Come listen to diverse views and voices as college students, new professionals, and executives take a stand on important issues. Do you think you have heard all of the challenges for women? As we continue to think about racial and gender equality, equal pay, and leadership discrimination, there are new opportunities and obstacles emerging. How are perceptions of women changing? Why are there still so few women leaders in top positions? How can we leverage new opportunities and close gender gaps? Join us for a lively discussion about issues and advantages as we enter into a new and changing era for women.
Learning Objective- This workshop will help you understand the business impact of behavior, attitudes, perceptions, and beliefs.
Outcome-At the end of this workshop, participants will be able to:
a. Engage in a candid dialogue regarding the perceived challenges of managing/leading women and being managed/led by women
b. Discuss tools and techniques to find, build, and restore critical professional relationships
c. Explore issues of race, gender, and perceptions in pay and promotional opportunities
Empowering Africa's Next Generation: The AI Leadership Blueprint
Views and Voices! Men and Women Leaders Debate the Top 10 Issues and Advantages for Women in STEM
1. October 17–19, 2013
VIEWS AND VOICES!
Men and Women Leaders Debate the Top 10 Issues and Advantages for
Women in Stem
2. • As a rule, women tend to gravitate to fields such as
education, English, psychology, biol-ogy, and art history,
while men are much more numerous in physics,
mathematics, computer science, and engineering. Why
this is so is an interesting question—and the subject of a
sub-stantial empirical literature. The research on gender
and vocation is complex, vibrant, and full of reasonable
disagreements; there is no single, simple answer.
3. • We define conflict as a disagreement
through which the parties involved
perceive a threat to their needs,
interests or concerns. Within this simple
definition there are several important
understandings that emerge:
4. Disagreement • Generally, we are aware there is some level of difference
in the positions of the two (or more) parties involved in
the conflict. But the true disagreement versus the
perceived disagreement may be quite different from one
another.
• In fact, conflict tends to be accompanied by significant
levels of misunderstanding that exaggerate the
perceived disagreement considerably.
• If we can understand the true areas of disagreement,
this will help us solve the right problems and manage the
true needs of the parties.
5. Parties involved
• There are often disparities in our sense of who is involved in
the conflict. Sometimes, people are surprised to learn they are
a party to the conflict, while other times we are shocked to
learn we are not included in the disagreement.
• On many occasions, people who are seen as part of the
social system (e.g., work team, family, company) are
influenced to participate in the dispute, whether they would
personally define the situation in that way or not.
• In the above example, people very readily "take sides" based
upon current perceptions of the issues, past issues and
relationships, roles within the organization, and other factors.
The parties involved can become an elusive concept to
define.
6. Perceived threat
• People respond to the perceived threat, rather than the
true threat, facing them. Thus, while perception doesn't
become reality per se, people's behaviors, feelings and
ongoing responses become modified by that evolving
sense of the threat they confront.
• If we can work to understand the true threat (issues)
and develop strategies (solutions) that manage it
(agreement), we are acting constructively to manage the
conflict
7. Needs, interests or concerns
• There is a tendency to narrowly define "the
problem" as one of substance, task, and
near-term viability. However, workplace
conflicts tend to be far more complex than
that, for they involve ongoing relationships
with complex, emotional components.
8. • Participants in conflicts tend to respond on the
basis of their perceptions of the situation, rather
than an objective review of it.
• As such, people filter their perceptions (and
reactions) through their values, culture, beliefs,
information, experience, gender, and other
variables.
• Conflict responses are both filled with ideas and
feelings that can be very strong and powerful guides
to our sense of possible solutions.
9. • Women have the ability and drive to succeed in science
and engineering.
• Women are very likely to face discrimination in every
field of science and engineering
10. Commonly-Held beliefs about women
Belief
Evidence
• Women are not as good in
mathematics as men.
• The matter of “ underrepresentation” on faculties is
only a matter of time.
• Women are not as competitive
as men, women don’t want
jobs in academe.
•
•
•
Female performance in high
school mathematics now
matches that of males.
Women’s representation
decreases with each step up the
tenure-track and academic
leadership hierarchy, even in
fields that have had a large
proportion of women doctorates
for 30years.
Similar proportions of men and
women science and engineering
doctorates plan to enter
postdoctoral study or academic
11. Belief
Evidence
• Women and minorities are
recipients of favoritism through
affirmative-action programs.
• Academe is a meritocracy
• AA is meant to broaden
searches to include more
women & minority-group
members, but not select
candidates on the basis of race
or sex, which is illegal.
• Although scientists like to
believe that they ―choose the
best‖ base on objective
criteria, decision are influenced
by factors
12. Belief
Evidence
• Changing the rules means that
standards of excellence will be
deleteriously affected
• Women faculty are less
productive than men
• This process does not
optimally select and advance
the best scientists and
engineers, because of implicit
bias and disproportionate
weighting of qualities that are
stereotypically male. Reducing
these sources of bias will
foster excellence in science
and engineering fields.
•
13. Belief
• Women faculty are less
productive than men
Evidence
• The critical factor
affecting publication
productivity is access to
institutional resources;
marriage, children, and
eldercare responsibilities
have minimal effects
14. Belief
• Women are more
interested in family than
in careers
Evidence
• Women persist in their
pursuit of academic
career despite severe
conflict between their role
as parents and as
scientists & engineers.
These efforts, however
aren’t recognized as high
level of dedication to their
careers they represent.
15. Belief
• Women take more time
off due to their
childbearing, so they are
bad investment
Evidence
• On average women take
more time off during their
early careers to meet
their care giving
responsibilities, which fall
disproportionately to
women.
• However they make it up
throughout the course of
their career .
