NSF: Programs and Plans Kathleen McCloud Physics Division National Science Foundation Increasing the Number of Women in Science and Engineering.

NSF: Programs and PlansNSF: Programs and Plans

Kathleen McCloudKathleen McCloud

Physics DivisionPhysics Division

National Science FoundationNational Science Foundation

Increasing the Number of Women in Science and Engineering

Broadening ParticipationBroadening ParticipationA General Definition for NSFA General Definition for NSF

NSF defines broadening participation in terms NSF defines broadening participation in terms of of individuals from underrepresented individuals from underrepresented groupsgroups as well as as well as institutions and institutions and geographic areasgeographic areas that do not participate in that do not participate in NSF research programs at rates comparable NSF research programs at rates comparable to others.to others. Includes women, underrepresented Includes women, underrepresented

minorities, and persons with disabilitiesminorities, and persons with disabilities Can depend somewhat on scientific Can depend somewhat on scientific

community community

NSF Programs and ActivitiesNSF Programs and Activities

NSF perspective NSF perspective MPS Gender Equity WorkshopsMPS Gender Equity Workshops ADVANCE ADVANCE

From the NSF perspectiveFrom the NSF perspective

Provide training for staff on NSF priorities and mechanisms for broadening participation and workforce development, including topics such as outreach approaches, reviewer selection, and mitigation of implicit bias in the review process.*

* "A Framework for * "A Framework for Action"Action"

Broadening Participation in Broadening Participation in Proposal ReviewProposal Review

Solicitation languageSolicitation language Review criteria Review criteria Implicit bias and panelistsImplicit bias and panelists Panel and reviewer selectionPanel and reviewer selection Overhaul of the internal panelist Overhaul of the internal panelist

system to address BPsystem to address BP

Solicitation LanguageSolicitation Language

Integrating Diversity into NSF Programs, Integrating Diversity into NSF Programs, Projects, and Activities Broadening Projects, and Activities Broadening opportunities and enabling the opportunities and enabling the participation of all citizens -- women and participation of all citizens -- women and men, underrepresented minorities, and men, underrepresented minorities, and persons with disabilities -- is essential to persons with disabilities -- is essential to the health and vitality of science and the health and vitality of science and engineering. NSF is committed to this engineering. NSF is committed to this principle of diversity and deems it central principle of diversity and deems it central to the programs, projects, and activities it to the programs, projects, and activities it considers and supports. considers and supports.

Criterion 2Criterion 2 How well does the activity advance discovery How well does the activity advance discovery

and understanding while promoting teaching, and understanding while promoting teaching, training, and learning? training, and learning? How well does the How well does the proposed activity broaden the participation of proposed activity broaden the participation of underrepresented groups (e.g., gender, underrepresented groups (e.g., gender, ethnicity, disability, geographic, etc.)?ethnicity, disability, geographic, etc.)? To To what extent will it enhance the infrastructure what extent will it enhance the infrastructure for research and education, such as facilities, for research and education, such as facilities, instrumentation, networks, and partnerships? instrumentation, networks, and partnerships? Will the results be disseminated broadly to Will the results be disseminated broadly to enhance scientific and technological enhance scientific and technological understanding? What may be the benefits of understanding? What may be the benefits of the proposed activity to society?the proposed activity to society?

Dear Colleague LettersDear Colleague Letters

CHE, DMR, and DMS all have Dear CHE, DMR, and DMS all have Dear Colleague Letters that specifically Colleague Letters that specifically address BP in their communitiesaddress BP in their communities

These letters can be found on the These letters can be found on the Division WebsitesDivision Websites

NSF, DOE, NIH-sponsored workshop Jan. 2006 NSF, DOE, NIH-sponsored workshop Jan. 2006 Building Strong Academic ChemistryBuilding Strong Academic Chemistry

Departments through Gender EquityDepartments through Gender Equity

A key recommendation to funding agencies is A key recommendation to funding agencies is to develop policies to ensure gender equity in to develop policies to ensure gender equity in proposal review through:proposal review through:

instituting procedures for training of instituting procedures for training of reviewers and grantees on diversity issuesreviewers and grantees on diversity issues

modifications of peer review processes modifications of peer review processes where necessary to ensure gender equitywhere necessary to ensure gender equity

