The low representation of women and women of color (WoC) faculty in science, technology, engineering, and mathematics (STEM) academic disciplines represents a critical talent development issue by constraining universities from being truly diverse and inclusive therefore limiting the development and advancement of women scientists.
The Solution
We describe the National Science Foundation’s (NSF) ADVANCE program as a mechanism for increasing STEM women and WoC faculty career development, inclusion, and advancement. We situate this program as a critical human resource development (CHRD) project and analyze the interventions of ADVANCE Centers at five institutions using a coding scheme based on Acker’s theory of organizational gendering. We identify how key interventions address gendered processes and how these efforts align with human resource development (HRD) disciplinary expertise.
The Stakeholders
This article will benefit HRD scholars and professionals by identifying how HRD disciplinary expertise can be used to support institutional change efforts focused on faculty diversity and inclusion.
AlhejjiH.GaravanT.CarberyR.O’BrienF.McGuireD. (2016). Diversity training programme outcomes: A systematic review. Human Resource Development Quarterly, 27, 95-149. doi:10.1177/089124390004002002
4.
AllenT. D.SmithM. A.MaelF. A.O’SheaP. G.EbyL. T. (2009). Organization-level mentoring and organizational performance within substance abuse centers. Journal of Management, 35, 1113-1128. doi:10.1177/089124390004002002
5.
Beyond bias and barriers: Fulfilling the potential of women in academic science and engineering. (2007). Washington, DC: The National Academies Press.
6.
BieremaL. L. (2010a). Implementing a critical approach to organization development. Malabar, FL: Krieger.
7.
BieremaL. L. (2010b). Resisting HRD’s resistance to diversity. Journal of European Industrial Training, 34, 565-576. doi:10.1108/03090591011061239
8.
BieremaL. L.CallahanJ. L. (2014). Transforming HRD: A framework for critical HRD practice. Advances in Developing Human Resources, 16, 429-444. doi:10.1177/1523422314543818
9.
BieremaL. L.CsehM. (2014). A critical, feminist turn in HRD. In ChalofskyN.RoccoT.MorrisM. (Eds) Handbook of human resource development (pp. 125-144)., New Jersey: Wiley.
10.
BieremaL. L.HillJ. R. (2005). Virtual mentoring and HRD. Advances in Developing Human Resources, 7, 556-568. doi:10.1177/1523422305279688
11.
BilimoriaD.LiangX. (2012). Gender equity in science and engineering: Advancing change in higher education. New York: NY. Routledge.
12.
BrittonD. M. (2000). The epistemology of the gendered organization. Gender & Society, 14, 418-434. doi:10.1177/089124300014003004
13.
ByrdM. Y. (2018). Does HRD have a moral duty to respond to matters of social injustice?Human Resource Development International, 21, 3-11.
14.
BieremaL.CallahanJ. L. (2014). Transforming HRD: A framework for critical HRD practice. Advances in Developing Human Resources, 16(4), 429-444.
15.
ChaudhuriS.GhoshR. (2012). Reverse mentoring: A social exchange tool for keeping the boomers engaged and millennials committed. Human Resource Development Review, 11, 55-76. doi:10.1177/1534484311417562
16.
CoghlanD.BrannickT. (2014). Doing action research in your own organization. Thousand Oaks, CA: Sage.
17.
CollinsJ. C. (2017). Leveraging three lessons learned from teaching an HRD undergraduate diversity and inclusion course: An autoethnography of one professor’s perceptions. Advances in Developing Human Resources, 19, 157-175.
18.
CollinsJ. C.RoccoT. S. (2015). Rules of engagement as survival consciousness: Gay male law enforcement officers’ experiential learning in a masculinized industry. Adult Education Quarterly, 65, 295-312. doi:10.1177/0741713615585163
19.
CollinsJ. C.Taborda-WhittC. (2017). Disrupting human resource development to see, hear, and value queer people of color: A call to action. New Horizons in Adult Education and Human Resource Development, 29, 1-4.
20.
