Post on 25-Dec-2015
Closing the Gender Gap
Laurie A. Schreiner, Ph.D.
Critical Issues for Christian Higher Education Conference
March 2002
Gender Differences in Students
What is most important to them about their educational experience
Satisfaction with the college experience How they spend their time Important life objectives Self-perceptions and characteristics at
entrance and exit The impact of a CCCU education
Gender Differences in What is Most Important
More important to women:– Safety and security of
the campus– Gender equity– Advising relationship– Campus climate– Career services– Racial harmony– Opportunities for
ministry
More important to men:– Spiritual growth– Caring staff– Commitment to academic
excellence– Relationships with faculty– Campus maintenance– Computer labs– Campus “run-around”– Quality of the library– Student disciplinary
procedures– Freedom of expression– Food– Student activities fees
Gender Differences in Satisfaction
More satisfying to women:– Campus maintenance
– Availability of faculty
– Commitment to academic excellence
– Campus climate
– Experiences with the admissions office
– Student center
More satisfying to men:– Advising
– Safety and security
– Quality of instruction
– Quality of majors
– Gender equity
– Athletics
– Library
– Health center
– Financial aid
How Men and Women Spend Their Time
How Men and Women Spend Their Time
Women CCCU students:– studying
– involved in campus groups
– helping with household chores and childcare
– working for pay
– volunteering
– reading for pleasure
– praying and meditating
Men CCCU students:– socializing with friends– exercising– involved in sports– partying– watching TV
*Note: the gender gap in how time is spent is greater on CCCU campuses than on other types of campuses
Gender Differences in Important Life Objectives
Gender Differences in Important Life Objectives
Women report as more important to them:
– helping others in difficulty
– participating in community action
– promoting racial understanding
– influencing social values
Men report as more important to them:
– becoming an authority in their field– obtaining recognition from
colleagues– influencing the political structure– being very well off financially– having administrative
responsibility– contributing to the science world– being successful in their own
business– developing a philosophy of life– keeping up to date with politics– becoming a community leader
Gender Differences in Self-PerceptionsGender Differences in Self-Perceptions
Male students are more competitive and more confident
Female students are more passive and less confident
There are key differences in self-confidence that persist through graduation—especially in key leadership skills
More males than females rateMore males than females rate themselves above average in: themselves above average in:More males than females rateMore males than females rate themselves above average in: themselves above average in:
academic ability competitiveness creativity emotional health intellectual self-
confidence leadership ability
math ability physical health popularity public speaking
ability social self-
confidence
More Females Than Males Rate Themselves Above Average in:More Females Than Males Rate Themselves Above Average in:
understanding of otherswriting abilities
Gender Differences at Entrance…
Gender Differences at Entrance…
There are significantly more women than men on CCCU campuses--moreso than at other private Protestant colleges
No differences in ACT scores or verbal SAT, but men score significantly higher on the math SAT
Women bring significantly higher high school GPAs to college
More men than women intend to seek a doctorate
Women are 5 times as likely to pursue an education major; men are more likely to pursue business, theology, and science majors
73% of women chose us first; 69% of men did
Men are less likely to work on or off campus
…and at Exit…and at Exit More men than women plan to
pursue doctorates—although there has been a significant increase in the number of women planning to go to graduate school
Women earned higher grades Women were more likely to have
discussed academic work with other students; men were more likely to discuss politics
Men were more likely to have challenged a professor’s ideas in class
Men were more likely to have participated in intercollegiate athletics or intramural sports
Men were more likely to have not completed homework on time or to have overslept and missed classes
More men report transferring in from another college
More women took ethnic or women’s studies courses
Women report better relationships with faculty
More women report being lonely or homesick**
More women report feeling overwhelmed**
The Impact of a CCCU EducationThe Impact of a CCCU Education
Women students report greater gains in:– knowledge of a
particular field
– knowledge of different races and cultures
– religious beliefs and convictions
Men students report greater gains in:– critical thinking ability
– leadership abilities
– public speaking ability
– mathematical skills
Closing the Gap for our Students
Confidence levels Leadership qualities and self-perceptions Goals and life ambitions Gendered experiences in the classroom and
on the campus
CALLING“where your deep gladness meets the world’s deep need”
“gifts, not gender”
SELF-EFFICACY
Expectations
More Likely to Approach a Task
Persistence in the Face of Obstacles
SUCCESS
Sources of Self-Efficacy1. Modeling
Role models Women speakersMentors Platform dynamics
2. AccomplishmentsClassroom dynamics Research teamLeadership practica
3. Verbal ExhortationAdvisingMessages about leadershipConversations about callingEncouragement to pursue leadership positions
4. Control Emotional ArousalTeach women students what confidence looks like
5. Strengths AwarenessIdentify specific gifts and strengthsHelp students develop their strengthsTeach students to use strengths to overcome obstacles
Gender Differences: CCCU Faculty
Number of women faculty Rank, tenure, pay equity Marital status, family situation Values and opinions How they spend their time Teaching style Stress levels Research productivity
CCCU Faculty Compared to Faculty at Other InstitutionsCCCU Faculty Compared to Faculty at Other Institutions
Overwhelmingly male and older—only 33% of CCCU faculty are women
Greater discrepancy in rank between men and women—significantly more men are full professors and significantly more women are instructors/lecturers
Females are paid significantly less than males, and less than females at other colleges -- even after controlling for rank and experience
Females less likely to hold doctorates; more likely to be in a doctoral program while working full-time
Females tenured at a significantly lower rate than males and than females elsewhere
Women in Leadership: The CCCU Compared to Higher Education Nationally
CCCU
19% of Chief Academic Officers are women
2% of College Presidents are women
Nationally:
25% of Chief Academic Officers are women
16% of College Presidents are women
The Double Bind of Leadership All else being equal, women are rated just as
positively as leaders as men areBUT
In settings where men predominate, women leaders are evaluated more negatively and perceived as less effective than men
When women exhibit a directive, task-oriented leadership style, rather than a participatory style, they are perceived much more negatively by both men and women. This is not the case for men leaders. (Eagly & others, 1995)
A Double Bind in the Classroom
If women professors are too warm and nurturing, they are not behaving as a professor should and do not get respect from male students
If women profs are not nurturing enough, they are not behaving as a woman should and are devalued by women students
Faculty Differences
Males much more likely to rate raising a family as important
Fewer married female faculty with children; more divorced or single
Females much more stressed out than males or females elsewhere
Faculty Differences in Teaching and Research
Women faculty spend less time doing research and more time advising students
Women faculty are more interested in teaching Women faculty are more likely to use
collaborative and active learning strategies Men faculty are twice as likely to lecture
extensively Men faculty are more likely to do research with
students
“Gender discrimination most often occurs as a long series of micro-inequities or unintended slights that create a more stressful, less rewarding environment for women and that can undermine their mental health. For most women, it is the disadvantage that accrues over time that is most harmful to their professional achievement and their quality of life at work.” (Kite, et al., 2002)
Good will is not sufficient to produce change—proactive efforts are required at the institutional level.
Those in positions of power within our institutions must be the ones to implement the changes.
Closing the Gap for our Faculty
VISION– President’s “front burner”– Connected to mission
VALUING– Accountability– Active recruitment of women– Pay equity– Support
• Research• Space and equipment• Travel funds
– Flexible contracts and paths to tenure and promotion
VISIBILITY– Women in leadership
– Women speakers brought to campus
– Promotion and tenure
VOICE– Curriculum
– Faculty Senate
– Committee balance
– Gender Issues Task Force
– Mentors for new faculty