The Heart of Equity

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The Heart of Equity
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A Cat Chasing A Dog?
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Or What the World Looks Like?
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Counselor Tool Kit
Understand the Demand Understand the
Challenges Deconstruct the Disparity Change the
Conversation Dispel Stereotypes/Gender
Bias Work Values Framework Resources
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CLUSTER
INDUSTRY
PWR!!
PATHWAYS
PLAN OF STUDY
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Colorado Statistics (2011)

• 232,000 STEM-related jobs by 2018
• 74,958 Average salary (2005-2008)
• Occupational area
• 115,000 Computer/Mathematical Science
• 58,000 Engineers and technicians
• 30,000 Life and physical sciences
• 17,000 Architects and technicians
• 12,000 Social Sciences

Source Colorados K-12 STEM Ed Report Card 2011,
STEMConnector, www.stemconnector.org
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CTE Nontraditional Career Fields

• Occupations for which individuals from one gender
  comprise less than 25 percent of the individuals
  employed in that occupation.

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ACTIVITY
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Why Do We Care if Women and Minorities Study
Non-Traditional Careers for their gender?

• As a consequence of a lack of diversity we pay an
  opportunity cost, a cost in designs not thought
  of, in solutions not produced.
• Source Dr. Bill Wulf, Past President, National
  Academy of Engineering
• If we do not engage the underrepresented gender
  and minorities in the non-traditional career
  fields, we are ignoring more than 50 of
  Americas intellectual talent.
• Many boys have not seen a male role-model until
  they are in junior high school.

Source Bostonworks.com
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Women and Men Tend to Major in Different Fields
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Community College EnrollmentWomen and men study
different fields.
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Challenges for the 21st Century
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Why Do We Need to Encourage Students to Study
Non-Traditional Careers for their gender?

• In the last 50 years, more than half of Americas
  sustained economic growth was fueled by
  engineers, scientists and advanced-degree
  technologists, a mere 5 of Americas 132
  million-person workforce.
• Twenty-five percent of our scientists and
  engineers will reach retirement age by 2010.
• 37 increase in job growth for ORANGE Cluster by
  2018 and 2020. http//www9.georgetown.edu/grad/gp
  pi/hpi/cew/pdfs/Colorado2020.pdf

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Inventions by Women

• Kevlar (1964 ) Stephanie Kwolek
• Windshield wiper (1903) Mary Anderson
• Dishwasher (1886) Josephine Cochrane
• Square bottom paper bag (1871) Margaret Knight
• Colored flare system (1857) Martha Coston
• Liquid paper (1958) Bessie Nesmith
• Chocolate Chip Cookie (1930) Ruth Graves
  Wakefield
• Circular saw (1812) Tabitha Babbit

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Gendered expectations

• Men

• Women

• Instrumental
• Strong
• Decisive
• Inventive
• Task-oriented
• Competent

• Nurturing
• Emotional
• Helpers
• Relationship-oriented
• Nice
• Dependent

Male traits unconsciously associated with
leadership, competence, science, and technical
skills
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• Women More than Men
• Okay to express weakness, ask for help
• Encouraged to perform for the approval of others
• Confidence levels dependent on others signs
  (e.g., praise)
• May see lack of encouragement as discouragement
• Discouraged from self-promotion

• Men More than Women
• Encouraged to display confidence and ability
• Independence from nurturing
• Inappropriate to express weakness

HOW DOES THIS RELATE TO STUDENT BEHAVIOR IN YOUR
CLASS?
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ACTIVITY
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Understanding Your Biases

• Question
• Why do we need to understand our biases to make
  an inclusive environment?
• Activity
• Think about a person you work with
• What are your thoughts, beliefs, and perceptions
  about the person negative and positive?

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Understanding Your Biases

• How long have I known/worked with him or her?
• Quite a while
• A little while
• I just met the person recently
• How well do I know him or her?
• Very well
• Somewhat
• Not well at all
• Why do I think, believe, perceive those things
  about him or her?
• My interactions with him or her (experience)
• What others have told me about him or her
  (hearsay)
• What I concluded based on his or her background
  and demographics (assumptions)

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READ THE COLOR OF EACH WORD
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Unconscious BiasKnowledge schemas create
biased viewsof the world
Visualize a small tabby looking into a mirror and
seeing a lion as his reflection.
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Identical Resume Evaluation

• Both male female participants gave male
  applicant better evaluations and were more likely
  to hire the male than the female applicant.
• (238 academic psychologists, 50/50 male/female
  evaluating a résumé randomly assigned a male or a
  female name.)

Steinpreis, Anders Ritzke. (1999). The impact
of gender on the review of the curricula vitae of
job applicants and tenure candidates A national
empirical study. Sex Roles, 41 509-528.
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Orchestra auditions behind curtains

• Increased by 50 the probability that women would
  advance out of preliminary rounds.
• Increased the percentage of new orchestral hires
  that were women between 25-46.

