Men Faculty Gender-Equity Advocates

Abstract

As part of a National Science Foundation (NSF) ADVANCE grant, North Dakota State University (NDSU) created a program of men faculty Advocates to engage in gender-equity/climate improvement efforts. Sixteen men Advocates spent 4 years reading materials, attending NDSU ADVANCE FORWARD programming, and creating training sessions for male faculty gender-equity Allies. The current investigation reviews core aspects of effective Ally preparation programs, and then compares this Advocates program with elements of successful men’s profeminist gender-equity advocacy work. We discovered that the NDSU Advocates used 12 of Berkowitz’s 19 elements, with 4 additional elements present. Implications for this men’s gender-equity advocates program, similar programs at other colleges and universities, and other Ally/advocates programs are discussed.

Keywords

men faculty Allyship gender equity workplace climate

Get full access to this article

View all access options for this article.

References

Adams

Bell

L. A.

Griffin

(1997). Teaching for diversity and social justice: A sourcebook. New York, NY: Routledge.

Apple

M. W.

(1997). Consuming the other: Whiteness, education, and cheap french fries. In Fine

Weiss

Powell

L. C.

Wong

L. M.

(Eds.), Off white: Readings on race, power, and society (pp. 121-128). New York, NY: Routledge.

Banyard

V. L.

Eckstein

R. P.

Moynihan

M. M.

(2010). Sexual violence prevention. Journal of Interpersonal Violence, 25, 111-135. doi:10.1177/0886260508329123

Barker

Ricardo

Nascimento

(2007). Engaging men and boys in changing gender-based inequity in health: Evidence from programme interventions. WHO Library Cataloguing-in-Publication Data, HQ 1090. Retrieved from http://www.who.int/gender/documents/Engaging_men_boys.pdf

Barndt

Birkelo

(1986). Crossroads anti-racism organizing and training. Retrieved from http://crossroadsantiracism.org/

Berkowitz

A. D.

(1994). A model acquaintance rape prevention program for men. In Berkowitz

A. D.

(Ed.), Men and rape: Theory, research, and prevention programs in higher education (pp. 35-42). San Francisco, CA: Jossey-Bass.

Berkowitz

A. D.

(2002). Fostering men’s responsibility for preventing sexual assault. In Schewe

P. A.

(Ed.), Preventing violence in relationships: Interventions across the lifespan (pp. 163-196). Washington, DC: American Psychological Association.

Bilen-Green

(2012). NSF fourth year annual report ( Holbrook

, Ed.). Fargo: North Dakota State University.

Bilen-Green

Birmingham

Burnett

(2008, June 8-10). Institutional transformation at North Dakota State University. Proceedings of the Women’s Engineering Pro-Active Network, St. Louis, MO.

10.

Bishop

(2002). Becoming an ally: Breaking the cycle of oppression in people. Halifax, Nova Scotia, Canada: Fernwood.

11.

Bishop

(2005). Beyond token change: Breaking the cycle of oppression in institutions. Halifax, Nova Scotia, Canada: Fernwood.

12.

Bourdieu

(1986). The forms of capital. In Richardson

J. G.

(Ed.), The handbook of theory: Research for the sociology of education (pp. 241-258). New York, NY: Greenwood.

13.

Bourdieu

(1998). Practical reason: On the theory of action. Stanford, CA: Stanford University Press.

14.

Boyd

K. D.

Brackmann

(2012). Promoting civic engagement to educate institutionally for personal and social responsibility. New Directions for Student Services, 2012(139), 39-50. doi:10.1002/ss.20021

15.

Broido

E. M.

(2000). Ways of being an ally to lesbian, gay, and bisexual students. In Wall

V. A.

Evans

N. J.

(Eds.), Toward acceptance: Sexual orientation issues on campus (pp. 345-369). Lanham, MD: University Press of America.

16.

Broido

E. M.

Reason

R. D.

(2005). The development of social justice attitudes and actions: An overview of current understandings. New Directions for Student Services, 2005(110), 17-28. doi:10.1002/ss.162

17.

Burghardt

(2011). The human bottom of non-human things: On critical theory and its contributions to critical disability studies. Critical Disability Discourse, 3, 1-16. Retrieved from https://pi.library.yorku.ca/ojs/index.php/cdd/article/view/31560

18.

Burnett

Bilen-Green

McGeorge

C. R.

Anicha

C. L.

(2012). Examining the complexities of faculty attrition: An analysis of STEM and non-STEM faculty who remain and faculty who leave the institution. Journal of Women and Minorities in Science and Engineering, 18(1), 1-19. doi:10.1615/JWomenMinorScienEng.2012003100

19.

