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Archives for November 2020

What Works for Women at Work – 4 Basic Patterns of Bias and How to Navigate Workplaces Shaped by Subtle Bias [part 2 of 4]

November 24, 2020 by Marketing Director

This is the second part of a blog post series that will introduce you to four distinct patterns of gender bias, and provide you with strategies women have successfully used to navigate workplaces shaped by subtle bias.

The research in this series was conducted by Joan C. Williams, Hastings Foundation Chair, and Director at the Center for WorkLife Law at the University of California, Hastings College of the Law. Wiliams has played a key role in reshaping the debates of women’s advances for the past quarter century, and has authored eight books, most recently What Works for Women at Work: Four Patterns Working Women Need to Know (co-written with her daughter, Rachel Dempsey).

This post will cover the second pattern of gender bias: Tightrope

What is the Tightrope pattern?

Similar to the Prove-it Again pattern, the Tightrope pattern stems from lack of fit—but a different type. When people think of brilliant neuroscientists, physicists, lawyers, CEOs, and the like, they tend to associate excellent performance with masculine qualities. That’s often an issue for women, who are expected to be feminine.

This often leads to women walking a tightrope between being “too masculine” and “too feminine.” If women are too masculine, they are respected but not liked; if women are “too feminine,” they are liked but not respected. Part of the issue is that feminine traditions are often devalued by the workplace, so when women conform too much, it’s to their detriment.

Here are some of the problems that women face if they’re on the liked-but-not-respected side:

Women are expected to be nice

Not only are women expected to be nice, but women expect to be liked by everyone. This leads to a lot of “nice work.” It’s very difficult to progress your career if you’re obsessed with wanting people to like you.

Women also tend to use feminine conversation patterns in mixed groups, and will use tentative forms of speech (“don’t you think”), make fewer task suggestions (“we should do this”), and interrupt less. These conversation patterns might tilt their behavior toward “nice,” but they signal that the speaker doesn’t think their comments are important.

Women tend to do office housework

Another problem on the “too feminine” side is that women often end up doing the office housework or playing narrow feminine roles. Women might become the “ever-understanding mother” to students and colleagues, or the “dutiful daughter” who does everything from planning parties to filling out the paperwork for other people’s grant applications.

Women are expected to do more of this organizational citizenship behavior than men, but it’s important to note that women receive less credit when they do it.

On the other hand, here are some of the problems that women face if they’re on the respected-but-not-liked side:

Women who are too masculine are faced with the “what a b****” problem

If women are direct, outspoken, assertive, or competitive, they tend to meet the “what a b****” problem. If a woman is stern, says “no,” or doesn’t do the “nice work,” the automatic reaction is to dislike her. Men with similar qualities aren’t viewed the same way, as similar qualities are appreciated when they show it.

Anger and self-promotion are coded differently for men and women

Anger is a danger point for women, because showing anger tends to increase the perceived status of a man, but decrease the perceived status of a woman. Again, women are expected to be nice.

Self-promotion is another danger point for women. People who don’t self-promote don’t do as well as people who do, but on the other hand, women who self-promote often encounter pushback. For example, a woman at a leadership academy run by the Center for WorkLife Law at the University of California, Hastings College of the Law, found that she was being paid about $200,000 less than a male colleague who she thought was very similar to herself. She reached out to a member of the compensation committee and told them of the objective metrics she had met, including the clients that she had brought in and grew. Her self-promotion was met with immediate pushback when the member said, “You think highly of yourself, don’t you?”

Asian-American, Latino, and Black women report different levels of pushback

Asian-American women report more pressure to fulfill traditionally feminine roles, and more pushback if they don’t. Latino women report being called “angry” or “too emotional” if they behave in direct and assertive ways. For Latino women, non-conformity to being “nice” triggers the racial stereotype of the hot-blooded Latina. On the other hand, Black women report far less pressure to fill feminine roles, and somewhat less pushback if they don’t.

