Department Leaders as Critical Conduits for the Advancement of Gender Equity Programs

Autor/inn/en	Hughes, Bryce E.; Smith, Jessi L.; Bruun, Megan; Shanahan, Elizabeth A.; Rushing, Sara; Intemann, Kristen; Handley, Ian M.; Belou, Rebecca; Stoop, Chatanika; Sterman, Leila
Titel	Department Leaders as Critical Conduits for the Advancement of Gender Equity Programs
Quelle	In: Journal of Women and Gender in Higher Education, 15 (2022) 1, S.41-64 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hughes, Bryce E.) ORCID (Smith, Jessi L.) ORCID (Shanahan, Elizabeth A.) ORCID (Intemann, Kristen) ORCID (Handley, Ian M.) ORCID (Belou, Rebecca) ORCID (Stoop, Chatanika) ORCID (Sterman, Leila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-9112
DOI	10.1080/26379112.2022.2034122
Schlagwörter	Sex Fairness; Females; STEM Education; Department Heads; Administrator Attitudes; Governance; Intelligence; Ability; Social Systems; Neoliberalism; Educational Change; Higher Education; Montana + Suchen Sie Ihr Suchwort? Sexualaufklärung; Weibliches Geschlecht; STEM; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Intelligenz; Klugheit; Fähigkeit; Fertigkeit; Social system; Soziales System; Neo-liberalism; Neoliberalismus; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Although women have made tremendous strides toward gender equity within science, technology, engineering, and mathematics (STEM) fields over the past couple of decades, reaching full equity will require the support of faculty colleagues. Department chairs and heads are crucial as the conduit between administration and faculty, yet they are traditionally an understudied contingent. Through in-depth, semi-structured interviews with 10 STEM department heads at a U.S. university, we uncovered the limiting ideologies that guide department leaders' sensemaking around achieving gender equity--specifically meritocracy, objectivity, and neoliberalism. We discuss the implications for gender equity programs within higher education in terms of addressing these deeper frames of reference to achieve long-lasting outcomes. On one hand, change agents can leverage these dominant ideologies to create a shift in department leaders' mind-sets, leading to earlier understanding and buy-in; on the other hand, failing to critically challenge these deep-seated assumptions and beliefs can impede long-term success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01