Women's Higher Education in the 21St Century

Home , Agnes Scott College, Bay Path University, Salem College, Spelman College

Women’s College Coalition Annual Conference | September 21-22 WOMEN CREATING CHANGE Education, Leadership & Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

THANKS TO OUR SPONSORS WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

7:30am Registration and Continental Breakfast 9:00am Welcome & Introductions by Presidents from Host Colleges Presidents’ Panel: Women Creating Change – Today’s Civic Engagement and Women’s Colleges 10:30am Student Voices on Civic Engagement 11:00am Roundtable Discussions 12:00pm Networking Lunch: Connect with colleagues 1:00pm Chief Academic Officers Panel: New Ways of Learning How can we create signature programs to distinguish ourselves in this competitive environment? 1:45pm Roundtable Discussions 2:30pm Women Creating Change: Leadership and Social Innovation 3:00pm Leadership Panel: How do we work together to connect the multi-sector women’s leadership efforts to accelerate women’s progress? 3:45pm Roundtable Discussions 6:00pm Reception, Dinner and Program at Spelman College (Transportation provided) AGENDA –THURSDAY 9/21 WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Support Our Communications Efforts

✓ Visit our website regularly: womenscolleges.org ✓ Check your information on the website for accuracy ✓ Make sure we have your e-mail address ✓ Like/Follow us on Facebook: @womenscollegecoalition ✓ Follow us on Twitter: @MyWomensCollege ✓ Keep us up to date with your college news ✓ Share inspirational stories from students and alumni ✓ Send information to: [email protected] WOMEN CREATING CHANGE: Education, Leadership, Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

Welcome from the Host Colleges

Elizabeth Kiss, Agnes Scott College

Mary Schmidt Campbell, Spelman College

Vivia Lawton Fowler, Wesleyan College

Debra Dobkins, Brenau University

PRESIDENTS’ PANEL Women’s College Coalition

Mary Schmidt Campbell, Ph.D. President, Spelman College 1881 End of a Slave Nation The Role of Spelman College 1892 Spelman College Graduates Spelman and the End of Legislated Jim Crow Post-Civil Rights Era

Roz Brewer, C’84 Pearl Cleage, C’71 Marian Wright Edelman, C’60 Post-Civil Rights Era

Audrey Manley, C’55 Alice Walker, C’65 Stacey Abrams, C’95 What problem is Spelman College uniquely positioned to solve in the 21st century? The “new normal”: our nation is becoming increasingly diverse

Generation Birth Span % Minority

Baby Boomers 1946 – 1964 21%

GenXers 1965 – 1980 26%

Millennials 1981 – 2000 44%

Post-Millennials 2001 – 2020 49%

Post-Millennials 2 2021 – 2040 57%

Post-Millennials 3 2041 – 2060 65%

Source: The Office of the Provost #1 HBCU since 2006 tied for #61, national liberal arts colleges

77% graduation rate

Spelman 43 Gates Millennium Scholars Pride highest among colleges/universities in the country Points among the top 35 Bachelor’s degree institutions to produce Fulbright Fellows

leading producer of Black women who earn doctorates in STEM fields

First for Women WESLEYAN COLLEGE

China’s Soong Sisters at Wesleyan College

• Soong Ai-ling • 1904-1909 • Mme. H.H. Kung • Soong Ching-ling • 1908-1913 • Mme. Sun Yat-Sen • Soong May-ling • 1909-1912 tutored and Sub-freshman • 1912-1913 completed first year • Transferred to Wellesley • Mme. Chiang Kai-shek

Wesleyan College of Guangzhou University Dual-Degree Program

WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

Women Creating Change – Today’s Civic Engagement and Women’s Colleges

Mary Schmidt Campbell, President, Spelman College

Ann McElaney Johnson, President, Mount Saint Mary’s University

Vivia Fowler, President, Wesleyan College (Macon)

Mary Hinton, President, College of Saint Benedict

Moderator: Rose Scott, NPR Atlanta

PRESIDENTS’ PANEL WOMEN CREATING CHANGE: Education, Leadership, Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

Student Voices on Civic Engagement

Ayanna Akobundu, Agnes Scott College

Serena Hughley, Spelman College

Adelen Kirkland, Meredith College Alumna ’17 & WCC Intern

Emilie Leveille, Wesleyan College

STUDENT PANEL WOMEN CREATING CHANGE: Education, Leadership, Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

New Ways of Learning – How can we create signature programs to distinguish ourselves in this competitive environment?

