Additional resources (living document) version 1.3
GEECCO Gender Equality in Engineering through Communication and Commitment Additional resources (living document)
Compiled by B-NK GmbH and Yellow Window, as WP8 partners
“This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 741128. This handbook reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.” November 2020 GEECCO Page 1 of 127 Additional resources (living document) version 1.3
Table of contents
Aim of the document ...... 3 Glossaries and overview of definitions ...... 4 Strategic and political background information ...... 5 Structural change towards Gender Equality ...... 6 Gender Equality Plans (GEP) ...... 8 Evaluation and monitoring a GEP (=WP10) ...... 11 Decision-making and organisational change: processes and bodies (= WP4) ...... 15 Recruitment, career development of female researchers and female staff members (= WP5)...... 33 Gender dimension in research and teaching (= WP6) ...... 61 Gender Equality (GE) and Responsible Research and Innovation (RRI) ...... 73 Cross-cutting topics ...... 77 Raising gender awareness – tackling unconscious bias ...... 79 Sexism and Sexual violence and harassment ...... 87 Inclusive language and visual materials ...... 92 Resistances and strategies against resistances ...... 97 Intersectionality...... 103 COVID-19 and gender ...... 108 Sister Projects funded under FP7 or H2020 (SwafS) - Publications and resources ...... 110 Most recent funded projects – since 2020 ...... 110 Ongoing funded projects ...... 112 Finalised funded projects ...... 118
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Aim of the document
This document provides additional resources, such as references to literature, best practices, web tools, and other sources relevant for the GEECCO consortium. Furthermore, for the interested (professional) public such as gender scholars, universities, organisations, political or institutional decision-makers, or just interested individuals and parties.
The document is conceptualized as a “living document” and will be updated on a regular basis. It acts as a knowledge pool within the project team, so the information comes from the project participants itself, but they can also draw and transfer knowledge from it. In addition, the focus is on resources available online, therefore the links are listed in each case.
The references to useful resources, instruments, videos, books, book articles and scientific articles are accompanied by a very brief annotation, directly cited abstracts or excerpts for more detailed information.
The structure of the document follows the one of the GEECCO project:
• decision-making and organisational change: processes and bodies (= WP4)
• recruitment, career development of female researchers and female staff members (= WP5)
• gender dimension in research and teaching (= WP6)
• gender equality plans, evaluation and monitoring (= WP10)
Additionally, strategic and political background information and cross-cutting topics are included as well as an overview of the sister projects funded under Framework Programme 7 or Horizon 2020 (Science with and for Society - SwafS) (including information about status, description, project lead, consortium, link to project website).
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Glossaries and overview of definitions
The European Institute for Gender Equality (EIGE) provides a Gender Equality Glossary and Thesaurus
The resource is available online at http://eige.europa.eu/rdc/thesaurus, last checked on 3rd of August 2020.
The European Institute for Gender Equality (EIGE) provides an overview of concepts and definitions related to Gender Mainstreaming
The resource is available online at http://eige.europa.eu/gender-mainstreaming/concepts-and- definitions, last checked on 3rd of August 2020.
The project “Gendered Innovations in Science, Health & Medicine, Engineering, and Environment” provides an overview of key terms and concepts
The resource is available online at http://genderedinnovations.stanford.edu/terms.html, last checked on 3rd of August 2020.
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Strategic and political background information
European Commission (2020a): A Union of Equality: Gender Equality Strategy 2020-2025
“The EU Gender Equality Strategy delivers on the von der Leyen Commission’s commitment to achieving a Union of Equality. The Strategy presents policy objectives and actions to make significant progress by 2025 towards a gender-equal Europe. The goal is a Union where women and men, girls and boys, in all their diversity, are free to pursue their chosen path in life, have equal opportunities to thrive, and can equally participate in and lead our European society. The key objectives are ending gender-based violence; challenging gender stereotypes; closing gender gaps in the labour market; achieving equal participation across different sectors of the economy; addressing the gender pay and pension gaps; closing the gender care gap and achieving gender balance in decision-making and in politics. The Strategy pursues a dual approach of gender mainstreaming combined with targeted actions, and intersectionality is a horizontal principle for its implementation. While the Strategy focuses on actions within the EU, it is coherent with the EU’s external policy on gender equality and women’s empowerment.
It is worth to mention that the EC is planning to make it an eligibility criterion to have GEPs under Horizon Europe:
“In the field of research and innovation, the Commission will introduce new measures to strengthen gender equality in Horizon Europe, such as the possibility to require a gender equality plan from applicants and an initiative to increase the number of women-led technology start-ups. Funding for gender and intersectional research will also be made available.” (EC 2020: 17)”
The strategy (and additional information) is available at https://ec.europa.eu/info/policies/justice- and-fundamental-rights/gender-equality/gender-equality-strategy_en, last checked on 17th of June 2020.
Pépin, Anne; Zemborain, Federico; Forson, Abigail (2015): Compendium of national initiatives on the integration of the gender dimension in research contents. GENDER-NET Report
The report is available online at http://www.gender-net.eu/IMG/pdf/GENDER-NET_D3-9_- _Compendium_of_national_initiatives_on_the_integration_of_the_gender_dimension_in_resear ch_contents.pdf, last checked on 15th of May 2020.
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Structural change towards Gender Equality
Buitendijk, Simone; Curry, Stephen; Maes, Katrien (2019): Equality, diversity and inclusion at universities: the power of a systemic approach.
“This position paper by LERU examines the issue of equality, diversity and inclusion (EDI) at universities. It is firstly a manifesto which makes the case for why universities should and how they can engage with EDI. It also analyses the opportunities and benefits for universities to engage with EDI and it contains several research-based contributions on specific EDI challenges. Finally, the paper has a section with many examples of what LERU universities are actually doing to build equal, diverse and inclusive organisations. The paper’s key message is that EDI can be more effectively promoted at universities by making use of a comprehensive approach. Such an approach needs to be holistic and systemic in 1/ addressing inclusion and enhanced representation of all under-represented groups; 2/ aiming at the entire academic community of staff and students together; and 3/ making the content of both the research and the research-led curriculum more inclusive.”
The paper is available online at https://www.leru.org/publications/equality-diversity-and- inclusion-at-universities#, last checked on 27th of May 2020..
Cacace, Marina; Balahur, Doina; Bleijenbergh, Inge; Falcinelli, Daniela; Friedrich, Michaela and Schmidt, Evanthia Kalpazidou (2015): Project STAGES - Structural Transformation to Achieve Gender Equality in Science – Guidelines
Like the collection of Do’s by Saglamer et al. (2016) and Salminen-Karlsson (2016) (project FESTA) the project STAGES found similar fields of actions, recommendations and guidelines towards a structural transformation to achieve gender equality in science. Therefore, only the literature is referred to at this point.
The guidelines are available online at http://www.stages.unimi.it/upload/documents/Guidelines_STAGES.pdf, last checked on 15th of May 2020.
European Network of Equality Bodies; Public Interest Research Centre (PIRC) (2017): Communication Handbook for Equality Bodies: Framing Equality. Brussels
“Over the Summer of 2017, PIRC talked to members of Equinet working in diferent countries across Europe. They told us about the campaigns and projects they are working on, the ‘narrative landscape’ they see themselves working in and the communication practices they use to develop new ideas. Whilst by no means an in-depth study, this provided a snapshot into the shared and distinct communication challenges facing equality communicators and campaigns right now. We hope this handbook will help address these challenges and highlight some of the successful campaigns happening in the Equinet Network.
In 2012 Equinet organised a training event called Tackling Under-Reporting of Discrimination Through Better Communications that included a workshop facilitated by PIRC. The workshop led to a report Valuing Equality: How equality bodies can use values to create a more equal and accepting Europe.
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Both the workshop and the report looked at how communication can engage particular values and in doing so can be both more efective and aligned with the core principles of the organisation.
Whilst all of this material builds on thinking and research, across a number of projects and years, this short handbook is particularly indebted to a long-standing partnership between ILGA-Europe and PIRC—and draws signifcantly on work developed for the Framing Equality Toolkit. In particular, the models found in ‘Know your Audience’ (p.27–28) are the result of a collaborative research project between the two organisations and the fve framing principles outlined on p.38 frst appeared in the Framing Equality Toolkit.
We hope this handbook will help address these challenges and highlight some of the successful campaigns happening in the Equinet Network. It aims to provide a framework rather than a blueprint; helping you to ask the right questions rather than giving you the right answers for your communication activities.”
The handbook is available online at https://equineteurope.org/wp- content/uploads/2019/05/framing_equality_equinet_pirc_electronic.pdf, last checked on 6th of July 2020.
Ovseiko, Pavel V.; Pololi, Linda H.; Edmunds, Laurel D.; Civian, Jan T.; Daly, Mary; Buchan, Alastair M. (2019): Creating a more supportive and inclusive university culture: a mixed-methods interdisciplinary comparative analysis of medical and social sciences at the University of Oxford
“Results of two C-Change surveys of 4997 faculty and staff in medical and social sciences are analysed quantitatively and qualitatively and presented with illustrative quotations giving voice to critical personal perceptions of the culture and efforts to improve it. The C-Change survey included 12 dimensions of the culture: Vitality; Self-Efficacy in Career Advancement; Institutional Support; Relationships/Inclusion/Trust; Values Alignment; Ethical/Moral Distress; Leadership Aspirations; Work-Life Integration; Gender Equity; Black and Minority Ethnic Equity; Institutional Change Efforts for Diversity; Institutional Change Efforts for Faculty Support. Women were less positive than men on six dimensions in medical and ten dimensions in social sciences, suggesting that women’s experiences are different to those of men. Both women and men were more positive about the culture in medical than social sciences. A more positive culture in medical sciences is attributed to the wide-spread implementation of Athena SWAN gender equality action plans linked to the NIHR funding incentives.”
The article is available online at https://www.tandfonline.com/doi/full/10.1080/03080188.2019.1603880, last checked on 5th of June 2020..
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Gender Equality Plans (GEP)
European Institute for Gender Equality (EIGE) (2016a): Gender Equality in Academia and Research. GEAR tool
“The Gender Equality in Academia and Research (GEAR) tool provides universities and research organisations with practical advice and tools through all stages of institutional change, from setting up a gender equality plan to evaluating its real impact.”
The steps are as follows:
• Step 1: Getting started
• Step 2: Analysing and assessing the state-of-play in the institution
• Step 3: Setting up a Gender Equality Plan
• Step 4: Implementing a Gender Equality Plan
• Step 5: Monitoring progress and evaluating a Gender Equality Plan
• Step 6: What comes after the Gender Equality Plan?
In detail:
Step 1: Getting started
Initiating changes requires -among others - two important aspects: On the one hand proven methods on the other hand the understanding of the local/organisational/institutional context. The local context depends on 1) the location of a higher education institution, 2) the economics that may affect hiring opportunities, 3) institutional characteristics, 4) history of an institution, 5) size that shapes issues, needs and options, 6) the goals, priorities, interests and styles of leadership/leaders, 7) structure and governance, 8) policies and 9) culture. All these characteristics are relevant to making decisions about which interventions to include or omit in a change process, and about how to design those interventions for the best reception on research and higher education institutions.
Looking for support within and outside the organisation is the next relevant step. Mapping actors with expertise in gender equality, identifying (potential) allies, looking for funding opportunities and linking up and seeking which alliances with regional and national networks are helpful and recommendable actions.
Part of the proven methods and theories in gender equality topics is the gender mainstreaming cycle. It helps to understand the circular mechanism of changing approaches: First, defining methods and tools that analyse and assess the state-of-play in the institution (like gender statistics or analysis); second, planning methods and plans that clarify how to set up a gender equality plan (like gender budgeting, procurement, indicators); third, the question is about how to act (e.g. gender equality training, awareness-raising tools); fourth and finally, monitoring and evaluating to check the actions.
Step 2: Analysing and assessing the state-of-play in the institution
“The best starting-point for developing an effective set of actions is to have a thorough understanding about how your organisation is doing regarding the promotion of gender equality”. This approach includes reviewing relevant legislation and polices in the country (legal and policy frameworks, initiatives), followed by analysing sex-disaggregated data about staff and students. Data may consider staff numbers by gender at all levels, by disciplines and function, average numbers of
November 2020 GEECCO Page 8 of 127 Additional resources (living document) version 1.3 years needed for women and men to make career advancements, wage gaps by gender and job, number of candidates applying for distinct job positions, number of absence days, number of training hours (and lots more). If inspiration is needed, the European Union published “She Figures” as a main source of statistics on the state of gender equality in research and innovation. Or, EU-funded projects (like EGERA or INTEGER) provide some practical tips. Continuing, existing measures promoting gender equality and enhancing work-life balance are to identify.
Step 3: Setting up a gender equality plan
Setting up a GEP needs to be done holistic and integrated. The plan addresses a variety of issues relevant for the whole organisation and system. There are a few basic elements to be considered: 1) objectives, 2), measures, 3) indicators, 4) targets, 5) timeline, 6) division of responsibilities.
To take these elements into consideration, the tool delivers a step-by-step guidance:
• Promoting the participation of actors of all levels when defining measures and actions
• Getting inspiration from measures implemented by other organisations, but always keep in mind the own institutional context
• Defining SMART objectives and measures: S = specific (w-questions), M = measurable, A = attainable or achievable, R = realistic or feasible, T = time-related
• Identifying und utilising existing resources
Step 4: Implementing a Gender Equality Plan
Implementing goes ahead with regular meetings with the responsible team. The progress, main achievements and improvements can be discussed continuously, furthermore it’s about creating ownership for the GEP, motivating the staff, strengthening to the plan and maximising the impact. An advice to keep in mind: “While the start can be modest, the scope and spectrum of activities may gradually expand over time. At the same time, the circle of allies and engaged stakeholders may also grow.”
Implementing means visibility to the GEP. Visibility requires key messages tailored to different target groups, adequate channels for advertise activities, external events, reporting and communication about the progress.
Implementing is accompanied by modifications to the plan. When e.g. new managers are appointed, the structure of the organisation changes. In that cases, understanding the reasons why certain measures are not being implemented, making adjustments if needed and keeping up-to-date with innovative actions that were used in other organisation are necessary and recommendable steps.
Step 5: Monitoring progress and evaluating a Gender Equality Plan
From the earliest stage, monitoring and evaluation instruments have to be considered as part of the change process. Monitoring and evaluation is part of lots of EU-funded projects. Therefore, it is useful to have a look at the resources and experiences of other monitoring and evaluation processes.
In a baseline assessment (or ‘ex-ante evaluation’) different forms are available: audits, mobilisation of internal knowledge, tools, pilot studies, surveys, focus groups, interviews or ethnographic observation. The recommendation is to integrate existing instruments in order to increase its legitimacy.
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“Monitoring not only enables checking if and how actions are being implemented, it can also indicate whether or not a transformative dynamic is going on. Well-thought out monitoring mechanisms can help in identifying and addressing potential sources of resistance to change. Last but not least, a virtuous cycle can make monitoring tools part of a continuous enhancement process.” Monitoring sessions with core and/or extended teams are proven instruments of self-reflexivity and how to strategically steer the project to achieve more.
Evaluation is not only meant to support scientific excellence, actions aimed at transforming research institutions to prevent gender bias, including in the way researchers are being evaluated, also need to be assessed. Features in evaluating assessments have to be context-specific, like type of organisation, research areas, involved and targeted actors, existence of prior gender or other equality policies and the current status of the organisation.
Quantitative as well as qualitative indicators are relevant whenever they are linked to the objectives of the planned activities and actions.
Evaluation is the key to sustainability and further enhancement. In ex-post evaluations provide evidence of actual changes or failing attempts, enlighten the positive dynamics brought by gender- mainstreaming strategies, and the opportunities they bring. Beyond the objectives ascribed, implemented measures are likely to produce positive side-effects like a strengthened sense of community, more transparent recruitment, stronger pluri-disciplinarity or improved working conditions.
Step 6: What comes after the Gender Equality Plan?
The answer to this question is, that now you are entering a new cycle. The evaluation(s) may identify new areas and measures to act. This is the point where decisions regarding how to continue the efforts undertaken so far and what a new GEP should address. Some relevant points are: taking along lessons learnt, benchmarking what others are doing, continuing to engage (new) stakeholders and thinking about how to make the measures and actions sustainable.
The tool is available online at https://eige.europa.eu/gender-mainstreaming/toolkits/gear, last checked on 14th of May 2020.
Declich, Giovanna; Luciano, d’Andrea with TRIGGER partners (2017): Triggering institutional change towards gender equality in science. Final Guidelines of the TRIGGER project
The guidelines present experiences and learnings from seven different structural change projects: EGERA, FESTA, GARCIA, GenderTime, GenisLab, GENOVATE, INTEGER and STAGES, and thus represent informative reading to everyone active in this field.
The guidelines are available online at http://triggerproject.eu/wp- content/uploads/2018/01/TRIGGERING-PAGG-SINGOLE.pdf, last checked on 14th of May 2020.
Drew, Eileen P.; Bencivenga, Rita; Poggio, Barbara; Saglamer, Gülsün; Ratzer, Brigitte (2017): Gender in Horizon 2020: The Case of Gender Equality Plans. AG About Gender - International journal of gender studies, Volume 6(12), p. 326-355
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The article is available online at https://www.researchgate.net/publication/322342096_Gender_in_Horizon_2020_The_Case_of_ Gender_Equality_Plans, last checked on 18th of June 2020.
Genderaction Consortium (2019): GENDERACTION Position Paper on Gender for the Implementation of Horizon Europe
“The present GENDERACTION position paper on gender for the Implementation Strategy of Horizon Europe is aimed at highlighting gender provisions to be considered in the EC Orientations towards the Implementation Strategy of the research and innovation framework programme Horizon Europe web open consultation and in the related online public consultation for Horizon Europe Co-design – Implementation, which will close on 4 October 2019. Some of the following comments have already been put forward in the GENDERACTION policy briefs on Horizon Europe.”
The position paper is available online at https://genderaction.eu/horizon-europe/, last checked on 16th of June 2020.
Rødland, Anne Winsnes; Elin; Kollerud (2015): National plans and initiatives promoting gender equality and structural change. GENDER-NET Analysis Report. With assistance of Lise Christensen, Ingeborg W. Owesen, Stig Slipersæter, Linda Rustad
The report is available online at http://www.gender-net.eu/IMG/pdf/GENDER-NET_D2-5_- _National_plans_and_initiatives_promoting_gender_equality_and_structural_chang_e.pdf, last checked on 15th of May 2020.
Thomson, Aleksandra; Rabsch, Kahtrin; Hassan, Tarek M.; Dainty, Andy; Barnard, Sarah; Bonder, Gloria; Fernández, Blas; Romano, María José (2019): Community of Practice Co-Creation Toolkit. Project ACT
“The aim of providing the ACT Co-creation Toolkit for CoPs is to help them successfully operate and self-develop, with a view to implementing gender equality plans, strategies, actions and measures in their institutions and across other institutions to improve gender equality, as well as to promote institutional change for gender equality. Therefore, the design of the toolkit is partially informed by the European Institute for Gender Equality (EIGE) guide for establishing a GEP (EIGE, 2019). The suggested six steps in these guidelines will be used as a springboard to identifying and designing the best participatory activities to support CoPs in GEP implementation and institutional change.”
The report is online available at https://act-on-gender.eu/project-outcomes, last checked on 5th of June 2020.
Evaluation and monitoring a GEP (=WP10)
Badaloni, Silvana; Perini Lorenza (2016): A model for building a Gender Equality Index for academic institutions. Project GenderTime
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The book is available online at http://www.padovauniversitypress.it/system/files/attachments_field/9788869380983.pdf, last checked on 14th of May 2020.
Badaloni, Silvana; Rocco, Ilaria (Badaloni und Rocco): WP6: Toolbox Questionnaire (Project GenderTime)
The questionnaire is available online at http://www.gendertime.org/sites/default/files/UNIPD- GEI-Questionnaire.pdf or https://gendertime.org/node/248, last checked on 15th of May 2020.
European Commission (2018): H2020 Gender Equality Plan Projects Cluster Event. Report on Key Findings. H2020 Gender Equality Plan (GEP) Projects - Networking and Brainstorming Event on 28th of February 2018. Project PLOTINA
The report is available online at https://www.plotina.eu/2018/05/07/gender-cluster-event-main- highlights/, last checked on 8th of June 2020.
De Vries, Jennifer Anne; Webb, Claire; Eveline, Joan (2006): Mentoring for gender equality and organisational change. Employee Relations, Volume 28(6), p. 573-587
“Purpose – There is considerable literature about the impact of mentoring on the mentees but little is known about the effect of the mentoring relationship on the mentor. This paper aims to address that gap. Design/methodology/approach – Interviews with 15 mentors and survey responses from 128 mentees are used to examine a formal mentoring programme. Most emphasis is on the perspective of the mentors, raising questions about how they view outcomes for themselves and their mentees, as well as the effects of mentoring on the workplace culture over time. Questions about the mentoring relationship, including gender differences, are analysed against the background of a decade-long organisational change strategy. Findings – Mentors report significant benefits for themselves and the mentee as well as the organisation itself as a result of their participation. The findings suggest that a long-term mentoring programme for women has the potential to be an effective organisational change intervention. In particular, men involved in that programme increased their understanding and sensitivity regarding gendering processes in the workplace. Practical implications – The importance of the impact of mentoring programmes on the mentors is an under-investigated area. This study suggests that programme design, together with careful selection and targeting of mentors, enables mentoring to become a critical part of a culture change strategy. Originality/value – The paper assists academics and practitioners to conceive of mentoring as a core element in an effective organisational change intervention. The innovation is to move mentoring away from assuming a deficit model of the mentee. As this programme shows, a focus on what needs to change in the dominant organisational culture, practices and values can lead to key players in the organisation becoming actively involved in the needed change process.”
The article is available online at https://www.researchgate.net/publication/242348304_Mentoring_for_gender_equality_and_or ganisational_change, last checked on 22nd of June 2020.
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GenderTime Consortium: GenderTime Toolbox
“How-To guidelines and Set of tools developed within the GenderTime project for implementing and monitoring future Gender Equality Action Plans in institutions interested in similar approaches.”
The toolbox is available online at http://www.gendertime.org/Toolbox, last checked on 14th of May 2020.
Humbert, Anne Laure; Guenther, Elisabeth Anna (2017): The Gender Diversity Index, preliminary considerations and results. Project GEDII – Project Deliverable
The report is available online at https://www.gedii.eu/wp- content/uploads/D3.1GenderDiversityIndex_final.pdf, last checked on 15th of May 2020.
Plotina Project Consortium (2015): Plotina Monitoring Tool
The tool is available online at https://www.plotina.eu/monitoring-tool/, last checked on 14th of May 2020.
Science Europe (2017): Practical Guide to improving gender equality in research organisations. Science Europe Working Group on Gender and Diversity
“This guide provides the backbone for the implementation of gender equality in different research funding and performing organisations across Europe. It starts by listing recommendations for the implementation of appropriate indicators, as well as for measures to avoid bias. It follows by providing further recommendations on how to implement an efficient system to monitor gender equality. Finally, it provides an overview of relevant grant management systems.”
The guide is available online at https://www.scienceeurope.org/wp- content/uploads/2017/01/SE_Gender_Practical-Guide.pdf, last checked on 15th of May 2020.
UKCR - Community Interest Company (2012): Gender Equality: Student Culture Survey Guidance for Departments
“The Student Culture Survey has been designed specifically for university STEM departments to help them improve their understanding of how gender issues impact the student experience. It has been developed as part of the National HE STEM Programme, with the aim of sharing good practice in gender equality in higher education. This may be of relevance for university departments in completing the environment element of the Research Excellence Framework or in applying for accreditation within the Athena SWAN or Institute of Physics Juno award schemes.”
