Uprooting Bias in the Academy : : Lessons from the Field.

• Author: Bisson, Linda F.
• TeilnehmendeR: Grindstaff, Laura.; Brazil-Cruz, Lisceth.; Barbu, Sophie J.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2021.; ©2022.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (255 pages)

Table of Contents

• Intro
• Preface
• Acknowledgments
• Contents
• Contributors
• Foundations: Why We Need Institutional Change
• From Affirmative Action to Inclusion
• 1 Introduction
• 2 The Mandate and Legacy of California Proposition 209
• 3 Equality, Equity, and Inclusion
• 4 The UC Davis Advance Program
• 5 Creating a More Inclusive STEM Academic Environment
• 6 The Path to Inclusion
• 7 Conclusion
• References
• Barriers to Inclusion: Social Roots and Current Concerns
• 1 Introduction
• 2 Difference, Hierarchy, and Inequality
• 2.1 Hierarchy
• 2.2 Social Identity
• 3 Social Location, Positionality, and Intersectionality
• 4 Controlling Images
• 5 Collective Action and Institutional Change
• 6 Diversity and Inclusion
• 7 Stem in Academia: Barriers to Diversity and Inclusion
• 7.1 Exclusion, Isolation, and Tokenism: The Problem of (Not) Belonging
• 7.2 The Ideal Worker Norm
• 7.3 Denying Positionality
• 7.4 Stereotypes and Stereotyping
• 7.5 Implicit Bias
• 7.6 Microaggressions
• 8 Conclusion
• References
• Making the Case for Institutional Change
• Data-Driven Decision-Making
• 1 The Nature of Data Needed
• 2 Issues in Data Collection, Management, and Assessment
• 2.1 Qualitative Versus Quantitative Approaches
• 2.2 Data Collection Issues
• 2.3 Data Management Issues
• 2.4 Data Assessment Issues
• 3 Uses of Data
• 4 Assessment of Program Effectiveness
• 5 Key Findings from Internal Evaluation
• 6 Conclusions
• References
• Assessing Institutionalized Bias
• 1 Assessing the Potential for Institutional Bias
• 2 Challenges in Assessing Policy
• 2.1 Is It Bias or Choice?
• 2.2 Policy Interpretation
• 2.3 Influence of Local Culture
• 2.4 External Drivers of Policy Interpretation
• 2.5 Practices Outside of Policy
• 3 Bias in Assessment of Merit
• 4 Lessons Learned
• 4.1 The Importance of Organizational Learning.
• 4.2 The Importance of Diversity in Policy Creation and Assessment
• 4.3 Empowerment Through, Not Despite, Policy
• 5 Key Recommendations
• 5.1 Checking Parental Bias
• 5.2 Gender Bias in Negotiation Is Real
• 5.3 Self-Promotion Versus Bragging
• 5.4 Rethinking "Superior Intellectual Attainment"
• 5.5 Accountability for Changing Local Culture
• 6 Concluding Thoughts
• References
• Leadership and Organizational Structure
• 1 Introduction
• 2 The Role and Importance of Leadership
• 2.1 Organizational Leadership
• 2.2 Assembly of Expertise
• 3 Communication
• 4 The Importance of Organizational Structure
• 4.1 The UC Davis Advance Program Components
• 4.2 The ADVANCE Initiatives
• 5 Lessons Learned
• 5.1 Challenges of Resource Allocation
• 5.2 Challenges of Learning
• 5.3 Challenges of Engagement
• 5.4 The Challenge of "Non-spokespeople"
• 5.5 Challenges of Leadership Integration
• 5.6 Challenges of Management
• 5.7 Challenges of Sustainability
• 6 Broadening This Process to Other Types of Organizations
• 7 Conclusions
• References
• Diversity, Demographics, and the Latinx Experience
• A Long-Term Vision on Faculty Diversity at UC Davis
• 1 A Brief History of the Academic Diversity Project at UC Davis
• 2 Challenges in Diversifying Faculty
• 3 Connecting the Hispanic Serving Institution (HSI) Project at UC Davis to the Academic Diversity Project Through the HSI Graduate Pipeline
• 4 Implications of UC Davis's HSI Initiative on Academic Diversity and Graduate Pathways to the Professoriate
• 5 Challenges in Diversifying Graduate Programs
• 6 UC Davis Best Practices in Growing and Recruiting the Graduate Pipeline
• 7 Admission with Equity
• 8 Lessons Learned and Reflections for the Future
• 9 Conclusion
• References
• Latinx Communities and Academic Trajectories
• 1 Latinas in STEM
• 2 Identity Terminology.
• 3 Latinx Educational Pipeline
