The Effect of an Intervention to Break the Gender Bias Habit for Faculty at One Institution: A Cluster Randomized, Controlled Trial

被引:380
作者
Carnes, Molly [1 ,2 ,3 ,4 ,5 ]
Devine, Patricia G. [6 ]
Manwell, Linda Baier [2 ,7 ]
Byars-Winston, Angela [2 ]
Fine, Eve [8 ]
Ford, Cecilia E. [9 ]
Forscher, Patrick [6 ]
Isaac, Carol [10 ]
Kaatz, Anna [1 ]
Magua, Wairimu [1 ]
Palta, Mari [11 ,12 ]
Sheridan, Jennifer [8 ]
机构
[1] Univ Wisconsin, Ctr Womens Hlth Res, Madison, WI 53715 USA
[2] Univ Wisconsin, Dept Med, Madison, WI 53715 USA
[3] Univ Wisconsin, Dept Psychiat, Madison, WI 53715 USA
[4] Univ Wisconsin, Dept Ind & Syst Engn, Madison, WI 53715 USA
[5] William S Middleton Mem Vet Adm Med Ctr, Madison, WI USA
[6] Univ Wisconsin, Dept Psychol, Madison, WI 53715 USA
[7] Vet Hlth Adm Cent Off, Womens Hlth Serv, Washington, DC USA
[8] Univ Wisconsin, Women Sci & Engn Leadership Inst, Madison, WI 53715 USA
[9] Univ Wisconsin, Dept English & Sociol, Madison, WI 53715 USA
[10] Mercer Univ, Atlanta, GA USA
[11] Univ Wisconsin, Dept Biostat, Madison, WI 53715 USA
[12] Univ Wisconsin, Dept Populat Hlth Sci, Madison, WI 53715 USA
基金
美国国家卫生研究院;
关键词
ACADEMIC MEDICINE; CONSORT STATEMENT; BASE-LINE; WOMEN; STEREOTYPES; PREJUDICE; CULTURE; DISCRIMINATION; DIVERSITY; EXTENSION;
D O I
10.1097/ACM.0000000000000552
中图分类号
G40 [教育学];
学科分类号
040101 [教育学原理];
摘要
Purpose Despite sincere commitment to egalitarian, meritocratic principles, subtle gender bias persists, constraining women's opportunities for academic advancement. The authors implemented a pair-matched, single-blind, cluster randomized, controlled study of a gender-bias-habit-changing intervention at a large public university. Method Participants were faculty in 92 departments or divisions at the University of Wisconsin Madison. Between September 2010 and March 2012, experimental departments were offered a gender-bias-habit-changing intervention as a 2.5-hour workshop. Surveys measured gender bias awareness; motivation, self-efficacy, and outcome expectations to reduce bias; and gender equity action. A timed word categorization task measured implicit gender/leadership bias. Faculty completed a work life survey before and after all experimental departments received the intervention. Control departments were offered workshops after data were collected. Results Linear mixed-effects models showed significantly greater changes post intervention for faculty in experimental versus control departments on several outcome measures, including self-efficacy to engage in gender-equity-promoting behaviors (P=.013). When 25% of a department's faculty attended the workshop (26 of 46 departments), significant increases in self-reported action to promote gender equity occurred at three months (P =.007). Post intervention, faculty in experimental departments expressed greater perceptions of fit (P=.024), valuing of their research (P=.019), and comfort in raising personal and professional conflicts (P =.025). Conclusions An intervention that facilitates intentional behavioral change can help faculty break the gender bias habit and change department climate in ways that should support the career advancement of women in academic medicine, science, and engineering.
引用
收藏
页码:221 / 230
页数:10
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