Sharon Davies, Provost and Vice President for Academic Affairs, Spelman College

Amanda Gould, Chief Administrative Officer, American Women’s College

Kerry Pannell, Vice President for Academic Affairs & Dean, Agnes Scott College

Kristine Barnett, Assistant Provost and Dean of Liberal Studies, Bay Path University

Moderator: Melissa Morriss-Olson, Provost and Vice President of Academic Affairs, Bay Path University

CHIEF ACADEMIC OFFICERS’ PANEL

OUR PANELISTS

Ms. Amanda Gould, Chief Administrative Officer, The American Women's College

Dr. Kerry Pannell, Vice President for Academic Affairs and Dean of the College, Agnes Scott College

Dr. Kristine Barnett, Assistant Provost and Dean of the Division of Liberal Studies and Student Engagement, Bay Path University

Dr. Sharon Davies, Provost and Vice President for Academic Affairs, Spelman College

Moderator: Dr. Melissa Morriss-Olson, Provost, Bay Path University

Our Students:

▪930 women ▪36 U.S. states & territories and 37 countries ▪12% international ; 54% students of color ▪44% Pell grant recipients ▪20% first-generation EVERY Agnes Scott student…

Completes a core curriculum focused on global learning and leadership development, including a faculty-led global study project in her first year

Builds a personal Board of Advisors, and connects with career allies

Creates a digital portfolio to document her learning journey inside & outside the classroom WHAT IS LEADERSHIP?

Requires self-knowledge—discovery, discussion of strengths Five basic leadership skills: ▪Critical Thinking ▪Writing ▪Public Speaking ▪Teamwork ▪Digital Literacy Leaders reflect, analyze, and act with moral courage JOURNEYS COURSE

▪ 14 sections to different destinations in March ▪ Common readings ▪ Location and topic specific by course WOMEN AS EMPOWERED LEARNERS AND LEADERS (WELL) WELL: LEVERAGING THE BPU WOMEN’S MISSION

▪ Incorporates student development and womens’ identity development for an intentional framework of curricular and co-curricular learning;

▪ Promotes ongoing study of womens’ issues and perspectives;

▪ Prepares women for a variety of career paths, with links to professions in the sciences, cybersecurity, O. T., forensics, etc.

▪ Supports women in their ongoing leader identity development by educating them re: self-leadership, i.e., how to lead their own lives (agency) before they can effectively advocate for others;

▪ Develops students personally, academically and professionally as leaders and concerned citizens. THE FRAMEWORK Year WEL100 3-credit first year seminar One Consistent curriculum for learning community (cohort) WELL instructor is advisor Peer mentor Year WEL200: 3-credit ELECTIVE Two Present Yourself Focus on presentation skills and communication

Year WEL310 1 credit hybrid course for career and life planning Three Revisits some of the work from WEL100 All assignments are gathered in a career portfolio

Year WEL400 3-credit senior capstone Four Interdisciplinary study of social issue Students apply knowledge to a project in partnership with a community agency STRENGTHS AND INNOVATIONS

▪ Bundles high impact educational practices ▪ FYS and cohort model ▪ Double advisor model ▪ Courses taught by faculty and staff ▪ Intentional, progressive curriculum (gen ed) ▪ Interfaces with major areas of study through shared faculty ▪ Incorporates career and life planning STRENGTHS AND INNOVATIONS ▪ Provides peer support through orientation leaders, peer mentors, and multicultural advocates

▪ Anchors the Bay Path e-Portfolio

▪ Encourages experiential Learning: WELL Experiences, Passport/app check in

▪ Capstone experience with community engagement WELL: IMPACT

▪ Since 2013, more than 2,100 students have taken one or more WELL courses;

▪ Approx. 5000 service learning hours have been logged through WEL400;

▪ Sixty (60) student leaders have been trained in leadership to serve as peer mentors; WELL: IMPACT ▪ 90% of students have successfully completed WEL100 with a grade of B or better;

▪ 80% of graduating students agree/strongly agree that their BPU education is “sufficiently women focused.”

▪ 65% of graduating students report that they agree/strongly agree that their “WELL advisor is knowledgeable and helpful.” STUDENT IMPACT

From an e-Portfolio reflection paper in WEL400, on WELL: “Altogether these learning experiences ha[ve] helped shaped me as a student in diverse ways. The value of claiming an education has always been taught to me by my parents, however, I haven’t fully distinguished the differences and weight between men and women claiming an education and its outcomes. Being aware of such variances has led me to walk into every “expensive door,” take responsibility for myself, apply my stereotypical weakness as strengths, and ask what do I want to happen here.”

From a course valuation, of WEL100: “All of these assignments pushed me out of my comfort zone…which led me to improving myself as a person.” Students say that WELL has helped them:

“…be more open minded.” “…cope by writing.” “…go beyond what is asked of me.” “…be able to discuss any topic.” “…speak freely and not be judged by classmates.” “…open up more and feel comfortable in my skin.” Students say that WELL has helped them:

“…learn about social justice and all the issues we have in society.” “…[learn] who I am and where I want to be.” “…learn that being a professional is neither as difficult or unattainable as I once believed. It is entirely possible to be a professional while maintaining one's individuality and being truthful to one's self. I learned that it's about emphasizing one's own strengths rather than attempting to strengthen areas to fit a specific idea of what a professional should be. I learned that I can be, and am a professional.”