Strategies to Navigate the Tightrope Pattern

Before continuing to the strategies, it’s important to keep in mind that “if it ain’t broke, don’t fix it.” If you’re using a different strategy and it’s working for you, don’t change it, but if you find yourself loaded with officework or facing pushback for being too outspoken or assertive, the following might help you:

Be clear about how you present

You need to think about not what you are comfortable with, but about what they (your audience, typically of men) are comfortable with. Women absolutely shouldn’t need to do this, but studies show that women who self-monitor how they’re perceived tend to be more successful.

Reduce office housework by setting a rotation or giving a strategic “no”

If you find yourself assigned a large load of office housework (planning parties, ordering lunch, etc.) or administrative work (taking notes, doing paperwork, etc.), do it once, then work behind the scenes to set up a rotation.

Undervalued work, such as setting up a diversity committee, is not going to help you get the next job or tenure, so take a few assignments that mean deeply to you and can meaningfully expand your network. When the next undervalued assignment comes in, gracefully reject it with a strategic “no.” Say that you would love to do it, but you’re working closely with someone high-ranking on an important assignment, then follow up by recommending somebody else.

“Stepping on the end of a sentence”

If you’re in a meeting and can’t get a word in without interrupting, you can step on the end of a sentence. When a man is almost done talking, start to make your point, and if he doesn’t stop, then apologize and say you thought he was done talking. This strategy is part of what Joan C. Williams calls “gender judo,” in which you do a masculine thing (interrupting) in a feminine way (apologizing) to control pushback.

Form a posse for self-promotion

A basic strategy to deal with pushback from self-promotion is to form a posse, a mixed group of people who celebrate each other’s successes. These people should be about at your level or a little bit above. This results in your accomplishments being touted by men, while you tout their accomplishments. While you conform to the feminine tradition of women celebrating a man’s success, you also have men celebrating your successes.

Express anger with a formula

When you’re angry, say, “If I look angry, it’s because I am angry. I’m angry because you’ve jeopardized (insert shared goal here.” This counters the stereotype of the woman as an irrational id. You’re saying you’re angry, but explicitly attributing it to a rational reason. Only three out of 127 women Williams interviewed made a habit of showing anger on the job, but sometimes it’s necessary to draw a line. If you need to show anger, using the formula is the best way to go about it.

The next post in our series will cover the third pattern of gender bias: Maternal Wall.

Filed Under: Women

What Works for Women at Work – 4 Basic Patterns of Gender Bias and How to Navigate Them at Work [Part 1 of 4]

November 10, 2020 by Marketing Director

In this blog post series, you will learn about the four distinct patterns of gender bias, and strategies to navigate workplaces shaped by subtle bias.

Joan C. Williams, Hastings Foundation Chair and Director at the Center for WorkLife Law at the University of California, Hastings College of the Law, conducted the research in this series. Williams has played a key role in reshaping the debates of women’s advances in the past quarter century, and has authored eight books, most recently What Works for Women at Work: Four Patterns Working Women Need to Know (co-written with her daughter, Rachel Dempsey).

First Pattern of Gender Bias: Prove-It Again

One of the most common patterns, Prove-It Again occurs when people automatically associate a high-ranking position with a white man. For a woman to be judged equally for that position, she must provide more evidence of confidence or competence.

For example, a woman working in academia might be viewed as “lazy” or not “tenurable material,” while her male colleague is seen as “engaged in research that will take longer to reach the publication world.” The woman is judged on performance, while the man is judged on potential.

Success and mistakes are coded differently based on gender

A key component of Prove-It Again is that men’s and women’s successes are coded differently. Men’s triumphs tend to be attributed to skill, while women’s are often discounted as caused by luck or an outside circumstance.

Mistakes are also coded differently. Women’s mistakes tend to be noticed more and remembered longer. This is an example of confirmation bias: people tend to see what they expect to see. If a woman makes a mistake, it’s expected because she wasn’t a great fit for the job.

