Females in Higher Education Workshop

8/19/2019 Females in Higher Education Workshop

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WOMEN IN THE WORKPLACE:CREATING A MORE GENDER INCLUSIVE ENVIRON

Allison Davis

Kiersten Smith

Meghan Funk


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Learning Outcomes

– Participants from this workshop will be able to identify 3 historical facts

involving women in the workplace

– Participants will be able to list 5 gender stereotypes that can be displayed

the workplace

– Participants will create 3 goals their specific office can take to end gende

oppression in the workplace

– Participants will be able to articulate the definition of Radical Feminism a

how that specific lens is displayed in their office


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WELCOME TO CONVERSE COLLEGE

■ Click here to access video clip #1 Click here to access video clip #2

https://www.youtube.com/watch?v=bA-inBB7sZEhttps://www.youtube.com/watch?v=bA-inBB7sZEhttps://youtu.be/-O-TpyelxFohttps://youtu.be/-O-TpyelxFohttps://www.youtube.com/watch?v=bA-inBB7sZE


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CONVERSE COLLEGE

■ Women’s College

■ Private, Liberal Arts, Residential

■ Upstate South Carolina

■ All-female undergraduate programs;

Coeducational graduate programs

■ Over 30 majors


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CONVERSE COLLEGE: STUDENT AFFA

Workshop Demographics■ 1 woman of color (Dean of Students)

– All other females are white

■ 2 males (1 in Religious Life, 1 in Center for Professional Development who

faculty and staff)

– No men of color


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STUDENT AFFAIRS

■ What is the purpose of student affairs in institutions?

– Foster and promote interactions, student learning and development

opportunities among students outside of classroom curriculum.

– “Student affairs is a critical aspect of the higher education experience. The

work done by student affairs professionals helps students begin a lifetime journey of growth and self-exploration”. (naspa)


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CONVERSE COLLEGE

■ Division of Student Development and Success

– Office of Community and Inclusion

– The Center for Professional Development

– Office of Student Life

■ Office of Residence Life

■ Office of Student Activities and Orientation

■ Office of Religious Life


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CONVERSE COLLEGE

■ Programs out of the Division of Student Development and Success

– Bonner Leader AmeriCorps Program ( volunteer scholarship program)

– Center for Professional Development

■ Internships

■ Resume building, etiquette dinners

– Residence Life and Student Conduct

■ Community Advisor Program

■ Student Conduct

– Daniel’s Leaders ( 4-year program)– Emerging Leaders ( 1st and 2nd year students)

– Student Activities

■ Student Activities Board (CAB)

■ Clubs and Organizations

■ Events and Traditions (Big Sis/Lil Sis, 1889 Week)

Student leadership deve


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But this is an ll Women’s Colleg

■ Why do we need to talk about gender inclusivity?


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Addressing Gender at an All Women’s

■ All women undergraduates

– Coeducational graduate programs

■ Transgender students/staff/faculty


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Women in the Workplace


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Women in the Workplace


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Women in the workplace: Pay


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Women in the workplace: Pay


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TED TALK

Click here to access video clip

https://www.youtube.com/watch?v=18uDutylDa4https://www.youtube.com/watch?v=18uDutylDa4


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TED TALK Questions

1. What points in the movie did you agree or disagree with?

2. What are your opinions around women “sitting at the table”? Is this the m

of women not having access to leadership roles in the workplace?3. Can you identify other aspects in the workplace that pose as challenges fo

when gaining access to leadership positions in the workplace?

4. Do you see any potential problems with the message of women needing t

the table” and how that message may be seen through a radical feminist


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Feminist Perspective: Radical Femin

■ Using this feminist perspective we are also able to look at intersecting iden

faculty within the student affairs office and create solutions to combat the

sexist oppression within pay and work climates. Pasque argues that the m

of inequalities is the small value that patriarchy gives to femininity. “If soc

placed a higher value on feminine qualities, then there would be less gend

oppression.” (Pasque, 2011 p.6) By incorporating this feminine perspectiv

to hope to demonstrate how student affairs workplaces are part of patriar

systems that need to be deconstructed and reconstructed so gender equa

reached within the workplace on college campuses.

F i i t P ti St d t Aff i


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Feminist Perspective: Student Affai

■ “Women earned less than their male counterparts after controlling for inst

and individual characteristics and job differences.” (Allan, 2011)

■ Leadership from a radical perspective

– Because women oftentimes take the collaborative approach to leadecompared to their fellow male staff, there needs to be an initiative to

women leadership roles. Allan argues (2011) that increasing leaders

will “shift cultural norms and promote more hospitable climates.”