The survey is available online at https://wise.statementcms.com/uploads/wise/files/Gender_Equality_Student_Culture_Survey_(G uidance).pdf, last checked on 15th of June 2020.
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Viera, Marta Artiles; Locane, Maija; Pépin, Anne and Willis-Mazzichi, Viviane (2017): Implicit Gender Biases During Evaluations: How to raise awareness and change attitudes? Workshop Report, Brussels 30-31 May 2017. Edited by Gender Sector of Unit B7-Science with and for Society, Directorate-General for Research and Innovation.
Workshop report focussing gender biases during evaluations.
The report is available online at https://ec.europa.eu/research/swafs/pdf/pub_gender_equality/report_on_implicit_gender_biase s_during_evaluations.pdf, last checked on 15th of May 2020.
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Decision-making and organisational change: processes and bodies (= WP4)
Acker, Joan (1990): Hierarchies, jobs, bodies: A theory of gendered organizations. Gender & Society, Volume 4(2), p. 139–158
“In spite of feminist recognition that hierarchical organizations are an important location of male dominance, most feminists writing about organizations assume that organizational structure is gender neutral. This article argues that organizational structure is not gender neutral; on the contrary, assumptions about gender underlie the documents and contracts used to construct organizations and to provide the commonsense ground for theorizing about them. Their gendered nature is partly masked through obscuring the embodied nature of work. Abstract jobs and hierarchies, common concepts in organizational thinking, assume a disembodies and universal worker. This worker is actually a man; men's bodies, sexuality, and relationships to procreation and paid work are subsumed in the image of the worker. Images of men's bodies and masculinity pervade organizational processes, marginalizing women and contributing to the maintenance of gender segregation in organizations. The positing of gender-neutral and disembodied organizational structures and work relations is part of the larger strategy of control in industrial capitalist societies, which, at least partly, are built upon a deeply embedded substructure of gender difference.”
The article is available online at https://journals.sagepub.com/doi/abs/10.1177/089124390004002002, last checked on 18th of June 2020.
Arndt, Paula, Wrohlich, Katharina (2019): Gender quotas in a European comparison: tough sanctions most effective. DIW - Deutsches Institut für Wirtschaftsforschung, Weekly Report 38/2019
“Women remain significantly underrepresented in the top decision-making bodies in the private sector. Over the past few years, increasingly more European countries have introduced statutory gender quotas to combat this underrepresentation. Other European countries have instead relied on voluntary gender diversity recommendations in the national corporate governance codes. Statutory gender quotas are significantly more effective than recommendations, as a descriptive comparison of the development of the proportion of women in the highest decision-making and supervisory bodies of the largest publicly traded companies in Europe shows. Quotas are even more effective if companies are threatened with harsh sanctions such as fines or liquidation in case of noncompliance. This suggests that voluntary commitments to recommendations or legal quotas without tough sanctions are not effective methods to increase the proportion of women in top positions significantly. This should be considered when discussing quotas for other areas such as politics, science, or the media.”
The report is available online at https://www.diw.de/documents/publikationen/73/diw_01.c.678647.de/dwr-19-38-1.pdf, last checked on 27th of May 2020.
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Bendl, Regine; Hofmann, Roswitha (2008b): Toolbox - Diagnoseinstrumente zur Gleichstellung im Betrieb/ Diagnostic tools for equality at work
Bendl, Regine; Hofmann, Roswitha (2008a): Frau + Mann gleich fördern = gewinnen! Gleichstellung als Erfolgsformel für Unternehmen. MA 57 - Frauenabteilung der Stadt Wien/Support women + men equally = win! Euqality as a formula for success for companies. Vienns’s municipal department 57 (women’s department)
The aim of the toolbox is to provide diagnostic tools for the procedures proposed in Module 1 - Gender equality as a corporate strategy and Module 2 - Company action fields. The instruments presented are intended to provide support in ascertaining the status quo and to help develop measures and actions to increase equality in companies and organisations.
The literature Bendl and Hofmann 2008 is designed as catalogue of question that is usable directly by employers and entrepreneurs. Questions on six topics are prepared in spreadsheet form: Equality as a corporate strategy, analysis of corporate culture, operational fields of action in personnel management, procurement and production as well as in marketing, distribution and sales and equality-oriented accounting.
The toolbox is based on the handbook „Frau + Mann gleich fördern = gewinnen! Gleichstellung als Erfolgsformel für Unternehmen“/“Support women + men equally = win! Euqality as a formula for success for companies“ written by Bendl Regine and Roswitha Hoffmann , edited by Vienna’s municipal department 57 (women’s department). The authors discuss the topic as follows:
• Modul 1: Equality as a corporate strategy
• Modul 2: Operational fields of action for equality
• Modul 3: Measures for equality at work
• Modul 4: Controlling and evaluation of equality measures
Modul 1: Equality as a corporate strategy:
A systematic approach that provides guidance for the planning and implementation of gender equality measures includes nine steps:
• Putting together a project team or appointing (a) project manager(s). Depending on the size of the company, one or more persons will be required
• Analysis of the influence of external factors and associated opportunities and problems for the company
• Analysis of internal factors influencing the need for gender equality measures
• Formulation of a gender equality vision
• Operational diagnosis: Determination of the current situation of the company and creation of a future scenario for the desired positioning of the company with regard to equality
• Preparation of a (measure) plan for the implementation and preparation of the implementation
• Implementation of the plan or measures
• Review and evaluation of the implementation (identification of strengths and weaknesses
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• Possible optimisation of the plan or measures on the basis of the review and ongoing adaptation to internal or external conditions and changes
Modul 2: Operational fields of action for equality
Implementation proposals deal with:
• a personnel management system that works on an equal opportunities basis. This means that economic considerations and corporate goals are coordinated with human capabilities and the needs of the employees;
• equality-relevant questions in the area of production, such as under what operational conditions (working hours, place of work, etc.) production takes place or to what extent the choice of suppliers depends on their values with regard to fairness, anti-discrimination and equality;
• equality-relevant questions in the area of marketing, distribution and sales (sales), such as whether equality is taken into account in advertising, for example by avoiding stereotypes, or whether the composition of sales personnel is gender-equitable;
• equality-relevant questions in the area of accounting. This involves using sensibly calculated and hidden costs to pave the way to levels for equality measures.
Modul 3: Measures for equality at work
The measures relate to operational management (personnel selection and recruitment processes, making work organisation more flexible, human resources development, promoting training in non- traditional occupations for women and men) and compatibility professional and private life.
Regarding operational management the measures should deal with:
• a personnel selection and recruitment process that challenge physical requirements and (conventional) forms of interviewing (group meetings or assessment centres instead of individual meetings), classify potential parental leave and parental leave not as potential risk of disadvantage
• a principle of "equal pay for equal work" must apply to the wage and salary classification of employees, including bonus systems
• a needs-based working time models (like part-time, flexi-time, time accounts, semi-autonomous groups, job sharing, sabbatical) as instrument for securing the performance and competitiveness of a company
• more flexibility of the workplace by stationary or mobile telework; in particular, the COVID-19 pandemic in 2020 made stationary teleworking (home office) at least temporarily as standard
• operational advancements as in-house staff developments as well as career developments to potential mangers and to remain the employees in the company in the long term (in this case, women show a higher “return on investment”)
• promotion of training in non-traditional professions in gender aspects, like support opportunities for women in crafts and technology or men in care or education jobs Compatibility professional and private life is associated with:
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• needs-based childcare and care services that prevent conflict situations and missing hours like in- house contact points to gain information and support, company kindergardens and additional services in school-free times, in-house parent initiatives, right to be released for care for same-sex partners, timely coordination of holiday planning, more flexibility in working time models and workplace (more home office options)
• flexible compensation solutions for a low-friction exit and/or re-entry of qualified personnel that base on a joint (employer and employee) and early planning of parental leave including re-entry agreements to avoid income loses, further qualification during parental leave (e-learning, modular training program with flexible time structure), fostering the role of fathers by in- and out-house paternity leave consultation
• greater account of the fact that employees (and entrepreneurs) need compensation in their free time in order to maintain their ability to work (e.g. health programs, sabbaticals, individual time off)
Modul 4: Controlling and evaluation of equality measures
Within the framework of controlling, operational data (both qualitative and quantitative) are provided, which enable a well-founded further development of equal opportunities within the company and create clarity in decision-making structures and responsibilities. As accompanying instruments, evaluation and equality controlling therefore also have a relieving effect.
Controlling measures use:
• key figures like staff requirements, recruitment, staff deployment, personnel development, staff redundancy, personnel cost planning and control that are analysed in target-actual comparisons
• equality indicators (Doblhofer und Küng 2008) like gender-index (GI), segregationsindex (SI) and glass-ceiling-index (GDI)
Evaluation measures consider following questions:
• Was the composition of the project team optimal? Should the team be changed? If so, why, and which persons should leave the team or which should be added? Was the team sufficiently motivated
• Was the analysis of the influence of external and internal factors sufficient? Which factors were forgotten, which one should be discussed more?
• Were the most important internal influencing factors identified, or are there other important/additional?
• How did the process of formulating the equality vision go?
• What else must be taken into account for the current operating diagnosis, what can be neglected? Which persons should be included?
• Were the plan "smart" (objectives) and the preparatory work for implementation effective? Should the plan contain new/changed targets or can the targets be maintained? What can be learned from the plan development process?
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• What should be taken into account in the implementation of future gender equality goals on the basis of available experience?
• What should be given more attention in the re-evaluation? What could also be dispensed with? Are the existing controlling and evaluation instruments sufficient, or are changes necessary in this respect?
The literature is available online at https://www.wien.gv.at/menschen/frauen/pdf/toolbox.pdf, last checked on 13th of July 2020.
Benford, Robert; Snow, David A (2000): Framing Processes and Social Movements: An Overview and Assessment. Annual Review of Sociology, Volume 26(1), p. 611-639
“The recent proliferation of scholarship on collective action frames and framing processes in relation to social movements indicates that framing processes have come to be regarded, alongside resource mobilization and political opportunity processes, as a central dynamic in understanding the character and course of social movements. This review examines the analytic utility of the framing literature for understanding social movement dynamics. We first review how collective action frames have been conceptualized, including their characteristic and variable features. We then examine the literature related to framing dynamics and processes. Next we review the literature regarding various contextual factors that constrain and facilitate framing processes. We conclude with an elaboration of the consequences of framing processes for other movement processes and outcomes. We seek throughout to provide clarification of the linkages between framing concepts/processes and other conceptual and theoretical formulations relevant to social movements, such as schemas and ideology.”
The article is available online at https://www.researchgate.net/publication/225089313_Framing_Processes_and_Social_Moveme nts_An_Overview_and_Assessment, last checked on 22nd of June 2020.
Bohnet, Iris (2016): What works: Gender Equality by design
„Gender equality is a moral and a business imperative. But unconscious bias holds us back, and de- biasing people’s minds has proven to be difficult and expensive. Diversity training programs have had limited success, and individual effort alone often invites backlash. Behavioral design offers a new solution. By de-biasing organizations instead of individuals, we can make smart changes that have big impacts. Presenting research-based solutions, Iris Bohnet hands us the tools we need to move the needle in classrooms and boardrooms, in hiring and promotion, benefiting businesses, governments, and the lives of millions. ‚What Works‘ is built on new insights into the human mind. It draws on data collected by companies, universities, and governments in Australia, India, Norway, the United Kingdom, the United States, Zambia, and other countries, often in randomized controlled trials. It points out dozens of evidence-based interventions that could be adopted right now and demonstrates how research is addressing gender bias, improving lives and performance. What Works shows what more can be done—often at shockingly low cost and surprisingly high speed.”
The book is available online (with costs!) at e.g. Harvard University Press at http://www.hup.harvard.edu/catalog.php?isbn=9780674089037, last checked on 29th of May 2020.
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In addition, a video (Harvard University, 05.03.2016) is available online at https://www.youtube.com/watch?v=niH9wfKsUIc, last checked on 29th of May 2020.
Cacace, Marina, Schmidt, Evanthia Kalpazidou (2019): Setting up a dynamic framework to activate gender equality structural transformation in research organizations. Science and Public Policy, Vol. 46(3), p- 321-338.
“The need to redress persistent gender inequality in senior and decision-making positions in science through structural measures is increasingly recognized both in academic literature and policy- making. Based on the experience of a Danish university implementing a structural gender equality action plan, we present a dynamic framework to activate structural change and argue that for such interventions to be effective, it is necessary that they acknowledge and operationalize the notion of complexity as their frame of reference. The notion of complexity proposes a nonlinear relationship between inputs and outputs of policy measures, where impact depends on the interaction of a multitude of variables strongly related to context. Following this approach, the framework tested and discussed herein is characterized by a holistic view of structural change, encompassing multiple targets and areas of intervention, a multidimensional notion of power and a strong focus on local change dynamics, that is, activation processes, agency mobilization, structural resistances, and impact-producing factors.”
The article is available online at https://academic.oup.com/spp/article- abstract/46/3/321/5138293, last checked on 8th of June 2020.
Canali, Claudia; Sangiuliano, Maria; Madesi, Vasia (2018): Negotiating Gender Equality Policies in IST-ICT Research Institutions. Reflections from the Participatory Audit to Design of Gender Equality Plans in the EQUAL-IST Project. International Conference on Gender Research on 12th -13th of April 2018 in Porto.
“Gender structural changes processes in research institutions have been promoted by the EC in the last 2 decades through specific work programmes and supported by dedicated studies; one of the critical issues highlighted by the existing literature on the issue is related to the tensions and negotiations between the transformative goal of gender equality policies and the multiple ways they can be re-assumed and incorporated into existing policies and institutional goals contributing to small steps changes by exploiting existing discursive opportunities, or being overtly resisted and seen as destabilizing elements of the status quo and its power structures (Lombardo, Meier & Verloo, 2009; Kreissl, Striedinger, Sauer, & Hofbauer, 2015; Van den Brink & Benschop, 2012; Bacchi & Eveline, 2010). The H2020 EQUAL-IST (Gender Equality Plans for Information Sciences and Technology Research Institutions) project supports 7 Universities across Europe starting from their Informatics and/or Information Systems Departments to initiate the design and implementation of gender equality plans from a field such as ICT/IST featured by extremely low representation of female researchers and full professors. The paper analyzes the assessment and the preliminary steps of the initiated design process : based on a mixed methodology and a participatory approach to design of gender equality policies, quantitative data collection has gone hand in hand with a qualitative element from Participatory Gender Audit: staff members and students discussed the main challenges related to gender inequalities and an idea generation process was kicked off. Analysing the emerging challenges and proposed solutions we’ll highlight some discrepancies between
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‘diagnostic’ assessment of problems and ‘prognostic’ ideas for measures that lead to interesting insights as far as the afore-mentioned tensions are concerned.”
The conference paper is available online at https://www.researchgate.net/publication/326581016_Negotiating_Gender_Equality_Policies_in _IST- ICT_Research_Institutions_Reflections_from_the_Participatory_Audit_to_Design_of_Gender_Equ ality_Plans_in_the_EQUAL-IST_Project, last checked on 5th of June 2020.
Carli, Linda L.; Eagly, Alice H. (2011): Leadership and gender. In: Day, David V.; Antonakis, John (Eds.): The Nature of Leadership. Sage Publications, p. 437–476
The book chapter is available online (with costs!) e.g at Sage Publishing at https://uk.sagepub.com/en-gb/eur/the-nature-of-leadership/book234353#contents, last checked on 18th of June 2020.
Casaca, Sara Falcão; Lortie, Johanne (2017): Handbook on Gender and Organizational Change, International Training Centre of the International Labour Organization.
„With this book the authors hope to provide valuable resource for readers seeking to manage change in a gender-inclusive way and for those aiming to promote gender equality in their organizations. This book was, therefore, an attempt to bridge theory and practice, providing readers with the theoretical, conceptual and practical tools to promote gender equality in organizations through a planned and highly participatory process of change management.“
The handbook is available online at https://issuu.com/itcilo/docs/handbook_on_gender, last checked on 15th of May 2020.
CERCA Institute (2014): Equal Opportunities and Diversity Management Plan
“The activities of the CERCA centres and the people working in them are based on respect and equality among all those involved. The management of research together with policies on recruitment, employment opportunities, institutional representation, the allocation of resources and evaluation must be based on assessing people fairly and preventing any potential bias or discrimination. In the European Union, 50% of university students and 45% of doctoral students are women, but only one third of research staff. This situation has seen practically no change in the last ten years. Although women researchers are now entering some scientific fields in increasing numbers, this is not evidence of an absence of gender bias. To the extent that faculty gender bias impedes women’s full participation in science, it may undercut not only academic meritocracy, but also the expansion of the scientific workforce needed for the next decade’s advancement of national competitiveness (Corinne A. Moss -Racusin et al., 2012). In some areas, analysis show s an unequal distribution of investments in research for men and women. There are fewer women receiving funding as principal investigators, with fewer studies funded with lower funding amounts when successful (Michael G Head et al., 2013). The implementation of appropriate measures should bring about a situation in which the imbalance is corrected, leading to more outstanding creative work in science and technology at CERCA centres. A committee was therefore set up, which met in the second half of 2013 and early 2014 to discuss and design the Equal Opportunities and Diversity November 2020 GEECCO Page 21 of 127 Additional resources (living document) version 1.3
Management Plan. This plan is intended as a guideline for the CERCA centres, each of which will adapt it and implement any measures needed.“
The paper is available online at http://cerca.cat/wp-content/uploads/2014/02/Equal- opportunities-and-diversity-management-plan_2014.pdf, last checked on 16th of June 2020.
Bohm, Anna-Lena; Bondestam, Fredrik; Dobbin, Frank; Griffin, Gabrielle; Guldvik, Ingrid; Gustafsson, Gunnel; Hamua, Dyveke; Holten-Andersen, Per; Maijala, Riitta; Makarow, Marja; Rafnsdottir, Guðbjörg Linda; Teigen, Mari (2017): Conference: Creating a competitive edge through diversity – leadership for Nordic research excellence towards 2030. Hosted by the Committee for Gender Balance and Diversity in Research (KIF) in Oslo on 8th – 9th of November 2017
The conference was attended by researchers and speakers like Bohm Anna-Lena, Bondestam Fredrik, Dobbin Frank, Griffin Gabrielle, Guldvik Ingrid, Gustafsson Gunnel, Hamua Dyveke, Holten-Andersen Per, Maijala Riitta, Makarow Marja, Rafnsdottir Guðbjörg Linda, Teigen Mari.
The conference programme and the speakers’ presentations are available online at http://kifinfo.no/nb/nordic-solutions, last checked on 16th of June 2020.
Dobbin, Frank; Midtbøen, Arnfinn; Hamza, Dyveke; Griffin, Gabrielle M. (2017): Can good leadership solve academia's gender and diversity problems?
The resource refers to a podcast and keynote by Frank Dobbin (Professor in sociology at Harvard University) and a panel discussion about barriers and solutions with Frank Dobbin, sociologist Arnfinn Midtbøen, recruitment expert Dyveke Hamza of the law firm Haavind and Professor Gabrielle Griffin (Centre for Gender Research at Uppsala University).
The podcast is available online at http://kifinfo.no/en/2017/11/podcast-can-good-leadership- solve-academias-gender-and-diversity- problems?utm_source=Kilden%27s+newsletter+ENGLISH&utm_campaign=6b0422a643- EMAIL_CAMPAIGN_2017_12_04&utm_medium=email&utm_term=0_8e0566702b-6b0422a643- 429056093, last checked on 27th of May 2020.
European Institute for Gender Equality (EIGE) (2014): The new election procedure for the Board of Ghent University
“Since Ghent University was founded, the composition of the university’s Board of Governors (Raad van Bestuur) has been traditionally male-dominated. This Board is highest decision-making body of the university. In order to ensure a gender-balanced representation in the Board of Governors, in 2014, Ghent University changed its procedures for the election of the members of this Board. The current election procedures request a 40/60 % gender-balanced representation of its members. Faculties are required to have at least one male and one female candidate for the elections. If the elections do not respect the minimum 40/60 gender balance, the candidate with the least votes from the overrepresented sex (compared to other faculties) will have to be replaced by the faculty’s candidate of the other sex with the highest number of votes. As soon as the new procedure was
November 2020 GEECCO Page 22 of 127 Additional resources (living document) version 1.3 implemented for the first time (2014), it has instantly changed the university’s male-dominated board: gender balance was achieved for the first time in the university’s history.”
The example is explained online at: https://eige.europa.eu/gender-mainstreaming/good- practices/belgium/new-election-procedure-board-ghent-university, last checked on 27th of May 2020.
European Network of Mentoring Programmes
Since 2007, the network helps to develop and improve mentoring programs in academia and research. The website is designed especially for:
• coordinators of mentoring programs dedicated to advancement of equal opportunities in academia and research
• coordinators of projects of cultural and Institutional change
• stakeholders in science and research policy, planning to implement mentoring programs in their institution
• gender equality officers in universities and other research institutions.
The website is available online at http://www.eument-net.eu/, last checked on 22nd of June 2020.
Gutfleisch, Oliver (2013): Final Report Summary - DIVERSITY (Improving the gender diversity management in materials research institutions)
The project related information (inclusive the final report summary) is available online at http://cordis.europa.eu/result/rcn/54518_en.html, last checked on 15th of May 2020.
Knoll, Bente; Hofleitner, Birgit; Renkin, Agnes; Uhlmann, Tina; Unbehaun, Wiebke; Hirsch, Patrick; Fikar, Christian; Vögl, Jana; Federal Ministry of mobility, innovation and technology (Ed.) (2018): EXCHANGES - Güter, Logistik und die Genderperspektive/ Goods, logistics and the gender perspective
The EXCHANGES-tool offers tailor-made gender-sensitive support in research projects and organisations for the goods and transport industry. This support is offered by fields of action and possible measures (Do’s):
• Internal analysis within the organisation, taking into account gender equality issues such as the number of employees, full-time equivalents, positions, activities, industry, relevant media
• Job profiles and images: analysis of relevant (teaching) professions, deconstruction of male- dominated and women-dominated professions, campaigns for gender- and diversity sensitive communication, cross-company/organisation young talent development
• Set the stage for female roles models
• Establish and development of cross-company platforms and associations (in which women professionals can network), working groups, community-of-practice November 2020 GEECCO Page 23 of 127 Additional resources (living document) version 1.3
• Active participation in reducing stereotypes and gender-specific attributions in the professional and working world
• Create a strategy including an organisation-wide gender equality strategy with guidelines for a non-discriminatory language use, an equality-plan, a unit or department for gender equality and diversity issues, project group or steering group for any questions
• Recruitment processes that respect gender sensitive job advertisements, female head hunting and young talent development
• When putting together a project team, the team should be as heterogeneous as possible with a balanced relationship between the diversity dimensions, i.e. gender, age and career status should be taken into account
• Transparent and fair remuneration without discrimination
• Support compatibility through parental (paternity/maternity/adoption) leave, re-entry options, childcare facilities in the company
• Establish monitoring and evaluation mechanisms that enable regular reviews of the implementation of gender equality objectives and measures by means of indicators (gender impact assessment) and adjustments
The tool (and more project information) is available online at https://mobilitaetderzukunft.at/de/publikationen/guetermobilitaet/projektberichte/exchanges- gueter-logistik-und-die-genderperspektive.php, last checked on 13th of July 2020.