Women’s ideas tend to be overlooked until men repeat them

Another example of confirmation basis is the stolen idea: when a woman offers an idea that is ignored, but that same idea is acknowledged later when a man says it. Suddenly, it’s a brilliant idea, because great ideas are expected from men.

Objective rules are no guarantee of objectivity

Prove-It Again also manifests when women are held more rigidly to objective rules than men. For example, a female scientist shared that when she ordered lab equipment , she was criticized for not following the rules even though she saw other men order it the same way she did.

Prove-It Again is more commonly reported by Black women

Black women are much more likely to report Prove-It Again problems than white, Latino, and Asian-American women. In Williams’ research, three-fourths of Black women reported these incidents, as opposed to two-thirds of the other groups. Black women were also more likely to attribute their Prove-It Again problems to their race.

One of Williams’ informants said that others can say they’ve had a bad day, but she doesn’t have the same luxury. For Black women, errors are not an option.

Strategies to Navigate the Prove-It Again Pattern

Before continuing to the individual strategies, please note that strategies are not solutions. Solutions are institutional, but since some institutions aren’t keen to change quickly, here’s how you can navigate the Prove-It Again bias:

Get over yourself

If there are nine requirements for promotion, women tend to wait until they have twelve. Men go up when they have six because they’re under gender pressures of their own, to prove they’re men to be reckoned with. You must understand that sometimes you’ll need to operate a little outside of your comfort zone and put yourself out there.

Keep careful, real-time records of your successes

If people are likely to notice and remember your mistakes while forgetting your successes, you need to remind them. It’s important to keep real-time records of the objective metrics that you’ve met, and the compliments received.

If you receive a compliment by email, forward it to your sponsors, mentors, and allies. If you’re complimented in person, send an email to the person who complimented you along the lines of, “I was flattered today when you said X. You really made my day. Thank you for sharing that,” and then forward it to your network.

“Let’s go back to the top of the pile.”

If you’re in a hiring room and men are being judged on their potential and women on their performance, or white people are being judged on their potential and people of color on their performance, you might say, “I think we’ve finally recognized what matters in this position. Let’s go back to the top of the pile and make sure we picked up everybody who has A, B, and C.”

Reclaim stolen ideas by giving credit

You can reclaim credit for a stolen idea by saying, “Thanks for picking up that idea,” or if another woman’s idea is stolen, you can say, “I’ve been thinking about that ever since X first said it.”

The next post in our series will cover the second pattern of gender bias: Tightrope.

Filed Under: Women

Veterans: A Valuable Asset to Higher Ed

November 9, 2020 by Marketing Director

Patrice Frede, Regional Director for HERC of the Carolinas, has been a military member for 28 years. The Navy reservist said there are plenty of reasons why military experience translates well to the higher education workspace, and why institutions of higher learning would be a great landing spot for veterans.

Higher ed and the military have similar environments

Joining the military gives people the opportunity to be a part of something that’s greater than themselves. That’s also true of working at an institution of higher education. In both environments, the experience changes lives and gives people opportunities that they may not have otherwise been exposed to.

Being in a college or university community gives staff members as well as faculty the opportunity to use their skills and abilities in service to others.

The same skillsets apply

The average job seeker might think they need an advanced degree to work on a college campus or must be interested in teaching. But there’s so much more that’s needed to run a campus community besides faculty members.

A campus is very similar to a ship or a military installation. There are a lot of self-contained services that are required, and jobs that entail the same skill sets, such as food service, postal services and mail distribution, facility management, information technology, and human resources. 

Most, if not all, branches of the service offer civilian workforce credentialing opportunities and financial assistance in obtaining those credentials.

Military experience can be highly valuable to employers

Many of the skills that veterans develop during their service are useful in a higher education setting. Leadership and flexibility under pressure, or amid unexpected change, are critical, especially as institutions are navigating the current pandemic environment.

