Abstracts
Abstract
This research examines the extent to which issues identified in Breaking Anonymity (The Chilly Collective, 1995) are still salient despite new EDI mandates/programs which support increased research excellence through EDI principles. We present survey results for Canadian academics who identify as women (n = 244) regarding their experiences with gender-based harassment and discrimination. Our analysis identified three categories of patriarchal gendered control: (1) overt practices, (2) covert practices, and (3) a systematic effort to silence the reporting of these experiences. We highlight the voices of women academics as they provide personal insights into the continuing barriers through their experiences. Through their stories, the implications of existing overt and covert harassment and discrimination practices are discussed. Our study provides an overview of women academics’ experiences with oppression by their male colleagues and contributes to research exploring equity and inclusion in higher education and the continued need to work toward gender equity.
Keywords:
- Gender,
- Discrimination,
- Harassment,
- Chilly Climate,
- Academia
Résumé
Cette recherche examine dans quelle mesure les questions identifiées dans Breaking Anonymity (The Chilly Collective, 1995) sont toujours d’actualité malgré les nouveaux mandats/programmes d’ÉDI (équité, diversité et inclusion) qui soutiennent l’excellence accrue de la recherche grâce aux principes de l’ÉDI. Nous présentons les résultats d’une enquête menée auprès d’universitaires canadiennes qui s’identifient comme des femmes (n = 244) concernant leurs expériences en matière de harcèlement et de discrimination basés sur le genre. Notre analyse a permis d’identifier trois catégories de contrôle patriarcal genré : 1) des pratiques manifestes ; 2) des pratiques cachées ; et 3) un effort systématique pour faire taire la divulgation de ces expériences. Nous soulignons les voix des femmes universitaires qui, à travers leurs expériences personnelles, donnent un aperçu des obstacles qui subsistent. À travers leurs récits, les implications des pratiques de harcèlement et de discriminations manifestes et cachées sont discutées. Notre étude donne un résumé des expériences des femmes universitaires en matière d’oppression par leurs collèges de sexe masculin et contribue à la recherche sur l’équité et l’inclusion à l’enseignement supérieur et sur la nécessité de continuer à travailler en faveur de l’équité des sexes.
Mots-clés :
- genre,
- discrimination,
- harcèlement,
- ambiance tendue,
- milieu universitaire
Appendices
Bibliography
- Acker, S., & Muzzin, L. (2019). Minoritized faculty in Canada’s universities and colleges: Gender, power and academic work. In L. Nichols (Ed.) Working women in Canada: An intersectional approach, (pp. 117–202). Women’s Press.
- Ahmed, S. (2014). Willful subjects. Duke University Press.
- Ahmed, S. (2021). Complaint! Duke University Press.
- Amanatullah, E. T., & Morris, M. W. (2010). Negotiating gender roles: Gender differences in assertive negotiating are mediated by women’s fear of backlash and attenuated when negotiating on behalf of others. Journal of Personality and Social Psychology, 98(2), 256–267. https://doi.org/10.1037/a0017094” https://doi.org/10.1037/a0017094
- Armstrong, M. A., & Jovanovic, J. (2015). Starting at the crossroads: Intersectional approaches to institutionally supporting underrepresented minority women STEM faculty. Journal of Women and Minorities in Science and Engineering, 21(2), 141–157.
