Document Type

Article

Publication Date

11-14-2015

Abstract

In an effort to measure knowledge of gender bias, researchers in a faith-based university used The Knowledge of Gender Equity Scale to measure faculty in faith-based institutions in Texas. This new knowledge will identify the state of gender equity knowledge in faith-based academia in Texas.

Comments

Workshop Title:

Assessing Gender Equity Knowledge in Faith-Based Higher Education

Workshop Presenters: Stephanie Hamm, MSW, PhD Rachel Slaymaker LMSW

Workshop Number: 20120647 -

Learning Objectives:

As a result of this workshop, participants will be able to:

  • Participants will gain added knowledge of gender bias as well as knowledge of gender bias in the faith-based academy.
  • Participants' awareness will be raised as it relates to gender disparity in higher education.
  • Participants will be able to identify areas of bias in the academy and therefore engage in conversation that generates resolutions.

Level of Presentation: Basic, Intermediate, Advanced

Target Audience: Educators

Workshop Description and References:

Gender bias and equity continues to be a salient issue in higher education particularly among faculty. There is literature concerning this issue (Bird, 2011; Duch et al., 2012; Renzulli et al., 2013; Sallee, 2013); however little research has been conducted specifically on faculty within faith-based institutions of higher education. A relatively new measure has been constructed called the Knowledge of Gender Equity Scale or KGES (Shields, Zawadzki & Johnson, 2011; Zappe 2006, as cited in Zawadzki, Danube & Shields, 2012). The presented study sought to identify knowledge of gender bias in faith-based institutions of higher education in the state of Texas. The KGES was utilized and faculty of faith-based colleges and universities were invited to participate. In this presentation, researchers from a faith-based university will briefly discuss the current literature on gender bias in higher education, including any literature on bias in faith-based higher education. Following that will be a discussion on the methodology, findings and implications of the current study. New knowledge should inform future cultural competence training. Finally, presenters will invite listeners to engage in activity and discussion that will further awareness of gender bias in academia.

Bird, S.R.(2011).Unsettling universities' incongruous, gendered bureaucratic structures: A case-study approach. Gender, Work and Organization, 18(2), 202-230. Duch, J.

Zeng, X.T., Sales-Pardo, M., Radicchi, F., Otis, S., Woodruff, T.K., Amaral, L. A.(2012). The possible role of resource requirements and academic career-choice risk on gender differences in publication rate and impact. PLOS One.

Renzulli, L.A., Reynolds, J., Kelly, K., & Grant, L. (2013). Pathways to gender inequality in faculty pay: The impact of institution, academic division, and rank. Research in Social Stratification and Mobility, 34, 58-72.

Sallee, M.W. (2013). Gender norms and institutional culture: The family-friendly versus the father-friendly university. The Journal of Higher Education, 84(3).

Shields, S. A., Zawadzki, M. J., & Johnson, R. N. (2011). The impact of the Workshop Activity for Gender Equity Simulation in the Academy (WAGES-Academic) in demonstrating cumulative effects of gender bias. Journal of Diversity in Higher Education, 4, 120"129.

Zappe, S. E. (2006). Analysis of the "Understanding of Gender Inequality Issues and Sexual Harassment Scale." Unpublished manuscript, Department of Psychology, Pennsylvania State University, University Park, PA.

Zawadzki M.J., Danube, C.L., & Shields, S.A. (2012). How to talk about gender inequity in the workplace: Using WAGES as an experiential learning tool to reduce reactance and promote self-efficacy. Sex Roles.

Zawadzki, M.J., Shields, S.A., Danube, C.L., & Swim, J.K. (2014). Reducing the endorsement of sexism using experiential learning: The Workshop Activity for Gender Equity Simulation (WAGES). Psychology of Women Quarterly, 38(1), 75-92.

Presenter Bio (s): Stephanie Hamm's practice experience has included services to women, couples, and children in mental health settings. Research interests and teaching include diversity and evidence-based social work practice and education.

Rachel Slaymaker holds the position of director of field education. Her practice experience has been in macro settings. Her current research interests include gender issues, field education, and autism.

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Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

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