FoxM. F.ColatrellaC. (2006). Participation, performance, and advancement of women in academic science and engineering: What is at issue and why. The Journal of Technology Transfer, 31, 377-386. doi:10.1007/s10961-006-7209-x
21.
GedroJ.CollinsJ. C.RoccoT. S. (2014). The “critical” turn: An important imperative for human resource development. Advances in Developing Human Resources, 16, 529-535.
22.
GhoshR.KimM. K.CallahanJ. (2014). Examining the dominant, emerging, and waning themes featured in select HRD publications. European Journal of Training and Development, 38, 302-322. doi:10.1108/EJTD-02-2013-0012
23.
GhoshR.ReioT. G. (2013). Career benefits associated with mentoring for mentors: A meta-analysis. Journal of Vocational Behavior, 83, 106-116. doi:10.1016/j.jvb.2013.03.011
24.
GithensR. P. (2015). Critical action research in human resource development. Human Resource Development Review, 14, 185-204.
25.
HezlettS. A.GibsonS. K. (2007). Linking mentoring and social capital: Implications for career and organization development. Advances in Developing Human Resources, 9, 384-411. doi:10.1177/1523422307304102
26.
HiteL. M.McDonaldK. S. (2010). Perspectives on HRD and diversity education. Advances in Developing Human Resources, 12, 283-294.
27.
HughesC. (2016). Diversity intelligence: Integrating diversity intelligence alongside intellectual, emotional, and cultural intelligence for leadership and career development. New York, NY. Springer.
28.
HutchinsH. M.PenneyL. M.SublettL. W. (2018). What imposters risk at work: Exploring imposter phenomenon, stress coping and job outcomes. Human Resource Development Quarterly, 29(1), 31-48. doi:10.1002/hrdq.21304
29.
Jean-MarieG.WilliamsV. A.ShermanS. L. (2009). Black women’s leadership experiences: Examining the intersectionality of race and gender. Advances in Developing Human Resources, 11, 562-581. doi:10.1177/1523422309351836
30.
LewinK. (1947). Frontiers in group dynamics: Concept, method and reality in social science; social equilibria and social change. Human Relations, 1, 5-41. doi:10.1177/001872674700100103
31.
MadsenS. R. (2012). Women and leadership in higher education: Learning and advancement in leadership programs. Advances in Developing Human Resources, 14, 3-10. doi:10.1177/1523422311429668
32.
MadsenS. R.LongmanK. A.DanielsJ. R. (2012). Women’s leadership development in higher education: Conclusion and implications for HRD. Advances in Developing Human Resources, 14, 113-128. doi:10.1177/1523422311429734
33.
MeyersonD. E.ScullyM. A. (1995). Crossroads tempered radicalism and the politics of ambivalence and change. Organization Science, 6, 585-600.
34.
MeyersonD. E.TompkinsM. (2007). Tempered radicals as institutional change agents: The case of advancing gender equity at the University of Michigan. Harvard Journal of Law & Gender, 30, 303-322.
35.
MorimotoS. A.ZajicekA. M.HuntV. H.LisnicR. (2013). Beyond binders full of women: NSF ADVANCE and initiatives for institutional transformation. Sociological Spectrum, 33, 397-415. doi:10.1080/02732173.2013.818505
36.
ShuckB.CollinsJ. C.RoccoT. S.DiazR. (2016). Deconstructing the privilege and power of employee engagement: Issues of inequality for management and human resource development. Human Resource Development Review, 15, 208-229.
ThurstonP. W.D’AbateC. P.EddyE. R. (2012). Mentoring as an HRD approach: Effects on employee attitudes and contributions independent of core self-evaluation. Human Resource Development Quarterly, 23, 139-165. doi:10.1002/hrdq.21130
39.
TorracoR. J. (2005). Organization development: A question of fit for universities. Advances in Developing Human Resources, 7, 303-310. doi:10.1177/1523422305277171
40.
YoderJ. B.MattheisA. (2016). Queer in STEM: Workplace experiences reported in a national survey of LGBTQA individuals in science, technology, engineering, and mathematics careers. Journal of Homosexuality, 63(1), 1-27.
