive differences, gendered preferences, choices and aptitudesLimitation: neglects culture, interactional dynamics • Interactional Level: extensive data on overt, subtle and covert interactional barriers, gendered expectations and evaluations CWRU IDEAL-N 2016

  13. Institutional Level Studies • Organizational structure of workplace(e.g., adequate research, resources and procedures to identify problems) • Cultural schemas (e.g., ideal worker norms) • Formal policies (e.g., work-life integration) • Institutionalized mentoring practices • Sponsorship • Fair distribution of service burden (organizational citizenship behavior slows advancement) • Institutional transformation requires Sr. level admin support, collaborative leadership, flexible vision, visible action CWRU IDEAL-N 2016

  14. Models and Metaphors • The value of powerful metaphors to simplify complex findings, harness the collective imagination, and spur changeThe Glass Ceiling, The Maternal WallThe Leaky PipelineThe Many Walled LabyrinthThe Rotating Kaleidoscope CWRU IDEAL-N 2016

  15. Our Study Research Question: Using an intersectional perspective, what are the aspirations for and paths to leadership for women, URMS and women of color who have already experienced success through promotion to Associate with tenure and Full in STEM fields. “They have already traversed large, leaky sections of the early pipeline, have passed through substantial twists and turns in the labyrinth, and their kaleidoscope is shifting to a mid-life, mid-career pattern.” (Hinze 2016) CWRU IDEAL-N 2016

  16. Our Study We build on and extend prior research in 3 ways: • Elucidate links between service appointments, elected positions in faculty governance, and high level appointed positions • Employ an intersectional lens to understanding the paths to leadership • Utilize a life-course perspective to examine interest in and experience of formal leadership roles CWRU IDEAL-N 2016

  17. I Paths to formal leadership Undergraduate or Graduate Director Program DirectorInstitute DirectorSenate ChairExecutive Committee ChairFull Professor PresidentProvostDeputy Provost DEAN Center Director Department Chair Endowed Chair CWRU IDEAL-N 2016

  18. II An Intersectionality Lens CWRU IDEAL-N 2016

  19. The value of intersectionality CWRU IDEAL-N 2016

  20. A Life-Course Perspective • Linear, lockstep model of career advancement flawed • Women more often lack geographic mobility • Cumulative impact over time of lack of opportunities and early disadvantage, especially for married women and those with children • Mid to late career faculty distinctive challenges: high service expectations, neglect, relief, confusion and reassessment, unclear goals, adapting to change (Baldwin et al. 2008) CWRU IDEAL-N 2016

  21. Research Plan • Design: 1.) cross-sectional, semi-structured interviews with faculty (Appendix A); and 2.) analysis of relevant documentation at 10 NSF Advance Institutions • Sampling strategy: stratify interview respondents by gender, discipline, ethnoracial status, leadership experiences, faculty rank (Appendix B)-pilot interviews at Case Western Reserve University early Spring 2017 -10 university interviews late Spring through Fall 2017 • Analytic strategy for interviews: open coding, axial coding and selective coding • Analytic strategy for documents: Compile database for STEM programs at each of 10 schools with composition of faculty, mission statements, policies and practices for achieving representation in leadership CWRU IDEAL-N 2016

  22. Tentative Sampling Frame • ~80 participants across 10 universities (~8/institution) • Select on: • gender (men & women), • professorship status (associates & fulls), • leadership status (administrative leadership & not), • ethnoracial status (white & non-white) • Select on intent/history of seeking leadership positions? Unrealized aspirations? Pinpoint by snowball sampling? CWRU IDEAL-N 2016

  23. Selection CWRU IDEAL-N 2016

  24. Sample CWRU IDEAL-N 2016

  25. Interview Guide Objectives • To find out the paths to leadership experienced or witnessed by study participants. • To assess aspirations over the life course. • To identify reasons for variation by gender, and/or race/ethnicity, and/or parental status for time spent at Associate Professor. • To determine how service activity within departments, college and/or university help or hurt prospects for promotion and appointment to leadership positions.To determine whether lower level appointments and elected positions influence aspirations and/or paths to leadership CWRU IDEAL-N 2016

  26. Interview Guide Objectives • To find out whether study participants believe in and/or experienced barriers to leadership such as implicit bias, institutional racism, microaggressions, outright discrimination, feelings of alienation, benign neglect, condescension • To document evidence of opportunities, active collaboration and support for leadership from peers and/or higher-ups, and/or through institutional programs CWRU IDEAL-N 2016

  27. Q&A CWRU IDEAL-N 2016

  28. Cross University Discussion Based on the readings, discuss across universities: • Why are some STEM fields more gender-balanced than others? • The variables for women’s success in academic STEM • Gender differences in recommendation letters – implications for practice CWRU IDEAL-N 2016

  29. Action Learning Discussion Discuss within your University Change Team: • Year 2 change projects: Objectives and activities • How to measure the transformation achieved? • How to build institutionalization into these activities? CWRU IDEAL-N 2016

  30. Large Group Discussion

  31. Important Dates Please complete your session evaluation • Plenary Conference: Friday, April 14th, 2017, 9:30am- 2:30 pm at CWRU PLEASE INVITE YOUR PROVOST AND DEANS Dates for Year 2 Leadership Enhancement Program Sessions • January 20th, 2017, 12:00-5:00 • March 3rd, 2017, 12:00-5:00 • September 8th, 2017, 12:00-5:00 • November 10th, 2017, 9:00-12:00 CWRU IDEAL-N 2016

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