Leenders, Joke; Bleijenbergh, Inge L.; van den Brink, Marieke C.L. (2020): Myriad potential for mentoring. Understanding the process of transformational change through a gender equality intervention. Gender, Work & Organization, Volume 27(3), p. 379-394, Wiley Online Library
“This article contributes to understanding transformational change towards gender equality by examining the transformational change potential of a mentoring programme for women, a type of gender equality intervention both criticized and praised for its ability to bring about change. Drawing upon an empirical case study of a mentoring programme for women academics in a Dutch university, we explore three dimensions of transformational change: organizational members (i) discussing and reflecting upon gendered organizational norms and work practices; (ii) creating new narratives; and (iii) experimenting with new work practices. Our findings indicate five specific conditions that enable transformational change: cross-mentoring, questioning what is taken for granted, repeating participation and individual stories, facilitating peer support networks and addressing and equipping all participants as change agents. We suggest that these conditions should be taken into account when (re)designing effective organizational gender equality interventions.”
The conclusions include some Do’s:
• cross-mentoring: create a ‘safe space’ for an open dialogue, mutual learning, connection participants from the minority with participants form the majority on issues regarding gender inequality questioning what is taken for granted: “When participants expand this questioning into their daily work environment, new norms and work practices can be structurally anchored in the organization.” November 2020 GEECCO Page 24 of 127 Additional resources (living document) version 1.3
• repeating participation and individual stories: help to realize that the issues women encounter are not individual, but result from gendered organizational norms and practices
• facilitating peer support networks: enable exchanges of experiences and strategies
• addressing all participants as change agents: interventions may create a powerful ‘army’ of organizational members working for change in gender equality, regardless of hierarchial positions
The article is available online at https://onlinelibrary.wiley.com/doi/full/10.1111/gwao.12385, last checked on 5th of June 2020.
Palma, Michele (2017): Final Report Summary. WHIST (Women's careers hitting the target: gender management in scientific and technological research)
The report is available online at http://cordis.europa.eu/result/rcn/56106_en.pdf, last checked on 15th of May 2020.
Phipp, Alison; McDonnell, Liz (2016): Organisational culture and gender equality survey.
The Imperial College London commissioned independent research to examine issues of gender equality and institutional culture, with a view to formulating advice on how to address sexism. In the context of this research, staff and students are encouraged to contribute to the project by filling in a short survey.
The template with the questions is available online at https://eige.europa.eu/sites/default/files/organisational_culture_and_gender_equality_survey_i mperial_college_london.pdf, last checked on 27th of May 2020.
The Website of the Imperial College London is available online at http://www.imperial.ac.uk/news/168401/imperial-launches-independent-research-into-gender/, last checked on 27th of May 2020.
Rødland, Anne Winsnes; Lilleslatten, Mari; Zachariassen, Heidi Holt and Ghosh, Ella (2017): Using restructuring to promote gender equality and diversity – a guide for the research sector. Published by the Norwegian KIF Committee.
This is a practical tool for universities and university colleges to use in their restructuring efforts to ensure gender balance and diversity.
Do’s - „10 tips for the restructuring phase”:
1. „Use restructuring processes as an opportunity to prepare a sound action plan for gender equality and diversity.
2. Take advantage of the restructuring process to design an effective structure for equality efforts that are supported at the departmental and institutional level as well as by top-level management.
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3. Conduct a gender analysis of the organization: Obtain a thorough overview and good statistics so you see which gender structures are in play and you have a solid basis for launching gender equality measures that have the intended effect.
4. Prepare a few action points for gender equality during the restructuring process – or a checklist for the individual managers adapted to your institution.
5. Give one or more people in the organization a clear mandate to work with gender equality and diversity during the restructuring process.
6. Use the recruitment of new managers as an opportunity to ensure there is good gender balance and greater diversity in the management. Require new managers to have competency in and experience with gender equality and diversity efforts.
7. Involve the board, as they can make it a requirement that gender equality work is given high priority during the restructuring process.
8. Top-level management must ensure that mid-level managers use appraisal interviews and development discussions during the restructuring period as well. These discussions are an excellent tool for career planning, and managers with an awareness of gender equality issues can use this tool to improve the gender balance in senior-level positions.
9. Norwegian trade associations have drawn up agreements that can be used to put gender equality and diversity on the agenda. The Basic Agreement for the Civil Service and the templates for adjustment agreements and restructuring agreements are important tools in this regard.
10. Include gender and diversity perspectives in evaluations of the restructuring process.”
Do’s - „Tips for successfully integrating equality efforts into large, complex institution”:
• “Perform a gender analysis of the institution, such as a gender audit, and actively use the results in gender equality efforts. Look for salary differences. Prepare an action plan.
• Organize the gender equality efforts in a way that ensures they are closely tied to the top-level management and based in the local units.
• Set institutional targets for gender equality and diversity in the restructuring process, such as hiring 50 per cent men and women for management positions.
• Can ongoing gender equality projects be used in the restructuring process? Take steps to ensure that gender equality projects are part of a targeted gender equality policy for the entire institution, and do not become isolated projects.
• Create a framework that allows employees to combine a new, longer commute with their family obligations and private life. One example of this is parents of small children who must be picked up from pre-school.
• Require job announcements to state that managers must have competency in and experience with gender equality and diversity efforts, and ask candidates about this during interviews.
• Ensure that employees who are involved in gender equality activities and serve in various related capacities receive adequate credit for their work.
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• Seek information about gender equality efforts in appraisal interviews and development discussions, and ask what the employee has done to advance gender balance and diversity. If employees know that their supervisor will ask about this, they will more easily remember to keep gender equality in mind in their daily activities.
• Gender and diversity perspectives must be included in evaluations of the restructuring process.”
The report is available online at http://kifinfo.no/sites/default/files/restructuring_guide_eng_web_2.pdf, last checked on 15th of May 2020.
Salminen-Karlsson, Minna; FESTA partners (2016): The FESTA handbook of organizational change. Implementing gender equality in higher education and research institutions. With assistance of FESTA partners. Project FESTA - Female Empowerment in Science and Technology Academia. Uppsala University
The author provides a lot of recommendations (Do’s) required for an organizational change. These are not only gender-specific but generally significant:
Do’s – decision making:
• try to assess the change in informal decision making alongside the formal organizational change
• organize regular scheduled meetings between a department head or other persons in leading positions and different groups that may have common issues
• beware where formal and informal decision making intersect
• do not forget the women
• formalise duties connected to teaching as much as possible
Do’s - communication:
• create a document that clarifies who or which group is in charge of which decisions
• regular communication by newsletters or meetings
• make sure that any information is given in a language that everybody understands (like English)
• inform the department when people join or leave
• inform the whole department about someone’s achievements
• organize social events
Do’s – using statistics to increase awareness:
• evidence of possible (gender) biases
• focus on a core set of indicators
• collect statistics which there are certain gendered assumptions
• quantitative findings need to be supplemented with qualitative measures
• gender equality indicators should be addressed in different ways depending on the context November 2020 GEECCO Page 27 of 127 Additional resources (living document) version 1.3
• connect the various gender control systems
Do’s - improving meeting culture:
• stressing the importance of good meeting cultures
• chose people with an inclusive leadership style to lead meetings
• provide training and feedback
• find out how people view the meetings they participate in, pay attention to possible gender differences
• be ware of and manage the power plays expressed in meetings, stress the legitimacy of meetings leaders who are “weak” (for example due to gender or age)
Do’s – gender aware PhD supervision:
• make sure that both male and female PhD students are aware of the gender policy of the institution
• introduce mentoring
• create and enforce clear policies for parental leave during PhD studies
• make sure that teaching duties and administrative tasks are distributes equally among PhD students
• provide gender awareness training and mentoring for supervisors
• pay attention to recruitment in case the PhD student body is not gender balanced
Do’s – organizational support for women’s careers:
• organize career training
• set up a mentoring program for female researchers
• encourage female networks
• organize leadership courses for women in early mid-career
• investigate different ways of being international and mobile
• encourage the use of any measures that are in place to facilitate the combination of work and family, do this also in regard to male researchers with children
Do’s – gender equal appointment and promotion processes:
• focus systematically to attract female scientists
• define well recruitment processes, it is important that only the criteria are agreed upon have an impact on the decision
• pay attention to the wording of job advertisements
• briefing on gender inequality for appointment commission members
• choose a diverse selection committee that includes different views towards the candidates
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• establish meeting/interviewing cultures that allow open discussions and involvement of every participant
The handbook is available online at https://www.festa-europa.eu/public/festa-handbook- organizational-change, last checked on 15th of May 2020.
Sidlauskiene, Virginija (2016): Election for the council of Siauliai University. Learning and Dissemination Seminar, Panel 2: Leadership and decision making. Project INTEGER - INstitutional Transformation for Effection Gender Equality in Research
The project aims (activities and lessons learnt) are concisely summarized on the project’s website as well as in a presentation by Virginijia Sidlauskiene (Project contact person, Siauliai University, Centre for Gender Studies and Research) at “Learning and Dissemination Seminar” on the 9th of September 2016.
One project aim is to name several activities (Do’s), that were undertaken to empower female candidates to run in the university’s Council elections:
• communication with the highest management staff at SU through formal meetings to inform about the proactive action of the INTEGER project with regarding to the elections and the research of an enhanced representativeness of women
• consultation with the university lawyer about the possible ways of making women’s representation in the Council’s election
• analysis of the past council election
• participation in the preparation of the election regulations
• search for women candidates from SU representatives according to criteria such as loyalty to the university and commitment to implement gender equality at the university
• reminding that each employer’s duty is to implement equal opportunities for women and men
• meeting with the candidate an identifying the potential candidates who have experience in academic and management fields
• design individual election campaigns for each of the candidates, comparative analysis of the date provided by the candidates
• monitoring of the election process (inside and outside)
• raising awareness about the results of the elections to the University Council through publications on university and city media
The second project aim is the identification of lessons learnt (Do’s):
• Preparation for the unexpected - Be aware that you may be confronted with academic routines that may put some obstacles in the process. In addition, decision-making on the senior management level can be less democratic. Be ready to cope with structural and leadership changes.
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• Be helpful not harmful - All interventions should be consistent with academic life cycle referring to local/national law. Be ready to cope with the infrastructural and leadership changes.
• Learn about the STEM culture features - STEM professionals and disciplines usually rely on numbers, data and direct outcomes. Thus, they might not be the social sciences savvy when it comes to gender issues, gender sensitivity and equality. Capacity building, competence building, or awareness-raising trainings’ content should follow an outcome-based approach. Traditional trainings are not effective. Search for non-traditional training forms.
• Knowledge is key - Keep in mind that STEM academics and professionals, as well middle and top management may not be gender sensitive. Thus, efforts to raise their awareness and build competences need to be made. The more people are gender sensitive, the easier will be to move towards structural change.
The presentation is available online at https://eige.europa.eu/sites/default/files/panel2_virginija_sidlauskiene_0.pdf, last checked on 27th of May 2020.
For detailed understanding, the project website delivers useful tools and templates regarding Do’s in degenderizing the STEM field structured in “Plan-Do-Check-Act”:
PLAN: “A common framework and an overall methodology for constructing the Transformational- Gender Action Plans (T-GAPs) can be shared by all implementing institutions, in order to foster a sustainable transformational change:
• Undertaking primary data collection (mostly quantitative, through an online survey on career paths, work environments and work-life balance issues for instance)
• Collecting and analysing quantitative secondary data
• Reviewing national and institutional agendas, policies, procedures and practices, as well as European recommendations
• Carrying out quantitative and qualitative assessments at the local level through site visits and/or focus groups.
Then, given the very different national settings, local cultures and types of institutions, diverse implementation strategies will need to be adopted for ensuring tailored, effective and sustainable T- GAPs.“
DO: “Once the data are collected, the objectives and the methodology established, the next step is to execute the process: train the teams, inform, disseminate and implement your actions. Support the T-GAP implementation through networking, exchange of experience between partners and with Experts and Ambassadors, and organisational mentoring in order to maximise common actions, synergy and impact.”
CHECK: “Assess the progress of the T-GAPs in your organisation and ensure that they are tailored to meet your prevailing contexts and issues as well as ensure that the targets and indicators are realistic and measurable.”
ACT: “Once the first three steps (Plan, Do, Check) are achieved, the last step is to review, clarify and refine your Transformational-Gender Action Plan. The T-GAP should be reviewed annually using adapted tools (see the INTEGER report templates in the self-assessment and assessment section). November 2020 GEECCO Page 30 of 127 Additional resources (living document) version 1.3
The Expert Group and Ambassadors can also help refine your action, alongside with the implementation teams and the internal gender expert.”
The project website is available online at http://www.integer-tools-for-action.eu/en/resources, last checked on 13th of July 2020.
Taylor, G. D.; Van Aken, E. M.; Smith-Jackson, T. L. (2007): Improving organizational culture using core values. 19th International Conference on Production Research, Valparaiso, Chile (Volume 29).
“This paper describes a structured approach and participatory design methodology for defining and using core values as an agent of positive organizational change. The authors discuss ways in which progress in adherence to stated core values can be measured and utilized for continuous improvement, positive climate, and job satisfaction. The results of applying this approach in an academic case environment are presented.”
The paper is available online at http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.386.2652&rep=rep1&type=pdf, last checked on 15th of May 2020.
The Royal Society (2019): Understanding Unconscious Bias
In the video unconscious bias is explained by using shortcuts based on your backgrounds, cultural environment and personal experiences that lead to decisions. These decisions are most of the time wrong, especially this matter needs rational thinking. Unconscious bias is linked to unconscious mind: We use instinct instead of analysis for our answers. The problem: We judge in milliseconds if somebody is like (“in-group”) us or not (“out-group”). Gender and social aspects are often factors that are judged. The Royal Society is fostering excellence in science and research. In doing so, tackling unconscious bias is an essential part, for example by encouraging panel members to (Do’s):
• Deliberately slow down decision making
• Reconsider reasons for decisions
• Question cultural stereotypes
• Monitor each other for unconscious bias by self-awareness
The video is available online at https://www.youtube.com/watch?v=fR3IkF57nl0, last checked on 18th of June 2020.
UN Women: Training Course - Transformative Leadership for Gender Equality and Women's Rights
“The Training Course aims to strengthen capacity and knowledge of leaders and managers to advance gender equality, women’s empowerment, and women’s rights agendas within their organizational contexts. The course seeks to strengthen leaders’ and managers’ use of gender-inclusive and transformative leadership principles and practices to address institutional gender biases and promote commitments to gender equality and women’s rights.”
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Information regarding the course (and others) is available online at https://trainingcentre.unwomen.org/portal/product/transformative-leadership-leading-for- gender-equality-and-womens-rights/, last checked on 15th of June 2020.
Vinkenburg, Claartje J. (2017): Engaging Gatekeepers, Optimizing Decision Making, and Mitigating Bias. Design Specifications for Systemic Diversity Interventions. Journal of applied behavioral science, Volume 53(2), p. 212-234
“In this contribution to the Journal of Applied Behavioral Science Special Issue on Understanding Diversity Dynamics in Systems: Social Equality as an Organization Change Issue, I develop and describe design specifications for systemic diversity interventions in upward mobility career systems, aimed at optimizing decision making through mitigating bias by engaging gatekeepers. These interventions address the paradox of meritocracy that underlies the surprising lack of diversity at the top of the career pyramid in these systems. I ground the design specifications in the limited empirical evidence on "what works" in systemic interventions. Specifically, I describe examples from interventions in academic settings, including a bias literacy program, participatory modeling, and participant observation. The design specifications, paired with inspirational examples of successful interventions, should assist diversity officers and consultants in designing and implementing interventions to promote the advancement to and representation of nondominant group members at the top of the organizational hierarchy.”
The article is available online at http://journals.sagepub.com/doi/pdf/10.1177/0021886317703292, last checked on 16th of June 2020.
500 women scientists
“The vision of 500 women scientists is to be the foremost organization for the transformation of leadership, diversity, and public engagement in science. 500 Women Scientists works to build communities and foster real change that comes from small groups, not large crowds. Our Local Pods help create those deep roots through strong, personal relationships. Local Pods are where members meet regularly, develop a support network, make strategic plans, and take action. Pods focus on issues that resonate in their communities, rooted in our mission and values. Thus, it is a database with female scientists from around the globe, as a resource for journalists, educators, policy-makers, scientists and anyone who needs scientific expertise.”
Website of 500 women scientists: https://500womenscientists.org/request-a-scientist, last checked on 27th of May 2020.
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Recruitment, career development of female researchers and female staff members (= WP5)
Academic Rights Watch (2018): Health of Swedish academia questioned following introduction of reading list gender quotas
The Academic Rights Watch - Monitoring academic freedom in Sweden - writes about gender quota for authors in reading lists.
Website of the Academic Rights Watch is available online at http://academicrightswatch.com/?p=2846, last checked on 28th of May 2020.
Barigozzi, Francesca; Cremer, Helmuth; Roeder, Kerstin (2017): Women's Career Choices, Social Norms and Child Care Policies
“Our model explains the observed gender-specific patterns of career and childcare choices through endogenous social norms. We study how these norms interact with the gender wage gap. We show that via the social norm a couple’s childcare and career choices impose an externality on other couples, so that the laissez-faire is inefficient. We use our model to study the design and effectiveness of three commonly used policies. We find that childcare subsidies and women quotas can be effective tools to mitigate or eliminate the externality. Parental leave, however, may even intensify the externality and decrease welfare.”
The paper (with costs!) is available online at https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2900240 last checked on 15th of June 2020.
Campos, Magali (2016): Mentoring Away the Glass Ceiling in Academia. A Cultured Critique edited by Brenda L. H. Marina. InterActions: UCLA Journal of Education and Information Studies, Volume 12(1)
“The article is a comprehensive examination of women’s experiences in various stages in academia and the way in which mentoring can serve as a tool to break the glass ceiling that keep many women from reaching high positions in academia. Over a qualitative approach this book brings together narratives and counternarratives of women in academia to explore the ways mentorship can help the diversity gap for women by drawing from their own experiences.”
The article is available online at https://escholarship.org/uc/item/15k8533m, last checked on 15th f June 2020.
Carli, Linda L.; Eagly, Alice H. (2016): Women face a labyrinth: an examination to metaphors for women leaders. Gender in Management, Volume 31(8), p. 514-527
“The purpose of this paper is to explore the most common general metaphors for women’s leadership: the glass ceiling, sticky floor and the labyrinth. The authors discuss the strengths and weaknesses of these metaphors for characterizing women’s current situation as leaders. Design/methodology/approach: In addition to reviewing the literature on the status of women leaders, November 2020 GEECCO Page 33 of 127 Additional resources (living document) version 1.3 the authors also discuss recent research on the power of metaphor to illustrate concepts and influence social judgments. Findings: The authors conclude that the labyrinth is the most useful metaphor for women leaders, because although there has been slow steady improvement in women’s access to leadership, women continue to face challenges that men do not face: gender stereotypes that depict women as unsuited to leadership, discrimination in pay and promotion, lack of access to powerful mentors and networks and greater responsibility for childcare and other domestic responsibilities. Practical implications: Although the glass ceiling metaphor implies that women face obstacles once they have risen to very high levels of leadership and the sticky floor metaphor implies that women are prevented from any advancement beyond entry level, the labyrinth reflects the myriad obstacles that women face throughout their careers. Originality/value: The labyrinth metaphor not only acknowledges these challenges but also suggests that women can advance to very high levels of leadership.”
The article is available online at https://www.researchgate.net/publication/309568423_Women_face_a_labyrinth_an_examinati on_of_metaphors_for_women_leaders, last checked on 18th of June 2020.
Corrales, Carolina; Herzig, Michaela; Lloyd, Catherine; Meixner, Binia; Steiner, Michaela (2017): LIBRA Recruitment Handbook – Inclusive, Transparent and Unbiased Recruitment Processes. Project LIBRA - Unifying innovative efforts of European research centres to achieve gender equality in academia.
Within the project the handbook “LIBRA Recruitment Handbook – Inclusive, Transparent and Unbiased Recruitment Processes” with recruitment guidelines have been published to make a clearer distinction between personality and fit, and also to place a greater emphasis on the importance of considering personality when recruiting.
In five thematic fields, the Do's are described as "targets":
• Topic area 1 comprises the recruitment strategy, for which the targets "At least one, ideally wo, committee members should be women" and "Monitor the percentage of females at the main stages of recruitment" are described. In the subject area job advertisement, the selection criteria have to be defined before the job is advertised.
• Assessment and shortlisting of applications request the target "Ensure there are at least two women shortlisted for all independent research positions". In the process section of inviting and interviewing candidates, "Make the candidates feel welcome, not examined, and leave a positive impression" and "Objective assessment of candidates" are the recommended Do's.
• Finally - contract offers and negotiations – similar positions are to be compensated with equal salaries and benefits. In addition, conversations on work-life-balance should be sufficiently separated from decision-making processes.
The handbook is available online at http://www.eu-libra.eu/news/libra-recruitment-handbook- 2nd-edition, last checked on 12th of May 2020.
Website of the LIBRA-Project is available online at https://www.eu-libra.eu/, last checked on 12th of May 2020.
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Correll, Shelley J; Benard, Stephen; Paik, In (2007): Getting a job: Is there a motherhood penalty? American Journal of Sociology, Volume 112(0031)
“Survey research finds that mothers suffer a substantial wage penalty, although the causal mechanism producing it remains elusive. The authors employed a laboratory experiment to evaluate the hypothesis that status-based discrimination plays an important role and an audit study of actual employers to assess its real-world implications. In both studies, participants evaluated application materials for a pair of same-gender equally qualified job candidates who differed on parental status. The laboratory experiment found that mothers were penalized on a host of measures, including perceived competence and recommended starting salary. Men were not penalized for, and sometimes benefited from, being a parent. The audit study showed that actual employers discriminate against mothers, but not against fathers.”
The article is available online (with costs/subscription!) at e.g. Research Gate at https://www.researchgate.net/publication/5023056_Getting_a_Job_Is_There_a_Motherhood_P enalty, last checked on 19th of June 2020.
Crosby, Faye J.; Williams, Joan; Biernat, Monica (2004): The maternal wall. Journal of Social Issues, Volume 60(4), p. 675-682
“Although the economic and social position of women has improved considerably in the last decades, some gendered expectations and roles have proved remarkably resilient. Increasingly, the gender gap in compensation has become an issue of “mother” versus “other,” as, for example, working mothers earn 60% of what working fathers earn. Conservatives tend to frame the gender imbalance in terms of women's choices; but feminists, including those in this issue, debunk explanations that blame women for gender differences in earnings. Contributors to this issue, whose work we introduce here, chronicle and analyze the power of stereotypic thinking and behavior, and also discuss how to change both stereotypes and realities.”
The article is available online (with costs!) e.g. at Research Gate at https://www.researchgate.net/publication/227496740_The_Maternal_Wall, last checked on 18th of June 2020.
De Vries, Jennifer Anne; Binns, Jennifer (2018): SPONSORSHIP: Creating Career Opportunities for Women in Higher Education. Universities Australia Executive Women (UAEW), Canberra
“The guidelines can be used at the institutional level, and by a faculty, department or research centre. They also assist individual leaders to identify and implement improvements in their own sponsorship practices. The intended audience is everyone in an academic, research, administrative or professional leadership role – Chancellors, Vice-Chancellors, Senior Executive Group members, HR Directors, Senior Leaders, Managers and Supervisors.”