- Arnold, W. N., & Crawford, E. R. (2016). Psychological heuristics and faculty of color: Racial battle fatigue and tenure/promotion. The Journal of Higher Education, 87(6), 890–919. https://doi.org/10.1353/jhe.2016.0033
- Berdahl, J. L. (2007). Harassment based on sex: Protecting social status in the context of gender hierarchy. The Academy of Management Review, 32(2), 641–658. https://doi.org/10.5465/AMR.2007.24351879
- Canadian Association of University Teachers. (2018). 2.1 Average and median salaries of full-time university teachers by rank and gender, 2016–2017. https://www.caut.ca/content/21-average-and-median-salaries-full-time-university-teachers-rank-and-gender-2016-2017
- Carr, P. L., Helitzer, D., Freund, K., Westring, A., McGee, R., Campbell, P. B., Wood, C. V., & Villablanca, A. (2018). A Summary report from the research partnership on women in science careers. Journal of General Internal Medicine, 34(3), 356–362. Htpps://doi.org/10.1007/s11606-018-4547-y
- Castilla, E. J. (2015). Accounting for the gap: A firm study manipulating organizational accountability and transparency in pay decisions. Organization Science, 26(2), 311–333. https://doi.org/10.1287/orsc.2014.0950
- CFI Group. (2017). Technical report: National Park Service (NPS) work environment survey January-March 2017. https://www.nps.gov/aboutus/upload/NPS-WES-Technical-Report-20170929-Accessible.pdf
- Chapman, E. N., Kaatz, A., & Carnes, M. (2013). Physicians and implicit bias: How doctors may unwittingly perpetuate health care disparities. Journal of General Internal Medicine, 28(11), 1504–1510. https://doi.org/10.1007/s11606-013-2441-1
- Creswell, J. W., & Guetterman, T. E. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Pearson Education.
- de Haas, S., & Timmerman, G. (2010). Sexual harassment in the context of double male dominance. European Journal of Work and Organizational Psychology, 19(6), 717–734. https://doi.org/10.1080/09541440903160492
- Domingo, C. R., Gerber, N. C., Harris, D., Mamo, L., Pasion, S. G., Rebanal, R. D., & Rosser, S. V. (2020). More service or more advancement: Institutional barriers to academic success for women and women of color faculty at a large public comprehensive minority-serving state university. Journal of Diversity in Higher Education. Advance online publication.
- Dresden, B. E., Dresden, A. Y., & Ridge, R. D. (2018). The boys club: Engineering a more positive environment for women in male-dominated majors. Social Sciences, 7(2), 17–26. https://doi.org/10.3390/socsci7020017
- Dresden, B. E., Dresden, A. Y., Ridge, R. D., & Yamawaki, N. (2018). No girls allowed: Women in male-dominated majors experience increased gender harassment and bias. Psychological Reports, 121(3), 459–474. https://doi.org/10.1177/0033294117730357
- Fernando, D., & Prasad, A. (2019). Sex-based harassment and organizational silencing: How women are led to reluctant acquiescence in academia. Human Relations, 72(10), 1565–1594.
- Filut, A., Kaatz, A., & Carnes, M. (2017). The impact of unconscious bias on women’s career advancement. The Sasakawa Peace Foundation. https://www.spf.org/publication/upload/Unconscious%20Bias%20and%20Womens%20Careers_2017_en.pdf
- Findler, L., Wind, L. H., & Mor Barak, M. E. (2007). The challenge of workforce management in a global society: Modeling the relationship between diversity, inclusion, organizational culture, and employee well-being, job satisfaction and organizational commitment. Administration in Social Work, 31, 63–94. https://doi.org/10.1300/J147v31n03_05
- Griffin, K. A., Bennett, J. C., & Harris, J. (2011). Analyzing gender differences in Black faculty marginalization through a sequential mixed-methods design. New Directions for Institutional Research, 151, 45–61. https://doi.org/10.1002/ir.398
- Guarino, C. M., & Borden, V. M. H. (2017). Faculty service loads and gender: Are women taking care of the academic family? Research in Higher Education, 58, 672–694. http://dx.doi.org/10.1007/s11162-017- 9454-2
- Handley, I. M., Brown, E. R., Moss-Racusin, C. A., & Smith, J. L. (2015). Quality of evidence revealing subtle gender biases in science is in the eye of the beholder. Proceedings of the National Academy of Sciences of the United States of America, 112(43), 13201–13206. https://doi.org/10.1073/pnas.1510649112
- Hango, D. (2021). Harassment and discrimination among faculty and researchers in Canada’s postsecondary institutions. Government of Canada.
