Professional cultures—distinct systems of meanings, rituals, and hierarchies—can reinforce social closure processes and can be a potent source of social inequality. This paper examines gender inequality in the faculty hiring process in academic engineering. This is a theoretically useful case in which a strong professional culture with meritocratic ideals exists alongside the underrepresentation of women. Previous studies of faculty hiring often find that women are devalued, yet few studies examine this process in real job searches nested within professional communities. We analyze the introductions of 175 finalist candidates by department faculty hosts, just before the candidates begin their high stakes job talks on their original research. We find that, compared to statements introducing men candidates, those introducing women are less likely to acknowledge and proclaim their research excellence, and they are more likely to contain irrelevant and inappropriate content. We argue that the professional cultural schema of scientific excellence is culturally masculine and can either highlight or obscure the introducers’ framing of candidates’ research competence, potentially anchoring audience expectations. The job talk ritual also helps socialize early career engineers into professional norms and understandings. We develop theoretical and policy implications for the study of gender barriers to employment in and beyond academic STEM.
The “job talk” is a standard element of faculty recruiting. How audiences treat candidates for faculty positions during job talks could have disparate impact on protected groups, including women. We annotated 156 job talks from five engineering and science departments for 13 categories of questions and comments. All departments were ranked in the top 10 by US News & World Report. We find that differences in the number, nature, and total duration of audience questions and comments are neither material nor statistically significant. For instance, the median difference (by gender) in the duration of questioning ranges from zero to less than two minutes in the five departments. Moreover, in some departments, candidates who were interrupted more often were more likely to be offered a position, challenging the premise that interruptions are necessarily prejudicial. These results are specific to the departments and years covered by the data, but they are broadly consistent with previous research, which found differences comparable in magnitude. However, those studies concluded that the (small) differences were statistically significant. We present evidence that the nominal statistical significance is an artifact of using inappropriate hypothesis tests. We show that it is possible to calibrate those tests to obtain a proper
- Award ID(s):
- 2243822
- PAR ID:
- 10516304
- Publisher / Repository:
- ScienceOpen
- Date Published:
- Journal Name:
- ScienceOpen Research
- ISSN:
- 2199-1006
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Abstract Many geoscience departments in the United States (US) are working to recruit faculty from underrepresented groups. However, there is little information about how hiring practices are perceived by candidates. Here we address this gap by interviewing 19 geoscientists who identify as an underrepresented race, ethnicity, or gender who recently declined a tenure-track faculty job offer in the US about their faculty job searches, with an emphasis on their decisions to accept or decline an offer. We find that many participants experienced hiring practices inconsistent with existing recommendations to increase faculty diversity, and some participants were subject to uncivilized, even potentially discriminatory, practices. Therefore, we leverage our results to provide actionable recommendations for improving faculty recruitment efforts. We highlight that departments may doubly benefit from improving their culture: in addition to benefiting current members, it may also help with recruitment. Overall, our findings emphasize the need for continued evaluation of faculty hiring practices.
-
This research paper describes a study designed to help inform STEM faculty hiring practices at institutions of higher education in the U.S., where over the past two decades, diversity statements have become more popular components of application packages for faculty jobs. The purpose is to explore the ways and extent to which diversity statements are utilized in evaluating faculty applicants. The research questions are: (1) To what extent do universities equip search committees to evaluate applicants’ diversity statements? (2) What are STEM faculty’s perspectives of diversity statements in job applications? This paper is derived from a larger two-phase sequential mixed methods study examining the factors current faculty members and administrators consider important when hiring new STEM faculty. During the first phase, we deployed a nationwide survey to STEM faculty members and administrators who have been involved in faculty searches, with 151 of 216 respondents answering questions specific to diversity statements. About 29% of survey respondents indicated their departments required diversity statements; 59% indicated their institutions did not provide guidance for evaluating them. The second phase was a phenomenological study involving interviews of 25 survey respondents. Preliminary analyses of interview data indicated that a little more than half (52%) of participants’ departments required a diversity statement. Of the departments that required diversity statements, a little more than half used a rubric for evaluation, whether as part of a larger holistic rubric, or as a standalone rubric. For some departments that did not require diversity statements, applicants were required to discuss diversity within their other application materials. Regarding faculty members’ perceptions of diversity statements, some felt that diversity statements were necessary to assess candidates’ beliefs and experiences. Some noted that when diversity is discussed as part of another document and is not required as a stand-alone statement, it feels like the candidate “slaps on a paragraph” about diversity. Others viewed diversity statements as a “bump” that gives candidates “bonus points.” A few faculty felt that diversity statements were “redundant,” and if applicants were passionate about diversity, they would organically discuss it in the other required documents. Many shared frustrations regarding the requirement and evaluation practices. Most participants indicated their postings provided applicants with little to no guidance on what search committees were looking for in submitted diversity statements; they felt it would be beneficial for both the search committee and the applicants to have this guidance. Shared through a traditional lecture, results from this study may be used to help inform strategies for recruiting faculty who are committed to diversity - and ideally, equity and inclusion - and for addressing equity in faculty hiring.more » « less