• 4 Challenges Facing STEM Latinx in U.S. Educational Institutions
• 5 The Importance of Qualitative Research
• 6 Insights from the Literature
• 7 Gaps in the Literature
• 8 The Social Science Research Initiative
• 9 Conclusion
• References
• Making Visible the Invisible: Studying Latina STEM Scholars
• 1 Introduction
• 2 Methods
• 2.1 Developing the Interview Guide
• 2.2 The Sample
• 2.3 Analysis-The Grounded Theory Approach
• 3 Positionality and Research Ethics
• 4 Challenges Encountered
• 5 Best Practices When Seeking Excellence Through Institutional Diversity
• 6 Conclusion: Institutional Transformation-It Takes a Village
• References
• Building a More Inclusive Academy
• Seeing Self: The CAMPOS Model
• 1 Purpose of the CAMPOS Initiative
• 1.1 CAMPOS Aims
• 1.2 CAMPOS Mission
• 1.3 The CAMPOS Model
• 1.4 CAMPOS Programming Components
• 2 Lessons Learned and Best Practices
• 3 Conclusion
• References
• Mentorship, Sponsorship, and Professional Networking
• 1 Gathering Diverse Institutional Stakeholders and Collecting Baseline Institutional Data
• 2 Early Career Mentorship and Networking
• 2.1 Launch Mentoring Committees
• 2.2 New Faculty Network (NFN)
• 3 Professional Networking and Sponsorship
• 3.1 ADVANCE Scholar Awards-An Avenue for Sponsorship
• 3.2 Associate Professor Network (APN)
• 3.3 Welcome Reception for Women Faculty
• 4 Concluding Remarks
• References
• Work-Life Integration in Academia: From Myth to Reality
• 1 Introduction
• 2 The Status of Work-Life Integration Programs at UC Davis
• 3 Overview of UC Davis Programs and Policies for Work-Life Integration for Faculty
• 3.1 Family Leave
• 3.2 Extensions for Advancement Mandatory Timelines
• 3.3 Flexible Work
• 3.4 Childcare
• 3.5 Faculty Recruitment
• 3.6 Faculty Travel
• 3.7 Dual Career Programs.
• 4 The Challenge of Childcare Provision
• 4.1 Turning Talk into Action
• 4.2 Risk and Liability as Decision-Drivers
• 5 (Lack of) Childcare as a Barrier to Inclusion in STEM
• 6 Lessons Learned
• 6.1 Communicate in Multiple Formats
• 6.2 Understand the Link Between Work-Life Integration and Diversity
• 6.3 Do Not Take "It's Too Complicated…" for an Answer
• 6.4 Create a Sustained Commitment for Action
• 7 Conclusion
• References
• Lessons Learned and the Road Ahead
• Leading While Female: A Personal Journey
• 1 Culture in the Context of Institutional Transformation
• 2 Cultural Stereotyping, Prejudice, and Bias
• 3 Academic Culture
• 4 Challenges of Academic Leadership
• 5 The Transformative Role of NSF ADVANCE
• 6 The Cultural Basis of Intolerance and the Role of Leadership
• 7 Silent Leadership and Conformity
• 8 Conclusion: Battling Gender Stereotyping and Prejudice
• References
• Advice Not Taken
• 1 Understanding the Nature of the Problem
• 1.1 Commitment of the Leadership is Necessary but Not Sufficient
• 1.2 Ignoring Naysayers
• 1.3 Develop a Common Foundation of Empathy and Commitment to Change, Not a Cadre of Allies
• 1.4 Promoting Self-promotion: The Art No One Wants to Master
• 2 Understanding Local Culture
• 2.1 Community Commitment to Diversity
• 2.2 Assessing Commitment to Diversity
• 2.3 Accountability for Commitment to Diversity
• 3 Lessons Learned
• 3.1 Commitment to an Equitable Meritocracy
• 3.2 Policy and Procedures for Advancement: Data-Driven and Transparent
• 3.3 Walking the Walk: Peer-Driven Learning and Community Engagement
• 4 Conclusion
• References
• Disrupting Complacent Systems
• 1 Introduction
• 2 Inclusive Diversity as a Social Good
• 3 Disrupting Complacent Systems: Lessons from UC Davis ADVANCE
• 3.1 Make the Case for Change
• 3.2 Conversation, Not Confrontation.
• 3.3 Develop Trust and Build Consensus
• 3.4 Prioritize Peer-To-Peer Learning
• 3.5 Know that Leadership and Resources Matter
• 3.6 Obtain Your Own Data, Know Your Own Data
• 3.7 Get at the "Why" and Not Just the "What" of Bias
• 3.8 Question the Myth of Meritocracy
• 3.9 Build the Capacity for Resilience
• 4 Sustain Change
• 5 National and International Resources
• 6 Conclusion
• References.