Carlson

(2008). I’d rather go along and be considered a man: Masculinity and bystander intervention. The Journal of Men’s Studies, 16, 3-17. doi:10.3149/jms.1601.3

20.

Case

K. A.

(2012). Discovering the privilege of whiteness: White women’s reflections on anti-racist identity and ally behavior. Journal of Social Issues, 68, 78-96. doi:10.1111/j.1540-4560.2011.01737.x

21.

Casey

E. A.

(2010). Strategies for engaging men as anti-violence allies: Implications for ally movements. Advances in Social Work, 11, 267-282. Retrieved from http://journals.iupui.edu/index.php/advancesinsocialwork/article/view/580

22.

Casey

E. A.

Carlson

Fraguela-Rios

Kimball

Neugut

T. B.

Tolman

R. M.

Edleson

J. L.

(2013). Context, challenges, and tensions in global efforts to engage men in the prevention of violence against women: An ecological analysis. Men and Masculinities, 16, 228-251. doi:10.1177/1097184x12472336

23.

Casey

E. A.

Ohler

(2012). Being a positive bystander: Male antiviolence allies’ experiences of “stepping up.” Journal of Interpersonal Violence, 27, 62-83.

24.

Casey

E. A.

Smith

(2010). “How can I not?”: Men’s pathways to involvement in anti-violence against women work. Violence Against Women, 16, 953-973. doi:10.1177/1077801210376749

25.

Cline

R. J.

Cline

T. R.

(1980). A structural analysis of risky-shift and cautious-shift discussions: The diffusion-of-responsibility theory. Communication Quarterly, 28(4), 26-36. doi:10.1080/01463378009369379

26.

Cochran-Smith

(1995). Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational Review, 65, 541-571.

27.

Combahee River Collective. (2000). Combahee River Collective statement. In Smith

(Ed.), Home girls: A black feminist anthology (pp. 264-274). New Brunswick, NJ: Rutgers University Press.

28.

Coston

B. M.

Kimmel

M. S.

(2012). Seeing privilege where it isn’t: Marginalized masculinities and the intersectionality of privilege. Journal of Social Issues, 68, 97-111. doi:10.1111/j.1540-4560.2011.01738.x

29.

Craig

K. M.

Feasel

K. E.

(1998). Do solo arrangements lead to attributions of tokenism? Perceptions of selection criteria and task assignments to race and gender solos. Journal of Applied Social Psychology, 28, 1810-1836. doi:10.1111/j.1559-1816.1998.tb01347.x

30.

Dace

K. L.

(2012). Unlikely allies in the academy: Women of color and white women in conversation. London, England: Routledge.

31.

Darley

J. M.

Latane

(1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4, Pt.1), 377-383. doi:10.1037/h0025589

32.

Davis

T. L.

LaPrad

Dixon

(2011). Masculinities reviewed and reinterpreted: Using a critical approach to working with men in groups. In Laker

J. A.

Davis

T. L.

(Eds.), Masculinities in higher education: Theoretical and practical considerations (pp. 147-160). New York, NY: Routledge.

33.

Davis

T. L.

Wagner

(2005). Increasing men’s development of social justice attitudes and actions. New Directions for Student Services, 2005(110), 29-41. doi:10.1002/ss.163

34.

DeTurk

(2011). Allies in action: The communicative experiences of people who challenge social injustice on behalf of others. Communication Quarterly, 59, 569-590. doi:10.1080/01463373.2011.614209

35.

Eckel

Hill

Green

(1998). En route to transformation (On change: An occasional paper series of the ACE Project on Leadership and Institutional Transformation). Washington, DC: American Council on Education.

36.

Evans

C. R.

Dion

K. L.

(1991). Group cohesion and performance. Small Group Research, 22, 175-186. doi:10.1177/1046496491222002

37.

Evans

N. J.

Broido

E. M.

(2005). Encouraging the development of social justice attitudes and actions in heterosexual student. New Directions for Student Services, 2005(110), 43-54. doi:10.1002/ss.164

38.

Fabiano

P. M.

Perkins

H. W.

Berkowitz

Linkenbach

Stark

(2003). Engaging men as social justice allies in ending violence against women: Evidence for a social norms approach. Journal of American College Health, 52, 105-112. doi:10.1080/07448480309595732

39.

Flood

(2005). Men’s collective struggles for gender justice: The case of antiviolence activism. In Kimmel

M. S.

Hearn

Connell

R. W.

(Eds.), Handbook of studies on men and masculinities (pp. 458-466). Thousand Oaks, CA: SAGE.

40.

Gidycz

C. A.

Orchowski

L. M.

Berkowitz

A. D.

(2011). Preventing sexual aggression among college men: An evaluation of a social norms and bystander intervention program. Violence Against Women, 17, 720-742. doi:10.1177/1077801211409727

41.

