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The ADVANCE Program: Promoting Women’s Careers in Science and Engineering A National Science Foundation Institutional Transformation Award Barbara Silver1 Leanne Mauriello2 Helen Mederer1 Lisa L. Harlow1 1University 1Pro-Change of Rhode Island Behavior Systems Presented at 2007 Annual Meeting of the New England Psychological Association Western Connecticut State University, October 20, 2007 Supported in part by NSF Institutional Transformation Award SBE-0245039 Less access to resources Fewer professional networks Fewer collaborations Less mentoring “Ideal worker” norm Women in STEM experience . . Fewer social networks Burden of token status Stereotyped work expectations Chilly work environment Resulting in: Isolation and exclusion Heavier workloads More challenges balancing work and family “Bias avoidance” behaviors Salary and promotion lags Less career satisfaction Higher attrition More part-time, non-tenure line work National Science Foundation ADVANCE Program • • • • Launched 2001 87 awards to date (another round 2008) > $90 million Various levels of awards – – – – Institutional Transformation Grants Fellows Awards Leadership Grants PAID (Partnership, Adaptation, Implementation, Dissemination) Grants • Expanding criteria for future awards – Broader range of institutions – Wider target population URI ADVANCE PROGRAM GOALS Develop & Share a Comprehensive Understanding of the Status of Women STEM Faculty Evaluation Increase the Number of Ranked Women STEM Faculty Recruitment Advance the Careers of Women STEM Faculty Faculty Development Improve Available Networks of Support, Especially for Women STEM Faculty Work-Life-Family Promote Organizational Change in Collaboration with University Leaders Climate Change Program Components • Faculty Fellows Program Recruitment • Supplemental Start-up Funding • Best Search Practices Training Faculty Development • Incentive “mini-grant” Fund • Topical Lunches • Career Workshops • Mentoring Program • Parental Leave Policy • Dual Career Hiring Program • Creation of a Work-Life-Family Center • Lactation sites, flexible work policies, & other initiatives Work-Life Initiatives Evaluation Climate Change • Academic Work Environment Survey (pre and post) • Benchmark Data Collection • Program Evaluation • Dissemination • Internal Advisory Action Council • Department Climate Workshops • Public Events, Workshops, Literature, Manuals, etc. • Chairs’ Discussion Forum • Integrated Theoretical Model for Climate Change Successes . . . • • • • • • • • • • • • • STEM recruitment now > 50% female Best practices for all searches New ad language required Formal Faculty Mentor Program Topical Lunches to continue Dual Career Policy approved Incentive Fund absorbed Paid Parental Leave Policy in place Lactation sites approved Work-Life Center planned ADVANCE Center approved Inclusion in President’s 2006-2009 Strategic Plan Many reports of warmer climate, more support, more networking, etc., etc. How does change occur? The traditional model: Top Down (Formal policy change, administrative leadership) Climate Change or “Institutional Transformation” Bottom Up (Individual, grass roots) Top Down Social Interaction Bottom Up Recruitment Program - $$ Parental Leave Policy Lactation site established Mentoring Program Acknowledging all comments in meetings Scheduling meetings when all can attend Offering to cover classes during leaves Inviting new woman faculty to lunch Openly discussing family responsibilities Collaborating on grants Encouraging use of leave policies Joining a diversity committee Personal endorsements or complaints Attending workshops Talking about equity issues with colleagues 3-Level Structural Model INTERACTIONAL INSTITUTIONAL Are administrative offices in support of adequate leave options for parents? Do Chairs, HR, etc., offer information and help proactively? Does a culture of coverage exist among colleagues? INDIVIDUAL PARENTAL LEAVE Are parents using the policy openly and without fear of negative repercussions? Do non-parents endorse the policy? Creating an Integrated Change Model Strategies for change A vehicle for change Change at all levels Transtheoretical Model People change when they are ready to Appreciative Inquiry Choosing the positive as the focus of inquiry 3-Level Structural Model Meeting institutions and individuals in the middle Successful climate change is a strategic process • Approach change from a variety of levels – Individual • • • – Interactional • • • – Highlight key behaviors identified by colleagues – make it personal (dramatic relief) Ensure equity issues regularly appear on all agendas (stimulus control) Identify subtle behavioral contributions or deterents to a healthy climate (reinforcement management) Institutional • • • How does this benefit me, my department? (self- and environmental re-evaluation) Accrue large cadre of individual supporters and liaisons (self-liberation) Increase awareness and personal connections to issues – (consciousness raising) Support from Leadership crucial (self- and social liberation) Commitment of funds and policy changes Interact with potential change agents at their level of readiness to engage – Precontemplation & Contemplation • • • – Preparation & Action • • • • – Awareness building talks, lunches, workshops, meetings, literature Stress Universal Benefits - “A Rising Tide Lifts All Boats” Stress Pecuniary benefits - $$$, grants, retention, etc. Obtain and widely advertise public, formal endorsements from administration Celebrate, reward, acknowledge all forward movement Collect data and show results often Secure commitments for institutional funding Maintenance • Ensure institutionalization – permanence of initiatives through policy change, mainstreaming of initiatives in culture, permanent committees, etc.