Metacognitive Awareness and Academic Performance Among African-American Women Undergraduates

“Thinking about Thinking”

Sharon Davies, Provost The Idea • Might student outcomes improve if faculty explicitly teach and model “metacognitive” skills—the habit of thinking about one’s thinking? • Spelman College was awarded a “First in the World Development Grant” to find out! What is Metacognition? • Metacognition refers to our awareness of how well we truly understand a concept. • Weaker students tend to be overconfident about their understanding of the assigned material. • Poor metacognition can result from poor study skills. As a result “more studying” won’t help! Believed Benefits of Metacognition to Students:

▪ Increased Awareness of their own thinking and learning ▪ Increased Awareness of ineffective learning strategies ▪ Improvements in students’ ability to monitor what they know and what they still need to learn ▪ Understanding that learning is achieved, not something that is innate and static. Believed Benefits of Metacognition to Students: ▪ Increases academic achievement. ▪ Persistence. Decrease in drop out rates. ▪ Agency. Students learn to make purposeful changes to their academic behaviors. ▪ Transferable skills. Students are able to transfer learning strategies to new situations without prompting. Phase 1 (2016-2017)

1. Train faculty in Metacognitive instruction 2. Apply instructional technique in 1st-year ADW course 3. Develop a rubric & procedure to measure metacognitive awareness in student writing samples 4. Over 4 years, approximately 2,200 first-year students will be impacted. STILL EARLY, BUT SOME PRELIMINARY OUTCOMES Metacognitive Faculty are teaching differently

Majority of faculty trained to use metacognitive teaching strategies report employing: student-led discussions, guiding students to connect current content to previous content, comparing and contrasting, providing students w/ an opportunity to apply content to personal experiences.

The majority of control faculty report using pedagogical “strategies” such as: powerpoint, lecture, videos, and group assignments. Year One: Classroom Observations

Students initiated more questions; Students’ responses to peers were more evaluative and integrative; Students applied and expanded concepts learned; Instructors encouraged metaphorical reasoning. IMPROVEMENTS IN SYNTHESIS

Percentage of logs that were classified in each metacognition strategy group by condition Codes Control Condition Treatment Condition Use of metacognitive strategies Synthesizing 38% 50% Application 31% 40% Synthesizing the reading 23% 17% Critique 17% 17% Predicting 3% 2% Trimming 0% 1%

“In Gomez’ Efflorescence he poses the question as to whether the masses are represented in the work of elites. In the sense his question can be answered with both a yes and a no. The artists and founders of “Fire!!” used their class and educational privilege to collectively amplify the voices of those in their community who were marginalized.” Student Log 4 IMPROVEMENTS IN APPLICATION Percentage of logs that were classified in each metacognition strategy group by condition Codes Control Condition Treatment Condition Use of metacognitive strategies Synthesizing 38% 50% Application 31% 40% Synthesizing the reading 23% 17% Critique 17% 17% Predicting 3% 2% Trimming 0% 1%

“Black women were the mothers of sons being lynched and beaten, how could they be supporters for peace for a country that didn’t even care about their own mental peace. I thought that this also was very relatable to the current Black woman as police brutality among our Black women are still very relevant.”-- Student Log 7 ROUNDTABLE DISCUSSION 1.In what ways is your campus leveraging your women’s mission to meet the needs and preferences of today’s learners?

2.Are there examples of new ways of teaching and learning on your campus that you can share? FINAL QUESTIONS FOR PANELISTS WOMEN CREATING CHANGE: Education, Leadership, Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

Women Creating Change: Leadership and Social Innovation Dr. Alice Eagly, Chair of Arts and Sciences, Professor of Psychology Northwestern University

PRESENTATION Women Creating Change: Why Women’s Colleges Should Have a Leadership Mission

Alice Eagly Northwestern University Worldwide Women Are Seriously Underrepresented in Leadership

2017: 20% of Senators Congress: 104 women, (102 female and male minorities)

World Rank of U.S. % women in parliament

Representatives Fortune 500 CEOs

Now 5.4% (27% in all organizations)

Fortune 500 Boards

Now 19.9% (25.1% of senior managers & executives) Women in Leadership: USA

60 Progress Depends on Where You Look 56 52 50

39 40 34 30 28 30 25 25

% % Women 20 20 20 20

10 5

0 Basic Facts: More Women Leaders?

• Greatest progress in people-serving institutions: education, nonprofits • Slow progress in politics & corporations, especially at higher levels

Why not more progress and how can women’s colleges help? Public Opinion

Similar data for more women in Senior Management in business Prejudice Arises from Gender- Leadership Cultural Mismatch Cultural Gender

