6-1 Progress Check

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6-1 Progress Check Amber Powers SCS-200 Applied Social Sciences Dr. Mark Meis 18 February 2024

6-1 Progress Check I. Provide a brief overview identifying how the social sciences previously examined your selected issue. Include which social science disciplines have previously been used to research or explain your issue. Gender-based discrimination in academia has been studied by sociologists who have looked at how institutionalized policies and gender bias in academia have impacted the academic career life course of women compared to their male peers as well as the stagnant percentages of representation in academia of women in relation to the number of doctorate degrees being conferred on women (Winslow & Davis, 2016; Hargens & Long, 2002). Other studies have focused on the attrition rates of women in academia and the driving factors behind them (Spoon et al, 2023). II. Explain how the issue impacts the audience. In other words, how is the issue relevant to members of the audience? Why should the audience care about the response to your question or the outcome of your investigation? Support your response with specific examples from your research investigation. This issue of gender-based discrimination in academia impacts every person who is involved in academia. Whether by harming the women pursuing this career path through different and often harsher professional standards and biased policies that favor their male peers, differences in salary, and lack of representation on decision-making committees, or by benefitting the men in academia who are not held to as stringent of standards as their female peers, receive higher salaries, and are given more opportunities for their careers to progress with more representation on decision-making committees and administrative roles (Winslow & Davis, 2016). As faculty members, this impacts every person in my audience, just in different ways. If it

doesn’t impact them negatively, it is likely negatively impacting their female coworkers, friends, and even other women they are close to who may pursue this career path one day. III. Describe the evidence you have to support your conclusions about the impact of the issue on you personally and on your audience. Support your response with specific examples from your research investigation. By looking at the demographic trends of university faculty members, it becomes clear that while there has been a large shift in the last 50 years, there is still a long way to go before we see true equity among faculty members (U.S. Department of Education, 2023). Another marker of these biased policies can be found in the attrition rates of faculty members based on gender, which shows that women are leaving academia at much higher rates than their male peers (Spoon et al, 2023). A final marker for the difference in career trajectory between men and women in academia can be found by studying the career inertia differences, or where different groups tend to stall out in the hierarchy of academia where the higher up the hierarchy you go the less female representation you will find (Hargens & Long, 2002). These findings help to drive home the difference this gender bias has on the career trajectory for men versus women in academia and help to illustrate the ways that this gender-based discrimination impacts my audience and I in different ways. IV. Explain why this issue is important to you personally. In other words, why did you select this issue to investigate? As someone who was assigned female at birth, this issue directly impacts my future career plans in academia. Understanding the current issues facing anyone who is not male in academia will help me to be aware of the kinds of discrimination I may face. This was a major

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factor in my decision of a topic for this research as it gave me a deeper connection to the issue and an interest in the results that I otherwise might not have had. V. Illustrate how your investigation of the issue impacted the way you thought about the issue. In other words, how did thinking like a scientist to research and develop a question affect what you thought about the issue you selected? How did social scientific thinking change the lens through which you viewed the issue? Support your response with specific examples from your research investigation. Before beginning this research, I knew that gender-based discrimination was an issue in academia but I didn’t fully grasp how deeply it was entwined with the culture of academia. By viewing this issue through the lens of a sociologist, I was able to understand how this discrimination is impacting both sides of this issue collectively and how it seeps into every aspect of academia. As I developed my research question, I had to look at the entire issue and all of the information I had uncovered about the prevalence and impacts of gender-based discrimination in academia and then form a question based on this information. This greatly shifted my view of the issue from merely wanting to know if this was still an issue, to wanting to understand how the issue has changed over the last 50 years and what steps have been taken to change this systemic discrimination that has become a part of the culture in academia. Originally, I wanted to approach this issue from an anthropological lens, but as I learned more about the issue it became apparent that a better lens to study it from would be sociology. VI. Communicate your message in a way that is tailored to your specific audience. For instance, you could consider your vocabulary, your audience’s potential current natural science knowledge or lack thereof, and what is specifically important to the audience.

Fifty years ago, Dr Louise Lamphere was the only woman on the faculty in the Sociology and Anthropology department at Brown University, and in her 2012 TEDx Talk titled “Becoming the Squeaky Wheel” she recounts her experience of gender-based discrimination that led to her being denied tenure and the class action lawsuit she filed against Brown University alleging that she was denied tenure and let go due to her being a woman and that this was an issue that had systemically been used to discriminate against women seeking tenure at Brown University (Lamphere, 2012). Unfortunately, Dr. Lamphere’s story is not an isolated one. Across the United States, women in academia face unequal representation and discrimination based on their gender in the same way that Dr. Lamphere did in 1975. This is the sad reality that is reflected in studies focused on attrition rates and career trajectories of women in academia over the last 50 years (Spoon et al, 2023; Hargens & Long, 2002; Winslow & Davis, 2016). The question I want to ask is this: How have Affirmative Action policies impacted gender-based discrimination among faculty at institutions of higher education over the last 50 years? When Dr. Lamphere brought her lawsuit against Brown University, they ended up signing a consent decree to settle the case, where Brown University agreed to implement Affirmative Action policies to increase the number of women who held tenure at the university to 57 by 1987 (Lamphere, 2012). This is just one example of how Affirmative Action has been used to combat discrimination in academia. Over the last 50 years since Lamphere v. Brown. The demographic gap has slowly begun to close among faculty at institutions of higher education from only 33% of faculty being women in 1987 to 51% in 2021 (U.S. Department of Education, 2023). As we look to a future where the Supreme Court has recently overturned Affirmative Action and states like Florida are beginning to ban Diversity, Equity, and Inclusion initiatives on taxpayer-funded college campuses, we need

to consider how we will continue to ensure that gender-based discrimination continues to be addressed in academia and that 50 years of progress doesn’t become undone (Atterbury, 2023).

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References Atterbury, A. (2023, May 15). Florida’s ban on dei spending becomes official as DeSantis Enacts College Reforms . POLITICO. https://www.politico.com/news/2023/05/15/desantis- enacts-floridas-dei-ban-00096934 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 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 U.S. Department of Education. (2023, January). Table 315.10. Number of faculty in degree- granting postsecondary institutions, by employment status, sex, control, and level of institution: Selected years, fall 1970 through fall 2021 . National Center for Education Statistics (NCES) . https://nces.ed.gov/programs/digest/d22/tables/dt22_315.10.asp Winslow, S., & Davis, S. N. (2016). Gender inequality across the academic life course. Sociology Compass , 10 (5), 404–416. https://doi.org/10.1111/soc4.12372

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