Sept. 2006 NAS study Sept. 2006 NAS study Beyond Bias and Beyond Bias and

Barriers Barriers reiterates these recommendationsreiterates these recommendations

Informing PanelistsInforming Panelists Implicit bias toward a groupImplicit bias toward a group

Non-conscious hypotheses/stereotypes, often about Non-conscious hypotheses/stereotypes, often about competencecompetence

Lack of critical mass a greater reliance on implicit bias Lack of critical mass a greater reliance on implicit bias Few women and minorities in sciencesFew women and minorities in sciences

Accumulation of disadvantageAccumulation of disadvantage Small bias in same direction has large effect over timeSmall bias in same direction has large effect over time Very small differences in treatment can have major Very small differences in treatment can have major

consequences in salary, promotion and prestige consequences in salary, promotion and prestige Valian Valian (1998)(1998)

Information from a slideshow on implicit bias developed for all panelists by the CHE Division, now available NSF-wide

Minimizing Bias in Evaluation Minimizing Bias in Evaluation

Implicit bias toward a group (“schemas”)Implicit bias toward a group (“schemas”) Non-conscious hypotheses/stereotypes, often about Non-conscious hypotheses/stereotypes, often about

competencecompetence Lack of critical mass Lack of critical mass greater reliance on greater reliance on

schemasschemas Few women and minorities in sciencesFew women and minorities in sciences

Accumulation of disadvantageAccumulation of disadvantage Small bias in same direction has large effect over Small bias in same direction has large effect over

timetime Very small differences in treatment can have major Very small differences in treatment can have major

consequences in salary, promotion and prestige consequences in salary, promotion and prestige Valian (1998)Valian (1998)

Schemas are…Schemas are…

Widely culturally sharedWidely culturally shared All people, even members of under-represented All people, even members of under-represented

groups, hold schemas about these groups groups, hold schemas about these groups People are often not aware of themPeople are often not aware of them

Applied moreApplied more under circumstances of: under circumstances of: Lack of informationLack of information Stress from competing tasksStress from competing tasks Time pressureTime pressure Lack of critical massLack of critical mass

Fiske (2002). Current Directions in Psychological Science, 11, 123-128.

Impact of Blind AuditionsImpact of Blind Auditions

When orchestra auditioners were When orchestra auditioners were behind a screen, the percentage behind a screen, the percentage of female new hires for orchestral of female new hires for orchestral jobs increased 25 – 46%.jobs increased 25 – 46%.

Goldin & Rouse (2000) Goldin & Rouse (2000) The American Economic The American Economic ReviewReview, 90, 4, 715-741. (14,133 auditioners , 90, 4, 715-741. (14,133 auditioners over 25 years)over 25 years)

Evaluation of Identical CVs: RaceEvaluation of Identical CVs: Race

Bertrand & Mullainathan (2004) Poverty Action Lab, 3, 1-27.

““Jamal” had to send 15 Jamal” had to send 15 resumes to get a callback, resumes to get a callback, compared to 10 needed by compared to 10 needed by “Greg.”“Greg.”

““Greg” yielded as many Greg” yielded as many more callbacks as an more callbacks as an additional eight years of additional eight years of experience for “Jamal.”experience for “Jamal.”

The higher the resume The higher the resume quality, the higher the gap quality, the higher the gap between callbacks for between callbacks for “Greg” and “Jamal.”“Greg” and “Jamal.”

Jamal

Greg

Evaluation of Fellowship Evaluation of Fellowship ApplicationsApplications

“…“…the success rate of female the success rate of female scientists applying for scientists applying for postdoctoral fellowships at the postdoctoral fellowships at the [Swedish Medical Research [Swedish Medical Research Council] during the 1990s has Council] during the 1990s has been less than half that of male been less than half that of male applicants.”applicants.”