Common Gender Stereotypes ▪ Masculine (Agentic)  Feminine (Communal) ▪ Competitive ▪ Sympathetic ▪ Adventurous ▪ Gentle ▪ Aggressive ▪ Sensitive ▪ Courageous ▪ Supportive ▪ Dominant ▪ Kind ▪ Stands up under ▪ Nurturing pressure

These gender stereotypes intact in recent data, although women’s competence has increased. Cultural Stereotype of Leaders

• self-confident • assertive • takes charge • solves problems • inspire others • takes risks • action oriented • socially skilled Prejudice Against Women As Leaders (Eagly & Karau, 2002) Gender Leader Role Stereotypes Stereotype Men are dominant, assertive, Leaders are self-confident, forceful, & take charge. assertive, take charge, solve Women are nice, friendly, problems, inspire others socially skilled, sensitive

Incongruity Men and Leaders match Women and Leaders don’t match as well

Prejudice Lowered evaluations of women as actual or potential leaders Thinking That Favors Men as Leaders • Schein (1973): the “think manager-think male” effect – Participants rated successful middle managers, men, or women (rated one group) • On 92 traits that stereotypically differ in men and women – Compare men-leaders similarity to women-leaders similarity on mean-level ratings • Koenig, Eagly, Mitchell, & Ristikari (2011, Psych Bulletin) meta- analysis: 50 studies in this paradigm – United States, Great Britain, Germany, Canada, New Zealand, Australia, Sweden, South Africa, Netherlands, Denmark, Portugal, China, Japan, Hong Kong, Egypt, Saudi Arabia, and Turkey. Think Manager-Think Male .70 Men-Leaders .62 Women-Leaders .60

.50

.40 r .30 .25

.20

.10

.00 Mean correlations across 50 studies .70 Think Manager-Think Male In the minds of men or women .63 .60 .58

Men-Leaders .50

Women-Leaders .40 .37

.30 Correlation

.20

.11 .10

.00 Male Raters Female Raters Consequences of Masculinity of Leadership (next slides): More Extreme in more Masculine Contexts & Roles Achieving Leader Role: Double Standard for Women

for Men Resume Experiments: Only the Sex is Changed Koch, D’Mello, & Sackett (2015): 163 effect sizes

0.35 0.32 0.30 0.30 + d = bias in favor of men

0.25

0.20 0.18 d 0.15 0.14

0.10

0.05 0.01 0.00

-0.05 -0.03 Male dom Male dom Integrated Integrated Female dom Female dom Male rater Female rater Male rater Female rater Male rater Female rater Enacting Leader Role: Women’s Double Bind

Be Be Tough Nice Experiments on Backlash Against Agentic Women

• Acting clearly dominant – Subtle dominance is usually OK • Displaying confidence in masculine domain • Displaying self-promotion or ambition • Expressing anger or criticizing others • Talking a lot: Holding the floor • But if “too nice”, perceived as weak • Minority status adds complications Gender Dynamics in the Raw Does Something Need Fixing?

• Yes, and for many reasons • Lessen the cultural masculinity of leadership: This is slowly happening • Women & their stereotype might change. How? Overall, Lack of Ambition in Women Is Not the Problem

• Very positive reception to “lean in” message Career Ambition (Pew Research Center Survey) Women’s Ambition to Lead? • Women do express increasing interest in having leadership be a part of their job/career. – Meta-analyses by Conrad et al., 2000; Su, Rounds, & Armstrong, 2009 – But express less ambition than men in politics (Fox/Lawless, 2014) – Show “fading ambition” in corporate careers – Large-scale survey of corporate employees – Gadiesh & Coffman (2015) Women: Ambition for What Career?

• People-oriented interests (more than men) – Higher proportion of women in professions than management, especially roles in which can help others & work closely with them • Similar trends within management: – Women often in staff management (not line): e.g., personnel – Study (Goudreau, 2010): More female (vs. male) MBA students seek jobs in • nonprofits, government and public service, and health care • retail, fashion, and apparel • marketing and advertising Women’s Colleges: Well Positioned to Foster Leadership by Women • Advantages – Mainly women faculty & administrators: Role models for women – More leadership opportunities for women students • Challenges – How encourage ambition in areas of women’s underrepresentation (e.g., politics)? – How prepare women for attaining and enacting leadership in male- dominated roles? Leadership Curriculum

• Academic study of research on women & leadership – Arrange exposure to relevant role models • Behaviorally oriented workshops – Build skills of presentation & persuasion – Charisma training! • Build skills of teamwork What We Know

• Mixed picture in terms of women rising into leader roles & public support • Leadership is culturally masculine, fostering double standards & double binds • Women are ambitious for career success, not necessarily leadership – Leadership aspiration often not directed to roles with greatest underrepresentation of female leaders • Further change takes effort & courage WOMEN CREATING CHANGE: Education, Leadership, Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

How do we work together to connect the multi-sector women’s leadership efforts to accelerate women’s progress?

