Molly Carnes1, Patricia G Devine, Linda Baier Manwell, Angela Byars-Winston, Eve Fine, Cecilia E Ford, Patrick Forscher, Carol Isaac, Anna Kaatz, Wairimu Magua, Mari Palta, Jennifer Sheridan. 1. Dr. Carnes is director, Center for Women's Health Research, professor, Departments of Medicine, Psychiatry, and Industrial & Systems Engineering, University of Wisconsin-Madison, Madison, Wisconsin, and part-time physician, William S. Middleton Memorial Veterans Hospital, Madison, Wisconsin. Dr. Devine is professor and chair, Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin. Ms. Baier Manwell is a research administrator, Department of Medicine, University of Wisconsin-Madison, Madison, Wisconsin, and national training coordinator for women's health services, Veterans Health Administration Central Office, Washington, DC. Dr. Byars-Winston is associate professor, Department of Medicine, University of Wisconsin-Madison, Madison, Wisconsin. Dr. Fine is a researcher, Women in Science and Engineering Leadership Institute, University of Wisconsin-Madison, Madison, Wisconsin. Dr. Ford is professor, Departments of English and Sociology, University of Wisconsin-Madison, Madison, Wisconsin. Mr. Forscher is a graduate student, Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin. Dr. Isaac is assistant professor, Mercer University, Atlanta, Georgia. Dr. Kaatz is assistant scientist, Center for Women's Health Research, University of Wisconsin-Madison, Madison, Wisconsin. Dr. Magua is a postdoctoral fellow, Center for Women's Health Research, University of Wisconsin-Madison, Madison, Wisconsin. Dr. Palta is professor, Departments of Biostatistics and Population Health Science, University of Wisconsin-Madison, Madison, Wisconsin. Dr. Sheridan is executive and research director, Women in Science and Engineering Leadership Institute, University of Wisconsin-Madison, Madison, Wisconsin.
Abstract
PURPOSE: Despite sincere commitment to egalitarian, meritocratic principles, subtle gender bias persists, constraining women's opportunities for academic advancement. The authors implemented a pair-matched, single-blind, cluster randomized, controlled study of a gender-bias-habit-changing intervention at a large public university. METHOD:Participants were faculty in 92 departments or divisions at the University of Wisconsin-Madison. Between September 2010 and March 2012, experimental departments were offered a gender-bias-habit-changing intervention as a 2.5-hour workshop. Surveys measured gender bias awareness; motivation, self-efficacy, and outcome expectations to reduce bias; and gender equity action. A timed word categorization task measured implicit gender/leadership bias. Faculty completed a work-life survey before and after all experimental departments received the intervention. Control departments were offered workshops after data were collected. RESULTS: Linear mixed-effects models showed significantly greater changes post intervention for faculty in experimental versus control departments on several outcome measures, including self-efficacy to engage in gender-equity-promoting behaviors (P = .013). When ≥ 25% of a department's faculty attended the workshop (26 of 46 departments), significant increases in self-reported action to promote gender equity occurred at three months (P = .007). Post intervention, faculty in experimental departments expressed greater perceptions of fit (P = .024), valuing of their research (P = .019), and comfort in raising personal and professional conflicts (P = .025). CONCLUSIONS: An intervention that facilitates intentional behavioral change can help faculty break the gender bias habit and change department climate in ways that should support the career advancement of women in academic medicine, science, and engineering.
RCT Entities:
PURPOSE: Despite sincere commitment to egalitarian, meritocratic principles, subtle gender bias persists, constraining women's opportunities for academic advancement. The authors implemented a pair-matched, single-blind, cluster randomized, controlled study of a gender-bias-habit-changing intervention at a large public university. METHOD:Participants were faculty in 92 departments or divisions at the University of Wisconsin-Madison. Between September 2010 and March 2012, experimental departments were offered a gender-bias-habit-changing intervention as a 2.5-hour workshop. Surveys measured gender bias awareness; motivation, self-efficacy, and outcome expectations to reduce bias; and gender equity action. A timed word categorization task measured implicit gender/leadership bias. Faculty completed a work-life survey before and after all experimental departments received the intervention. Control departments were offered workshops after data were collected. RESULTS: Linear mixed-effects models showed significantly greater changes post intervention for faculty in experimental versus control departments on several outcome measures, including self-efficacy to engage in gender-equity-promoting behaviors (P = .013). When ≥ 25% of a department's faculty attended the workshop (26 of 46 departments), significant increases in self-reported action to promote gender equity occurred at three months (P = .007). Post intervention, faculty in experimental departments expressed greater perceptions of fit (P = .024), valuing of their research (P = .019), and comfort in raising personal and professional conflicts (P = .025). CONCLUSIONS: An intervention that facilitates intentional behavioral change can help faculty break the gender bias habit and change department climate in ways that should support the career advancement of women in academic medicine, science, and engineering.
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