Wenneras & Wold (1997) Wenneras & Wold (1997) NatureNature, 387, p. , 387, p. 341 341

Average rating of applicants as a function of their scientific productivity

2.00

2.25

2.50

2.75

3.00

0-19 20-39 40-59 60-99 >99Total impact*

One impact point = one paper in a journal with an impact factor of one.

Co

mp

eten

ce S

core

males females

Women had to be 2.5 times more productive to receive the same competence score. Similar findings:

GAO report on Peer Review in Federal Agency Grant Selection (1994); and European Molecular Biology Organization Reports (2001)

*Cited by Richard Zare, Stanford chemistryprofessor and former NSB chair, editorial in5/15/06 Chemistry and Engineering News

Ways to Mitigate Evaluation BiasWays to Mitigate Evaluation Bias(1) Increase awareness of how schemas might bias (1) Increase awareness of how schemas might bias

evaluationevaluation

(2) Decrease time pressure and distractions in (2) Decrease time pressure and distractions in evaluation evaluation processprocess

(3) Rate on explicit criteria rather than global (3) Rate on explicit criteria rather than global judgmentsjudgments

(4) Point to specific evidence supporting judgments(4) Point to specific evidence supporting judgments

Bauer & Baltes, 2002, Bauer & Baltes, 2002, Sex Roles, 47Sex Roles, 47 (9/10), 465- (9/10), 465-476476

Please incorporate (3) & (4) in your discussionsPlease incorporate (3) & (4) in your discussions

MPS-funded Workshops for MPS-funded Workshops for Department ChairsDepartment Chairs

Chemistry Workshop on Gender Equity Chemistry Workshop on Gender Equity Physics Workshop on Gender Equity (co-funded Physics Workshop on Gender Equity (co-funded

AST, PHY, DMR)AST, PHY, DMR) Materials Science and Engineering Workshop on Materials Science and Engineering Workshop on

Gender EquityGender Equity Chemistry Workshop on Under-represented Chemistry Workshop on Under-represented

MinoritiesMinorities Workshop on Excellence Empowered by a Diverse Workshop on Excellence Empowered by a Diverse

Academic Workforce: Chemists, Chemical Academic Workforce: Chemists, Chemical Engineers and Materials Scientists with DisabilitiesEngineers and Materials Scientists with Disabilities

1.To educate the chemistry departments about the value of diversity in their departments, the importance of aggressively pursuing gender diversity in appointments and the need to eliminate gender related barriers and biases that impair the appointment and advancement of women chemists.

2. To establish a set of goals for achieving gender equity in research active chemistry departments and report annual progress towards these goals.

3. To make recommendations to funding agencies for how to assist in this effort.

Gender Equity Workshop for Gender Equity Workshop for Physics ChairsPhysics Chairs (PHY, DMR, AST) (PHY, DMR, AST)

http://www.aps.org/programs/women/workshops/gender-equity/Sponsored by NSF and DOE

Goal: To double the number of women in physics in the next 15 years by informing, educating and providing chairs of physics departments and physics-oriented national laboratory managers the tools to achieve that goal.

Attendees: 50 major research-oriented academic physics departments as well as about 15 physics-related managers of major national laboratories.

May 2007College Park Maryland

Physics Today, July 2007

Gender Equity in Materials Science and Engineering

University of MarylandAdelphi, Maryland

May 2008

http://www.mse.uiuc.edu/gender/index.htmSponsored by NSF and DOE

Attendees:~ 50 Chairs from Materials Science academic departments and government laboratories.

Goals:Similar to previous chemistry and physics chairs workshops.

CHE Workshop on Under-CHE Workshop on Under-Represented MinoritiesRepresented Minorities

•Funded by NSF, DOE, and Funded by NSF, DOE, and NIHNIHWith DOE and NIH With DOE and NIH •Chairs of the top 50 Chairs of the top 50 chemistry departments chemistry departments attended. attended.

Chairs will report on action Chairs will report on action items at the Workshop items at the Workshop website.website.

Excellence Empowered by a Diverse Academic Workforce: Achieving Racial & Ethnic Equity in Chemistry September 24 – 26, 2007 Arlington, VA

workshop report workshop report http://chemchairs.uoregon.edu/urm/images/urmreport.pdf.