-
This research paper describes a study designed to help inform STEM faculty hiring practices at institutions of higher education in the U.S., where over the past two decades, diversity statements have become more popular components of application packages for faculty jobs. The purpose is to explore the ways and extent to which diversity statements are utilized in evaluating faculty applicants. The research questions are: (1) To what extent do universities equip search committees to evaluate applicants’ diversity statements? (2) What are STEM faculty’s perspectives of diversity statements in job applications? This paper is derived from a larger two-phase sequential mixed methods study examining the factors current faculty members and administrators consider important when hiring new STEM faculty. During the first phase, we deployed a nationwide survey to STEM faculty members and administrators who have been involved in faculty searches, with 151 of 216 respondents answering questions specific to diversity statements. About 29% of survey respondents indicated their departments required diversity statements; 59% indicated their institutions did not provide guidance for evaluating them. The second phase was a phenomenological study involving interviews of 25 survey respondents. Preliminary analyses of interview data indicated that a little more than half (52%) of participants’ departments required a diversity statement. Of the departments that required diversity statements, a little more than half used a rubric for evaluation, whether as part of a larger holistic rubric, or as a standalone rubric. For some departments that did not require diversity statements, applicants were required to discuss diversity within their other application materials. Regarding faculty members’ perceptions of diversity statements, some felt that diversity statements were necessary to assess candidates’ beliefs and experiences. Some noted that when diversity is discussed as part of another document and is not required as a stand-alone statement, it feels like the candidate “slaps on a paragraph” about diversity. Others viewed diversity statements as a “bump” that gives candidates “bonus points.” A few faculty felt that diversity statements were “redundant,” and if applicants were passionate about diversity, they would organically discuss it in the other required documents. Many shared frustrations regarding the requirement and evaluation practices. Most participants indicated their postings provided applicants with little to no guidance on what search committees were looking for in submitted diversity statements; they felt it would be beneficial for both the search committee and the applicants to have this guidance. Shared through a traditional lecture, results from this study may be used to help inform strategies for recruiting faculty who are committed to diversity - and ideally, equity and inclusion - and for addressing equity in faculty hiring.more » « less
-
null (Ed.)As the field continues to grow, engineering education is continually challenged with finding engineering education research (EER) positions that align with the broad abilities and interests of its members. EER positions exist in engineering education departments, traditional engineering departments (e.g., mechanical, civil), and in non-degree granting programs (e.g., centers for teaching and learning, engineering programs). These positions vary across their emphasis on research, teaching, and service and provide access to different resources and mechanisms to impact engineering education. Given the range of positions available in EER and the emergence of new EER programs, it can be challenging for graduate students and postdocs to navigate the job search process and identify a position that aligns with their professional goals. The purpose of this research was to better understand the EER job market as it relates to what applicants (i.e., graduates and post-docs) experience as they navigate the job-search and decision-making process. For this study, we conducted interviews with seven transitioning first-year EER faculty members. These individuals were transitioning into various EER faculty positions (e.g. Lecturer, Teaching Fellow, Assistant Professor, Research Assistant Professor) with different backgrounds in EER based on their graduate training experiences which included established EER programs as well as traditional engineering departments with EER advisor(s). We asked questions that focused on the individual’s new faculty position, their perception of the weekly time requirements, their job search process, and factors that influenced their final decision of which job to select. Each interview was conducted by two graduate students and was then transcribed and verified for accuracy. Three faculty members performed holistic coding of the transcripts focused on three areas: EER position types, job search process, and job decision making process. The Qualifying Qualitative research Quality framework (Q3) was used as a guide throughout our data collection and analysis process to ensure reliability and trustworthiness of the data collected. Through our analysis process, we developed a visual representation that provides a guide to assist EER graduate students and postdocs with their job search process. The first figure captures the diversity of positions along with the types of institutions where these positions exist to provide a starting point for individuals on their job search process. The second figure includes a timeline to help capture the average time frames for different phases of the job search process. Factors associated with final decisions based on the interviews conducted are also outlined to provide areas of consideration for individuals undergoing this process in the future. This work provides insight to aspiring academics about the range of opportunities available to those with a background in EER and how they can pursue finding alignment between their interests and positions that are available.more » « less