Part of the guidelines is the question what organisations can do:
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• Step 1: Commit and communicate – in strategies, key actions, variety of methods to enable input from all staff
• Step 2: Map current situation – gain thorough understanding of the current situation, having a clear picture of current sponsorship practices, collate existing data to sponsorships, interrogate data by identifying access to career building blocks
• Step 3: Set expectations and create accountability – establish fair and transparent processes for opportunities
• Step 4: Develop knowledge and skills – mentoring programs, leadership development, unconscious bias training, shadowing programs
• Step 5: Embed in cultures
• Step 6: Review progress, identify and assess gaps – monitoring, identify gaps, renewing commitment and actions
The guide is available online at https://www.researchgate.net/publication/329209475_SPONSORSHIP_Creating_Career_Opportu nities_for_Women_in_Higher_Education/link/5dd779c1299bf10c5a26d4af/download, last checked on 22nd of June 2020.
DI Global Talent - Confederation of Danish Industry (2016): Best Practices in Talent Attraction, Development and Retention. Research on International Trends and Policies.
“The aim of this research, by DI Global Talent, is to examine Denmark’s position and potential in the global fight for talent. To present international trends, identify best practices in leveraging talent, and to provide knowledge, inspiration and discussion points for further work on talent attraction, development and retention in Denmark.”
The report is available online at http://onebsr.eu/wp- content/uploads/2014/06/One_BSR_Talent_Retention_Policy_2014_FINAL.pdf, last checked on 27th of May 2020..
Dubois-Shaik, Farah; Fusulier, Bernard (2015): Academic Careers and Gender Inequality: Leaky Pipeline and Interrelated Phenomena in Seven European Countries. Project GARCIA - Working papers No. 5
The paper is available online at http://garciaproject.eu/wp- content/uploads/2015/12/GARCIA_working_paper_5.pdf, last checked on 15th of May 2020.
European Commission (EC) (2019): She Figures 2018
“She Figures investigates the level of progress made towards gender equality in research & innovation (R&I) in Europe. It is the main source of pan‑European, comparable statistics on the representation of women and men amongst PhD graduates, researchers and academic decision‑makers. The data also sheds light on differences in the experiences of women and men working in research – such as relative November 2020 GEECCO Page 36 of 127 Additional resources (living document) version 1.3 pay, working conditions and success in obtaining research funds. It also presents for the first time the situation of women and men in scientific publication and inventorships, as well as the inclusion of the gender dimension in scientific articles.”
“Equality between women and men is a core value of the European Union, enshrined in the European treaties. The EU, through a large body of legislation, actively promotes gender equality in areas such as equal pay, work-life balance, health and safety at work, social security, access to goods and services, and protection from human trafficking, gender-based violence and other forms of gender-based crime. The EU is also equally committed to advancing gender equality in research and innovation. More specifically, gender equality and gender 'mainstreaming' (the integration of a gender perspective in the preparation and evaluation of policies) in academic research is one of the priorities for the European research area, and the promotion of both of these policies within research and innovation is among the aims of the EU's framework programmes. In Horizon 2020, gender equality is both a 'cross-cutting' issue and the topic of the dedicated work programme 'Science with and for society', which funds specific initiatives in support of the EU's gender equality strategy. The 'She figures' publication provides a range of indicators on gender equality in research and innovation at pan- European level. It aims to give an overview of the gender equality situation, using a wide range of indicators to examine the impact and effectiveness of policies implemented in this area.”
The report is available online at https://op.europa.eu/en/publication-detail/- /publication/9540ffa1-4478-11e9-a8ed-01aa75ed71a1/language-en, last checked on 28th of May 2020.
European Network Against Racism (ENAR) (2017): Women of colour in the workplace. ENAR’S 9th European Equal@Work Seminar. Toolkit. Brussels
“This toolkit aims to challenge dominant diversity management practices to move beyond gender as a singular category and shift toward an intersectional approach to diversity management. It calls for an approach to diversity management that interrogates power structures within organisations and creates new styles of organisational management. The barriers section provides a non-exhaustive summary of available evidence of the discrimination, exclusion and inequality experienced by women of colour, at an individual level, drawing on direct experiences of women of colour, and at a structural level, based on trends in the European labour market. The solutions section serves as a guide for employers in the form of: a conceptual guide to inform an improved approach to the inclusion of women of colour; a step-bystep guide and checklist; and resources for employers on adopting an intersectional approach.“
There are three stages by which employers may apply an intersectional approach to their human resources and diversity management work:
• Understanding the issues at the intersections
• Transforming the organisation
• Empowering women of colour
In detail:
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Understanding goes ahead with gathering a firm understanding of the dynamics within the organisation. The authors recommend:
• conducting consultations with affected groups: helpful tools may be staff surveys, development of staff committees, women of colour consultation groups or anonymous feedback. Thereby it is vital to ensure employees feel respected and that the extra workload is considered.
• carrying out an intersectional audit: support with quantitative data, which data to be collected and the data collection principles are also described in detail in the literature
• reflecting on internal structures: the collected data is used to assess the importance of existing disparities between intersectional employee groups, reflective questions for leaders may be “Why is leadership in the organisation dominated by x group?”, “Which values characterise the working culture?” or “What do these disparities suggest about meritocracy in the organisation?”
Stage 2: Transforming the organisation
“This stage refers to what the organisation in its current state can do to initiative a transformation”:
• developing an intersectional diversity strategy by using the results of the intersectional audit and analysis, the strategy will portray the commitment of leadership, invite collaboration and provide for accountability of management to its staff, the goals have to be accompanied by practical measures designed to help reach those goals
• taking steps to eradicate structural inequalities and disparities in the organisation like dismantling discriminatory policies, employee support measures, implementing positive action measures at all levels, access to progression opportunities, intersectional equal pay and value allocation
• transforming the workplace culture by revising codes of conduct, structures of accountability
• reassessing past diversity policies form an intersectional perspective
Stage 3: Empowerment of women of colour
“This stage highlights how employers can facilitate empowerment for their (women of colour) employers, and ensure that under-represented groups themselves leads transformation.” The steps are:
• making resources available to those dealing with oppression at work by trainings, tools, techniques, range of services from psychological, psychiatric, social or legal coaches
• supporting employees to access empowerment programmes
• encouraging and supporting networks and affinity groups that provide a “safe space” for employees to raise issues they may not feel comfortable addressing in broader spaces for fear of having their experiences undermined
The handbook is available online at https://www.enar- eu.org/IMG/pdf/20112_equal_work_2018_lr.pdf, last checked on 28th of May 2020.
European University Institute: Careers by country
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“The European University Institute offers within the Academic Careers Observatory an overview of Academic Careers by Country. Academic career paths, positions, conditions for access, salaries, links etc. for different EU countries are summarized.”
The website is available online at https://www.eui.eu/ProgrammesAndFellowships/AcademicCareersObservatory/AcademicCareers byCountry, last checked on 28th of May 2020.
Fassa, Farinaz; Kradolfer, Sabine (2013): The Gendering of Excellence Through Quality Criteria: The case of the Swiss National Science Foundation Professorships in Switzerland. Tertiary Education Management, Volume 19(3), p. 189–204
“The Swiss National Science Foundation Professorships Programme is presented as a programme that aims to promote outstanding young scholars to professorial positions. Academic excellence is presented as the main selection criterion. The emphasis put on the research portfolio and on the age of the candidates means that the beneficiaries of these professorships put forward an image of excellence that is more embedded in data-based sciences, than in the humanities and social sciences, thus strengthening the domination of a sector of scientific activity essentially occupied by men over the sector that has opened up more widely to women. This paper aims to deconstruct the criteria of academic excellence as they appear in this programme, and to show that what seem to be quality criteria are inspired by a specific model. These biases tend to undermine the gender equality aims of the programme.”
The article is available online (with costs/subscription!) at e.g. Springer Link at https://link.springer.com/article/10.1080/13583883.2013.793379, last checked on 22nd of June 2020.
Ferguson, Mark (2016): Improving gender balance in research grant applications. Plenary: Developing and implementing gender equality measures for fair advancement in STEM careers at the 9th Gender Summit – Europe in Brussels on 8th of November 2016
The presentation slides are available online at https://gender-summit.com/gs9-evolving- programme#P7, last checked on 16th of June 2020.
Flaherty, Colleen (2018): Dancing Backwards in High Heels.
“Study finds female professors experience more work demands and special favor requests, particularly from academically ‘entitled’ students.”
The information about the study is available online at https://www.insidehighered.com/news/2018/01/10/study-finds-female-professors-experience- more-work-demands-and-special- favor?fbclid=IwAR2B2NjJb7brBY4o3YPf5qon1GNKeOzmwaEsWYq45D9WsiinIVptMQ6P_sE, last checked on 27th of May 2020.
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Flaherty, Colleen (2017): Relying on Women, Not Rewarding Them.
“New study suggests female professors outperform men in terms of service - to their possible professional detriment.”
The information about the study is available online at https://www.insidehighered.com/news/2017/04/12/study-finds-female-professors-outperform- men-service-their-possible-professional, last checked on 27th of May 2020.
Gardiner, Maria; Tiggemann, Marika; Kearns, Hugh; Marshall, Kelly (2007): Show Me the Money! An Empirical Analysis of Mentoring Outcomes for Women in Academia. Higher Education Research and Development, Volume 26(4), p. 425-442
“This paper discusses and comprehensively evaluates a mentoring scheme for junior female academics. The program aimed to address the under-representation of women in senior positions by increasing participation in networks and improving women's research performance. A multifaceted, longitudinal design, including a control group, was used to evaluate the success of mentoring in terms of the benefits for the women and for the university. The results indicate mentoring was very beneficial, showing that mentees were more likely to stay in the university, received more grant income and higher level of promotion, and had better perceptions of themselves as academics compared with non-mentored female academics. This indicates that not only do women themselves benefit from mentoring but that universities can confidently implement well-designed initiatives, knowing that they will receive a significant return on investment.”
The article is available online at https://www.researchgate.net/publication/40010779_Show_Me_the_Money_An_Empirical_Ana lysis_of_Mentoring_Outcomes_for_Women_in_Academia, last checked on 19th of June 2020.
Global Research Council (2019): Supporting Women in Research. Policies, Programs and Initiatives undertaken by Public Research Funding Agencies
“The report includes variable actions that are presented as a suite of potential activities, with the intent of providing GRC participants with the opportunity to implement those actions most suitable and beneficial for their organisation and national research system. Implementation may depend not only on current policies and practices but also on national considerations.”
The Global Research Council summarizes Do’s that are most suitable and beneficial for organisations and national research systems. These are:
• “Engage in national discussions of policy frameworks regarding equality, diversity and the status of women to ensure recognition of these issues.
• Collect and make available data (against consistent parameters) for comparative analysis, potentially under the auspices of the GRC.
• Incorporate the evaluation of progress towards gender-based goals.
• Shift the focus from the researcher ‘track record’ to ‘research opportunity’
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• Provide training on equality and diversity policies, including the recognition of unconscious bias and how it can be addressed.
• Explore pathways for women to succeed in research and to rise in leadership in policy and decision making bodies.
• Consider dedicated or strategic programmes, where appropriate, with the specific purpose of encouraging gender equality.
• Promote family friendly policies and practices in relation to caregiving obligations.
• Periodically review this Principles and Actions document.
• Recognise the advantages of considering the gender dimension in research and encourage the development of this.”
The report is online available at https://www.globalresearchcouncil.org/fileadmin/user_upload/GRC_GWG_Case_studies_final.p df, last checked on 5th of June 2020.
Gvozdanovic, Jadranka; Maes, Katrien (2018): Implicit Bias in academia: A challenge to the meritocratic principle and to women’s careers – And what to do about it. LERU - League of European Research Universities Advice Paper Nr. 23.
“This paper examines the mechanisms behind the loss of female talent in academia. It is well known and amply documented that in Europe and elsewhere a significantly larger number of women than men do not reach the higher echelons and leadership positions in academia when compared to the number of entrants into the profession (usually doctoral graduates). Moreover, this situation is generally not improving at a satisfactory rate, although good efforts are undertaken. In a 2012 paper LERU argued that the “leaky pipeline”, as the phenomenon is sometimes called, undermines the quality of research and represents an unacceptable loss for academia, the economy and society. The paper showed what LERU and other universities are and should be doing to address gender imbalances.”
Do’s - “LERU’s key recommendations on how to counter implicit bias”:
• Have regular monitoring in place to examine whether their organisational structures and processes are susceptible to a potentially biased access to resources that cannot be justified by the meritocratic principle. Clear accountability should be assigned, with final responsibility for action resting with the President/Rector and the governing body.
• Examine crucial areas of potential bias and define measures for countering bias.
• Gather expertise and organise gender bias training in various formats, including the possibility of anonymous training.
• Recruitment and/or funding processes should be as open and transparent as possible and be genuinely merit-based. This includes measures such as briefing selection committees about bias pitfalls, deciding on clear selection criteria at the outset, letting external observers monitor the selection process and involving external evaluators.
• Close monitoring of potential bias in language used in recruitment processes. November 2020 GEECCO Page 41 of 127 Additional resources (living document) version 1.3
• Undertake action towards eliminating the pay gap and monitor progress, examining bias as a contributing factor to pay gap.
• Employees should be compensated for parental leave, making sure the process is bias-free, for example by extending fixed-term positions or calculating the leave administratively as active service, yet exempt from publication expectations.
• Monitor precarious contracts and part-time positions for any gender-based differences and correct any inequalities. Universities should examine conditions for parttime positions for professors and their gendered division.
• Undertake positive action towards a proper representation of women in all leading positions, making sure that leadership and processes around leadership are free from bias.
The paper is available online at https://www.leru.org/files/implicit-bias-in-academia-full- paper.pdf, last checked on 27th of May 2020.
Harlan, Sharon L.; Berheide, Catherin White (1994): Barriers to Work Place Advancement Experienced by Women in Low-Paying Occupations. Federal Publications, Cornell University ILR School, Paper 122
“In this paper, we examine the workplace barriers that restrict the opportunities of the vast majority of employed women who will never advance high enough to encounter the "glass ceiling." We use the results of a wide range of empirical research to analyze how social structures create and recreate gender, race, and class inequality specifically by limiting the advancement of women and people of color who work in low-paying jobs.”
The paper is available online at https://www.researchgate.net/publication/37157457_Barriers_to_Work_Place_Advancement_E xperienced_by_Women_in_Low-Paying_Occupations, last checked on 19th of June 2020.
HASTAC Team (2015): Gender Bias in Academe: An Annotated Bibliography of Important Recent Studies
The annotated bibliography is available online at https://www.hastac.org/blogs/superadmin/2015/01/26/gender-bias-academe-annotated- bibliography-important-recent-studies, last checked on 28th of May 2020.
Heijstra, Thamar M.; Einarsdóttir, Þorgerður; Pétursdóttir, Gyða M.; Steinþórsdóttir, Finnborg S. (2017): Testing the concept of academic housework in a European setting: Part of academic career- making or gendered barrier to the top?. European Educational Research Journal, Volume 16(2-3), p. 200-214
"In the labour market women’s jobs have frequently been conceptually and literally tied to housework and hence thought of as unskilled and therefore undervalued. Although academic institutions have undergone changes, the fact that women still carry the main responsibility for domestic and caring
November 2020 GEECCO Page 42 of 127 Additional resources (living document) version 1.3 tasks continues to follow them into the academic work environment. In this explorative study we focus on the gendered aspects of undervalued work in academia by examining how academic housework manifests itself in different academic contexts and how early career academics in six European countries contend with it. We will link the undervalued academic work to housework in a double sense. Firstly, we will discuss how domestic housework affects the working conditions of academic women and men differently in their early career. Secondly, we will approach academic work through the lenses of academic housework, hence making use of the notion of ‘housework’ in a transferred and more figurative meaning. The discussion is aimed at developing a new conceptual framework in the analysis of gendered academic careers. In this way the topic of academic housework, which seems to be accompanied by social taint, may become more easily discussable within the academic work environment."
The paper is available online at https://journals.sagepub.com/doi/full/10.1177/1474904116668884, last checked on 5th of June 2020.
Henry, Colette; Lawton Smith, Helen; Meschitti, Viviane; Foss, Lene; McGowan, Pauric (2020): Networking, gender and academia: an ecosystems approach. In: Lawton Smith, Helen; Colette Henry, Colette; Henry Etzkowitz, Henry and Poulovassilis, Alexandra (Eds.): Gender, Science and Innovation. New Perspectives. Edward Elgar Publishing
“The ability to create, develop and manage effective networks is important for academics. Networks can create entrepreneurial and commercialisation opportunities, act as important vehicles for career advancement, help to highlight achievements, and facilitate individuals’ career progression. However, while men’s success in gaining promotion has been attributed to their effective use of networks, women do not appear to have benefitted to the same extent. This chapter draws on qualitative empirical data from the TRIGGER project to explore critically the perceived barriers and potential benefits of networking for women academics. Adopting ecosystems as a theoretical lens, the authors explore the perceived barriers and potential benefits of networking for women academics.”
The book chapter is available online (with costs!) at e.g. ElgarOnline https://www.elgaronline.com/view/edcoll/9781786438966/9781786438966.00016.xml, last checked on 22nd of June 2020..
Humbert, Anne Laure; Kelan, Elisabeth and Brink, Marieke (2019): The Perils of Gender Beliefs for Men Leaders as Change Agents for Gender Equality. European Management Review, Volume 16(4), p. 1143-1157
"This article examines the potentially damaging role that gender beliefs can play in hindering women's equal representation in leadership positions. Based on a secondary analysis of a large‐scale EU‐wide survey (Eurobarometer 76.1), the article shows that essentialist gender beliefs lower support for equality interventions such as quotas or targets, particularly among men as leaders. The results show that discriminatory gender beliefs partially mediate this relationship and produce a more negative effect among men leaders. The paper contributes to understanding the role essentialist gender beliefs often lay the groundwork for gender discriminatory beliefs. Those in turn hinder support for effective November 2020 GEECCO Page 43 of 127 Additional resources (living document) version 1.3 gender equality measures. Gender essentialist beliefs can be held by everyone but are more prevalent among men leaders. We conclude that greater gender balance in leadership cannot be achieved without tackling underlying gender beliefs, particularly among men leaders since they are called upon to enact change. We thereby argue that simply asking for men to become change agents for gender equality is not an effective strategy if underlying gender beliefs are left unchallenged."
The article is available online at https://onlinelibrary.wiley.com/doi/abs/10.1111/emre.12325, last checked on 27th of May 2020.
Hymowitz, Carol; Schelhardt, Timothy D. (1986): The glass ceiling: Why women can’t seem to break the invisible barrier that blocks them from the top jobs. The Wall Street Journal, Volume 57, D1, D4- D5
An online version of the article is not available.
Imperial College London (2018): Elsie Widdowson Fellowship Award
“The Elsie Widdowson Fellowship Award is an important component of the College’s family-friendly policies and is open to eligible staff. The purpose of the Award is to allow academic staff (Lecturer, Assistant Professor, Senior Lecturer, Associate Professor, Reader, and Professor) to concentrate fully on their research work upon returning from maternity, adoption, surrogacy and/or shared parental leave. The Award enables the Department, Division, School or Institute to relieve the academic of teaching or administrative duties in order to concentrate fully on research.”
The information about the award is available online at https://www.imperial.ac.uk/human- resources/benefits/supporting-you-and-your-family/elsie-widdowson-fellowship- award/#:~:text=Who%20is%20it%20for%3F,or%20if%20you%20are%20transitioning, last checked on 22nd of June 2020.
Informatics Europe Working Group “Women in Informatics Research and Eduction” (2016): More Women in Informatics Research and Education
“This compact resource is published by the Informatics Europe Working Group "Women in Informatics Research and Education" and endorsed by the European Commission. It provides deans and department heads clear and simple best practices to increase the participation of women in their institutions, both as students and as employees. Many tips were gathered directly from colleagues in leading academic positions who have successfully implemented actions that attract and retain more women in their organisation.”
The resource provides clear and simple best practices (Do’s) to increase the participation of women in their institutions, both as students and as employees:
Do’s - recruiting female students:
• Use multiple social media channels
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• Work with undergraduate open-day coordinators to recruit female student ambassadors and speakers from the department and industry
• Present example stories about women with successful careers in Informatics in recruitment materials and on the departmental website
• Include in course descriptions aspects of creativity in tech education and work
• Emphasise good prospects for employment in the IT sector for skilled workers and that salaries are above average
Do’s - recruiting women:
• Advertise openly for all positions, describe positions in a broad way
• State that flexible terms of employment are possible, such as working part-time and flexible working hours
• Allow 3 months for applications to be submitted
• Take action if too few suitable women apply
• Re-examine the applications and consider re-advertising if the initial list of candidates selected for interview does not include any women.
Do’s – interviewing women:
• Ensure that the composition of the hiring committee is as balanced as possible
• Invite women to the interview not only to see whether they are best for the position, but also to give them experience of being interviewed.
• Raise the issue of increasing the representation of women in the department when interviewing women and men and ask how they would approach it.
• Provide help with solving the “two body problem”, that is helping to find a position for the applicant’s partner
• Consider 18 months per child since PhD completion for mothers when comparing candidates
Do’s – keeping women:
• Organise a course for all senior staff members on unconscious bias
• Provide support for the creation of a women’s network within the department/institute
• Count the hours spent on female support and network issues in the same way as all other departmental commitments and duties
• Fund childcare as part of conference travel expenses (including expenses for a partner)
• Provide visibility and self-promotion training for female researchers
• Provide coaching and mentoring to female researchers to make them more aware of their attitudes and concerns Do’s – promoting women:
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• Ensure a reasonable representation of women in departmental or external committees
• Look for and propose suitable women when asked to nominate candidates for prizes, awards or prestigious tasks
The booklet is available online at https://www.informatics-europe.org/publications.html, last checked on 27th of May 2020.
Jäger, Ulle (2010): Do Little Strokes Fell Big Oaks? Mentoring within the Federal Programme for Gender Equality at Swiss Universities and Its Impact on Academic Structures. In: Riegraf, Birgit; Aulenbacher, Brigitte; Kirsch-Auwärter, Edit; Müller, Ursula (Eds.): GenderChange in Academia. VS Verlag für Sozialwissenschaften
“The relationship between academia and gender in Western European thought has been described in detail in the fields of women’s and gender studies. Interdisciplinary approaches have been used to examine the relationship between academia and gender both in history and at present. These relationships not only affect the content and fundaments of various disciplines, they also affect the academic careers.”
The book chapter is available online (with costs/subscription) at e.g. Springer at https://link.springer.com/chapter/10.1007/978-3-531-92501-1_31, last checked on 19th of June 2020.
Kanter, Rosabeth Moss (1977): Men and Women of the Corporation. New York: Basis Books
Puffer Sheila M. describes the book in a journal article as follows:
“This book had a tremendous impact on academic research as well as on management practice and policymaking. It was among the first to focus on organizational culture as well as on empowerment, topics that have seen an explosion of research and application in the past two decades.”
An online version of the book is not available.
Krilić, Sanja Cukut; Rapetti, Elisa (2015): Mapping organisational work-life policies and practices. Project GARCIA - Working papers No. 4.
The paper is available online at http://garciaproject.eu/wp- content/uploads/2015/10/GARCIA_report_wp4.pdf, last checked on 15th of May 2020.
Le Feuvre, Nicky (2015): Contextualizing Women's Academic Careers in Cross-National Perspective. Project GARCIA - Working papers No. 3
The paper is available online at http://garciaproject.eu/wp- content/uploads/2015/10/GARCIA_report_wp3.pdf, last checked on 15th of May 2020.
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Levery, Simon; Noble, Kerry (2013): Imperial chemists get gold for promoting women in science, News of the Imperial College London
“The Department was awarded a Gold Athena SWAN award for good practice in supporting academic women in September 2013. This award recognises the good practices already in place for supporting women at all stages, including undergraduate, post graduate, post doctoral, and early career academic through to professional level.”