Sally Kenney, Executive Director, Newcomb College Institute, Tulane University

Kathryn Kolbert, Director, Athena Center for Leadership Studies, Barnard College

Debra Dobkins, Dean, Brenau Women’s College

Elaine Meyer-Lee, Associate Vice President for Global Learning and Leadership, Agnes Scott College

Moderator: Elizabeth Kiss, President, Agnes Scott College

LEADERSHIP PANEL Newcomb’s Leadership Model

Sally J. Kenney Newcomb College Endowed Chair , Director Newcomb College Institute Educating undergraduate women for leadership in Tulanethe 21st University century [email protected] Educating undergraduate women for leadership in the 21st century What is the Newcomb College Institute? An interdisciplinary academic center of Tulane University whose mission is to educate undergraduate women for leadership.

Educating undergraduate women for leadership in the 21st century History In 1886 Josephine Louise Newcomb made a bequest to Tulane University to honor her young deceased daughter, Harriott Sophie. Tulane established the H. Sophie Newcomb Memorial College, a coordinate college for women, offering classes the following year.

Educating undergraduate women for leadership in the 21st century In 2005, as a part of its post- Katrina renewal plan, Tulane University closed H. Sophie Newcomb and Paul Tulane Colleges and created a single college for all undergraduates, Newcomb- Tulane College, and the H. Sophie Newcomb Memorial College Institute.

Educating undergraduate women for leadership in the 21st century The mission of Newcomb College Institute is to:

Cultivate lifelong leadership among undergraduate women at Tulane University

Empower women by integrating teaching, research, and community engagement at Tulane University

Preserve, document, produce, and disseminate knowledge about women

Honor the memory of H. Sophie Newcomb and carry forward the work of Newcomb College by providing a woman-centered experience in a co-ed institution

Educating undergraduate women for leadership in the 21st century “There’ve been reports of an increase in chatter among the women.”

Educating undergraduate women for leadership in the 21st century Educating undergraduate women for leadership in the 21st century Educating undergraduate women for leadership in the 21st century Newcomb’s Leadership Model

Informed by the following bodies of scholarship:

1. Women’s and Gender Studies 2. Sociology of Gender, Sociology of Work 3. Psychology of Discrimination 4. Sex Discrimination law and equality policy 5. Neuroscience of the brain 5. Leadership studies

Educating undergraduate women for leadership in the 21st century Leadership is a process whereby an individual influences a group of individuals to achieve a common goal.

Educating undergraduate women for leadership in the 21st century Leadership is the ability to create relationships in order to complete a stated goal or mission.

Educating undergraduate women for leadership in the 21st century Process ≠ inborn traits

Educating undergraduate women for leadership in the 21st century ≠ only a few

Educating undergraduate women for leadership in the 21st century ≠ for men only

Educating undergraduate women for leadership in the 21st century ≠ positional power

Educating undergraduate women for leadership in the 21st century ≠ command and control

Educating undergraduate women for leadership in the 21st century ≠ management

Educating undergraduate women for leadership in the 21st century Leadership can be learned

Educating undergraduate women for leadership in the 21st century Transformational leadership is concerned with emotions, values, and vision. It assesses followers’ motives and treats them as full human beings. Transformational leaders are multipliers that bring out more in their followers than they thought possible.

Educating undergraduate women for leadership in the 21st century Emotional intelligence is the indispensable condition of good leadership. Emotional intelligence includes the skills of: self-awareness, self-regulation, motivation, empathy, and social skill. All can be learned and strengthened.

Educating undergraduate women for leadership in the 21st century Linking feminist social change to emotional intelligence

1. Women’s leadership must embrace a commitment to feminist social change 2. Emotional intelligence is a critical component of leadership 3. Emotional intelligence must include an understanding of how gender shapes us all 4. Understand self, others, organizations, institutions, and world to act to bring about change

Educating undergraduate women for leadership in the 21st century Moving beyond diagnosing the problem and illuminating its damaging psychological effects toward envisioning and crafting solutions

Educating undergraduate women for leadership in the 21st century Educating undergraduate women for leadership in the 21st century Understanding with compassion what is going on inside

Educating undergraduate women for leadership in the 21st century Anchor in your leadership purpose

. Ask yourself: . What are my leadership (shared) goals?

. What do my subordinates, coworkers, superiors need from me to be able to advance those goals?

