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Slide 9: the 2001 climate survey at rice university: a summary

Number of responses by rank and gender
Rank Men Women Total
Assistant Professor 30 25 55
Associate Professor 24 21 45
Full Professor 89 15 104
Total 143 61 204

The full roster of 466 faculty members – current as of spring 2003 – was surveyed. Approximately 204 faculty members responded, for a response rate of 46%.

Men and women responded to the survey almost in proportion to their representation on the faculty:

  • ~ 24% of faculty were women
  • ~ 29% of respondents were women
Directly from Climate Report

Slide 10: the 2001 climate survey at rice university: conclusions

  • On many of the “objective” measures (i.e., salary, start-up), no gender differences emerge.
  • There are significant differences between how male and female faculty members perceive Rice, the quality of Rice as a workplace, and their level of satisfaction with Rice.
  • In almost every category, female faculty members are less satisfied with their Rice work experience, and have higher levels of active dissatisfaction.
  • The differences are not enormous, but they are clearly systematic and significant.
Directly from Climate Report

Slide 11: overall faculty satisfaction with rice by gender

Directly from Climate Report

Slide 12: actual teaching load by gender

Directly from Climate Report

Slide 13: new courses by gender over the past 5 years

Directly from Climate Report

Slide 14: satisfaction with distribution of committee responsibilities

Directly from Climate Report

Slide 15: positive climate dimensions by gender

Directly from Climate Report

Slide 16: negative climate dimensions by gender

Directly from Climate Report

Slide 17: perceived tokenism by rank and gender

Directly from Climate Report

Slide 18: important questions to consider

  • How do we get more women into the STEM recruitment pool?
    • How do we increase our acceptance rates?
    • How will we know when we have done a “good job”?
  • Why do the climate differences exist?
    • Is this a general phenomenon or is it something particular about Rice University?
    • What can we do to reduce these differences and increase the positive climate that women experience? Will we see changes in our next survey (scheduled for next year)?

Slide 19: ongoing research and initiatives

  • Mini-Grant Competition
    • Margaret Beier, Assistant Professor of Psychology, Predictors of Majoring in Science and Engineering
    • Dan Beal, Assistant Professor of Psychology, Explaining Gender Differences in High Stake Tests
  • Ongoing Projects Receiving modest ADVANCE funds ($400)
    • Juan Madera, Randi Martin, and Mikki Hebl, Psychology, Gender Differences in Letters of Recommendation
  • Upcoming Projects that are Currently Being Designed
    • Hebl lab: Explaining Departures from Rice University: A Gender Analysis
    • Hebl lab: Why People Accept or Reject STEM Offers

Slide 20: conclusions

  • STEM women are increasing.
  • Stark differences on the Climate Survey were not apparent - objective measures often failed to show differences although subjective measures often showed women reporting lower qualititative experiences.
  • How STEM is doing differs depending on the comparison group that we use as well as the specific department.
  • ADVANCE may already be showing some impact.
  • There are some significant objective disparities.
    • Salary disparities have diminished substantially in recent years, but there remains work to be done and vigilance to be maintained.
    • We have a lot of work to do to bring the raw numerical gender balance of our faculty to a satisfactory level. While our situation is not atypical, nor is it acceptable.
      • We confront even larger and more problematic imbalances in other dimensions – ethnicity and race – which were not the specific target of this study.
    • We have cultural and work-environment issues on the campus that need to be confronted
      • The fact that they are subliminal makes it harder.

Slide 21: a random sample of stem women

Questions & Answers

what is math number
Tric Reply
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
An investment account was opened with an initial deposit of $9,600 and earns 7.4% interest, compounded continuously. How much will the account be worth after 15 years?
Kala Reply
lim x to infinity e^1-e^-1/log(1+x)
given eccentricity and a point find the equiation
Moses Reply
12, 17, 22.... 25th term
Alexandra Reply
12, 17, 22.... 25th term
Akash
College algebra is really hard?
Shirleen Reply
Absolutely, for me. My problems with math started in First grade...involving a nun Sister Anastasia, bad vision, talking & getting expelled from Catholic school. When it comes to math I just can't focus and all I can hear is our family silverware banging and clanging on the pink Formica table.
Carole
I'm 13 and I understand it great
AJ
I am 1 year old but I can do it! 1+1=2 proof very hard for me though.
Atone
hi
Adu
Not really they are just easy concepts which can be understood if you have great basics. I am 14 I understood them easily.
Vedant
find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
salma
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
Abhi
If f(x) = x-2 then, f(3) when 5f(x+1) 5((3-2)+1) 5(1+1) 5(2) 10
Augustine
how do they get the third part x = (32)5/4
kinnecy Reply
make 5/4 into a mixed number, make that a decimal, and then multiply 32 by the decimal 5/4 turns out to be
AJ
how
Sheref
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
hmm
Abhi
is it a question of log
Abhi
🤔.
Abhi
I rally confuse this number And equations too I need exactly help
salma
But this is not salma it's Faiza live in lousvile Ky I garbage this so I am going collage with JCTC that the of the collage thank you my friends
salma
Commplementary angles
Idrissa Reply
hello
Sherica
im all ears I need to learn
Sherica
right! what he said ⤴⤴⤴
Tamia
hii
Uday
hi
salma
hi
Ayuba
Hello
opoku
hi
Ali
greetings from Iran
Ali
salut. from Algeria
Bach
hi
Nharnhar
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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Source:  OpenStax, 2007 advance faculty success workshop. OpenStax CNX. Aug 07, 2007 Download for free at http://cnx.org/content/col10444/1.4
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