5-2 Project One

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Running head: PROJECT ONE 1 5-2 Project One Amber Powers SCS-200 Applied Social Sciences Dr. Mark Meis 2 February 2024

PROJECT ONE 2 5-2 Project One For my social science issue, I have decided to investigate how gender-based professional standards differ among faculty at institutions of higher education and how these standards have changed over the last 50 years since the Lamphere vs Brown lawsuit in 1975. In 1974, Dr Louise Lamphere was an associate professor at Brown University and the only woman in the Sociology and Anthropology department when she was denied tenure and subsequently let go (Lamphere, 2012). In 1975, she went on to sue Brown University in a class action lawsuit alleging that Brown had created an environment that discriminated against women in their hiring and promotion processes (Lamphere, 2012). This is just one of many cases of gender-based discrimination in academia where professional standards differ based on gender and are then weaponized to discriminate in the hiring, promoting, and firing processes. This issue is significant because it highlights an issue in academia where gender-based discrimination and discrimination in general have been well-known and documented issues. Another possible application of this research, especially in the wake of the Supreme Court decision last year which overturned Affirmative Action, would be to help illustrate the importance of programs like Affirmative Action and Diversity, Equity, and Inclusion (DEI) initiatives on college campuses by illustrating the impact they have already had for minority and marginalized groups in this setting. This kind of research would potentially benefit members of minority and marginalized groups who are seeking to enter academia but have faced discrimination or who have been hesitant due to the lack of diversity in academia. It could help to highlight areas of weakness or gaps in DEI programs and help institutions of higher learning to overcome them. For the first of my three resources, I picked a journal article from Science Advances titled “Gender and Retention Patterns Among U.S. Faculty”. This journal article makes

PROJECT ONE 3 a specific important point about the attrition rate of women in academia noting that "women leave academia overall at higher rates than men at every career age, in large part because of strongly gendered attrition at lower-prestige institutions, in non-STEM fields, and among tenured faculty." (Spoon et al, 2023). This is relevant as it deals with gender-based differences in attrition rates at non-Ivy League universities. My thought process when looking for this source was to search for a resource that utilized the keywords “faculty attrition and gender differences” on Google Scholar. This source focuses on gender and retention whereas my other sources focus on other areas of gender-based professional standards over the last 50 years. My second resource to analyze is another journal article titled “Demographic Inertia and Women’s Representation among Faculty in Higher Education” by Lowell Hargens and Scott Long. It was published in the Journal of Higher Education on July 1, 2002. This article provides an insight into the discrimination that women have faced within institutions of higher education, specifically in the form of stagnant percentages of representation among faculty in academia. This will be useful to highlight the ways that women’s careers tend to be impacted by gender- based discrimination in practices for hiring and promoting professors, as the rate of PhDs being awarded to women is increasingly outpacing the rates of women in these faculty roles. This article differs from my other resources because it gives a midpoint view of the gender-based discrimination women have been facing in academia and the impact it has had on their professional careers over the last 50 years. I found this resource while searching for sources using the keywords “gender-based discrimination and higher education and United States”. I was hoping to find a resource that would highlight instances of discrimination in United States based colleges and universities based on gender to help me understand how this topic has been addressed at different points over the last 50 years since the Lamphere vs Brown case. This

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PROJECT ONE 4 source is also listed in the references section of my first resource. The third resource that I want to analyze is another journal article titled “The Effects of Gender Composition in Academic Departments on Faculty Turnover” by Pamela Tolbert, Tal Simons, Alice Andrews, and Jaehoon Rhee. It was published in the ILR Review in April of 1995. This article is different from my other sources as it deals with the impacts of differing percentages of women and other minorities in a department and how it relates to the turnover rate in the department. The findings in this article will help me to understand how changing gender dynamics in a department of a college or university impacts the likelihood of turnover and the effects of affirmative action policies in these departments. I found this resource by searching on the Shapiro Library using the keywords “faculty attrition and gender differences”. While this resource is a little older it is still from the period that I am researching and will give insight into how affirmative action policies were impacting the demographics of departments at colleges and universities during that time. The most obvious social science principle that relates to this issue would be social norms. When discussing things like gender-based discrimination within a community, we are discussing the social norms that consider the behavior and attitudes allowing institutions of higher learning to discriminate against someone because their gender differs from the gender who normally fills this role of professor. These social norms are the spoken and unspoken expectations of how you act and present yourself within society that distinguish what is acceptable behavior and what isn’t through both verbal and nonverbal cues (MindEdge, 2016). When these are weaponized for discriminatory practices, they determine what behaviors and stereotypes are used against someone to bar them from being part of that group. The second social science principle that applies to this issue would be beliefs and