Common Agenda for Gender-Equity WorkshopsCommon Agenda for Gender-Equity Workshops

Pre-workshop SurveyPre-workshop Survey

Opening Evening Session:Opening Evening Session:

Defining the issues; data on demographics; Defining the issues; data on demographics; theatre group to illustrate issues.theatre group to illustrate issues.

Next 1.5 days:

• Presentations from experts on issues impacting the careers of women in STEM fields: Implicit bias, gender schemas, family issues.

• Presentations highlighting best practices and challenges in academic institutions, national laboratories and departments.

• Presentations from federal funding representatives on their current challenges and activities on gender equity issues.

• Break-out sessions to identify issues and set of best practices for departments, research centers and institutions.

• Develop goals for department chairs to implement.

Evaluation Survey

Post-workshop SurveyPresentation developed by Geri Richmond, U of Oregon

Monitoring the Long-Term ImpactMonitoring the Long-Term Impact

• All workshops developed a series of All workshops developed a series of goals and action plans.goals and action plans.

• All workshops have/are developing a All workshops have/are developing a website for chairs to report their website for chairs to report their progress.progress.

Presentation developed by Geri Richmond, U of Oregon

The ADVANCE ProgramThe ADVANCE Program Program Goal: Increase the participation Program Goal: Increase the participation

and advancement of women at all levels in and advancement of women at all levels in academic science and engineering careers.academic science and engineering careers.

Creative strategies to realize this goal should Creative strategies to realize this goal should involve and are sought from both men and involve and are sought from both men and women women

There are three program components;There are three program components; Institutional TransformationInstitutional Transformation IT-CatalystIT-Catalyst Partnerships for Adaptation, Implementation, Partnerships for Adaptation, Implementation,

and Dissemination (PAID)and Dissemination (PAID)

Institutional Transformation Institutional Transformation (IT)(IT)

The IT component has been in all program The IT component has been in all program solicitations since 2001solicitations since 2001

5-year projects5-year projects $2 M to $4 M total$2 M to $4 M total Comprehensive, institution-wide, projects to Comprehensive, institution-wide, projects to

transform the culture of the university or transform the culture of the university or collegecollege

Examples of project activities:Examples of project activities: Reviewing, updating, and clarifying hiring, Reviewing, updating, and clarifying hiring,

promotion and tenure policies, promotion and tenure policies, Developing dual career hiring policies, Developing dual career hiring policies, Establishing mentoring programs, Establishing mentoring programs, Providing training for departmental leaders Providing training for departmental leaders Climate surveys and data analysisClimate surveys and data analysis

IT-Catalyst ProjectsIT-Catalyst Projects

Previously “IT-Start” piloted in the 07-582 Previously “IT-Start” piloted in the 07-582 solicitationsolicitation

Up to 2-year projectsUp to 2-year projects $100 K to $200 K total$100 K to $200 K total Planning and assessment activities to Planning and assessment activities to

prepare for transformational activities.prepare for transformational activities. Examples of project activities:Examples of project activities:

Climate surveys to establish baseline dataClimate surveys to establish baseline data Data collection and analysisData collection and analysis Planning meetings with stake holdersPlanning meetings with stake holders Research on potential strategiesResearch on potential strategies

Partnerships for Adaptation, Partnerships for Adaptation, Implementation, and Dissemination Implementation, and Dissemination

(PAID)(PAID) One year to five year projectsOne year to five year projects Funding depends on the scope of the projectFunding depends on the scope of the project Some projects adapt, implement and/or diffuse Some projects adapt, implement and/or diffuse

exemplary ADVANCE IT strategies to increase exemplary ADVANCE IT strategies to increase the participation of women in STEM the participation of women in STEM academics. academics.