Many institutions, especially HERC member institutions, recognize the value of diverse perspectives of employees from all backgrounds. Many campuses have programs to support veterans as they become students, staff, or faculty, and oftentimes employees who are veterans are part of the team that is available to assist in that transition. 

HERC can help

The more than 700 institutions who are members of the Higher Education Recruitment Consortium are dedicated to equity and excellence in the higher education workplace.

Job seekers can visit www.hercjobs.org to find jobs with employers devoted to diversity and inclusion, because institutions know that if students see themselves in the institution’s leadership, it gives them the confidence to believe that they can be the leaders of tomorrow.

Check out more resources for veterans exploring careers in higher ed.

About the Author: Harold Gutmann is the director of brand and marketing strategy at Santa Clara University. He is a longtime writer and editor who is proud to work in higher education, and encourages all job seekers to consider it.

Filed Under: Veterans Tagged With: Harold Gutmann

Surviving and Thriving in the Academy

November 9, 2020 by Marketing Director

Working in higher education is a marathon, not a sprint. It is important to take care of yourself so that you not only survive in the academy– but you thrive. Here are some survival tips:

Never Stop Learning

Dr. Cynthia Tyson, Professor in the Department of Teaching and Learning at The Ohio State University, teaches courses in Multicultural and Equity Studies in Education, Early Childhood Social Studies, and Multicultural Literature for Children and Young Adults. Dr. Tyson suggests that you find a mentor and that you know the documents, journals, and resources that impact your work. While you teach, be a lifelong learner. Stay current and contribute to the conversation within your discipline. 

Dr. Claudia Highbaugh, the retired Dean of Religious and Spiritual Life at Connecticut College, reminds us of the importance of making connections. Make friends in the community, and create intentional connections with businesses and community leaders. Network with others in your discipline at other institutions. Design and maintain relationships that support your work and the visibility of the institution in the larger community. It is also critical that we create, sustain, and work hard to foster personal support systems.

Fight for What Matters Most to You

As in all industries, there are political realities in higher education. Choose your battles. Determine if this is the political battle you’re willing to fight for (such as your contract not being renewed, your tenure denied, or your termination from a job), or one that you need to “live to fight another day.” Dr. Tyson advises new professionals to “become a ‘tempered radical’- a person whose approach to surviving in an organization while staying committed to their own identity, cause, community or ideology” (Myerson, 2001).

Keep Your References in Mind

As your career progresses, stay connected to and keep your references apprised of your work as you move from job to job or seek promotions. When your references know you and your work, they can be specific about your accomplishments, and better respond to how your gifts and skills meet the needs of the new position.

Take Care of You

We all have ways of thriving. Audre Lorde wrote in A Burst of Light and Other Essays(1988), “Caring for myself is not self-indulgence, it is self-preservation, and that is an act of political warfare.” Self-care is essential to thriving in the academy.  We must care for our mind, body and spirit as we recognize our call to education. Our gifts and talent remain consistent; the context may change, but we are still incredibly capable. When we meet challenges, we must find ways to center ourselves, learn from our mistakes, clarify expectations, and move on.

Reflect on How You Want to be Remembered

Finally, even as you are beginning your career in higher education, think about what you want your legacy to look like. What do you want your work to do, to change, or to affect? Take note of the students and colleagues that you mentor and support. What have they learned from you? What have you learned from them? Stay in contact with your mentees and supportive colleagues.

About the Author: Leslie Taylor comes from a higher education family. Leslie’s parents are still working, teaching, and mentoring younger faculty members, and her sister is an adjunct professor. Leslie has served as a staff member in religious life, student services, and admissions for 16 years.

Filed Under: Career Advice, Leadership, LGBTQ+ Professionals, Mentoring, Professional Development, Resilience, Work/Life Balance Tagged With: Leslie Taylor

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