The news is available online at http://www.imperial.ac.uk/news/130686/imperial-chemists-gold- promoting-women-science/, last checked on 22nd of June 2020.
Marini, Giulio; Meschitti, Viviana (2018): The trench warfare of gender discrimination: evidence from academic promotions to full professor in Italy. Scientometrics, Volume 115(2), p. 989-1006
“In this paper we aim to understand if gender makes a difference in the path to promotion to full professor in Italian universities, drawing on data from 2013 to 2016. The new promotion system pursuant Gelmini Law (210/2010) in Italy implies to go through two steps. First, they have to obtain the national ASN system (fit-for-the-role national filter), based on merit measured via bibliometric and non-bibliometric indicators. This step does not mean to get a position, it only means to be able to apply for it at institutional level. We believe that discrimination based on gender may happen especially at institutional level as in comparison to ASN there is less transparency and more autonomy at institutional level. It is also hypothesised that discrimination based on gender may differ according to the percentage of women already at full professor rank by disciplinary field. We investigate gender inequality using a binary variable (promoted or not promoted along 2013 until 2016) controlling by scientific productivity, normalised number of available vacancies, result of national research evaluation (VQR—department of candidate’s affiliation), age, current rank-and-file position. Multilevel logistic regression demonstrates that among those who obtained the ASN and at parity of other conditions, men have around 24% more probability to be promoted at parity of scientific production, which reveals a relevant gender discrimination. Our findings have implications on theory about inequality regimes and might serve to reflect on how to improve practices at institutional level.”
The article is available online (with costs/subscription!) at e.g. Springer Link at https://link.springer.com/article/10.1007%2Fs11192-018-2696-8, last checked on 22nd of June 2020.
The article has been updated in 2019, this correction is available online at https://doi.org/10.1007/s11192-018-2983-4, last checked on 22nd of June 2020.
Maume, David J. Jr. (1999): Glass ceilings and escalators: Occupational Segregation and Race and Sex Differences in Managerial Promotions. Work and Occupations, Volume 26(4), p. 483-509
“Many have researched the effect of occupational segregation on race and gender gaps in pay, but few have examined segregation's impact on promotions. This article uses the Panel Study of Income Dynamics to examine the effect of race and gender composition in the origin occupation on movement to a managerial position. Findings show that for men, percentage of women in the origin occupation positively affected the chances of men moving to a supervisory position and that Blacks were less likely
November 2020 GEECCO Page 47 of 127 Additional resources (living document) version 1.3 than Whites to be promoted. For women, percentage of women and percentage of Blacks in the origin occupation significantly decreased chances of women attaining a management position. Subsequent analyses showed that Black men, Black women, and White women waited longer than did White men for the managerial promotions they received. The findings suggest the impact of a “glass escalator” for White men, a “glass ceiling” for others, and contradict the notion of a ‘declining significance of race’.”
The article is available online (with costs/subscription!) at e.g. Sage Journals at https://journals.sagepub.com/doi/10.1177/0730888499026004005, last checked on 19th of June 2020.
Mergaert, Lut; Raeymaekers, Peter (2017): Researchers at Belgian universities. What drives them? Which obstacles do they encounter?
“Researchers at Belgian universities - What drives them? Which obstacles do they encounter? How do researchers at Belgian universities view their role in society? What drives them? Which obstacles do they encounter? What factors determine the quality of their research? How do they handle ethics, questions of diversity and gender, open access and public engagement? A total of 1,720 researchers from all Belgian universities took part in the online survey. It is the first large-scale survey to ask academics in Belgium about these issues. The major conclusions are that researchers at Belgian universities don't do it for the money, a flashy career, the honour, fame and glory or for a good pension. They are driven by curiosity, the desire to produce new knowledge, or the aspiration to respond to existing and future societal needs. In their everyday work, however, it is not easy to meet the expectations placed on them by the academic system and society. This report publishes the detailed results. Each time, we discuss the findings for the whole group and then we look at some striking differences between subgroups.”
The report is available online at https://www.kbs- frb.be/en/Activities/Publications/2017/20171113PP, last checked on 28th of May 2020.
Meschitti, Viviane; Lawton Smith, Helen (2017): Does monitoring make a difference for women academics? Evidence from the literature and a guide for future research. Journal of Research In Gender Studies, Volume 7(1), p. 166-199
“This paper aims at reviewing literature on mentoring in academia, with a focus on mentoring to enhance women’s careers. A significant gender imbalance in science persists, and mentoring has been recognized as an important instrument for fostering academic women’s careers and addressing such imbalance. However, often the benefits of mentoring are taken for granted. This review aims to unpack the concept of mentoring, understand which trends characterize the mentoring literature, and analyze the evidence; moreover, it aims to discover potential gaps and propose a model to guide future research. A systematic approach is undertaken: four relevant search engines, covering more disciplines, are browsed to look for empirical studies on mentoring academic women from 1990 to March 2017. The review shows that there are some problems. First, there is no agreement on the definition of mentoring. Then, often studies are poorly grounded from a theoretical and conceptual perspective. In addition to the dominating research stream, focused on the benefits for the mentee, three other streams are consolidating: impact on the mentors, the role of group mentoring, and November 2020 GEECCO Page 48 of 127 Additional resources (living document) version 1.3 mentoring as an instrument to change institutions. At the end, we propose a model to guide future studies built on a longitudinal perspective.”
The article is available online at https://pure.hud.ac.uk/en/publications/does-mentoring-make-a- difference-for-women-academics-evidence-fro, last checked on 19th of June 2020.
MullenLoweGroupe (2016): Inspiring The Future - Redraw The Balance.
“This film from MullenLoweGroupe London – an integrated marketing communications network with a strong entrepreneurial heritage and challenger mentality - provocatively captures how, early on in their education, children already define career opportunities as male and female. When asked to draw a firefighter, surgeon and a fighter pilot, 61 pictures were drawn of men and only 5 were female. It's time to #redrawthebalance. “
The film is available online at https://www.youtube.com/watch?v=qv8VZVP5csA&feature=share, last checked on 27th of May 2020.
The website of the European University Institute is available online at https://www.eui.eu/ProgrammesAndFellowships/AcademicCareersObservatory/AcademicCareers byCountry, last checked on 28th of May 2020.
Murgia, Annalise; Poggio, Barbara (2019): Gender and precarious research careers. A comparative analysis. Routledge research in gender and society Nr. 74. Abdingdo, New York: Routledge
“This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book discusses the theoretical challenges and the different levels of analysis – the academic labour market, the organisational context and the subjective experiences – that are useful for exploring the relationship between gender and precariousness in higher education. It overviews the issues involved in studying the gendered precariousness of academic careers from a cross-national comparative perspective. The book examines how neoliberal managerialism affects budgets and organisational practices in academic institutions and research centres, and how they foster the precarisation of academic employment. It presents a comparative analysis of the gendered construction of excellence in recruitment and selection practices for early career researchers in the science, technology, engineering, and mathematics; and social sciences and humanities institutes, departments and faculties involved in the project. The book focuses on policies and measures to promote gender equality, career opportunities and working conditions of early career researchers.”
The book is available online at https://www.taylorfrancis.com/books/e/9781315201245, last checked on 18th of June 2020.
Nielsen, Mathias Wullum (2016): Limits to meritocracy? Gender in academic recruitment and promotion processes. Science and Public Policy, Volume 43(3), p. 386-399
The author, an assistant professor at the Danish Centre for Studies in Research and Research Policy, Aarhus University in Denmark, emphasis in the article disadvantages in academic recruitment that
November 2020 GEECCO Page 49 of 127 Additional resources (living document) version 1.3 women researchers experience due to insufficient network ties and subtle gender biases among evaluators.
With this article Nielsen emphasis, the Don’ts in academic recruitment and promotion processes:
“According to the literature, women researchers are sometimes at a disadvantage in academic recruitment due to insufficient network ties and subtle gender biases among evaluators. But how exactly do highly formal recruitment procedures allow space for mobilizing informal, potentially gendered, network ties? Focusing on the preliminary stages of recruitment, this study covers an underexposed aspect of women’s underrepresentation in academia. By combining recruitment statistics and interviews with department heads at a Danish university, it identifies a discrepancy between the institutionalized beliefs among managers in the meritocracy and the de facto functioning of the recruitment procedures. Of the vacancies for associate- and full professorships, 40% have one applicant, and 19% are announced under closed procedures with clear implications for gender stratification. The interviews reveal a myriad of factors explaining these patterns showing how department heads sometimes exploit decoupling processes to reduce external constraints on management function and ensure organizational certainty.”
The article is available online at https://academic.oup.com/spp/article- abstract/43/3/386/2363449?redirectedFrom=PDF, last checked on 12th of May 2020.
Nielsen, Mathias Wullum (2017): Reasons for leaving the academy: A case study on the ‘opt out’ phenomenon among younger female researchers. Gender, Work & Organization, Volume 24(2), p. 134-155
“This study provides a contemporary case for exploring the assumed ‘opt out’ phenomenon among early-career female researchers. Based on rich data from a Danish case study, we adopt an integrated, holistic perspective on women’s reasons for leaving the academy. We propose the concept of ‘adaptive decision-making’ as a useful analytical starting point for synthesizing structure- and agency-centred perspectives on academic career choices. Our study provides new insights into the myriad of structural and cultural conditions circumscribing the career ambitions and expectations of younger female (and male) researchers, at a critical transition point epitomized by high demands for scholarly productivity, international mobility and accumulation of social capital. Located within the context of Danish higher education, our study also adds to the current discussion of why academic gender stratifications persist in a country renowned for its leading international position on issues of societal gender equality.”
The article is available online at http://wiseatlantic.ca/wp-content/uploads/2017/06/Nielsen- 2017-Gender2c_Work__Organization.pdf, last checked on 28th of May 2020.
OECD (2019): Education at a Glance 2019. OECD Indicators
“OECD's annual Education at a Glance looks at who participates in education, what is spent on it, how education systems operate and the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of students’ performance in key subject areas to the impact of education on earnings and on adults’ chances of employment. This book includes StatLinks, urls linking to Excel® spreadsheets containing the background data.”
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The report is available online at https://www.oecd-ilibrary.org/education/education-at-a-glance- 2019_f8d7880d-en, last checked on 28th of May 2020.
OECD (2014): Fostering Equity in Higher Education, Compendium of Practical Case Studies. Fostering inclusion of disadvantaged students
“The compendia shows all the practical cases that the Secretariat received and they have been sorted according to their thematic focus. The contributions are included in the state they in which they were submitted by the Members, with some minor proof editing by the Secretariat.”
The literature is available online at http://www.oecd.org/education/imhe/Fostering-inclusion-of- disadvantaged-students.pdf, last checked on 15th of June 2020.
Paola, de Maria; Gioia, Francesca; Scoppa, Vincenzo (2018): Teamwork, Leadership And Gender. Discussion Paper Series, Working Papers 2018-01, IZA – Institute of Labor Economics, Università della Calabria, Dipartimento di Economia, Statistica e Finanza "Giovanni Anania"
In the literature the authors describe a field experiment to investigate whether individual performance in teams depends on the gender of the leader. About 430 students from an Italian University took an intermediate exam that was partly evaluated on the basis of teamwork. Students were randomly matched in teams of three and in each team we randomly chose a leader with the task of coordinating the work of the team. We find a positive and significant effect of female leadership on team performance. This effect is driven by the higher performance of team members in female led teams rather than due to an improvement in the leader’s performance. We also find that, in spite of the higher performance of female led teams, male members tend to evaluate female leaders as less effective, whereas female members are more sympathetic towards them. In the concluding remarks, the authors notice that investigating whether gender differences exist also along other dimensions would represent a fruitful avenue for future research. Understanding what happens when considering, for example, leader’s ability to serve as a symbol, motivate or renew, would give a more complete picture of gender differences in leadership effectiveness and recognition. The study does not name any concrete Do's or Don'ts, rather readers are asked to filter out the Do's and Don'ts from the findings of the study itself.
The paper is available online at http://ftp.iza.org/dp11861.pdf, last checked on 12th of May 2020.
Pennetta, Enzo (Pennetta): Experimental test of a new global discrete symmetry
A physicist is arguing in that gender gap in STEM is just due to better (cap)abilities of men vs. women.
The presentation is online available at http://www.enzopennetta.it/wp- content/uploads/2018/10/TheoryGenderTalk_PDF.pdf, last checked on 5th of June 2020.
Peterson, Helen (2016): Is managing academics “women’s work”? Exploring the glass cliff in higher education management. Educational Management Administration & Leadership, Volume 44(1), p. 112-127 November 2020 GEECCO Page 51 of 127 Additional resources (living document) version 1.3
“Sweden is among the countries with the highest per cent of women university Vice Chancellors in Europe. In She Figures 2012 the average proportion of female Vice Chancellors in the 27 European Union countries is estimated to be 10 per cent. In Sweden the number is much higher: 43 per cent. Swedish higher education management has witnessed a demographic feminization during the last 20 years. Which factors can explain that women have been so successful in gaining access to these senior management positions in Swedish academia? This paper discusses the demographic feminization, drawing on qualitative interviews with women in senior academic positions in Swedish higher education. The paper suggests that women’s position in higher education management can be analysed using the concept “glass cliff”. This metaphor describes a phenomenon when women are more likely to be appointed to precarious leadership roles in situations of turbulence and problematic organizational circumstances. The findings illustrate that women have been allowed to enter into senior academic management at the same time as these positions decline in status, merit and prestige and become more time-consuming and harder to combine with a successful scholarly career.”
The article is available online (with costs!) e.g. at Sage Journals at https://journals.sagepub.com/doi/10.1177/1741143214563897, last checked on 18th of June 2020.
Picardi, Ilenia; Agodi, Maria Carmela (Picardi und Agodi 2020): Gender perspective in mentoring relationships: a case study of GENOVATE@UNINA. (Follow-up project of GENOVATE). In: Lawton Smith, Helen; Colette Henry, Colette; Henry Etzkowitz, Henry and Poulovassilis, Alexandra (Eds.): Gender, Science and Innovation. New Perspectives. Edward Elgar Publishing
"Mentoring programmes designed to support women in overcoming barriers in their career advancement are popular devices within gender mainstreaming strategies in academic and scientific environments. Recently, gender scholars have been developing a critical approach to mentoring schemes according to the gendered-organisations theoretical framework. Schemes focused on women rather than on the gendered structure of academic institutions would induce adaptive behaviours, while the goal should be to trigger transformative practices towards gender equality in academia. The Italian University of Naples Federico II (UNINA) Mentoring Pilot Programme was inspired by this approach. It was embedded within the Gender Equality Action Plan implemented by GENOVATE@UNINA and supported by other initiatives aimed at increasing gender awareness and promoting women researchers’ networking toward structural change in academia. This chapter synthesises the main results of the programme and monitors its implementation at UNINA. It focuses on participant female researchers’ careers as a lens for studying the gendered structure of Italian academia."
The book chapter is available online (with costs!) at e.g. ElgarOnline https://www.elgaronline.com/view/edcoll/9781786438966/9781786438966.00018.xml, last checked on 27th of May 2020..
The project website is available at http://www.genovate.unina.it/, last checked on 27th of May 2020.
November 2020 GEECCO Page 52 of 127 Additional resources (living document) version 1.3
Ryan, Michelle K.; Haslam, S. Alexander (2005): The Glass Cliff. Evidence that Women are Over- Represented in Precarious Leadership Positions. British Journal of Management, Volume 16(2), p. 81- 90
“There has been much research and conjecture concerning the barriers women face in trying to climb the corporate ladder, with evidence suggesting that they typically confront a ‘glass ceiling’ while men are more likely to benefit from a ‘glass escalator’. But what happens when women do achieve leadership roles? And what sorts of positions are they given? This paper argues that while women are now achieving more high profile positions, they are more likely than men to find themselves on a ‘glass cliff’, such that their positions are risky or precarious. This hypothesis was investigated in an archival study examining the performance of FTSE 100 companies before and after the appointment of a male or female board member. The study revealed that during a period of overall stock‐market decline those companies who appointed women to their boards were more likely to have experienced consistently bad performance in the preceding five months than those who appointed men. These results expose an additional, largely invisible, hurdle that women need to overcome in the workplace. Implications for the evaluation of women leaders are discussed and directions for future research are outlined.”
The article is available online (with costs!) e.g. at Online Library Wiley at https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-8551.2005.00433.x, last checked on 18th of June 2020.
Ryan, Michelle K.; Haslam, S. Alexander Ryan; Morgenroth, T.; Tink, F.; Stocker, J.; Peters, K. (2016): Getting on top of the glass cliff: Reviewing a decade of evidence, Explanations, And impact. The Leadership Quarterly, Volume 27(3), p. 446-455
“The glass cliff refers to the tendency for women to be more likely than men to be appointed to leadership positions that are risky and precarious. This paper reviews the first decade of research into the phenomenon and has three key aims: (a) to summarize and integrate evidence of the glass cliff, (b) to clarify the processes that have been shown to underlie the glass cliff, and (c) to explore the factors that may moderate the glass cliff phenomenon. We show that the glass cliff has had a significant impact on public discourse around women and leadership but is a complex, contextual, and multiply determined phenomenon.”
The article is available online (with subscription!) at Research Gate at https://www.researchgate.net/publication/290788699_Getting_on_top_of_the_glass_cliff_Revie wing_a_decade_of_evidence_Explanations_And_impact, last checked on 19th of June 2020.
Steinthorsdottir, Finnborg S.; Heijstra, Thamar M.; Einarsdottir, Thorgerdur and Petursdottir, Gyda M. (2016): Gender budgeting in academia. Project GARCIA - Working papers No. 8
The paper is available online at http://garciaproject.eu/wp- content/uploads/2016/03/GARCIA_working_papers_8.pdf, last checked on 15th of May 2020.
Stoet, Gijsbert; Geary, David C. (2018): The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. Psychological Science, Volume 29(4), p. 581–593 November 2020 GEECCO Page 53 of 127 Additional resources (living document) version 1.3
“The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading (N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys’ science achievement and girls’ reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls’ and women’s engagement with STEM subjects.”
The article is available online at http://journals.sagepub.com/doi/pdf/10.1177/0956797617741719, last checked on 28th of May 2020.
Szelewa, Dorota; European Union (Ed.) (2016): The Policy on Gender Equality in Poland – Update. Study for the FEMM committee
“The study was requested by the European Parliament’s Committee on Women’s Rights and ender Equality and commissioned, overseen and published by the Policy Department for Citizens’ Rights and Constitutional Affairs. The study presents a review of the most important legislation, institutional arrangements and policy programs with regard to gender equality in Poland. In particular, the following policy fields are covered: women in political decision-making, reproductive rights, trafficking in human beings and domestic violence, access to different forms of employment, as well as the policies addressing the reconciliation of work and family life. The final section describes the problem of public attitudes towards gender and gives examples of programs aimed at counteracting gender stereotypes.”
The research paper is available online at https://www.europarl.europa.eu/thinktank/en/document.html?reference=IPOL_STU(2016)57137 2, last checked on 16th of June 2020.
Tan, Gillian (2017): Want More Women on Corporate Boards? This Stat Helps: Gadfly. Bloomberg Opinion
The online article is available online at https://www.bloombergquint.com/gadfly/want-more- women-on-boards-this-stat-helps, last checked on 16th of June 2020.
The Royal Society: Parent Carer Scientist
The Royal Society highlights the topic Parent Carer Scientist: fostering diversity in science by online stories and a booklet about the lives of scientists.
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The website of the Royal Society is available online at https://royalsociety.org/topics- policy/diversity-in-science/parent-carer-scientist/, last checked on 8th of June 2020.
Trinitiy College Dublin (2011): INTEGER 2011: INTEGER Survey of Academic and Research Staff
The templates may help in creating a questionnaire and actions.
The template is available online at http://www.integer-tools-for-action.eu/sites/www.integer- tools-for-action.eu/files/file_fields/2015/06/26/integersurveyquestionnaire2011.pdf, last checked on 8th of June 2020.
More templates are available online at http://www.integer-tools-for-action.eu/en/resources, last checked on 8th of June 2020.
Valian, Virginia (2006): Tutorials for Change – Gender Schemas and Science Careers
“Tutorials for Change – Gender Schemas and Science Careers” is a website by Virginia Valian, a distinguished professor of psychology and linguistics at Hunter college and the graduate center of the city University of New York (CUNY) and co-director of the Hunter College Gender Equity Project. In four tutorials Valian discuss data on sex disparities in rank salary (tutorial 1), reasons for the sex disparities in rank salary – how all of us evaluate and judge others (tutorial 2), reviewing the impact of gender schemas on our perceptions on ourselves (tutorial 3) and providing remedies to address the problems – what to do to improve the situation for women and men in science (tutorial 4). Overall, Valian emphasis in the tutorials the explanation of gender schemas through examples, experiments and studies.
Gender schemas portray on the one hand men as capable of independent action, doing things for a reason, and focused on the task at hand, on the other hand they portray women as nurturant, communal, and expressive. In doing so, she generates some Do’s like:
• Escape from unnecessary limits: Both sexes need to understand how gender schemas work and challenge them, for example by seeing their lives more broadly: For men, the challenge is to see a full personal life as desirable and obtainable, as contributing to self-respect rather than subtracting from it. For women, the challenge is to see a full professional life as something that can co-exist with a full personal life.
• Knowledge is power: That means understanding how gender schemas work and how the accumulation of advantages works (like even small events matters) is the first part of being effective.
• People need allies: Male and female allies, allies at different stages of their careers. A recent study showed that 82% of men under age 30 and 83% of women under age 30 wanted a work schedule that would allow them to spend time with their family. Men and women can work together to make the sure that the workplace is fair and takes account of people's need for a personal life.
As Don’t Valian explains doubt raisers in letters of recommendation, that overrate male candidates and underrate female candidates. Those raisers are statements like "she has a somewhat challenging personality", "she worked hard on projects she accepted", "her personal life was in turmoil and in November 2020 GEECCO Page 55 of 127 Additional resources (living document) version 1.3 view of the difficulties she was experiencing” or “her performance was especially impressive". Additionally, women should not be invited to give talks because they are women.
The tutorials are available online at http://www.hunter.cuny.edu/gendertutorial/index.html#, last checked on 12th of May 2020.
Van de Brink, Marieke; Benschop Yvonne; Jansen, Willy (2010): Transparency in academic recruitment: a problematic tool for gender equality? Organization Studies, Volume 31(11), p. 1459- 1483
“Gender research has made a call for more transparency and accountability in academic recruitment and selection in order to overcome the inequality practices that have led to an underrepresentation of women among full professors. This paper provides insight into the multiple ways in which the notions of transparency and accountability are put into practice in academic recruitment and selection, and how this has enhanced — or hindered — gender equality. The methods employed consist of a qualitative content analysis of seven recruitment and selection protocols, interviews with 64 committee members, and an analysis of 971 appointment reports of full professors in the Netherlands. Our analysis contributes to the study of organizations in three respects. First, it shows that recruitment and selection processes are characterized by bounded transparency and limited accountability at best. Second, it explains that the protocols that should ensure transparency and accountability remain paper tigresses, because of the micropolitics and gender practices that are part and parcel of recruitment and selection. Third, it contributes to gender equality theory in organization theory by showing how a myriad of gender practices simultaneously increases and counteracts gender equality measures in academia.”
The article is available online (with costs/subscription!) at e.g. Sage Journals at https://journals.sagepub.com/doi/10.1177/0170840610380812, last checked on 22nd of June 2020.