Greubel

(2012). Engaging men to prevent gender-based violence: A multi-country intervention and impact evaluation study. Rio de Janeiro, Brazil: Save the Children, Instituto Promundo. Available from www.promundo.org.br

42.

Gully

S. M.

Devine

D. J.

Whitney

D. J.

(1995). A meta-analysis of cohesion and performance. Small Group Research, 26, 497-520. doi:10.1177/1046496495264003

43.

Harper

S. R.

Harris

III. (Eds.). (2010). College men and masculinities: Theory, research, and implications for practice. San Francisco, CA: Jossey-Bass.

44.

Hawkley

L. C.

Williams

K. D.

Cacioppo

J. T.

(2011). Responses to ostracism across adulthood. Social Cognitive and Affective Neuroscience, 6, 234-243. doi:10.1093/scan/nsq045

45.

Johnson

A. G.

(2006). Privilege, power, and difference. Boston, MA: McGraw-Hill.

46.

Kezar

Lester

(2010). Breaking the barriers of essentialism in leadership research: Positionality as a promising approach. Feminist Formations, 22, 163-185. doi:10.1353/nwsa.0.0121

47.

Kilmartin

Berkowitz

A. D.

(2005). Sexual assault in context: Teaching college men about gender. Mahwah, NJ: Lawrence Erlbaum.

48.

Kimmel

M. S.

(2010). Masculinity as homophobia: Fear, shame, and silence in the construction of gender identity. In Harper

S. R.

Harris

III (Eds.), College men and masculinities: Theory, research, and implications for practice (pp. 23-31). San Francisco, CA: Jossey-Bass.

49.

Kimmel

M. S.

(2012). Manhood in America: A cultural history. New York, NY: Oxford University Press.

50.

Laker

J. A.

Davis

T. L.

(Eds.). (2011). Masculinities in higher education: Theoretical and practical considerations. New York, NY: Routledge.

51.

Landis

J. R.

Koch

G. G.

(1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. doi:10.2307/2529310

52.

Leonardo

(2009). Race, whiteness, and education. New York, NY: Routledge.

53.

Lindlof

T. R.

Taylor

B. C.

(2011). Qualitative communication research methods. Thousand Oaks, CA: SAGE.

54.

Littlefield

R. S.

Reierson

Cowden

Stowman

Feather

C. L.

(2009). A case study of the Red Lake, Minnesota, school shooting: Intercultural learning in the renewal process. Communication, Culture & Critique, 2, 361-383. doi:10.1111/j.1753-9137.2009.01043.x

55.

Lonsway

K. A.

(1996). Preventing acquaintance rape through education. Psychology of Women Quarterly, 20, 229-265. doi:10.1111/j.1471-6402.1996.tb00469.x

56.

Lorde

(1984). Sister outsider: Essays and speeches. Trumansburg, NY: Crossing Press.

57.

Maher

Thompson-Tetreault

M. K.

(2007). Privilege and diversity in the academy. New York, NY: Routledge.

58.

McIntosh

(1990). White privilege: Unpacking the invisible knapsack. Independent School, 49(2), 31-36.

59.

Messerschmidt

J. W.

(2012). Engendering gendered knowledge. Men and Masculinities, 15, 56-76. doi:10.1177/1097184x11428384

60.

Montgomery

S. A.

Stewart

A. J.

(2012). Privileged allies in lesbian and gay rights activism: Gender, generation, and resistance to heteronormativity. Journal of Social Issues, 68, 162-177. doi:10.1111/j.1540-4560.2012.01742.x

61.

Mullen

Copper

(1994). The relation between group cohesiveness and performance: An integration. Psychological Bulletin, 115, 210-227. doi:10.1037/0033-2909.115.2.210

62.

Nahon

Lander

(2013). Working with men in groups from an integrity model perspective. The Journal of Men’s Studies, 21, 162-177. doi:10.3149/jms.2102.162

63.

National Research Council. (2007). Beyond bias and barriers: Fulfilling the potential of women in academic science and engineering. Washington, DC: The National Academies Press.

64.

National Science Board. (2010). Science and engineering indicators (NSB 10-01). Retrieved from http://www.nsf.gov/statistics/seind10/pdf/seind10.pdf

65.

Page

S. E.

(2007). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton, NJ: Princeton University Press.

66.

Page

S. E.

(2008). Uncertainty, difficulty, and complexity. Journal of Theoretical Politics, 20, 115-149. doi:10.1177/0951629807085815

67.

Page

S. E.

(2011). Diversity and complexity. Princeton, NJ: Princeton University Press.

68.