. Support, resources, opportunities, guidance, clarity, high standards, independence, tough feedback . Courage, vulnerability, compassion, decisiveness, nurturance, assertiveness, connection

. What do *I* need to be able to advance my leadership goals and support others?  Equip yourself to meet those needs!  Hold people to high standards with compassion Educating undergraduate women for leadership in the 21st century Robin Ely Understanding what is going on outside

The ability to think organizationally, structurally, and strategically

Educating undergraduate women for leadership in the 21st century Educating undergraduate women for leadership in the 21st century Robin Ely The purpose of my life is to bring people together across difference to bring about EQUALITY for women

Educating undergraduate women for leadership in the 21st century My life’s passion is the pursuit of justice and equal treatment under law through by advocating for a diverse and representative judiciary and a justice system free from gender bias.

Educating undergraduate women for leadership in the 21st century Educating undergraduate women for leadership in the 21st century How leaders interpret their surroundings and react when their power or safety is challenged is called their

internal action logic.

Opportunists Diplomats

Experts Achievers

Strategists Alchemists

Educating undergraduate women for leadership in the 21st century Strategists and Alchemists are the most highly evolved and add the most value to organizations because they go beyond developing personal skills and seek to create teams and organizations.

Leaders can learn how to move along this continuum.

Educating undergraduate women for leadership in the 21st century STRATEGIC LEADER Diane Nash

ALCHEMIST

Educating undergraduate women for leadership in the 21st century The view from the balcony

Most dancers spend all their time on the dance floor, moved by the music, jostled by dancers around them, completely absorbed in the flow. Educating undergraduate women for leadership in the 21st century The view from the balcony

But it’s not until they extricate themselves from the crowd and move to the balcony above that the larger picture becomes clear. Educating undergraduate women for leadership in the 21st century Educating undergraduate women for leadership in the 21st century confidence ≠ competence

Educating undergraduate women for leadership in the 21st century Educating undergraduate women for leadership in the 21st century Newcomb Research Center Intersectional approach to women’s political leadership

Trying to understand particular problems:

1. Gender gap in confidence

2. Impact of larger social problems on college-aged women: sexual assault on campus

3. Join larger cause of women: Newcomb Research Center a. reproductive rights in Louisiana and Kenya b. creating a gender and racially diverse judiciary b. educating AIDS orphan girls in Dagoretti, Kenya c. ending mass incarceration by focusing on the suffering and injustices women prisoners face

Educating undergraduate women for leadership in the 21st century WOMEN CREATING CHANGE: Education, Leadership, Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

THANKS TO OUR SPONSORS WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

7:30am Continental Breakfast (Campbell Hall, Jones Atrium)

7:30am Presidents Breakfast (Campbell Hall, Tull Conference Room 115)

9:00am CAMPBELL AUDITORIUM Women Creating Change: Women in Philanthropy and in the Economy

9:45am Philanthropy Panel: A Conversation – Women, Money, Power, & Philanthropy

11:00am Introducing VOA U: A Conversation with Kathleen Struck, Managing Editor, VOANews (Voice of America International Education News)

12:00pm Women’s College Coalition Awards Luncheon The inaugural recognition of prominent WCC alumnae with the Women Making Change Award

2:00pm Closing Plenary – Michele Ozumba, President, Women’s College Coalition

AGENDA – FRIDAY 9/22 WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Support Our Communications Efforts

Women Creating Change – A Conversation: Women, Money, Power, & Philanthropy

Andrea Pactor, Associate Director, Women’s Philanthropy Institute, Lily Family School of Philanthropy, Indiana University

Lindy Sherwood, President and Senior Managing Director, TIAA Kaspick

PRESENTATION A Conversation: Women, Money, Power, & Philanthropy

Andrea Pactor Associate Director, Women’s Philanthropy Institute

Lindy Sherwood President & Senior Managing Director TIAA Kaspick

Women’s College Coalition 2017 conference Women Creating Change: Higher Education, Leadership & Philanthropy September 22, 2017

121 Framing the Conversation – a generational perspective

➢ Demographic changes

➢ Capacity – the She Economy and why it matters

➢ Financial confidence – Attitudes towards money

➢ Women and Risk

➢ Power

➢ Charitable giving

122 Family demographics have changed significantly

1970s 2000s Median age at first marriage – men 23.2 28.2 Median age at first marriage – women 20.8 26.1 Percent of adults married or cohabitating in own household 62% 31.6% Percent never married by age 44 – men 4.9% 20.4% Percent never married by age 44 – women 6.3% 13.8% Percent single-person households 17.1% 27.5% Percent of households with married couple and children under 18 40.3% 19.6%

123 The She Economy: Why it matters

Women: • will control two-thirds of the consumer wealth in the U.S. over the next decade and be the beneficiaries of the largest transference of wealth in our country’s history.* • account for 85% of all consumer purchases including everything from autos to health care.* • globally - control more than $20 Trillion in world-wide spending**

*Mediapost, April 9, 2013 **Muhtar Kent, Chairman of the Board and Chief Executive Officer, The Coca-Cola Company, October 2010

124 Financial engagement – women are more involved than ever

37% primary breadwinners of 50% have more earning power family, up 6% from 2013 than ever, down from 2013 study

51% are CFO 44% “leaned in” at work & asked of household for raise/promotion

53% manage household long- 58% feel more financially savvy term savings and investment than spouse/partner

Source: Allianz Women, Money, and Power study 2/8/17 https://www.allianzlife.com/about/news-and-events/news-releases/ Women-Money-and-Power-Study

125 Attitudes towards money: Impact on philanthropy

Women are nearly twice as likely as men to say that giving to charity is the most satisfying aspect of having wealth.”

