Closing the Gender Gap

Laurie A. Schreiner, Ph.D.

Critical Issues for Christian Higher Education Conference

March 2002

Gender Differences in Students

What is most important to them about their educational experience

Satisfaction with the college experience How they spend their time Important life objectives Self-perceptions and characteristics at

entrance and exit The impact of a CCCU education

Gender Differences in What is Most Important

More important to women:– Safety and security of

the campus– Gender equity– Advising relationship– Campus climate– Career services– Racial harmony– Opportunities for

ministry

More important to men:– Spiritual growth– Caring staff– Commitment to academic

excellence– Relationships with faculty– Campus maintenance– Computer labs– Campus “run-around”– Quality of the library– Student disciplinary

procedures– Freedom of expression– Food– Student activities fees

Gender Differences in Satisfaction

More satisfying to women:– Campus maintenance

– Availability of faculty

– Commitment to academic excellence

– Campus climate

– Experiences with the admissions office

– Student center

More satisfying to men:– Advising

– Safety and security

– Quality of instruction

– Quality of majors

– Gender equity

– Athletics

– Library

– Health center

– Financial aid

How Men and Women Spend Their Time

How Men and Women Spend Their Time

Women CCCU students:– studying

– involved in campus groups

– helping with household chores and childcare

– working for pay

– volunteering

– reading for pleasure

– praying and meditating

Men CCCU students:– socializing with friends– exercising– involved in sports– partying– watching TV

*Note: the gender gap in how time is spent is greater on CCCU campuses than on other types of campuses

Gender Differences in Important Life Objectives

Gender Differences in Important Life Objectives

Women report as more important to them:

– helping others in difficulty

– participating in community action

– promoting racial understanding

– influencing social values

Men report as more important to them:

– becoming an authority in their field– obtaining recognition from

colleagues– influencing the political structure– being very well off financially– having administrative

responsibility– contributing to the science world– being successful in their own

business– developing a philosophy of life– keeping up to date with politics– becoming a community leader

Gender Differences in Self-PerceptionsGender Differences in Self-Perceptions

Male students are more competitive and more confident

Female students are more passive and less confident

There are key differences in self-confidence that persist through graduation—especially in key leadership skills

More males than females rateMore males than females rate themselves above average in: themselves above average in:More males than females rateMore males than females rate themselves above average in: themselves above average in:

academic ability competitiveness creativity emotional health intellectual self-

confidence leadership ability

math ability physical health popularity public speaking

ability social self-

confidence

More Females Than Males Rate Themselves Above Average in:More Females Than Males Rate Themselves Above Average in:

understanding of otherswriting abilities

Gender Differences at Entrance…

Gender Differences at Entrance…

There are significantly more women than men on CCCU campuses--moreso than at other private Protestant colleges

No differences in ACT scores or verbal SAT, but men score significantly higher on the math SAT

Women bring significantly higher high school GPAs to college

More men than women intend to seek a doctorate

Women are 5 times as likely to pursue an education major; men are more likely to pursue business, theology, and science majors

73% of women chose us first; 69% of men did

Men are less likely to work on or off campus

…and at Exit…and at Exit More men than women plan to

pursue doctorates—although there has been a significant increase in the number of women planning to go to graduate school

Women earned higher grades Women were more likely to have

discussed academic work with other students; men were more likely to discuss politics

Men were more likely to have challenged a professor’s ideas in class

Men were more likely to have participated in intercollegiate athletics or intramural sports

Men were more likely to have not completed homework on time or to have overslept and missed classes

More men report transferring in from another college

More women took ethnic or women’s studies courses

Women report better relationships with faculty

More women report being lonely or homesick**

More women report feeling overwhelmed**

The Impact of a CCCU EducationThe Impact of a CCCU Education

Women students report greater gains in:– knowledge of a

particular field

– knowledge of different races and cultures

– religious beliefs and convictions

Men students report greater gains in:– critical thinking ability

– leadership abilities

– public speaking ability

– mathematical skills

Closing the Gap for our Students

Confidence levels Leadership qualities and self-perceptions Goals and life ambitions Gendered experiences in the classroom and

on the campus

CALLING“where your deep gladness meets the world’s deep need”

“gifts, not gender”

SELF-EFFICACY

Expectations

More Likely to Approach a Task

Persistence in the Face of Obstacles

SUCCESS

Sources of Self-Efficacy1. Modeling

Role models Women speakersMentors Platform dynamics

2. AccomplishmentsClassroom dynamics Research teamLeadership practica

3. Verbal ExhortationAdvisingMessages about leadershipConversations about callingEncouragement to pursue leadership positions

4. Control Emotional ArousalTeach women students what confidence looks like

5. Strengths AwarenessIdentify specific gifts and strengthsHelp students develop their strengthsTeach students to use strengths to overcome obstacles

Gender Differences: CCCU Faculty

Number of women faculty Rank, tenure, pay equity Marital status, family situation Values and opinions How they spend their time Teaching style Stress levels Research productivity

CCCU Faculty Compared to Faculty at Other InstitutionsCCCU Faculty Compared to Faculty at Other Institutions

Overwhelmingly male and older—only 33% of CCCU faculty are women

Greater discrepancy in rank between men and women—significantly more men are full professors and significantly more women are instructors/lecturers

Females are paid significantly less than males, and less than females at other colleges -- even after controlling for rank and experience

Females less likely to hold doctorates; more likely to be in a doctoral program while working full-time

Females tenured at a significantly lower rate than males and than females elsewhere

Women in Leadership: The CCCU Compared to Higher Education Nationally

CCCU

19% of Chief Academic Officers are women

2% of College Presidents are women

Nationally:

25% of Chief Academic Officers are women

16% of College Presidents are women

The Double Bind of Leadership All else being equal, women are rated just as

positively as leaders as men areBUT

In settings where men predominate, women leaders are evaluated more negatively and perceived as less effective than men

When women exhibit a directive, task-oriented leadership style, rather than a participatory style, they are perceived much more negatively by both men and women. This is not the case for men leaders. (Eagly & others, 1995)

A Double Bind in the Classroom

If women professors are too warm and nurturing, they are not behaving as a professor should and do not get respect from male students

If women profs are not nurturing enough, they are not behaving as a woman should and are devalued by women students

Faculty Differences

Males much more likely to rate raising a family as important

Fewer married female faculty with children; more divorced or single

Females much more stressed out than males or females elsewhere

Faculty Differences in Teaching and Research

Women faculty spend less time doing research and more time advising students

Women faculty are more interested in teaching Women faculty are more likely to use

collaborative and active learning strategies Men faculty are twice as likely to lecture

extensively Men faculty are more likely to do research with

students

“Gender discrimination most often occurs as a long series of micro-inequities or unintended slights that create a more stressful, less rewarding environment for women and that can undermine their mental health. For most women, it is the disadvantage that accrues over time that is most harmful to their professional achievement and their quality of life at work.” (Kite, et al., 2002)

Good will is not sufficient to produce change—proactive efforts are required at the institutional level.

Those in positions of power within our institutions must be the ones to implement the changes.

Closing the Gap for our Faculty

VISION– President’s “front burner”– Connected to mission

VALUING– Accountability– Active recruitment of women– Pay equity– Support

• Research• Space and equipment• Travel funds

– Flexible contracts and paths to tenure and promotion

VISIBILITY– Women in leadership

– Women speakers brought to campus

– Promotion and tenure

VOICE– Curriculum

– Faculty Senate

– Committee balance

– Gender Issues Task Force

– Mentors for new faculty