Van de Brink, Marieke; Benschop, Yvonne (2012): Gender practices in the construction of academic excellence. Organization, Volume 19(4), p. 507-524
“Academic excellence is allegedly a universal and gender neutral standard of merit. This article examines exactly what is constructed as academic excellence at the micro-level, how evaluators operationalize this construct in the criteria they apply in academic evaluation, and how gender inequalities are imbued in the construction and evaluation of excellence. We challenge the view that the academic world is governed by the normative principle of meritocracy in its allocation of rewards and resources. Based on an empirical study of professorial appointments in the Netherlands, we argue that academic excellence is an evasive social construct that is inherently gendered. We show how gender is practiced in the evaluation of professorial candidates, resulting in disadvantages for women and privileges for men that accumulate to produce substantial inequalities in the construction of excellence.”
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The article is available online (with costs/subscription!) at e.g. Sage Journals at https://journals.sagepub.com/doi/abs/10.1177/1350508411414293, last checked on 22nd of June 2020.
Van der Lee, Romy; Ellemers, Naomi (2015): Gender contributes to personal research funding success in The Netherlands. Proceedings of the National Academy of Sciences of the United States of America, Volume 112(40), p. 12349-12353
“We examined the application and review materials of three calls (n=2,823) of a prestigious grant for personal research funding in a national full population of early career scientists awarded by the Netherlands Organization for Scientific Research (NWO). Results showed evidence of gender bias in application evaluations and success rates, as well as in language use in instructions and evaluation sheets. Male applicants received significantly more competitive "quality of researcher" evaluations (but not "quality of proposal" evaluations) and had significantly higher application success rates than female applicants. Gender disparities were most prevalent in scientific disciplines with the highest number of applications and with equal gender distribution among the applicants (i.e., life sciences and social sciences). Moreover, content analyses of the instructional and evaluation materials revealed the use of gendered language favoring male applicants. Overall, our data reveal a 4% "loss" of women during the grant review procedure, and illustrate the perpetuation of the funding gap, which contributes to the underrepresentation of women in academia.”
The article is available online at https://www.pnas.org/content/112/40/12349?ijkey=2af7068ab23b8aefa9434014e8ffe620bc6c6 924&keytype2=tf_ipsecsha, last checked on 22nd of June 2020.
Wallon, Gerlind; Bendiscioli, Sandra; Garfinkel, Michele S. (2015): Exploring Quotas in Academia.
The report is a robust study about the (possible) implementation of quotas, advantages and disadvantages.
The report is available online at http://eige.europa.eu/sites/default/files/exploring_quotas_academia.pdf, last checked on 28th of May 2020.
Weisshaar, Katherine (2017): Publish and perish? An assessment of gender gaps in promotion to tenure in academia. Social Forces, Volume 96(2), p. 529-560
“In academia, there remains a gender gap in promotion to tenure, such that men are more likely to receive tenure than women. This paper tests three explanations of this gender gap in promotion: (1) contextual and organizational differences across departments; (2) performance/productivity differences by gender; and (3) gendered inequality in evaluation. To test these explanations, this project uses a novel dataset drawing from a sample of assistant professors in Sociology, Computer Science, and English, across research universities. This dataset combines data from sources including curriculum vitae, Google Scholar, and web archive employment data, resulting in a dataset of assistant professors' publication records, department affiliations, and job positions. Analyses examine the November 2020 GEECCO Page 57 of 127 Additional resources (living document) version 1.3 gender gap in the likelihood of promotion to tenure and in early career trajectories, while accounting for publication productivity and department/university context. The results demonstrate that productivity measures account for a portion of the gender gap in tenure, but in each discipline a substantial share of the gender gap remains unexplained by these factors. Department characteristics do not explain the tenure gender gap. Further, when women do receive tenure, they do so in lower- prestige departments than men, on average. These findings suggest that gendered inequality in the tenure evaluation process contributes to the gender gap in tenure rates.”
The article is available online (with costs/subscription!) at e.g. Research Gate at https://www.researchgate.net/publication/322771083_Publish_and_Perish_An_Assessment_of_ Gender_Gaps_in_Promotion_to_Tenure_in_Academia, last checked on 22nd of June 2020.
Williams, Christine L. (1992): The glass escalator: Hidden advantages for men in the "female" professions. Social Problems, Volume 39(3), p. 253-267, Oxford University Press
“Examined the degree to which discrimination puts men at a disadvantage in hiring and promotion decisions, the workplace environment, and in interactions with clients. 76 men and 23 women (aged 20–66 yrs) in 4 predominantly female professions (nursing, elementary school teaching, librarianship, and social work) were interviewed. Data suggest that men do not face discrimination in hiring in these occupations; however, they do encounter negative stereotypes from individuals outside their professions. In contrast to the experience of women who enter male-dominated professions, men generally encounter structural advantages in these occupations, which tend to enhance their careers. Because men face different barriers to integrating nontraditional occupations than women face, the need for different remedies to dismantle segregation in predominantly female jobs is emphasized.”
The article is available online (with subscription!) at Oxford University Press at https://www.jstor.org/stable/3096961?seq=1, last checked on 19th of June 2020.
“Bias in Review” list of articles put together by the Gender in the Global Research Landscape community reference group on Mendeley:
1. Bagues, Manuel; Sylos-Labini, Mauro; Zinovyeva, Natalia (2017): Does the Gender Composition of Scientific Committees Matter? American Economic Review, Volume 107(4), p. 1207–1238. The article is available online at https://pubs.aeaweb.org/doi/pdfplus/10.1257/aer.20151211, last checked on 8th of June 2020. 2. Boughton, Stephanie (2016): Addressing bias in peer review. Blog Network - BioMed Central. The blog is available online at https://blogs.biomedcentral.com/bmcblog/2016/03/18/addressing-bias-peer-review/, last checked on 8th of June 2020. 3. Camejo, Ana (2017): Science and society: Together we can crush gender bias. CrossTalk Blog. The blog is available online at http://crosstalk.cell.com/blog/science-and-society- together-we-can-crush-gender-bias, last checked on 8th of June 2020.
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4. Cressey, Daniel (2014): Journals weigh up double-blind peer review. Nature. The online article is available online at https://www.nature.com/news/journals-weigh-up-double- blind-peer-review-1.15564, last checked on 8th of June 2020. 5. Helmer, Markus; Schottdorf, Manuel; Neef, Andreas; Battaglia, Demian (2017): Research: Gender bias in scholarly peer review. eLife. The article is online available at https://elifesciences.org/articles/21718, last checked on 8th of June 2020. 6. Hengel, Erin (2020): Publishing while Female. Are women held to higher standards? Evidence from peer review. The article is available online at http://www.erinhengel.com/research/publishing_female.pdf, last checked on 8th of June 2020. 7. Jappelli, Tullio; Nappi, Carmela Anna; Torrini, Roberto (2017): Gender effects in research evaluation. Research Policy, Volume 46(5), p. 911–924. The article is online available at https://econpapers.repec.org/article/eeerespol/v_3a46_3ay_3a2017_3ai_3a5_3ap_3a91 1-924.htm, last checked on 8th of June 2020. 8. Knezek, Patricia (2017): Implicit bias in astronomy. Nature Astronomy, Volume 1(6). The abstract is available online (full text only with costs) at https://www.nature.com/articles/s41550-017-0151, last checked on 8th of June 2020. 9. Lee, Carole J.; Sugimoto, Cassidy R.; Zhang, Guo; Cronin, Blaise (2013): Bias in Peer Review. Journal of the American Society for Information Science and Technology, Volume 64(1), p. 2–17. The abstract is available online (full text only with costs) at https://onlinelibrary.wiley.com/doi/epdf/10.1002/asi.22784, last checked on 8th of June 2020. 10. Lerback, Jory; Hanson, Brooks (2017): Journals invite too few women to referee. Nature, Volume 541(7638), p. 455–457. The article is online available at https://www.nature.com/news/journals-invite-too-few-women-to-referee-1.21337, last checked on 9th of June 2020. 11. Litvina, Liza; Maurer, Anna C. (2015): As good as it gets? Peer review and its discontents. SITN Blog – Havard University. The blog is available online at http://sitn.hms.harvard.edu/flash/2015/as-good-as-it-gets-peer-review-and-its- discontents/, last checked on 9th of June 2020. 12. Makunga, Nox (2017): Women scientists lag in academic publishing, and it matters. The Conversation. The online article is available online at https://theconversation.com/women- scientists-lag-in-academic-publishing-and-it-matters-82521, last checked on 9th of June 2020. 13. Neuman, Nicole (2017): How can scientific publishers combat implicit gender bias? CrossTalk Blog. The blog is available online at http://crosstalk.cell.com/blog/how-can- scientific-publishers-combat-implicit-gender-bias, last checked on 9th of June 2020. 14. Pinholster, Ginger (2016): Journals and funders confront implicit bias in peer review. Science, Volume 352(6289), p. 1067–1068. The article is available online at https://science.sciencemag.org/content/352/6289/1067, last checked on 9th of June 2020. 15. Richmond, Gerlinde (2016): To Advance Science, It’s Time to Tackle Unconscious Bias. Live Science. The online article is available online at http://www.livescience.com/55026- scientists-tackle-unconscious-bias.html, last checked on 9th of June 2020.
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16. Rimmer, Abi (2016): Avoiding unconscious bias. BMJ Volume 4366. The information to the article (full text only with costs) is available online at https://www.bmj.com/content/354/bmj.i4366, last checked on 9th of June 2020. 17. Ross, Erin (2017): Gender bias distorts peer review across fields. Nature. The article is available online at https://www.nature.com/news/gender-bias-distorts-peer-review- across-fields-1.21685, last checked on 9th of June 2020. 18. Sayer, Emma (2016): Gender Bias and the Peer Review Process. Wiley Network. The online article is available online at https://www.wiley.com/network/researchers/being-a-peer- reviewer/gender-bias-and-the-peer-review-process, last checked on 9th of June 2020. 19. Tricco, Andrea C.; Thomas, Sonia M.; Antony, Jesmin; Rios, Patricia; Robson, Reid; Pattani, Reena; Ghassemi, Marco; Sullivan, Shannon; Selvaratnam, Inthuja; Tannenbaum, Cara; Straus, Sharon E. (2017): Strategies to Prevent or Reduce Gender Bias in Peer Review of Research Grants: A Rapid Scoping Review. PLoS One, Volume 12(1), e0169718. The article is available at https://pubmed.ncbi.nlm.nih.gov/28061509/, last checked on 9th of June 2020.
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Gender dimension in research and teaching (= WP6)
Allagnat, Ludivine; Berghmans, Stephane; Falk-Krzesinski, Holly J.; Hanafi, Shereen; Herbert, Rachel; Huggett, Sarah; Tobin, Stacey (2017): Gender in the global research landscape. Analysis of research performance through a gender lens across 20 years, 12 geographies, and 27 subject areas
“Critical issues related to gender disparity and bias must be examined by sound studies. Drawing upon our high-quality global data sources, analytical expertise and unique gender disambiguation methodology, Elsevier has produced this comprehensive new report, Gender in the Global Research Landscape, as an evidence-based examination of research performance worldwide through a gender lens and as a vehicle for understanding the role of gender within the structure of the global research enterprise.
This free report covers 20 years, 12 geographies and 27 subject areas, providing powerful insight and guidance on gender research and gender equality policy for governments, funders and institutions worldwide. In addition to global results and trends, Gender in the Global Research Landscape includes thought-provoking interviews with global experts. The report is based on Elsevier’s SciVal and Scopus data combined with name data from social media, applied onomastics, and Wikipedia. The analyses were further informed by input from stakeholder organizations and individuals around the world including the World Intellectual Property Organization (WIPO). We partnered with expert stakeholder organizations and individuals around the world to advise on the report’s development, including the research questions, methodologies, and analytics, and to provide a policy context for the report findings.“
The report is available online at https://www.elsevier.com/__data/assets/pdf_file/0008/265661/ElsevierGenderReport_final_for- web.pdf, last checked on 14th of May 2020.
A brief overview of results is available at https://www.elsevier.com/research- intelligence/campaigns/gender-17, last checked on 28th of May 2020.
Carpio-Pinedo, Jose; Gregorio Hurtado, Sonia de; Sánchez de Madariaga, Inés (2019): Gender Mainstreaming in Urban Planning: The Potential of Geographic Information Systems and Open Data Source. Planning Theory & Practice, Volume 20(2), p. 221-240
However, the authors have identified a number of shortcomings and improvements, they recommend integrating GIS, open data and tools. They support methodologies for gender mainstreaming in urban planning, particularly for the analysis of accessibility to ‘infrastructures for everyday life’ and the spatial extent of analysis, its visualization and quantification.
The article is available online at https://www.tandfonline.com/doi/full/10.1080/14649357.2019.1598567, last checked on 5th of June 2020.
David, Miriam E. (2016): A Feminist Manifesto for Education. Cambridge, UK and Malden, MA: Polity Press
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The author, an emeritus professor at the UCL Institute of Education and a fellow of the Royal Society of Arts and the Academy of Social Sciences, writes about socio-cultural and political backgrounds and contexts as well as feminist waves about gender equalities and gender violence. The book description as follows:
In this manifesto for education, Miriam David rejects the notion that gender equality has been achieved in our age of neoliberalism. She puts the focus back onto issues such as changing patterns of women’s and girls’ participation in education across the globe, feminist strategies for policy and legal interventions around human rights, and violence against women and children. She discusses waves of feminism linked to school-teaching and pedagogies in higher education as well as an illuminating case study of an international educational programme to challenge gender-related violence. Revealing neoliberal education to be ‘misogyny masquerading as metrics’, Miriam David argues for changes in the patriarchal rules of the game, including questioning ‘gender norms’ and stereotypical binaries, and for making personal, social, health and sexuality education mainstream. In these arguments for changes Do’s concerning gender- and diversity sensitive actions are included.
The book is not available online, however the link to the book is available online at http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1509504265,subjectCd-ED05.html, last checked on 13th of May 2020.
Fine, Cordelia (2011): Delusions of gender: How our minds, society, and neurosexism create difference. New York, London: W.W. Norton & Company
“Using findings from the latest information in developmental psychology, neuroscience and education, this book debunks the assumed differences between male and female brain function and reveals the brain's remarkable plasticity and the influence of culture on identity.”
The book is available online (with subscription/costs!) e.g. Springer or Amazon at https://link.springer.com/article/10.1007/s12115-011-9527-3, last checked on 6th of July 2020.
Fine, Eve; Handelsman, Jo (2010): Benefits and Challanges of Diversity in Academi Settings. University of Wisconsin-Madison, Women in Science & Engineering Leadership Institute (WISELI)
“This booklet summarizes research on the benefits and challenges of diversity and provides suggestions for realizing the benefits. Its goal is to help create a climate in which all individuals feel ‘personally safe, listened to, valued, and treated fairly and with respect’.”
The brochure is available online at http://hr.fhda.edu/hiring-for-equity-training- materials/Benefits_Challenges-Of%20Diversity.pdf, last checked on 18th of June 2020.
Freie Universität Berlin: Toolbox for Gender and Diversity in Teaching
The toolbox, developed by the Free University of Berlin, promotes gender and diversity conscious teaching in higher education by offering tools (starters kit, pool of methods guidelines, resources) for practical implementation. In this case, the tools include relevant Do’s:
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• The starter kit includes suggestions for gender- and diversity-conscious language and images that influence our perception of reality and questions for reflection. In addition, FAQs provide answers and point to further information and literature.
• In a pool of teaching methods, methods for gender- and diversity-conscious design of courses are explained. Didactic principles, assistance in the planning, preparation and implementation of courses and checklists for gender- and diversity-conscious didactics are available here.
• The researchers also work with examples of good practice that were designed and tested both at Free University Berlin and other universities. Knowledge is conveyed in the form of videos and information on networking is also provided.
• The toolbox also refers to resources that are indispensable for imparting knowledge and raising awareness. It refers to advice centres, sources for the legal framework, glossaries, continuing education offers, literature and links, as well as to the conference "Gender and Diversity in Teaching! Strategies, Practices, Resistance".
The toolbox is available online at http://www.genderdiversitylehre.fu-berlin.de/en/toolbox, last checked on 13th of May 2020.
Gender Summit (2018): Report from the 2018 European Gender Summit to the European Commission and the European Parliament. 15th Gender Summit – Europe on 18th – 19th of June 2018 in London
The information to the conference is available online at https://gender-summit.com/past- summits/gs15-eu-2018, last checked on 16th of June 2020.
Greenwood, Brad N.; Carnahan, Seth; Huang, Laura (2018): Patient-physician gender concordance and increased mortality among female heart attack patients. Proceedings of the National Academy of Sciences of the United States of America, Volume 115(34)
“We examine patient gender disparities in survival rates following acute myocardial infarctions (i.e., heart attacks) based on the gender of the treating physician. Using a census of heart attack patients admitted to Florida hospitals between 1991 and 2010, we find higher mortality among female patients who are treated by male physicians. Male patients and female patients experience similar outcomes when treated by female physicians, suggesting that unique challenges arise when male physicians treat female patients. We further find that male physicians with more exposure to female patients and female physicians have more success treating female patients.”
The article is available online at https://www.pnas.org/content/115/34/8569.short, last checked on 3rd of July 2020.
Holzinger, Florian; Schmidmayer, Julia (2010): GENDERA Synthesis Report. Good Practices on Gender Equality in R&D-Organizations
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The report is available online at http://download.steinbeis- europa.de/@gendera_news/GENDERA_del2.2_synthesis%20report%20for%20publication.pdf, last checked on 15th of May 2020.
Knoll, Bente (2014): Gender Studies at Engineering Faculties in Austria
Bente Knoll hold a lecture/presentation at the 8th European Conference on Gender Equality in Higher Education on 3rd of September 2014 in Vienna.
The paper is available online at https://gender2014.conf.tuwien.ac.at/fileadmin/t/gender2014/Full_Papers/Gender_Studies_at_ Engineering_Faculties_in_Austria_BenteKNOLL.PDF, last checked on 28th of May 2020..
Knoll, Bente; Ratzer, Brigitte (2010): Gender Studies in den Ingenieurwissenschaften. Wien: Facultas wuv Universitätsverlag.
The book is only available in German language and online available e.g. at Facultas at https://www.facultas.at/list/9783708905334, last checked on 9th of June 2020.
Korsvik, Trine Rogg; Rustad, Linda M. (2018): What is the gender dimension in research? Case studies in interdisciplinary research
“In this booklet we address researchers and others in the research community who are curious about what the gender dimension entails. By presenting case studies from a variety of research fields, such as health and quality of life, food, agriculture and fisheries, energy, transport, environment and climate, and safe societies, we aim to inspire researchers and others who want to learn more about how to work with the gender dimension in research.“
Korsvik and Rustad present the booklet in an online course of the Distributed Open Collaborative Course as part of the GE Academy Project. It concludes some practical tips (Do’s) to start to integrate sex and gender dimensions in research:
• Building knowledge: review literature and other resources related to sex and gender in your research field
• Consider how assessments of sex or gender including your stereotypes decide what is considered as male or female
• Consider which questions do you investigate and how do you answer them
• Explain in an application or research project how sex and gender dimensions will be handled
• Include experts that are trained in gender studies in the research group
• When collecting data (surveys, focus groups, questionnaires etc.) they must reflect gender differences
• In interpreting data, avoiding unconscious bias to not reproduce stereotypes
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The report is available online at http://kjonnsforskning.no/sites/default/files/what_is_the_gender_dimension_roggkorsvik_kilden _genderresearch.no_.pdf, last checked on 2nd of June 2020.
Messner, Michael A. (1997): Politics of Masculinities. Men in Movements. Thousand Oaks: Sage.
Hearn Jeff refers in an online course of the GE Academy’s DOCCs to Messner (1997) in context of what encourages men to get more involved in promoting GE in research. Three points (Do’s) are important:
• Stopping men’s privilege
• Prioritising cots of masculinity (changing life priorities)
• Highlighting men’s differences
The book is not available online (anymore). More updated literature is available online.
Moyer, Bill; Tuttle, Alan (1983): Overcoming Masculine Oppression in Mixed Groups. In: Kokopeli, Bruce (ed.): Off their backs ... and on our own two feet … and on our own two feet. Philadelphia: New Society Publishers
For changing men and masculinities in research it is important to tackle gender equality in everyday interactions: in teams, projects, groups, dynamics within the group, note homosociality (LGBTIQA+). Tips and guides – in this chase as Do’s and Don’ts - are:
• Talking time to faire share
• Not interrupting who is speaking
• Becoming a good listener
• Getting and giving support
• Relaxing
• Not putting others down
• Nurturing democratic group processes
• Interrupting other’s oppressive behaviour
The information to the book is available online at e.g. The National Library of Australia at https://trove.nla.gov.au/work/18376622?q&versionId=21568074, last checked on 23rd of June 2020.
Jeff Hearn refers to Moyer and Tuttle in: Hearn, Jeff (2001): Men and Gender Equality: Resistance, Responsibilities and Reaching Out. Meeting “Men and Gender Equality” on 15-16 March 2001 in Örebro, Sweden, p. 14-15.
The paper is available online at https://www.researchgate.net/publication/228981274_Men_and_Gender_Equality_Resistance_ Responsibilities_and_Reaching_Out, last checked on 23rd of June 2020.
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Oertelt-Prigione, Sabine; Regitz-Zagrosek, Vera (Eds.) (2012): Sex and Gender Aspects in Clinical Medicine. London: Springer
“This book is a concise, easy to read professional text with a focus on practical aspects. All chapters include tables on sex/gender differences in symptoms and management and a series of suggestions to the novice in the field. Chapters are specialty specific. The focus is not on women’s health, but the presentation of differences in clinical symptoms, management and outcomes in women and men. Gender Medicine strives to employ the knowledge about these differences to improve diagnosis, better understand pathogenesis and advance patient-oriented therapy.”
The book is available online (with costs!) e.g. at Springer at https://www.springer.com/de/book/9780857298317, last checked on 3rd of July 2020.
Pelletier, Roxanne; Ditto, Blaine; Pilote, Louise (2015): A composite measure of gender and its association with risk factors in patients with premature acute coronary syndrome. Psychosomatic medicine, Volume 77(5), p. 517-526. American Psychosomatic Society
“Objective: To create a gender index by using principal component analyses (PCA) and logistic regression, and to determine the association between gender, sex, and cardiovascular risk factors among patients with premature acute coronary syndrome (ACS).
Methods: GENESIS-PRAXY is a cohort study including ACS patients aged 55 years or below, and with ACS recruited between 2009 and 2013 from 26 centres across Canada, the United States, and Switzerland. A sample of 1075 patients was used for this study. Psychosocial variables assumed to differ between sexes (i.e., gender related) were included in PCA. Variables identified on retained components were included in logistic regressions where coefficient estimates of variables associated with sex were used to calculate a gender score. Cardiovascular risk factors were assessed using self- report and chart review data.
Results: After the inclusion of 26 psychosocial variables in PCA, we identified 17 variables within retained components; 7 of which were associated with sex in logistic regression. The gender distribution revealed that half of women had a more androgyne or masculine gender score, and 16% of men exhibited a more feminine gender score. In univariable analyses, feminine gender scores and female sex were associated with hypertension, diabetes, family history of cardiovascular disease (only gender), and depressive/anxious symptoms. In multivariable models including both gender score and sex, feminine gender score but not female sex was associated with the presence of risk factors.
Conclusions: Sex and gender are distinct constructs, and the derived gender index offers a current and pragmatic option to measure gender within ACS populations. Our results further suggest that traditional sex differences in cardiovascular disease risk factors may be partly explained by patient's gender-related characteristics.”