Some projects are social science research Some projects are social science research proposals related to gender in STEM faculty proposals related to gender in STEM faculty and academic leadership positionsand academic leadership positions

Other examples of projects may include:Other examples of projects may include: Workshop projectsWorkshop projects Leadership development programsLeadership development programs

Program ManagementProgram Management

ADVANCE is a “NSF-wide” programADVANCE is a “NSF-wide” program The Assistant Directors (ADs) of each The Assistant Directors (ADs) of each

participating directorate reviews and approves participating directorate reviews and approves the program solicitation and management planthe program solicitation and management plan

Program funds are located in the participating Program funds are located in the participating directorates and officesdirectorates and offices

ADVANCE Implementation Committee (AIC)ADVANCE Implementation Committee (AIC) One or more representatives from each One or more representatives from each

participating Directorate and Officeparticipating Directorate and Office Acts as an advisory committeeActs as an advisory committee Meets monthly to discuss program Meets monthly to discuss program

management and related issuesmanagement and related issues

ADVANCEADVANCEProgram Directors: Program Directors: Jessie DeAro - Jessie DeAro - [email protected]@nsf.gov

Integrative Activities Specialist:Integrative Activities Specialist: Pat Simms – Pat Simms – [email protected]@nsf.gov

ADVANCE NSF WebsiteADVANCE NSF Website http://www.nsf.gov/funding/pgm_summ.jsp?pims_ihttp://www.nsf.gov/funding/pgm_summ.jsp?pims_i

d=5383&from=fundd=5383&from=fund

ADVANCE Web PortalADVANCE Web Portal http://research.cs.vt.edu/advance/index.htmhttp://research.cs.vt.edu/advance/index.htm

ADVANCE LessonsADVANCE Lessons

Implement standardized and transparent Implement standardized and transparent departmental policies and proceduresdepartmental policies and procedures

Collect departmental data and relevant national Collect departmental data and relevant national data and share it with the departmentdata and share it with the department

Support formal mentoring inside and outside Support formal mentoring inside and outside the departmentthe department

Establish a culture and develop programs Establish a culture and develop programs supportive of work-life balance (for instance, supportive of work-life balance (for instance, daycare opportunities)daycare opportunities)

Focus on changing the department to achieve Focus on changing the department to achieve equity, not “changing the individuals” to suit equity, not “changing the individuals” to suit the environmentthe environment

ADVANCE LessonsADVANCE Lessons RecruitmentRecruitment

Establish group expectations for diversityEstablish group expectations for diversity Require candidate pools that reflect the available Require candidate pools that reflect the available

poolpool Create broader position announcements to widen Create broader position announcements to widen

the pool of qualified candidatesthe pool of qualified candidates Purposefully select diverse and knowledgeable Purposefully select diverse and knowledgeable

search committeesearch committee Train search committee chairs and members on Train search committee chairs and members on

implicit bias, etc.implicit bias, etc. Require documentation be reported on each search Require documentation be reported on each search

(e.g., committee composition, demographics of (e.g., committee composition, demographics of candidates interviewed, reasons for hire decision, candidates interviewed, reasons for hire decision, etc.)etc.)

Highlight work-life balance programs and policies to Highlight work-life balance programs and policies to allall candidates candidates

ADVANCE LessonsADVANCE Lessons Promotion and TenurePromotion and Tenure

Publish tenure and promotion requirementsPublish tenure and promotion requirements Mentor junior faculty (Include mentoring by Mentor junior faculty (Include mentoring by

department chair and faculty inside and outside of department chair and faculty inside and outside of the department)the department)

Develop multiple mentors for faculty, a mentoring Develop multiple mentors for faculty, a mentoring circlecircle

Implement pre-tenure reviewImplement pre-tenure review Actively encourage faculty to pursue promotionActively encourage faculty to pursue promotion Thoughtfully select P&T committeeThoughtfully select P&T committee Train P&T Committee on implicit bias, etc.Train P&T Committee on implicit bias, etc. Assign service and teaching demands equitablyAssign service and teaching demands equitably Encourage all faculty to take advantage of Encourage all faculty to take advantage of

available work-life balance programs (stop the available work-life balance programs (stop the clock policies, etc.) and ensure P&T decisions are clock policies, etc.) and ensure P&T decisions are not negatively influenced as a resultnot negatively influenced as a result

Questions?Questions?