Source: U.S. Trust Insights on Wealth and Worth. Women and Wealth Fact Sheet (2013). http://www.ustrust.com/publish/content/application/pdf/GWMOL/ARS7ME57.pdf

126 Financially Stable But…Lacking Confidence?

• While 68% say they feel financially secure, many women still report uncertainty about their financial decisions • 61% of women wish they had more confidence in their financial decision-making and 63% wish they knew more about financial planning and investing

Changing the perception • 67% report that becoming more knowledgeable and involved in managing finances made a difference in their quality of life

Source: Allianz study: Women, Money, and Power

127 Women and Risk: While Changing, it’s Still a Mixed Bag

Are women more risk averse than men? Or are there gendered dynamics that obfuscate or mislabel their risk-taking? • Risk averse in investing • “I know less than the average investor about financial markets in general” 55% of women vs. 27% men* (ML 2015) • Concerns: Losing principal, caretakers of family and their financial outcomes, outliving investments • Willing to take “opportunistic” risks – new jobs, assignments, programs (82%) • Willing to take “ongoing” risks - outgrowth of current activity (47%)

Factors that influence risk-taking for women • The power to make an impact • Compensation and career rewards • Self-efficacy – believe they can succeed • Professional networks

Source: Linking gender and organizational effectiveness. Center for Gender in Organizations (CGO), Simmons School of Management, 2009 https://www.simmons.edu/~/media/Simmons/About/CGO/Documents/INsights/Insights-28.ashx?la=en

128 Perception and Bias

Women's March 1/21/2017 Washington D.C.

129 Women and Power What is the mindset of power and women? • Personal risk, vulnerability • Minimizing language • Discomfort with self-promotion • Not leveraging relationships • More reactive than proactive • Desire for likeability

Social expectations and norms • What’s changed and what hasn’t? • What limits do we still place on women?

130 Fundraising implications

• Are social norms impacting our approach and hindering the outcome? • Do we approach women differently? • Implicit bias and how we talk to women? • What changes do we need to make?

Modeling future behavior • Recognition

What advice should women pass on to their daughters and granddaughters about money? • 81% start planning early • 72% develop a good financial plan • 65% learn how to invest money • 56% advocate for themselves and lean in

131 Household charitable decision-making by income

High net worth households General population households

50% 75%

Joint decision making All other types of decision making combined

132 133 134 135 Women Give 2012

Baby Boomer and older women are more likely to give than their male counterparts in all giving levels.

Baby Boomer and older women in the top 25% of permanent income are more likely to give than their male counterparts.

For the entire sample, Baby Boomer and older women give 89% More (almost twice as much) to charity than men.

For the restricted sample of households in the top 25% of permanent income, Baby Boomer and older women give 156% more (more than 1.5 times more) to charity than men.

136 Panelists

Kimberly Cassidy Dianne Lynch Robiaun Charles Audrey Stone President President VP for Advancement VP for Advancement Bryn Mawr College Stephens College Agnes Scott College Hollins University

137 Continuing the Conversation

What is on your wish list about how to encourage and grow alumnae giving?

138 WOMEN CREATING CHANGE: Education, Leadership, Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

Introducing VOA U: A Conversation Kathleen Struck Managing Editor VOANews (Voice of America International Education News)

PRESENTATION Women’s College Coalition Annual Conference | September 21-22 WOMEN CREATING CHANGE Education, Leadership & Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

THANKS TO OUR SPONSORS WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

THANKS TO OUR SPONSORS WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Support Our Communications Efforts

✓ Visit our website regularly: womenscolleges.org ✓ Check your information on the website for accuracy ✓ Make sure we have your e-mail address ✓ Like/Follow us on Facebook: @womenscollegecoalition ✓ Follow us on Twitter: @MyWomensCollege ✓ Keep us up to date with your college news ✓ Share inspirational stories from students and alumni ✓ Send information to: [email protected] Women’s College Coalition Annual Conference | September 21-22 WOMEN CREATING CHANGE Education, Leadership & Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

Appreciation for WCC Board Service

Carmen Ambar President Oberlin College Former President Cedar Crest College

AWARDS LUNCHEON WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

Appreciation for WCC Board Service

Elizabeth Kiss President Agnes Scott College

AWARDS LUNCHEON WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

Women Creating Change Award

Ann Cramer Senior Consultant Coxe Curry & Associates and Retired IBM Director of Americas Corporate Citizenship Salem College Alumna

