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Cited by 499

The DOI matches its Crossref record; 19 of the 19 references it cites were found in a registry or an index.

The Effect of an Intervention to Break the Gender Bias Habit for Faculty at One Institution: A Cluster Randomized, Controlled Trial

Open access
Carnes, Molly, Devine, Patricia G., Baier Manwell, Linda, Byars-Winston, Angela, Fine, Eve, Ford, Cecilia E., Forscher, Patrick, Isaac, Carol, Kaatz, Anna, Magua, Wairimu, Palta, Mari, Sheridan, Jennifer·2015·Academic Medicine
DOI 10.1097/acm.0000000000000552
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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.

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Metadata

Authors
Carnes, M., Devine, P. G., Baier Manwell, L., Byars-Winston, A., Fine, E., Ford, C. E., Forscher, P., Isaac, C., Kaatz, A., Magua, W., Palta, M., & Sheridan, J.
Venue
Academic Medicine
Publisher
Oxford University Press (OUP)
Published
2015-02
Volume
90
Issue
2
Pages
221-230
ISSN
1040-2446 (ISSN-L)
DOI
10.1097/acm.0000000000000552
OpenAlex
W2127455621
Cited by
499
References
19
FWCI
70.20
Type
journal article
Language
en
Open access
green

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