The article is available online (with subscription!) e.g. at https://pubmed.ncbi.nlm.nih.gov/25984818/, last checked on 3rd of July 2020.
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Ratzer, Brigitte; Weiss, Astrid; Weixelbaumer, Barbara; Mirnig, Nicole; Tscheligi, Manfred; Raneburger, David; Popp (2014): Bringing Gender into Technology: A Case Study in User-Interface- Design and the Perspective of Gender Experts. International Journal of Gender, Science and Technology, Volume 6(1)
Ratzer et al. conclude some recommendations that address relevant Do’s for the STEM field:
• Seek a gender leaning process that enables the SET (science, engineering, technology) researchers and institutions to routinely include gender perspectives into their projects themselves
• Reconsider the justification strategies used by gender experts in the light of recent discussions within feminist scholarship: “In many gender discourses arguments placing emphasis on gender justice and equality are disappearing while economic rationality seems to become the only relevant realm.” The authors refer to an essay by Nancy Fraser (2009).
• “Transform SET in such a way that not ‘women-in-particular’ artifacts are produced but ‘women- and-everybody-else’ artifacts”. The authors refer to Spilker and Sörensen (2002). “While the ‘women-in-particular’ strategy is certainly attractive for economic reasons – segmented marketing strategies are more effective than general ones – it reproduces at the same time an unwanted gender formatting.”
The article is available online at http://genderandset.open.ac.uk/index.php/genderandset/article/viewFile/282/569, last checked on 16th of July 2020.
Regitz-Zagrosek, Vera (Ed.) (2012): Sex and Gender Differences in Pharmacology. Handbook of Experimental Pharmacology, Volume 214. Berlin; Heidelberg: Springer
“This is the very first book to deal with sex and gender differences in drug therapy - an increasingly recognized medical need. It starts with an overview on S/G in clinical syndromes and a documentation of the medical and socioeconomic damage caused by gender specific adverse drug effects. Part I covers S/G differences in pharmacokinetics. Researchers will be satisfied by the detailed discussion of the mechanisms of S/G differences in drug effects that represents cutting edge science and includes interaction of drugs with sex hormones, genomic and epigenetic mechanisms. It also covers S/G in drug development, in animal models and clinical development and S/G in drug prescriptions. Part II targets S/G differences in drug effects in cardiovascular, pulmonary, CNS, neuromuscular, neuropsychiatric and metabolic diseases, in cancer, inflammation, and rheumatic diseases, in bacterial and retroviral infections, thrombosis, embolism. New drugs will be discussed.”
The book is available online (with costs!) e.g. at Springer at https://www.springer.com/de/book/9783642307256, last checked on 3rd of July 2020.
Sánchez de Madariaga, Inés (2013): The mobility of care. Introducing new concepts in urban transportation. In: Sánchez de Madariga, Inés; Roberts, Marion (Eds.): Fair Shared Cities. The Impact of Gender Planning in Europe. Burlington: Ashgate Pub. Company
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“European regional policy is strongly based on a threefold notion of cohesion: territorial, economic and social cohesion. The main means of implementing these policies lies in the financial instrument known as 'Structural Funds' which fund the spatial development of the EU. In times of limited public spending, the funding opportunities increase in importance for public budgets in cities and in regions. The funding opportunities are namely as European regional development funds (ERDF), European social funds (ESF) and the cohesion fund (CF). A state-of-the-art policy implementation would ask for equality goals in targets and priorities, actions and measures as well as in the implementation procedures for programme management. The direct impacts of gender equality policies in programmes and projects on groups of people are widely known and accepted by regional policymakers. Important strategy for raising awareness is to show the importance of system interventions and gender planning by linking the individual situation of groups of persons with structural and spatial inequalities.”
The book/chapter is available online (with subscription/costs!) e.g. at. Taylor Fancies at https://www.taylorfrancis.com/books/e/9781315581835/chapters/10.4324/9781315581835-9, last checked on 3rd of July 2020.
Schiebinger, Londa; Klinge, Ineke; Sánchez de Madariaga, Inés; Paik, H. Y.; Schraudner, Martina; Stefanick, Marcia (2011-2018): Gendered Innovations in Science, Health & Medicine, Engineering, and Environment
“The Gendered Innovations project targets to 1) develop practical methods of sex and gender analysis for scientists and engineers and 2) to provide case studies as concrete illustrations of how sex and gender analysis leads to innovation.”
The website of the Gendered Innovations is available online at https://genderedinnovations.stanford.edu/, last checked on 28th of May 2020.
The German translation by TU Wien is available online at http://www.geschlecht-und- innovation.at/ , last checked on 28th of May 2020.
Strumia, Alessandro; Torre, Riccardo (2019): Biblioranking fundamental physics. Journal of Informetrics, Volume 12(2), p. 515-539
“We propose measures of the impact of research that improve on existing ones such as counting of number of papers, citations and $h$-index. Since different papers and different fields have largely different average number of co-authors and of references, we replace citations with individual citations, shared among co-authors. Next, we improve on citation counting applying the PageRank algorithm to citations among papers. Being time-ordered, this reduces to a weighted counting of citation descendants that we call PaperRank. Similarly, we compute an AuthorRank applying the PageRank algorithm to citations among authors. These metrics quantify the impact of an author or paper taking into account the impact of those authors that cite it. Finally, we show how self- and circular- citations can be eliminated by defining a closed market of citation-coins. We apply these metrics to the InSpire database that covers fundamental physics, ranking papers, authors, journals, institutes, towns, countries, continents, genders, for all-time and in recent time periods.”
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The article is available online at https://arxiv.org/abs/1803.10713, last checked on 16th of June 2020.
Swedish Secretariat for Gender Research:
“The Swedish Secretariat for Gender Research at the University of Gothenburg was inaugurated in 1998 as part of a major Swedish parliamentary initiative for research with a gender perspective. The central aim of the Secretariat is to strengthen the impact of research and knowledge related to gender and gender equality in academia and the rest of society. The work includes to monitor, analyze and spread information about the development and current situation of gender research in Sweden by providing online information and a newsletter about research policy; making databases available; issuing scientific reports and other publications; taking part in national, Nordic and international networks; holding conferences, seminars and workshops for gender researchers, gender-equality practitioners and the public; answering queries about gender research in Sweden; carrying out research on and surveys of political, economic and scientific factors affecting gender research. The Swedish Secretariat for Gender Research published also the article ‘Technology inspired by feminist theory’.”
The article is online not available anymore, last checked on 2nd of June 2020..
The publications of the Swedish Secretariat for Gender Research are available online at https://genus.gu.se/english/publications, last checked on 2nd of June 2020..
Tardif, Jean-Claude; Kouz, Simon; Water, David D.; Bertrand, Olivier F.; Diaz, Rafael; Maggioni, Aldo P.; Pinto, Fausto J.; Ibrahim, Reda; Gamra, Habib; Kiwan, Ghassan S.; Colin, Berry; López-Sendón, José; Ostadal, Petr; Koenig, Wolfgang; Angoulvant, Denis; Grégoire, Jean C.; Lavoie, Marc-André; Dubé, Marie-Pierre; Rhainds, David; Provencher, Mylène; Blondeau, Lucie; Orfanos, Andreas; L’Allier, Philippe L.; Guertin, Marie-Claude; Roubille, François (2019): Efficacy and Safety of Low-Dose Colchicine after Myocardial Infarction. New England Journal of Medicine (NEJM), Volume 381(26), p. 2497-2505
“BACKGROUND: Experimental and clinical evidence supports the role of inflammation in atherosclerosis and its complications. Colchicine is an orally administered, potent antiinflammatory medication that is indicated for the treatment of gout and pericarditis.
METHODS: We performed a randomized, double-blind trial involving patients recruited within 30 days after a myocardial infarction. The patients were randomly assigned to receive either low-dose colchicine (0.5 mg once daily) or placebo. The primary efficacy end point was a composite of death from cardiovascular causes, resuscitated cardiac arrest, myocardial infarction, stroke, or urgent hospitalization for angina leading to coronary revascularization. The components of the primary end point and safety were also assessed.
RESULTS: A total of 4745 patients were enrolled; 2366 patients were assigned to the colchicine group, and 2379 to the placebo group. Patients were followed for a median of 22.6 months. The primary end point occurred in 5.5% of the patients in the colchicine group, as compared with 7.1% of those in the placebo group (hazard ratio, 0.77; 95% confidence interval [CI], 0.61 to 0.96; P=0.02). The hazard ratios
November 2020 GEECCO Page 69 of 127 Additional resources (living document) version 1.3 were 0.84 (95% CI, 0.46 to 1.52) for death from cardiovascular causes, 0.83 (95% CI, 0.25 to 2.73) for resuscitated cardiac arrest, 0.91 (95% CI, 0.68 to 1.21) for myocardial infarction, 0.26 (95% CI, 0.10 to 0.70) for stroke, and 0.50 (95% CI, 0.31 to 0.81) for urgent hospitalization for angina leading to coronary revascularization. Diarrhea was reported in 9.7% of the patients in the colchicine group and in 8.9% of those in the placebo group (P=0.35). Pneumonia was reported as a serious adverse event in 0.9% of the patients in the colchicine group and in 0.4% of those in the placebo group (P=0.03).
CONCLUSIONS: Among patients with a recent myocardial infarction, colchicine at a dose of 0.5 mg daily led to a significantly lower risk of ischemic cardiovascular events than placebo. (Funded by the Government of Quebec and others; COLCOT ClinicalTrials.gov number, NCT02551094. opens in new tab.)”
The article is available online at https://www.nejm.org/doi/full/10.1056/NEJMoa1912388, last checked on 3rd of July 2020.
University of Technology Graz; convelop cooperative knowledge design gmbh (2017): Checkliste für diversitäts- und gendersensible Lehre/Checklist for diversity and gender-sensitive teaching
The checklist includes key questions for reflection and concrete suggestions, how the diversity (variety) of students can enrich teaching. The goal is to think about diversity wherever it is appropriate and meaningful.
The checklist is available online at https://www.tugraz.at/fileadmin/public/Studierende_und_Bedienstete/Anleitungen/Diversitaet_ Lehre_Checkliste_170420.pdf, last checked on 29th of July 2020.
Trbovc, Jovana Mihajlović (2016): Selection of measures for integrating gender into research and curricula in six European countries. Project GARCIA - Working papers No. 16
The paper is available online at http://garciaproject.eu/wp- content/uploads/2016/12/GARCIA_D4.5-Selection-of-measures-for-integrating-gender-into- research-and-curricula.pdf, last checked on 15th of May 2020.
University of Delaware – Center for Teaching & Assessment of Learning (2020): Diversity and inclusive teaching
“Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. Three imperatives make it essential for us to actively practice teaching for diversity, inclusion, and equity.”
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The online article and the inked resources are available online at https://ctal.udel.edu/resources- 2/inclusive-teaching/, last checked on 18th of June 2020.
University of Rhode Island – Faculty Development, Supporting Teaching Excellence at URI (2020): Diversity and Inclusion in the classroom – Introduction
“The University of Rhode Island is devoted to promoting inclusion and awareness of diversity issues to our students and faculty. Whether you teach a class in biology, engineering, writing or sociology, there are changes you can make to your classroom and your approach to teaching that create a more inclusive and welcoming environment for all your students. In this section, we offer the basics for learning about and taking the first steps in designing an inclusive classroom and/or teaching multicultural awareness to your students.”
The resource is available online at https://web.uri.edu/teach/multicultural/, last checked on 18th of June 2020.
University of Wisconsin – LEARN Center (2020): An Approach for Teachning Diversity. A dozen suggestions for enhancing student learning by Jim Winship
The resource is available online at https://www.uww.edu/learn/aboutdiversity/approachdiversity, last checked on 18th of June 2020.
Volvo Cars International: “E.V.A. Initiative” – Equal vehicles for all
Research underpinning innovations and design of products for the benefit of all users, especially women regarding the car industry: The “E.V.A. Initiative” – Equal vehicles for all by Volvo Cars International points out that women are more likely to be injured in a car crash, partly because male crash test dummies are the standard.
The website of Volvo Cars is available online at https://www.volvocars.com/intl/why- volvo/human-innovation/future-of-driving/safety/cars-safe-for-all, last checked on 27th of May 2020.
Wickramasinghe, Maithree (Wickramasinghe): Training Module: Introduction to Gender Mainstreaming Universities
The report to the training module is available online at https://www.acu.ac.uk/focus- areas/gender-programme/intro-gender-mainstreaming-universities, last checked on 17th of October 2017
Wilson, Mark (2019): The world’s first genderless AI voice is here. Listen now In the online article the authors discuss gender-neutral voice for artificial intelligence.
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The online article is available online at https://www.fastcompany.com/90321378/the-worlds-first- genderless-ai-voice-is-here-listen-now, last checked on 28th of May 2020.
Yellow Window Management Consultants; Engender; Genderatwork (Eds.) (2011): Toolkit Gender in EU-funded research
“To further promote gender equality in research, the European Commission’s Research DG has decided to develop a gender toolkit and training activities. These will provide the research community with practical guidance on how to integrate gender into research.1 They will:
• help researchers to understand the “gender and science” issue and make
• them more sensitive towards the gender dimension of/in science;
• help researchers include the gender dimension throughout a research project;
• indicate how to design a more sensitive project;
• help to eliminate gender bias in research projects;
• enable researchers to write a more competitive proposal;
• show why it is important to create a gender-balanced research team;
• help make research results more relevant for society.”
The report is available online at https://www.yellowwindow.com/genderinresearch, last checked on 28th of May 2020.
Zacharia, Zacharias C.; Hovardas, Tasos; Xenofontos, Nikoletta; Pavlou, Ivoni; Irakleous, Maria (2020): Education and employment of women in science, technology and the digital economy, including AI and its influence on gender equality. European Union - Policy Department for Citizens’ Rights and Constitutional Affairs, Brussels
“This study, commissioned by the European Parliament’s Policy Department for Citizens’ Rights and Constitutional Affairs at the request of the FEMM Committee, provides evidence that there is still gender bias and inequality in STEM (Science, Technology, Engineering, Mathematics) fields and the digital sector (e.g., digital technologies, Computer Science, Information Technology, Information and Communication Technology, Artificial Intelligence, cybersecurity). This document, prepared at the request of the FEMM Committee (Policy Department for Citizens’ Rights and Constitutional Affairs, Directorate-General for Internal Policies), is intended to provide an up-to-date literature review on the current status of women’s education and employment in STEM fields and the digital sector. In so doing, the corresponding trajectories are examined, from the primary education level up to the employment level, in an attempt to identify obstacles and bottlenecks that prevent gender parity. Finally, suggestions for future research, initiatives and policies that would improve women’s participation in these areas are made.” The report is available online at https://www.europarl.europa.eu/RegData/etudes/STUD/2020/651042/IPOL_STU(2020)651042_ EN.pdf, last checked on 30th of June 2020. November 2020 GEECCO Page 72 of 127 Additional resources (living document) version 1.3
Gender Equality (GE) and Responsible Research and Innovation (RRI)
Cheveigné, Suzanne de; Knoll, Bente; Bustelo, Maria; Engebretsen, Eivind; Sandström, Ulf (2017): Interim Evaluation: Gender equality as a crosscutting issue in Horizon 2020. Report of the Expert Group on "the Interim Evaluation of Gender Equality as a crosscutting issue in Horizon 2020"
“This report is a long version of the one that was submitted by the “Commission Expert Group1 on the interim evaluation of Gender equality as a crosscutting issue in Horizon 2020” to contribute to the overall interim evaluation of Horizon 2020 as set in Article 32 of the Horizon 2020 Framework Regulation. This report aims to identify possible improvements in the implementation of gender equality (GE) as a crosscutting issue in Horizon 2020. It assists the European Commission (EC) in assessing gender equality, and – in particular – the gender dimension in research and innovation (R&I) content, as a crosscutting issue at the various stages of the implementation of Horizon 2020 from the Work Programme (WP) definition to the funded projects. It aims to provide a solid evidence base for designing future activities and initiatives, in particular the preparation of the exante impact assessment of the next Framework Programme (FP) for Research and Innovation.“
The report is available online at Report of the Expert Group on "the Interim Evaluation of Gender Equality as a crosscutting issue in Horizon 2020", last checked on 15th of June 2020.
European Commission; Tornasi, Zeno; Delaney, Niamh (2020b): Gender Equality: Achievements in Horizon 2020 and recommendations on the way forward. Brussels, Luxembourg: Publications Office of the European Union
“The objective of this report is to convey the achievements of the gender equality projects funded under the Science with and for Society (hereinafter referred to as SwafS) part of Horizon 2020. Its purpose is to serve as input for the preparation of the Horizon Europe programme implementation."
The report is available online at https://ec.europa.eu/info/sites/info/files/research_and_innovation/research_by_area/document s/ec_rtd_swafs_report-gender_equality.pdf, last checked on 27th of July 2020.
European Commission (2015): Indicators for promoting and monitoring Responsible Research and Innovation. Report from the Expert Group on Policy Indicators for Responsible Research and Innovation
This policy report suggests specific GE indicators.
The report is available online at http://ec.europa.eu/research/swafs/pdf/pub_rri/rri_indicators_final_version.pdf, last checked of 2nd of June 2020.
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Fritch, Rochelle; McIntosh, Allison; Stokes, Nicola; Boland, Marion (2019): Practitioners’ perspectives: a funder’s experience of addressing gender balance in its portfolio of awards
“It is widely acknowledged that there is an underrepresentation of women in Science, Technology, Engineering and Mathematics (STEM). Science Foundation Ireland, the largest funder of STEM research in Ireland, has been developing initiatives to remove and mitigate any existing or perceived factors that may limit the participation of women in STEM careers. In this paper, we present a review of gender initiatives across our funding programmes since 2011 and highlight those that are supporting a stronger representation of women in STEM. Overall, we have seen an increase in female award holders from 21% in 2015, to 26% in 2017. In 2015, a gender initiative was introduced into SFI’s Starting Investigator Research Grant Programme, which led to a 22 percentage point increase in female award holders compared to the 2013 call, when no gender initiative was in place. Science Foundation Ireland will continue to monitor the impacts of these actions, and to innovate and contribute to international best practice.”
The article is available online at https://www.tandfonline.com/doi/full/10.1080/03080188.2019.1603882, last checked on 5th of June 2020.
Helsinki Group on Gender in Research and Innovation (2017): Position paper on H2020 interim evaluation and preparation of FP9. European Platform of Women Scientists (EPWS)
The paper is available online at https://epws.org/helsinki-group-position-paper-h2020/, last checked of 5th of June 2020.
Horvat, Manfred (2015): Gender Equality at European Universites of Science and Technology. Results of the CESAER Gender Equality Survey 2014
The author finishes the results of the CESAER Gender Equality Survey with ten elements - or Do’s in this case - of institutional strategies and measures towards promoting gender equality:
• Leadership: gender equality as credible priority of the top management
• Gender competence: guidance and training for the leadership and middle management and at all other levels of the staff and target groups outside the organisation
• Gender sensitive recruitment and promotion: attention to gender issues in recruitment, appointment, appraisal and salary matters, minimum standards and quotas, support by professional staff for ensuring appropriate procedures
• Attraction and retaining women at universities/organisations of science and technology: targeted programmes in place for attracting female students and professors (especially in science, technology, engineering and mathematics)
• Mentoring, coaching, mutual learning and empowerment: gender related mentoring and coaching schemes, networking opportunities
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• Family-friendly and supporting work-life balance: supporting paternal leave and return to work, providing family-friendly services that enable work-life-balance, flexible career trajectories, adequate arrangement for breaks, gender aware mobility conditions
• Internal guidelines, manuals and special provisions
• Programmes, grants and awards and standards: e.g. opportunities offered by Horizon 2020 calls
• Communication supporting cultural change: strategies, plans, public relations regarding examples of best practices, internal communication is crucial for supporting changes of institutional cultures, it is not only the task of a PR department, it needs the involvement of the top management
• Following-up on the implementation and impact of gender equality plans and activities: support institutional learning by appropriate mechanisms to control, monitor, evaluate and benchmark, definition of indicators and collection of data are key tasks, analysing what has not worked and developing actions to ameliorate the situation
The paper is available online at https://www.cesaer.org/content/5-operations/2015/cesaer- gender-equality-oct15-incl-annexes.pdf, last checked on 16th of June 2020.
Kerschbaum, Stefanie; Kleinberger-Pierer, Magdalena; Grasenick, Karin (2020): When is a tool a tool? An analysis of guiding materials & websites to integrate dimensions of gender and diversity into research
“Responsible Research and Innovation (RRI) has become increasingly important in recent years with the European Commisssion listing gender equality as one of the six policy keys. Various organizations, institutions and platforms have thus developed toolkits, tools and guidelines on how to integrate gender and diversity as research content. 21 of such tools, among others IGAR, SAGER, GERD and PLOTINA, are listed and analyzed in this report concerning their content, focus, phrasing and potential usability for the addressed user groups. These users might lack a profound knowledge on gender topics and the related terminology. The results of this analysis provide insights concerning the design, content, and usability of such guiding materials thereby supporting the evaluation of the suitability for a certain field of application.“
The resource is available online at https://www.convelop.at/wp- content/uploads/2020/05/Gender-Toolkits-Analysis_200520.pdf, last checked on 14th of July 2020.
Ravn, Tine; Nielsen, Mathias W.; Mejlgaard, Niels (2015): Metrics and indicators of Responsible Research and Innovation. Progress report D3.2; Monitoring the Evolution and Benefits of Responsible Research and Innovation (MoRRI)
The report is available online at https://www.rri-tools.eu/documents/10184/47609/MORRI- D3.2/aa871252-6b2c-42ae-a8d8-a8c442d1d557, last checked on 29th of May 2020.
Science Granting Councils Initiative (2018): Science Granting Councils Initiative in Sub-Saharan Africa. Framework and action plan for Mainstreaming Gender Equality
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The resource is available online at https://sgciafrica.org/en- za/news/Documents/Appendix%201_%20SGCI%20Gender%20Mainstreaming%20Framework%20 and%20Action%20Plan.pdf, last checked of 5th of June 2020.
Warat, Marta (2014): Development of Gender Equality Policies in Poland. A review of success and limitations. Working paper no. 2.2, Gender Equality Policy in Poland
The paper is available online at http://www.geq.socjologia.uj.edu.pl/documents/32447484/80907944/WP2.2Warat_gender_equ ality_in_Poland.pdf, last checked of 16th of June 2020.
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Cross-cutting topics
Ahmed, Sara (2017): Living a feminist live. Durham and London: Duke University Press
“In ‘Living a Feminist Life’ Sara Ahmed shows how feminist theory is generated from everyday life and the ordinary experiences of being a feminist at home and at work. Building on legacies of feminist of color scholarship in particular, Ahmed offers a poetic and personal meditation on how feminists become estranged from worlds they critique—often by naming and calling attention to problems— and how feminists learn about worlds from their efforts to transform them. Ahmed also provides her most sustained commentary on the figure of the feminist killjoy introduced in her earlier work while showing how feminists create inventive solutions—such as forming support systems—to survive the shattering experiences of facing the walls of racism and sexism. The killjoy survival kit and killjoy manifesto, with which the book concludes, supply practical tools for how to live a feminist life, thereby strengthening the ties between the inventive creation of feminist theory and living a life that sustains it.“
For reviews of this book, see here: https://www.researchgate.net/profile/Gabriela_Hinchcliffe_Voglio/publication/330523149_Livin g_a_Feminist_Life/links/5cb0524f92851c8d22e52f32/Living-a-Feminist-Life.pdf and here https://lareviewofbooks.org/article/facing-the-feminist-in-the-mirror-on-sara-ahmeds-living-a- feminist-life/
The book is available online (with costs!) e.g. at Duke University Press at https://www.dukeupress.edu/living-a-feminist-life, last checked on 18th of June 2020.