Paquin

J. D.

Fassinger

R. E.

(2011). Male managers’ perceptions of the role of mentoring in women’s career advancement in the chemical industry. Journal of Women and Minorities in Science and Engineering, 17, 51-68. doi:10.1615/JWomenMinorScienEng.v17.i1.50

69.

Peshkin

(1988). In search of subjectivity—One’s own. Educational Researcher, 17(7), 17-21. doi:10.3102/0013189x017007017

70.

Petersen

(2003). Research on men and masculinities. Men and Masculinities, 6, 54-69. doi:10.1177/1097184x02250843

71.

Pharr

(1988). Homophobia: A weapon of sexism. Inverness, CA: Chardon Press.

72.

Phillips

(2012). Engaging men and boys in conversations about gender violence: Voice male magazine using vernacular rhetoric as social resistance. The Journal of Men’s Studies, 20, 259-273. doi:10.3149/jms.2003.259

73.

Potter

S. J.

Stapleton

J. G.

(2011). Bringing in the target audience in bystander social marketing materials for communities: Suggestions for practitioners. Violence Against Women, 17, 797-812. doi:10.1177/1077801211410364

74.

Potter

S. J.

Stapleton

J. G.

(2012). Translating sexual assault prevention from a college campus to a United States military installation: Piloting the know-your-power bystander social marketing campaign. Journal of Interpersonal Violence, 27, 1593-1621. doi:10.1177/0886260511425795

75.

Prime

Foust-Cummings

Salib

E. R.

Moss-Racusin

C. A.

(2012). Calling all white men!: Can training help create inclusive workplaces? (Research Reviews). Retrieved from http://www.catalyst.org/knowledge/calling-all-white-men-can-training-help-create-inclusive-workplaces

76.

Prime

Moss-Racusin

C. A.

(2009). Engaging men in gender initiatives: What change agents need to know (Research Reviews). Retrieved from http://www.catalyst.org/knowledge/engaging-men-gender-initiatives-what-change-agents-need-know

77.

Proudman

Welp

Morris

J. A.

(2005). Diversity partnership tips for white men: A skills building field guide. Portland, OR: White Men As Full Diversity Partners.

78.

Reason

R. D.

Broido

E. M.

(2005). Issues and strategies for social justice allies (and the student affairs professionals who hope to encourage them). New Directions for Student Services, 2005(110), 81-89. doi:10.1002/ss.164

79.

Reason

R. D.

Broido

E. M.

Davis

T. L.

Evans

N. J.

(Eds.). (2005). Developing social justice allies (Vol. 110). San Francisco, CA: Jossey-Bass.

80.

Reason

R. D.

Scales

T. C.

Roosa Millar

E. A.

(2005a). Encouraging the development of racial justice allies. In Reason

R. D.

Broido

E. M.

Davis

T. L.

Evans

N. J.

(Eds.), Developing social justice allies (pp. 55-66). San Francisco, CA: Jossey-Bass.

81.

Reason

R. D.

Scales

T. C.

Roosa Millar

E. A.

(2005b). Encouraging the development of racial justice allies. New Directions for Student Services, 2005(110), 55-66. doi:10.1002/ss.165

82.

Sanders

Willemsen

Millar

(2009). Views from above the glass ceiling: Does the academic environment influence women professors’ careers and experiences? Sex Roles, 60, 301-312. doi:10.1007/s11199-008-9547-7

83.

Sandler

B. R.

Hall

R. M.

(1986). The campus climate revisited: Chilly for women faculty, administrators, and graduate students. Washington, DC: Association of American Colleges, Project on the Status and Education of Women.

84.

Sassen

(2006). Territory, authority, rights: From medieval to global assemblages. Princeton, NJ: Princeton University Press.

85.

Schewe

P. A.

(Ed.). (2002). Preventing violence in relationships: Interventions across the life span (Vol. viii). Washington, DC: American Psychological Association.

86.

Steffen-Fluhr

(2006, June 11-14). Advancing women faculty through collaborative research networks. Proceedings of the Women in Engineering Pro-Active Network, Pittsburg, PA.

87.

Sudbury

Okazawa-Rey

(2009). Activist scholarship: Antiracism, feminism, and social change. Boulder, CO: Paradigm.

88.

Wagner

Yates

Walcott

(2012). Engaging men and women as allies: A workplace curriculum module to challenge gender norms about domestic violence, male bullying and workplace violence and encourage ally behavior. Work, 42, 107-113. doi:10.3233/WOR-2012-1334

89.

West

M. S.

Curtis

J. W.

(2006). AAUP faculty gender equity indicators. Washington, DC: American Association of University Professors.

90.

Yin

R. K.

(2003). Case study research: Design and methods. Thousand Oaks, CA: SAGE.