TY - JOUR
T1 - Real-Life Conundrums in the Struggle for Institutional Transformation
AU - Mcquillan, Julia
AU - Hernandez, Nestor
N1 - Funding Information:
After being awarded the feminist lecture, Julia hired Nestor Hernandez when he was an undergraduate (he is now a graduate student) as a research assistant for the considerable data work for this project. In the years of repeatedly added data and conducting various analyses, our collaboration led to his substantial contributions, thus earning him coauthorship. This work was funded in part by NSF ADVANCE-IT Grant No. 0811250. We appreciate the thoughtful comments and editing from the following people: Barbara J. Risman, Myra Marx Ferree, Terciera Berdahl, Meghan Leadabrand, Patricia Wonch Hill, Mary Anne Holmes, Mindy Anderson Knott, Kathrin Zippel, Laura Logan, Jennifer Reich, Sheryl Skaggs, Thealouise Lahey, Katherine Acosta, and Nancy Gonzalez.
Publisher Copyright:
© 2021 by The Author(s).
PY - 2021/6
Y1 - 2021/6
N2 - Intersecting systems of inequality (i.e., gender and race/ethnicity) are remarkably resistant to change. Many universities, however, seek National Science Foundation Institutional Transformation awards to change processes, procedures, and cultures to make science, technology, engineering, and mathematics (STEM) departments more inclusive. In this article we describe a case study with observations for eight years of before (2000–2007), five during (2008–2013), and seven after (2014–2020) intensive efforts to increase women through reducing barriers and increasing access to women. Finally, we reflect on flawed assumptions built into the proposal, the slow and uneven change in the proportion of women over time, the strengths and weaknesses of numeric assessments, and the value of a longer view for seeing how seeds planted with promising practices initiated during the award may end with the funding but can reemerge and bear fruit when faculty who engage in equity work are in positions of authority later in their careers.
AB - Intersecting systems of inequality (i.e., gender and race/ethnicity) are remarkably resistant to change. Many universities, however, seek National Science Foundation Institutional Transformation awards to change processes, procedures, and cultures to make science, technology, engineering, and mathematics (STEM) departments more inclusive. In this article we describe a case study with observations for eight years of before (2000–2007), five during (2008–2013), and seven after (2014–2020) intensive efforts to increase women through reducing barriers and increasing access to women. Finally, we reflect on flawed assumptions built into the proposal, the slow and uneven change in the proportion of women over time, the strengths and weaknesses of numeric assessments, and the value of a longer view for seeing how seeds planted with promising practices initiated during the award may end with the funding but can reemerge and bear fruit when faculty who engage in equity work are in positions of authority later in their careers.
KW - cultural logics
KW - equity work
KW - multilevel models
KW - proportional representation
UR - http://www.scopus.com/inward/record.url?scp=85106457166&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85106457166&partnerID=8YFLogxK
U2 - 10.1177/08912432211013147
DO - 10.1177/08912432211013147
M3 - Article
AN - SCOPUS:85106457166
SN - 0891-2432
VL - 35
SP - 300
EP - 329
JO - Gender and Society
JF - Gender and Society
IS - 3
ER -