AWARDS LUNCHEON WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

Women Creating Change Award

Marian Wright Edelman Founder and President Children’s Defense Fund

Spelman College Alumna

AWARDS LUNCHEON WOMEN CREATING CHANGE: Education, Leadership, Philanthropy

In Closing: Creating the Change Makers Michele Ozumba President Women’s College Coalition

PRESENTATION WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Kendra D. Outler Agnes Scott College Alumna ’93

M.D. Emory University, Residency University of Arkansas for Medical Sciences, Fellowship in Cornea Care Bascom Palmer Eye Institute WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Jessica H. Owens Agnes Scott College Alumna ’98

M.B.A. Harvard Business School, M.S. Stanford University, Entrepreneur in Residence at Versant Ventures and Founder of non-profit, Friends of the Centre Joy, caring for children in Namibia. WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Tayyeba Ahmad Ali Agnes Scott College Alumna ’02

Ashley Lamothe Derby Spelman College Alumna ’06

The youngest African-American Chick-fil-A franchise owner in the company’s history, received the Company’s Symbol of Success honor. WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Wasfia Nazreen Agnes Scott College Alumna ’06

Bangladeshi activist, aid worker, writer and mountaineer. WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Janina M. Jeff Spelman College Alumna ’07

B.S. in Biology, Ph.D., M.S., Human Geneticist, Educator, minority science, technology, engineering, math (STEM) activist, Global Bioinformatics Specialist at Illumina, Adjunct Professor at Grand Canyone University. WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers Ariel P. Eckblad Spelman College Alumna ’10

Valedictorian Majoring in Political Science and Comparative Women’s Studies, Arthur Liman Public Interest Fellow at Yale University, Master of Science in Global Governance and Diplomacy from the University of London, Marshall Scholar Master Science in International Relations from the University of Oxford, Fulbright Scholar in Mumbai and J.D. Candidate at Harvard Law School WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Martice Sutton Spelman College Alumna ’11

Studied in Barcelona, Spain; Marrakesh, Morocco; Johannesburg, South Africa; Paris, France; Rome, Italy; London, England; Hyderabad, India; and Istanbul, Turkey and Founder of “Girls Going Global,” a growing social enterprise designed to expose African- American girls to the cultures of the world. WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Candice Cannon Spelman College Alumna ’11

Associate Attorney at Ancel, Glink, Diamond, Bush, DiCianni & Krafthefer, P.C. in Chicago, Illinois and active in Chicago politics and volunteering WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Kristen Reed Brenau University Alumna ‘11

Bachelors Degree in Mass Communications, Masters Degree in Broadcast Journalism from Columbia University, Digital Content Producer for WXIA 11Alive in Atlanta WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Meg Bronaugh Brenau University Alumna ’16

B.S. in Nursing, M.S. in Nursing program at Mercer University, Registered Nurse in Cardiothoracic Surgical Unit WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Sunada Khadka Wesleyan College Alumna ’16

Summa Cum Laude Double Major in Biology and Chemistry, Ph.D. program in Cancer Therapeutics at University of Texas MD Anderson Cancer Center WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Allie Smith Brenau University Alumna ’17

Volleyball enthusiast and Event Planner for Megan K Events in Pensacola, Florida WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Catherine Kryjak Wesleyan College Alumna ’17

Studio Art and International Relations Double Major, Unlocking Women in Nonprofits Seminar by Public Leadership Education Network, Peace Corps in West Africa WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Cassidy Collier Brenau University Alumna ’17

B.A. in Mass Communications/ Public Relations, Integrated Marketing Associate at Riverside Military Academy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers

Shanita Anderson Wesleyan College Alumna ’17

Degree in Human Services and Education, Childcare Counselor at The Methodist Home in Macon, Georgia working with abused, neglected and abandoned children. WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Creating the Change Makers Anita Foster Spelman College Alumna ’13

B.A. in International Studies, Yale School of Management’s Global Pre-MBA Leadership Program, Master’s in Sustainable Development: International Policy and Management from the School of International Training, Managing Partner of Linlex Ventures, an international investing firm, the Atlanta Regional Commission’s Millennial Advisory Committee and a 2015 Association of Fundraising Professionals Diversity Fellow, Member of the World Affairs Council of Atlanta and volunteer as a Budget Coach with Atlanta Habitat for Humanity. Women’s College Coalition Annual Conference | September 21-22 WOMEN CREATING CHANGE Education, Leadership & Philanthropy WOMEN CREATING CHANGE: Education, Leadership, Philanthropy Women’s College Coalition Annual Conference | September 21-22 WOMEN CREATING CHANGE Education, Leadership & Philanthropy