Goldin Rouse (2000) The American Economic
Review, 90(4), 715-741.
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• Every human being has bias
• Bias allows automatic decision making
• Bias allows information bypass
• Unconscious is more powerful than the conscious

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Even people who consciously reject negative
stereotypes about women in science can still
hold those beliefs at an unconscious level.
Most people associate science and math fields
with male and humanities and arts fields with
female.
1. Take a test to learn about your unconscious
bias https//implicit.harvard.edu 2. Take steps
to address your biases.
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GO! WHAT DO YOU SEE?
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WHAT DO YOU SEE NOW?
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Identifying Your Values

• Ethnocentrism using your own values to interpret
  the behaviors, intentions, and needs of people
  different than yourself
• Values are our priorities the things we care
  about most

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Indentifying Your Values

• Question
• What personal values and priorities influence how
  I evaluate and perceive others?
• Activity
• List some interactions you have had when you
  found yourself judging others.
• Record the personal values/priorities that
  influenced those judgments

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ACTIVITY
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Significance Identifying Your Values

• Awareness of values can prevent them from
  distorting our view of others
• We all tend to project our own personal values
  onto others resulting in assumptions about their
  intentions, attitudes and abilities
• Identifying incidents in the past
• can help control their impact in the future

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Workplace Gender Balance Mini-Grant Project

• 2013-2014
• TSJC MS Girls in the Middle CTE Day
• CNCC Aviation and Automotive Projects, School
  visits, Shadow days
• RRCC HVAC Mentors, School Presentations,
  Interns, Conferences
• RRCC Electrical Retention and Recruitment
  increase
• CCA Film School Women Directors

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Colorado CTE Health Sciences

• Secondary
• 33 programs
• 1,598 students
• 75 female
• 49 White
• Post-Secondary
• 154 programs
• 10,845 students
• 73 female
• 64 White

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Colorado CTEEngineering CAD

• Secondary
• 94 Programs
• 6821 Students
• 25 Females
• 68 White
• Post-secondary
• 41 Programs
• 1434 Students
• 13 Females
• 64 White

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Colorado CTEInformation Technology

• Secondary
• 40 Programs
• 1350 Students
• 37 Females
• 63 White
• Post-secondary
• 29 Programs
• 1260 Students
• 33 Females
• 60 White

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Colorado CTE Agriculture/Energy

• Secondary
• 99 programs
• 5220 Students
• 39 Female
• 79 White
• Post-secondary
• 22 programs
• 938 students
• 39 Female
• 70 White

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Stereotype Threat

• A stereotype about ones own group, when salient,
  leads to lower/higher performance, controlling
  for actual ability level
• The effects occur out of awareness. We impose it
  on ourselves

Confirmed in numerous experiments
Effects higher for high performing
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Mindsets Survey

• Dweck Video

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In math and science, a growth mindset benefits
women. Maybe, growth mindset awareness is good
for all of our bookends?

• Teach individuals that intellectual skills can be
  acquired.
• Praise students for effort.
• Highlight the struggle.
• Gifted and talented programs should send the
  message that they value growth and learning.

Fixed Mindset Growth Mindset
Intelligence is static. Intelligence can be developed.
Leads to a desire to look smart and therefore a tendency to Leads to a desire to learn and therefore a tendency to
avoid challenges embrace challenges
give up easily due to obstacles persist despite obstacles
see effort as fruitless see effort as path to mastery
ignore useful feedback learn from criticism
be threatened by others success be inspired by others success
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GOALS of the Stem Equity Pipeline (SEP)

• Building the capacity of the formal education
  community
• Connecting the outcomes to existing
  accountability systems
• Broadening the commitment to gender equity and
  diversity in STEM Education.

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Resources for Non-Trad

• Implicit Bias https//implicit.harvard.edu/implic
  it/selectatest.html
• Mindset Survey http//www.mindsetonline.com/testy
  ourmindset/step1.php
• National Alliance for Partnerships in Equity
  NAPE www.napequity.org
• STEM Equity Pipeline Jennifer.Jirous_at_cccs.edu
• Kudos Cards www.napequity/counselors
• Workplace Gender Balance www.coloradostateplan.co
  m/genderbalance.htm

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More Resources

• www.ncwit.org
• http//www.coloradostateplan.com/genderBalance.htm
  
• http//www.napequity.org/
• http//www.iwitts.org/
• http//aamn.org/

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Sources

• Videos
• Ted Talks http//ed.ted.com/lessons/what-adults-c
  an-learn-from-kids-adora-svitak
• NPR Women in the Workplace http//www.npr.org/pla
  yer/v2/mediaPlayer.html?action1t1islistfalse
  id177511506m178368111 or http//www.npr.org/201
  3/04/22/177511506/want-more-gender-equality-at-wor
  k-go-to-an-emerging-market
• NPR Men in Nursing http//www.npr.org/player/v2/
  mediaPlayer.html?action1t1islistfalseid1393
  114m1393115 or http//www.npr.org/templates/stor
  y/story.php?storyId1393114
• Women in STEM A Gender Gap to Innovation (2011)
• U.S. Department of Commerce, Economics and
  Statistics Administration, ESA Issue Brief
  03-11
• Why So Few? Women in Science, Technology,
  Engineering, and Mathematics (2010)
• American Association of University Women
• Colorados K-12 STEM Ed Report Card (2011)
• STEMConnector
• Graduating to a Pay Gap The Earnings of Women
  and Men One Year after College Graduation (2013)
• American Association of University Women
• Women in Community Colleges Access to Success
  (2013)
• American Association of University Women

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Contact

• Lauren Jones lauren.jones_at_cccs.edu
• Workplace Gender Balance Grant Coordinator, CTE
  Program Director for Career Guidance, Counseling
  ACE
• Jennifer Jirous
• STEMEQUITY pipeline coordinator
• Lorrie Toni lorrie.toni_at_cccs.edu
• Perkins Guru and Master VW Technician AND Gender
  Equity Regulator