- Hango, D., & Moyser, M. (2018). Harassment in Canadian workplaces. Insights on Canadian Society. Government of Canada.
- Heilman, M. E., & Okimoto, T. G. (2007). Why are women penalized for success at male tasks? The implied communality deficit. Journal of Applied Psychology, 92(1), 81–92. https://doi.org/10.1073/pnas.1510649112
- Isaac, C., Chertoff, J., Lee, B., & Carnes, M. (2011). Do students’ and authors’ genders affect evaluations? A linguistic analysis of medical student performance evaluations. Academic Medicine, 86(1), 59–66. https://doi.org/10.1097/ACM.0b013e318200561d
- Isaac, C., Kaatz, A., Lee, B., & Carnes, M. (2012). An educational intervention designed to increase women’s leadership self-efficacy. CBE Life Sciences Education, 11(3), 307–322. https://doi.org/10.1187/cbe.12-02-0022
- Jaschik, S. (2014, August 18). Productivity or sexism? Inside Higher Education. https://www.insidehighered.com/news/2014/08/18/study-raises-questions-about-why-women-are-less-likely-men-earn-tenure-research
- Kanter, R. M. (1977). Men and women of the corporation. Basic Books.
- Larivière, V., Ni, C., Gingras, Y., Cronin, B., & Sugimoto, C. R. (2013). Bibliometrics: Global gender disparities in science. Nature, 504(7479), 211–213.
- Lennartz, C., Proost, K., & Brebels, L. (2019). Decreasing overt discrimination increases covert discrimination: Adverse effects of equal opportunities policies. International Journal of Selection and Assessment, 27(2), 129–138. https://doi.org/10.1111/ijsa.12244
- Martinez, E. (1998). De colores means all of us: Latina views for a multi-colored century. South End Press.
- Mason, M. A., Wolfinger, N. H., & Goulden, M. (2013). Do babies matter? Gender and family in the ivory tower. Rutgers University Press.
- McClelland, S. I., & Holland, K. J. (2015). You, me, or her: Leaders’ perceptions of responsibility for increasing gender diversity in STEM departments. Psychology of Women Quarterly, 39(2), 210–225. https://doi.org/10.1177/0361684314537997
- McLaughlin, H., Uggen, C., & Blackstone, A. (2012). Sexual harassment, workplace authority, and the paradox of power. American Sociological Review, 77, 625–647. https://doi.org/10.1177/0003122412451728
- Miles, M. B., Huberman, A. M., & Saldana, J. (2020). Qualitative data analysis: A methods source book (4th ed.). SAGE.
- Millar, P. E., & Barker, J. (2020). Gender and academic promotion to full professor in Ontario. Canadian Journal of Sociology, 45(1), 47–70.
- Misra, J., Lundquist, J. H., Holmes, E., & Agiomavritis, S. (2011). The ivory ceiling of service work: Service work continues to pull women associate professors away from research. What can be done? American Association of University Professors. http://www.aaup.org/AAUP/pubsres/academe/2011/JF/feat/misr.htm
- Momani, B., Dreher, E., & Williams, K. (2019). More than a pipeline problem: Evaluating the gender pay gap in Canadian academia from 1996 to 2016. Canadian Journal of Higher Education, 49(1), 1–21.
- Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences of the United States of America, 109(41),16474–16479. https://doi.org/10.1073/pnas.1211286109
- O’Meara, K. A., & Stromquist, N. P. (2015). Faculty peer networks: Role and relevance in advancing agency and gender equity. Gender and Education, 27(3), 338–358.
- Pyke, K. (2014). Faculty gender inequity and the ‘just say no to service’ fairytale. In K. De Welde & A. Stepnick (Eds.), Disrupting the culture of silence: Confronting gender inequality and making change in higher education (pp. 83–95). Stylus.
