File: Engaging Men Faculty in Creating Equity for Women STEM Faculty in Academia
Abstract: Equity for women engineering faculty is often considered a women’s problem with solutions comingfrom women to profit women. Campus transformation leaders must challenge the assumption onlywomen can lead transformation and that the benefits only accrue to women (Stewart, et al. 2010) forsustainable change to be made. Therefore it is important to build the case for faculty (women and men)action. (University Leadership Council 2008). Clearly, equity cannot be achieved without men faculty.Focus groups were conducted at Syracuse University (SU) to help answer the question; what brings menfaculty to the table as equally inspired transformation leaders? To understand the men STEM faculty’s thoughts regarding equity and inclusion focus groups wereconducted at SU in 2009. Using information from the 2009 Catalyst report by Prime, et al., “EngagingMen in Gender Initiatives: What Change Agents Need to Know,” a series of questions were designed tofacilitate discussion with SU men and women faculty members in two‐hour, single‐sex groups. A total ofeleven men (two groups) and eight women (one group) faculty from thirteen science and engineeringdepartments participated in the focus groups. Findings can be categorized from individual, departmental and leadership perspectives. Men facultywere motivated by institutional competiveness, the fit in terms of values, as well as personalexperiences with partners and children. Many of the men participants held or were currently inleadership positions. These individuals found that the departments did not hold people accountable,encourage community thinking, nor reward positive behavior. Men faculty leaders found thataddressing the barriers for men’s involvement in fostering equity is not part of leadership training. Theyasked; how do they create an inclusive departmental environment? Is my own lack of awarenesscontributing to the problem? Women faculty in their focus group noted that departments that functionas a whole not as individuals were more competitive and productive. Building men faculty awareness ofhow the current status quo limits departments was considered to be important. Engaging menengineering faculty in collaboratively building environments that unleash