PROJECT ONE 5 values. Beliefs and values are “the cultural ideals a society strives to maintain” which in this case would be the ideals of a diverse, equitable, and inclusive culture within academia (MindEdge, 2016). This issue of gender-based discrimination is at odds with the beliefs and values that our society strives towards while also maintaining the beliefs and values in academia that have persisted for decades that value privilege over inclusion and patriarchy over diversity. For my audience, I have chosen to speak to a group of college faculty members who are interested in learning about how gender-based professional standards differ among the faculty members of institutions of higher education and how these standards have changed over the last 50 years since the Lamphere vs Brown lawsuit in 1975. Due to their role in academia, I believe that my audience would be able to understand the majority of what I plan to share with them, however, I will need to ensure that I don’t get too lost in the weeds of data or statistics and ensure that my presentation is engaging, especially since it could be considered controversial by some of my audience. For this audience, it will be beneficial to be aware of and avoid any inflammatory language surrounding this issue of gender-based discrimination so that I don’t lose their interest with them just writing it off as a “woke” talking point. It will be important to share unbiased evidence to back up all of my points and to present it in a way that is approachable even to people who may disagree with my point of view. For example, when I am discussing the benefits of programs like Affirmative Action helping to create a more diverse work environment, it will be important to consider my audience and their potential biases around the topic and not just assume that they all share my views. I can do this by ensuring that I am presenting evidence based on the history of discrimination in academia while also sharing a personal anecdote that will help drive home my point to someone who may be doubting that this kind of discrimination

PROJECT ONE 6 is really “that bad” or that prevalent because they haven’t experienced it themselves or possibly benefit from it. Avoiding words that have very specific political subtexts such as “patriarchy”, “woke”, and “white supremacy” will be necessary as they can be inflammatory and may cause some of my audience to stop paying attention or write off my points without actually hearing what I have to say (Walden University 2024). Based on my investigation, a research question that I would ask is “How have affirmative action policies impacted gender-based discrimination among faculty at institutions of higher education over the last 50 years?”. A social scientist, specifically a sociologist, would need to investigate what affirmative action policies have been implemented over the last 50 years in the hiring and promoting practices for faculty by gender, how these policies have changed the demographics of college departments, and rates of gender-based discrimination over the last 50 years as it relates to the changing demographics of these departments. The next steps would be to design a study that evaluates these variables in specific departments across the United States and then evaluate the results and ask further questions based on their findings.

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PROJECT ONE 7 References Hargens, L. L., & Long, J. S. (2002). Demographic Inertia and Women’s Representation among Faculty in Higher Education. The Journal of Higher Education , 73 (4), 494-517. Lamphere, L. (2012, May 3). Becoming a squeaky wheel: Louise Lamphere, Ph.d. at tedxmosesbrownschool . YouTube. https://www.youtube.com/watch?v=EJfj0N4IE-A MindEdge, Inc. (2016). SCS-200: Applied Social Science . Ranganathan, M., Lalk, E., Freese, L. M., Freilich, M. A., Wilcots, J., Duffy, M. L., & Shivamoggi, R. (2021). Trends in the Representation of Women Among Us Geoscience Faculty from 1999 to 2020: The long road toward gender parity. AGU Advances , 2 (3). https://doi.org/10.1029/2021av000436 Spoon, K., LaBerge, N., Wapman, K. H., Zhang, S., Morgan, A. C., Galesic, M., Fosdick, B. K., Larremore, D. B., & Clauset, A. (2023). Gender and retention patterns among U.S. faculty. Science Advances , 9 (42). https://doi.org/10.1126/sciadv.adi2205 Tolbert, P. S., Simons, T., Andrews, A., & Rhee, J. (1995). The Effects of Gender Composition in Academic Departments on Faculty Turnover. ILR Review, 48(3), 562-579. https://doi.org/10.1177/001979399504800313 Walden University. (2024). Academic guides: Scholarly voice: Tone . Tone - Scholarly Voice - Academic Guides at Walden University. https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/tone

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