- Rogus-Pulia, N., Humbert, I., Kolehmainen, C., & Carnes, M. (2018). How gender stereotypes may limit female faculty advancement in communication sciences and disorders. American Journal of Speech-Language Pathology, 27(4), 1598–1611. https://doi.org/10.1044/2018_AJSLP-17-0140
- Salomon, G., & Cairns, E. (2010). Handbook on peace education. Psychology Press.
- Sandler, B. R. (1986). Campus climate revisited: Chilly for women faculty, administrators, and graduate students. Project on the Status and Education of Women, Association of American Colleges.
- Scott, H. S. (2022). The workplace power-control wheel. https://shared.ontariotechu.ca/shared/faculty/fssh/documents/scotth-controlwheel_2022sep13.pdf
- Scott, H. S. (2018). Extending the Duluth model to workplace bullying: A modification and adaptation of the workplace power-control wheel. Workplace Health & Safety, 66(9), 444–452. https://doi.org/10.1177/2165079917750934
- Settles, I. H., Cortina, L. M., Buchanan, N. T., & Miner, K. N. (2012). Derogation, discrimination, and (dis)satisfaction with jobs in science: A gendered analysis. Psychology of Women Quarterly, 37(2), 179–191. https://doi.org/10.1177/0361684312468727
- Sheltzer, J. M., & Smith, J. C. (2014). Elite male faculty in the life sciences employ fewer women. Proceedings of the National Academy of Sciences of America, 111(28), 10107–10112. https://doi.org/10.1073/pnas.1403334111
- Statistics Canada. (2021). Gender parity and the gender salary gap: Progress of full-time university academics over the last 40 years. https://www150.statcan.gc.ca/n1/en/pub/11-627-m/11-627-m2021037-eng.pdf?st=upCx13x-
- The Chilly Collective (Ed.). (1995). Breaking anonymity: The chilly climate for women faculty. Wilfrid Laurier Press.
- Turpin, D. H., De Decker, L., & Boyd, B. (2014). Historical changes in the Canadian university presidency: An empirical analysis of changes in length of service and experience since 1840. Canadian Public Administration, 57(4), 573–588. https://doi.org/https://doi.org/10.1111/capa.12087
- Universities Canada. (2019). Equity, diversity and inclusion at Canadian universities: Report on the 2019 survey. https://www.univcan.ca/media-room/publications/equity-diversity-and-inclusion-at-canadian-universities-report-on-the-2019-survey/
- Universities Canada. (2022). Stats on equity, diversity and inclusion at Canadian universities. https://www.univcan.ca/priorities/equity-diversity-inclusion/stats-on-equity-diversity-and-inclusion-at-canadian-universities/
- Uppal, S. & Hango, D. (2022). Differences in tenure status and feelings of fairness in hiring and promotions among male and female faculty in Canadian universities. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/75-006-x/2022001/article/00007-eng.htm
- Williams, J. C. (2014). Double jeopardy? An empirical study with implications for the debates over implicit bias and intersectionality. Harvard Journal of Law & Gender, 37, 185.
- Williams, K. D., & Zadro, L. (2001). Ostracism: On being ignored, excluded, and rejected. In M. R. Leary (Ed.), Interpersonal rejection (pp. 21–53). Oxford University Press.
- Wood, J. L., Hilton, A. A., & Nevarez, C. (2015). Faculty of color and white faculty: An analysis of service in colleges of education in the Arizona public university system. The Journal of the Professoriate, 8(1), 85–109. https://caarpweb.org/wp-content/uploads/2015/06/8-1_Wood_p85.pdf
- Workplaces Respond to Domestic and Sexual Violence: A Notional Resource Centre. (n.d.). Workplace climate surveys. https://www.workplacesrespond.org/harassment-climatesurveys/
- Zambrana, R. E., Dávila, B. A., Espino, M. M., Lapeyrouse, L. M., Valdez, R. B., & Segura, D. A. (2017). Mexican American faculty in research universities: Can the next generation beat the odds? Sociology of Race and Ethnicity, 3(4), 458–473. https://doi.org/10.1177/2332649217716473