16. The role of managers
• In identifying, preventing and resolving
conflict between women in the workplace
requires that managers learn how women’s
friendship culture can add value to an
organization, as well as create confusion for
women in the context of the hierarchical
organization.
• Organizations in the 21st century understand
that it is not effective to manage women by
expecting women to behave like men.
17. Step 1. Develop women’s skills to name and
negotiate friendship expectations
• Women’s friendship expectations are and unacknowledged and
often unknown template underlying their workplace relationships.
Women can benefit from learning to identify, describe and negotiate
their friendship rules, or expectations, with other women in the
workplace.
• Because friendship rules are primarily developed in childhood and
are deeply embedded in the unconscious, it is difficult to name them.
Learning to name them and mastering skills to negotiate and modify
these expectations can prevent conflicts. Both women and men
have friendship rules, or expectations, but they are different because
of gender socialization.
•
Pre-publication copy for article in Strategic HR Review, Vol. 9, Number 1, 2010 by Anne H. Litwin PhD
18. Step 2. Develop women’s skills to negotiate
role boundaries
• Women need skills for negotiating roleboundaries when they are the boss, as well as in
peer relationships and when reporting to women
bosses. Negotiation skills will enable them to be
explicit about whether they are wearing the hat
of “friend,” “teammate” or “boss” during
interactions where expectations from each other
may need to vary.
19. Step 3. Develop skills for direct
communication
• There are times when direct
communication skills, such as: (a) giving,
receiving and inviting feedback; and (b)
describing feelings, are necessary to
strengthen and maintain work
relationships. Many women are not
comfortable with direct communication.
DONNA E. SHALALA[IOM] (Chair)is President of the University of Miami and the former Secretary of the US Department of Health and Human Services. ALICE M. AGOGINO[NAE] is the Roscoe and Elizabeth Hughes Professor of Mechanical Engineering at the University of California, Berkeley.LOTTE BAILYNis a professor in the Sloan School of Management at the Massachusetts Institute of Technology.ROBERT J. BIRGENEAU[NAS] is Chancellor of the University of California, Berkeley.ANA MARI CAUCEis the executive vice provost and Earl R. Carlson Professor of Psychology at the University of Washington CATHERINE D. DEANGELIS[IOM] is the Editor-in-Chief of the Journal of the American Medical Association, Chicago, Illinois.DENICE D. DENTON* was the chancellor of the University of California, Santa Cruz.BARBARA J. GROSZis Higgins Professor of Natural Sciences in the Division of Engineering and Applied Sciences, and dean of science at the Radcliffe Institute for Advanced Study at Harvard University.JO HANDELSMANis Howard Hughes Medical Institute Professor in the department of plant pathology at the University of Wisconsin, Madison.NANNERL KEOHANEis president emerita of Duke University and Laurance S. Rockefeller Distinguished Visiting Professor of Public Affairs at Princeton University.SHIRLEY MALCOM[NAS] is head of the directorate for Education and Human Resources Programs at the American Association for the Advancement of Science.GERALDINE RICHMONDis the Richard M. and Patricia H. Noyes Professor of Chemistry and Materials Science at the University of Oregon.ALICE M. RIVLINis a senior fellow at the Brookings Institution and is the former director of the White House Office of Management and Budget. RUTH SIMMONSis president of Brown University.ELIZABETH SPELKE[NAS] is Berkman Professor of Psychology at Harvard University.JOAN STEITZ[NAS, IOM] is Sterling Professor of Molecular Biophysics and Biochemistry at Yale University School of Medicine and an investigator at the Howard Hughes Medical Institute. She is a recipient of the National Medal of Science.ELAINE WEYUKER[NAE] is a Fellow at AT&T LaboratoriesMARIA T. ZUBER[NAS] is E. A. Griswold Professor of Geophysics at the Massachusetts Institute of Technology* Served from September 2005 to June 2006. This report is dedicated in her honor.principalproJectstaFFLAURELL. HAAK,Study DirectorJOHNSISLIN, Program OfficerJUDYGOSS, Senior Program AssistantIANCHRISTENSEN, ERINFRY, JENNIFERHOBIN, MARGARETHORTON, RACHELSCHOLZ, Christine MirzayanScience and Technology Policy Graduate FellowscommitteeBiographicinFormationCongressshould take steps necessary to encourage adequate enforcement of antidiscrimina-tion laws, including regular oversight hearingsto investigate the enforcement activities of the Department of Education, the Equal Employment Opportunity Commission, the Department of Labor, and the science granting agencies—including the National Institutes of Health, the National Science Foundation, the Department of Defense, the Department of Agriculture, the Department of Energy, the National Institute of Standards and Technology, and the National Aeronautics and Space Administration.call to actionThe fact that women are capable of contributing to the nation’s scientific and engineering enterprise but are impeded in doing so because of gender and racial/ethnic bias and outmoded “rules” governing academic success is deeply troubling and embarrassing. It is also a call to action. Faculty, university leaders, professional and scientific societies, federal agencies and the federal government must unite to ensure that all our nation’s people are welcomed and encouraged to excel in science and engineering in our research universities. Our nation’s future depends on it.FOR MORE INFORMATIONThis report was developed under the aegis of the National Academies Committee on Science, Engineering, and Public Policy (COSEPUP), a joint committee of the three honorific academies—the National Academy of Science (NAS), the National Academy of Engineering (NAE), and the Institute of Medicine (IOM
behavior, is how you act, attitudes, shapes behaviors, perceptions, and beliefs.
1. Role Model girls, boys son & daughters Employment, Benefits. Work flexibility for family responsibility
Women often feel they have work harder to gain creditability and commitment
I am not here to support your insecurities. I can’t no longer live to support other people insecurities.Sorry I didn’t live up to the narrative you create in your head about!!
They take your own personal life personally. If you have kids sometimes they won’t sympathy .