The Heart of Equity - PowerPoint PPT Presentation

Loading...

PPT – The Heart of Equity PowerPoint presentation | free to download - id: 5d3a09-Yjk0O



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

The Heart of Equity

Description:

Title: Slide 1 Author: ljones Last modified by: ljones Created Date: 11/6/2013 6:22:46 PM Document presentation format: On-screen Show (4:3) Company – PowerPoint PPT presentation

Number of Views:41
Avg rating:3.0/5.0
Slides: 42
Provided by: LJo2
Learn more at: http://www.coloradostateplan.com
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: The Heart of Equity


1
The Heart of Equity
2
A Cat Chasing A Dog?
3
Or What the World Looks Like?
4
Counselor Tool Kit
Understand the Demand Understand the
Challenges Deconstruct the Disparity Change the
Conversation Dispel Stereotypes/Gender
Bias Work Values Framework Resources
5
CLUSTER
INDUSTRY
PWR!!
PATHWAYS
PLAN OF STUDY
6
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
7
CTE Nontraditional Career Fields
  • Occupations for which individuals from one gender
    comprise less than 25 percent of the individuals
    employed in that occupation.

8
ACTIVITY
9
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
10
Women and Men Tend to Major in Different Fields
11
Community College EnrollmentWomen and men study
different fields.
12
Challenges for the 21st Century
13
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

14
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

15
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
16
  • 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?
17
ACTIVITY
18
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?

19
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)

20
READ THE COLOR OF EACH WORD
21
Unconscious BiasKnowledge schemas create
biased viewsof the world
Visualize a small tabby looking into a mirror and
seeing a lion as his reflection.
22
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.
23
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.
24
(No Transcript)
25
  • Every human being has bias
  • Bias allows automatic decision making
  • Bias allows information bypass
  • Unconscious is more powerful than the conscious

26
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.
27
GO! WHAT DO YOU SEE?
28
WHAT DO YOU SEE NOW?
29
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

30
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

31
ACTIVITY
32
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

33
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

34
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

35
Colorado CTEEngineering CAD
  • Secondary
  • 94 Programs
  • 6821 Students
  • 25 Females
  • 68 White
  • Post-secondary
  • 41 Programs
  • 1434 Students
  • 13 Females
  • 64 White

36
Colorado CTEInformation Technology
  • Secondary
  • 40 Programs
  • 1350 Students
  • 37 Females
  • 63 White
  • Post-secondary
  • 29 Programs
  • 1260 Students
  • 33 Females
  • 60 White

37
Colorado CTE Agriculture/Energy
  • Secondary
  • 99 programs
  • 5220 Students
  • 39 Female
  • 79 White
  • Post-secondary
  • 22 programs
  • 938 students
  • 39 Female
  • 70 White

38
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
39
Mindsets Survey
  • Dweck Video

40
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
41
(No Transcript)
42
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.

43
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

44
More Resources
  • www.ncwit.org
  • http//www.coloradostateplan.com/genderBalance.htm
  • http//www.napequity.org/
  • http//www.iwitts.org/
  • http//aamn.org/

45
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

46
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
About PowerShow.com