– From a radical lens we are able to see Disadvantages of women in m

forms of communication.

F i i P i


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Feminist Perspective

■ Ways to end sexism from a radical perspective

■ Pay: Have conversations about inequalities in pay among men and women

workshops that help women negotiate higher salaries.

■ Work Place Climate: Create workshops, programs, and trainings that provi

chilly work climates. Once we are able to address femininity in a free space

able to improve and create positive work environments.


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Feminist Perspective Critique

■ Do entire systems need to be dismantled?

■ How are males and gender non-conforming individuals included in this pers


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BREAKING DOWN THE WALL ACTIVITY PA

MALE FEMA


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INSTRUCTIONS PART

MALE FE

• Each wall represents one of

the binary genders (Men &

Women)

• Write down a stereotype

regarding how one of the

binary genders is viewed in the

workplace on a piece of paper

• Tape the stereotype to the wall


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DISCUSSION PART

MALE FE

• Are you surprised by any of the

words on the walls? How so?

• Have you seen these stereotypes

play out in your office?

• Have any of you personally

experienced these stereotypes?

Gendered Leadership in the


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Gendered Leadership in the

Workplace

Me

- More “natural

- Assertive

- Rational

- Analytical

- Able to make

- Dominant

Women

- Caring/emotionally receptive

- Cooperative/collaborative

- Nurturing

- Intuitive

- Act out female values

- Communal qualities

W W lki g th Li


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Women Walking the Line

- Decisive

- Goal-oriented

- Competitive

- Leading according t

discourse=bitchy

- Too communal

- Sensitive

- Emotional

- Leading according to feminine

values=wimpy


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- It's difficult to find research on how transgender and gender non-conforming folks are v

- Most research on gender and leadership is caught up in the binary

- People who go against gendered leadership norms are seen as abnormal or unnatural

- Sometimes transgender folks do not disclose their gender identity for fear of backlash

- Specifically if they are in a position of power like a supervisor and how they might b

supervisees

- Fear of losing privilege and gaining oppression (transgender women)

Breaking the Binary


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WORKSHOP FOCUS

Click here to access video clip

https://www.youtube.com/watch?v=Tq5OQafDVxchttps://www.youtube.com/watch?v=Tq5OQafDVxc


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BREAKING DOWN THE WALL ACTIVITY PA

MALE FEMA


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INSTRUCTIONS PART 2

MALE FE

• Think of an experience from your

own life that is a representation of

how a word on one of these walls

has been proven false

• If comfortable, share that story

with the group

• Take the that word of the wall,

tear the piece of paper in half,

and throw in the recycling bin

Goal Setting


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Goal Setting ■ During this workshop, have you been able to identify problems in your offic

to gender discrimination? If so,

– What are active steps y u can take to help eliminate these problems?

– What are active steps y u team can take to help eliminate these pro■ Is there a way for your team to educate your students on gender inclusion?

– What are 3 ways in which you can do so?

■ How can your office contribute to making Converse College a more gender

community?

– Create an action plan


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Questions?


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Thank You!


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References

Allan, E. (2011). Women’s status in higher education: Equity matters (Ashe Higher Education Report, 37(1)). San F

Jossey-Bass

Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Boston, M

Business School Press.

Muhr , S. L., & Sullivan, K. R. (2013). “ None so queer as folk”: Gendered expectations and transgressive bodies in

Leadership, 9, 416-435.

Padawer, R. (2014, October 15). When Women Become Men at Wellesley. Retrieved December 1, 2015, from

http://www.nytimes.com/2014/10/19/magazine/when-women-become-men-at-wellesley-college.html?_r=0

Pasque, P. & Errington Nicholson, S. (Eds.) (2011). Empowering women in higher education and student affairs: T

research, narratives, and practice from feminist perspectives (ACPA Publication). Sterling, VA: Stylus Publishing.

Sanchez-Hucles, J. V., & Davis, D. D. (2010). Women and women of color in leadership: Complexity, identity, and

American Psychologist, 65, 171-181.

Student Affairs Resources & Continued Education | NASPA. (n.d.). Retrieved December 1, 2015, from

https://www.naspa.org/about/student-affairs

Females in Higher Education Workshop

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Transcript of Females in Higher Education Workshop