Ahrens, Petra; Celis, Karen; Childs, Sarah; Engeli, Isabelle; Evans, Elizabeth; Mügge, Liza (Eds.) (Ahrens et al.): European Journal of Politics and Gender (EJPG)
EJPG is a peer-reviewed journal that publishes international, cutting-edge research in the broad field of politics and gender. In Volume 2, Number 1 (2019), gender experts and gender expertise is issued.
The information about the journal is available online at https://bristoluniversitypress.co.uk/european-journal-of-politics-and-gender, last checked on 29th of May 2020.
Cacace, Marina (2009): Guidelines for Gender Equality Programmes in Science. PRAGES Practising Gender Equality in Science. Project STAGES
The guidelines are available online at http://www.femtech.at/sites/default/files/PRAGES_guidelines.pdf, last checked on 15th of May 2020.
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ISCAP - Instituto Superior de Contabilidade e Administracao do Porto (2018): Abstracts and Conference Materials for the International Conference on Gender Research on 12th-13th of April 2018 in Porto
The papers and abstracts (in diverse thematic fields) are available online at https://equal- ist.eu/1st-international-conference-on-gender-research-porto-portugal/, last checked on 5th of June 2020.
OECD (2017): The Pursuit of Gender Equality. An uphill battle. Paris: OECD Publishing
The report is available online at http://www.oecd.org/gender/the-pursuit-of-gender-equality- 9789264281318-en.htm, last checked on 4th of May 2020.
Robertson, Judy; Williams, Alison; Jones, Derek; Isbel, Lara; Loads, Daphne (2018): EqualBITE: Gender equality in higher education. Rotterdam: SensePublishers
“EqualBITE is a pragmatic and positive response to gender issues in academia – a catalyst for creating a culture which is better for everyone. Gender imbalances still exist across all areas of higher education. From salaries and promotion, to representation in the curriculum, formal approaches and good intentions rarely address the full complexity. EqualBITE digs into the messy reality of higher education gender issues, presenting people’s stories, experiences and frustrations and – more importantly – what can be done. University of Edinburgh students and staff share real-life experiences of gender challenges and opportunities, and their constructive responses. The book condenses current academic research into practical actions that do make a difference."
The book is available online at http://oro.open.ac.uk/52371/1/equalbite.pdf, last checked on 16th of June 2020.
Schiebinger, Londa; Schraudner, Martina (2011): Interdisciplinary Approaches to Achieving Gendered Innovations in Science, Medicine, and Engineering. Interdisciplinary Science Reviews, Volume 36(2), p. 154-167
“‘Gendered Innovations’ is defined as the process that integrates sex and gender analysis into all phases of basic and applied research to assure excellence and quality in outcomes. Gendered Innovations enhance excellence in science, medicine, and engineering both in terms of knowledge and personnel; they lead to gender-responsible science and technology, and seek to enhance the lives of women and men globally. This paper presents three approaches to gender equality taken by policy makers, institutional administrators, and scientists and engineers over the past three decades. These approaches include:
1) fixing the numbers of women in science, medicine, and engineering;
2) fixing research institutions by removing barriers and transforming structures;
3) fixing knowledge by incorporating gender analysis into basic and applied research. This paper treats each of these approaches but focuses on the third approach — ‘Gendered Innovations’ — by presenting concrete examples of how gender analysis has enhanced scientific November 2020 GEECCO Page 78 of 127 Additional resources (living document) version 1.3 knowledge and technology design. Realizing the full potential of gendered innovations in the next decade will require deep interdisciplinary collaborations between gender experts, natural scientists, and engineers. Realizing the full potential of gendered innovations will also require international coordination, as recommended in the 2010 European Commission genSET Consensus Report and the 2011 United Nations resolutions on Gender, Science and Technology.”
The article is available online at http://genderedinnovations.stanford.edu/ISR_07_Schiebinger.pdf, last checked on 23rd of June 2020.
Science Europe (2020): Recommendations on Research Assessment Processes
"With limited funding and research positions available, there is increasing pressure on research organisations to put processes in place that ensure assessments of research quality are effective, efficient, fair, and transparent. For this reason, research organisations dedicate significant effort and resources towards the assessments they conduct, and continually look for ways to optimise and adapt these processes.
This document presents a set of policy recommendations that can be used as a framework to guide the evaluation of these assessment processes. They were developed following an extensive study performed in 2019 and a comprehensive consultation process, and are intended for both Science Europe Member Organisations and other research organisations."
The report is available online at https://www.scienceeurope.org/media/3twjxim0/se-position- statement-research-assessment-processes.pdf, last checked on 15th of July 2020.
World Economic Forum (WEF) (2019): The Global Gender Gap Report 2020. Insight Report
“Gender parity has a fundamental bearing on whether or not economies and societies thrive. Developing and deploying one-half of the world’s available talent has a huge bearing on the growth, competitiveness and future-readiness of economies and businesses worldwide. The index’s rankings offer an effective means to benchmark progress. They are designed to create global awareness of the challenges that gender gaps pose, as well as the opportunities that emerge when action is taken to reduce them.”
The report is available online at http://www3.weforum.org/docs/WEF_GGGR_2020.pdf, last checked on 16th of June 2020.
Raising gender awareness – tackling unconscious bias
CERCA institute (2016): Recruitment bias in research institutes;
UNIL Université de Lausanne (2016): Eviter les biais de genre lors de nominations professorales/ Avoiding gender bias in filling of professorships
The main contents of the videos regarding Do’s in recruitment processes are as follows:
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• Preliminary:
o Define strict assessment criteria, including ensuring that none of the predefined criteria is detrimental to a particular group
o Preparation of a catalogue of key questions for the interviews
• Job interview:
o Ask the same questions at every interview and take the same amount of time (e.g. everyone gets 30 minutes)
o Conduct interviews at least in pairs.
o Everyone strictly adheres to the list of questions
o Decision-making process:
▪ Assess applicants as objectively as possible on the basis of pre-defined criteria. These are then discussed step by step and candidate by candidate.
▪ Informal pre-information ("I know about the person, that he/she can do xxx super") should not have a place in such interviews, because they do not make the evaluation appear objective. better include it in the leading questions in advance
▪ Reflection of the "first impression" (The halo effect: first impressions can influence the evaluation process positively or negatively. People tend to prefer candidates who are similar to them or have something in common with them).
▪ Taking time to make a decision - slowing down the process and introducing "critical reflection loops" helps to switch from unconscious bias to rational thinking. Do not make a decision on the same day; better to "sleep over" one night.
o Meta-level: Observing the course of the discussion in the decision-making process and taking it as a theme: Do we have an unconscious bias in the discussion that could unfairly disadvantage a particular applicant? Do we apply the assessment criteria fairly and equally?
The videos are available online at https://www.youtube.com/watch?v=g978T58gELo and https://www.youtube.com/watch?v=TQG7zySAyaE&feature=youtu.be, last checked on 13th of May 2020.
Criado-Perez, Caroline (2019): Invisible Women. Exposing Data Bias in a World Designed for Men.
“From government policy and medical research, to technology, workplaces and the media, Invisible Women reveals how, in a world largely built for and by men, we are systematically ignoring half the population, often with disastrous consequences. Caroline Cridado Perez brings together for the first time an impressive range of case studies, stories and new research from across the world that illustrate the hidden ways in which women are forgotten, and the profound impact this has on us all.” November 2020 GEECCO Page 80 of 127 Additional resources (living document) version 1.3
The book is available at e.g. Thalia: https://www.thalia.at/shop/home/artikeldetails/ID144042836.html?ProvID=11010469, last checked on 27th of May 2020.
Concerning the book, an online-article by Criado-Perez Caroline in The Guardian may be useful to sensitive some students or colleagues, even if they are from technological / engineering fields: “The deadly truth about a world built for men – from stab vests to car crashes”. It is a popularized version, awareness-raising about the need for gender in research content.
The article is available online at https://www.theguardian.com/lifeandstyle/2019/feb/23/truth- world-built-for-men-car-crashes?CMP=share_btn_link, last checked on 28th of May 2020.
Egeberg Holmgren, Linn; Hearn, Jeff (2009): Framing ‘men in feminism’: Theoretical locations, local contexts and practical passings in men’s gender-conscious positionings on gender equality and feminism’. Journal of Gender Studies, 18(4), p. 403-418
“This article addresses some aspects of the ‘Man Question’ in feminism, by way of the analysis of men's diverse gender-conscious positionings in relation to gender, gender equality and feminism. It builds on earlier work, making use of theoretical models in feminist literature combined with the micro- sociological concept of passing. The article is primarily concerned with the theoretical and empirical complexities, contradictions and ambiguities of men's positionings, as when they are self-defined as ‘feminists’ (or similar identifications) in radical or deconstructive ways. In this, Swedish interview data are used. Sweden is considered particularly interesting, with a qualified societal consensus on gender equality and a broadly positive place accorded to men's relations with feminism. The authors argue in the final section that there is a need to further dialogue between analyses of men/masculinities and the multidimensionality of feminisms, as well as a need for more empirical studies of men's different (pro)feminist positionings in order to elaborate the theoretical implications of different social contexts. The framing presented seeks to provide greater possibilities for such complex, nuanced and situated understandings of men's relation to feminism, theoretically, analytically and politically.”
Hearn Jeff refers in an online course of the GE Academy’s DOCCs to Egeberg Holmgren & Hearn (2009) in context of what encourages men to get more involved in promoting GE in research. Three points (Do’s) are important:
• Stopping men’s privilege
• Prioritising cots of masculinity (changing life priorities)
• Highlighting men’s differences
The article is available online (with costs/subscription!) at e.g. Tayler & Francis Online at https://www.tandfonline.com/doi/abs/10.1080/09589230903260076, last checked on 23rd of June 2020.
Equality Challenge Unit (2013): Unconscious bias and higher education – literature review
“This literature review aims to help higher education institutions to understand unconscious bias and discover how to reduce its impact. Areas covered include: Key psychological theories related to
November 2020 GEECCO Page 81 of 127 Additional resources (living document) version 1.3 unconscious/implicit bias, Review of research on the impact of implicit bias on decision making, behaviour and actions, Methods and techniques for reducing unconscious/implicit bias, Summary of recommendations.”
The Equality Challenge Unit provides a summary of recommendations that include Do’s like:
• look for evidence of where implicit bias may be having an impact: examine existing data and analyse where bias may have had an impact
• create a culture of equality: equality and diversity policies need to put into practice
• ensure transparency: document all shortlisting exercises and interviews; consider auditing the paperwork form previous recruitment campaigns; having robust paperwork on recruitment decisions will help to protect form legal challenge
• reduce stereotypes: beware of counter-stereotypical images and wording; introduce training in a supportive, unthreatening environment to give staff the chance to think about their biases in a constructive way
• use the role of chair to guide the selection process: frame a context and support mindsets that will minimise categorisation and implicit bias
• prepare individual selectors
• ensure the qualities of different candidate are valued in the same way: clarify clear criteria in relation to skills, knowledge and experience
The review is available online at https://www.advance-he.ac.uk/knowledge-hub/unconscious- bias-higher-education-literature-review, last checked on 27th of May 2020.
Forest, Maxime (2020): Why Gender Equality should matter to Meritocracy and Academic Excellence. Online course of the Distributed Open Collaborative Course as part of the GE Academy Project
The speaker lists a couple of Do’s regarding tackling gender bias in decision-making and leadership:
Equal treatment is about inclusion vs. reproduction:
• Treating people the same is not equivalent to treating them equally
• Taking not into account different circumstances that affect the opportunities or ability to conform to the standard norm, that’s discriminatory
• Treating people differently is not equivalent to treating them discriminatorily
• Correcting bias and adapting the organisational culture means that people achieve positions based on their own merits, not a privileges or premiums
Towards inclusive excellence:
• Bound to pursue excellence
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• In a highly constrained and competitive context, excellence does not mean to recruiting and retaining best talents, but also favouring diversity to better address actual needs of the society, tackle major global challenges, exerting social responsibility
• A gender-biased concept of meritocracy does not fit to these goals!
• Raising awareness on unconscious bias
• Challenging scales, measurements and tacit patterns through gender audits
• Actions to break the reproduction of imbalances and inequality such as enlarging the pool of potential candidates, reviewing nomination processes, establishing quantitative targets, adopting gender quotas
• Actively addressing resistance to change
The course is available online (with subscription!) at https://ge-academy-docc.eu/, last checked on 18th of June 2020.
Hasse, Cathrine; Trentemøller, Stine (2008): Break the pattern. A critical enquiry into three scientific workplace cultures: Hercules, caretakers and worker bees. Tartu: Tartu University Press
“’Break the Pattern! A critical enquiry into three scientific workplace cultures: Hercules, Caretakers and Worker Bees’ is the third publication of the international three-year long project "Understanding Puzzles in the Gendered European Map" (UPGEM). By contrasting empirical findings from academic workplaces in the five UPGEM-countries (Denmark, Estonia, Finland, Italy and Poland) we identify three clusters of cultural patterns in physics as culture. We call these Hercules, Caretakers and Worker Bees. We also consider the influence of national cultural historical processes on the scientific culture (physics in culture) and discuss how physics as and in culture influence the perception of science, of work and family life, of the interplay between religion and science as well as how physics as culture can either hinder or promote the career of female scientists.”
The book is available online at https://cordis.europa.eu/docs/projects/files/518/518048/116810421-6_en.pdf, last checked on 16th of June 2020.
Hearn, Jeff (2015): Men as a target for action in gender equality policies. p- 24-27. In: Bettio, Francesca; Sansonetti, Silvia (Eds.): Visions for Gender Equality. Luxembourg: Publications Office of the European Union
Hearn Jeff refers in an online course of the GE Academy’s DOCCs to Hearn (2015) in context of what encourages men to get more involved in promoting GE in research. Three points (Do’s) are important:
• Stopping men’s privilege
• Prioritising cots of masculinity (changing life priorities)
• Highlighting men’s differences
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The book and each chapter is available online at https://www.researchgate.net/publication/282701993_Visions_for_Gender_Equality, last checked on 23rd of June 2020.
Initiative Chefsache (2016): #mybiasmoment: Hartmut Klusik
Hartmut Klusik - Human Resources Director of Bayer AG - states that we should not be guided by unconscious bias and patterns when selecting and assessing new employees. Mr. Klusik gives two examples from his professional experience as a personnel manager that illustrate these unconscious patterns - Don'ts:
• In e-mails to applicants Mr Klusik had unconsciously used the male form of address for all persons. In retrospect, the role was thus unconsciously hold by a man, as this had been the case up to that point.
• A young woman was the best candidate for a position abroad. She became a mother shortly before. This situation led Mr Klusik to question whether the applicant could be trusted to fill this position. In his view, care was the motive for this consideration. By doing so he excluded the perspective of the applicant.
Towards the end of the video, Mr Klusik says that overcoming the unconcious bias cannot take place in one company alone, it is aimed at all companies. In the context of the "Initiative Chefsache – Creating chance – be fit for women and men" (Network for the promotion of a balanced ratio of women and men in management positions, website: www.initiative-chefsache.de), Mr. Klusik calls on the Human Resources Director of TÜV Rheinland AG to also talk about unconscious thinking patterns in the personnel area.
The video is available online at https://www.berlinerteam.de/magazin/unconcious-bias-wie- unbewusste-vorurteile-unsere-entscheidungen-beeinflussen/, last checked on 13th of May 2020.
Juneja, Vandana (Juneja): Online course “Unconscious bias: From Awareness to Action”
Vandana Juneja (Senior Director at CatalystX) offers the course “Unconscious bias: From Awareness to Action”, in which leadership skills will be teached. Core topic is unconscious bias, that everyone has it but that doesn’t make us bad, instead it makes us human. While we cannot completely rid ourselves of unconscious bias, we can learn how to recognize it and lessen its impact in the workplace. These are skills that everyone can learn. Therefore: The course (3 weeks, 1-2 hours per week, price: free with subscription, 49 USD for a verified certification) teach the participants about leadership behaviours, how to identify and manage unconscious bias in order to build more inclusive and higher performing workplaces as well as how to build awareness, skills and inclusion. It can be assumed that numerous Do’s and Don’ts are explained in the course.
The course is available online (free with subscription, 49 USD for a verified certification!) at https://www.edx.org/course/unconscious-bias-awareness-action-catalystx-ub1x, last checked on 13th of May 2020.
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Mancuso-Tradenta, Julio; Neelim, Ananta (2018): Self-promotion, stereotypes and gender inequality: Breaking the shackles of modesty. Australian Gender Economics Workshop on 8th of February 2018
The presentation slides are available online at http://bcec.edu.au/assets/AGEW-2018_Ananta- Neelim-Self-promotion-stereotypes-and-gender-inequality...pdf, last checked on 15th of June 2020.
Office for Gender Competence (2013): Between cooperation and competition: being a man at TU Wien.
“And yet it is apparent that women are not only underrepresented among TU Vienna students but also among those who work, research and teach there. History has clearly left its mark and TU Vienna has not yet shed its male character. In an attempt to change this, it is worth taking a closer look at men at the TU Vienna. What does it mean to be a “man” in a male institution like TU Wien? What do men experience among other men, and how can men contribute towards adjusting the gender ratio at TU Vienna? A group of men working in a range of roles and fields at TU Wien tackled these issues in a workshop that took place in spring 2015. This discussion process led to a film project, “Masculinities at TU Vienna —between cooperation and competition”, in which key insights into being a man at TU Wien were explored, together with five of the workshop participants.”
Basic information is available online at http://www.frauenspuren.at/fileadmin/t/frauenspuren/Dokumente_und_Zierbilder/Infoblatt- Maenner_17-03-03_web_englisch.pdf, last checked on 28th of May 2020.
Video (in German language) is available online at http://www.frauenspuren.at/bild_und_ton/ and https://www.youtube.com/watch?time_continue=61&v=YdSRDSpfCbU, last checked on 28th of May 2020.
Rossiter, Margaret W. (1993): The Matthew Mathilda Effect in Science. Social Studies of Science, Volume 23(2), p- 325-341
“Recent work has brought to light so many cases, historical and contemporary, of women scientists who have been ignored, denied credit or otherwise dropped from sight that a sex-linked phenomenon seems to exist, as has been documented to be the case in other fields, such as medicine, art history and literary criticism. Since this systematic bias in scientific information and recognition practices fits the second half of Matthew 13:12 in the Bible, which refers to the under-recognition accorded to those who have little to start with, it is suggested that sociologists of science and knowledge can add to the 'Matthew Effect', made famous by Robert K. Merton in 1968, the 'Matilda Effect', named for the American suffragist and feminist critic Matilda J. Gage of New York, who in the late nineteenth century both experienced and articulated this phenomenon. Calling attention to her and this age-old tendency may prod future scholars to include other such 'Matildas' and thus to write a better, because more comprehensive, history and sociology of science.”
The article is available online at https://journals.sagepub.com/doi/10.1177/030631293023002004, last checked on 22nd of June 2020.
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Royal College of Surgeons in Ireland (RCSI) (2018): Gender Identity and Expression Policy for RCSI Staff and Students
The College launched a policy to promote equality, diversity and inclusion among staff and students, to ensure that students and staff feel supported at RCSI and that transphobia is prevented.
The full policy text (with definitions, legal framework, institutional commitments and measures, …) is available online at http://www.rcsi.ie/files/about- us/20180425103621_Gender%20Identity%20and%20Expression.pdf, last checked on 28th of May 2020.
Saini, Angela (2017): Inferior
“With ‘Inferior’ Angela Saini sets out to examine the research, looking at everything from whether little boys really do prefer playing with cars rather than dolls, to whether the structure of the female brain is different from the male, and even whether it was inevitable that humans would end up with a patriarchal society. “This doesn’t always make for comfortable reading,” she warns from the off, pointing out that not all studies overturn the stereotypes.”
The book is available at e.g. Penguin Random House: https://www.penguinrandomhouse.com/books/553867/inferior-by-angela-saini/, last checked on 5th of June 2020.
The book is mentioned in an Guardian article that is available online at https://www.theguardian.com/science/2018/aug/11/women-equal-to-men-science-fact-book- angela-saini, last checked on 5th of June 2020.
The Royal Society (2019): Understanding Unconscious Bias
In the video unconscious bias is explained by using shortcuts based on your backgrounds, cultural environment and personal experiences that lead to decisions. These decisions are most of the time wrong, especially this matter needs rational thinking. Unconscious bias is linked to unconscious mind: We use instinct instead of analysis for our answers. The problem: We judge in milliseconds if somebody is like (“in-group”) us or not (“out-group”). Gender and social aspects are often factors that are judged. The Royal Society is fostering excellence in science and research. In doing so, tackling unconscious bias is an essential part, for example by encouraging panel members to (Do’s):
• Deliberately slow down decision making
• Reconsider reasons for decisions
• Question cultural stereotypes
• Monitor each other for unconscious bias by self-awareness
The video is available online at https://www.youtube.com/watch?v=fR3IkF57nl0, last checked on 18th of June 2020.
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Sexism and Sexual violence and harassment
Avveduto, Sveva; Badaloni, Silvana; Hermann, Claudine; Martinelli, Lucia; Rubbia, Giuliana; Zopp, Monica (Eds.) (2019): #WeTooInScience – Sexual Harassment in Higher Education Institutions and Research Organisations. CNR – Instituto di Richerche sulla Popolazione e le Politiche Sociali.
“The “Associazione Donne & Scienza” is a non-profit cultural organisation that gathers women scientists working at Higher Education Institutions and Public Research Organisations in Italy. Disciplines vary from physics and engineering to biology and chemistry, and include also social sciences, education, ICT and scientific journalism.”
A useful resource as there are examples also of existing practices is available online at http://www.donnescienza.it/2018-wetooinscience/, last checked on 29th of May 2020.
Cantalupo, Nancy Chi (2011): Burying Our Heads in the Sand: Lack of Knowledge, Knowledge Avoidance, and the Persistent Problem of Campus Peer Sexual Violence
“This Article discusses why two laws that seek to prevent and end sexual violence between students on college campuses, Title IX of the Educational Amendments of 1972 (“Title IX”) and the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (“Clery Act”), are failing to fulfill this goal and how these legal regimes can be improved to reach their objectives.”
The article is available online at https://scholarship.law.georgetown.edu/cgi/viewcontent.cgi?article=1633&context=facpub, last checked on 15th of June 2020.
Coalition of Feminists for Social Change (COFEM): COFEM Feminist Pocketbook
“The Coalition of Feminists for Social Change (COFEM) is an advocacy collective of thought leaders, activists, practitioners and academics working globally to end violence against women and girls (VAWG). COFEM was formed in 2017 to create a feminist space for those working on VAWG to critically engage with, and collectively address, the challenges in VAWG work. With the pocketbook a set of tip sheets on dealing with violence against women and girls is provided.”
The pocketbook as several tip sheets is available online at https://cofemsocialchange.org/feminist- pocketbook/, last checked on 28th of May 2020.
Cole, Kirsti; Hassel, Holly (2017): Surviving Sexism in Academia. Strategies for Feminist Leadership. Published by Routledge
“This edited collection contends that if women are to enter into leadership positions at equal levels with their male colleagues, then sexism in all its forms must be acknowledged, attended to, and actively addressed. This interdisciplinary collection, Surviving Sexism in Academia: Strategies for Feminist Leadership, is part storytelling, part autoethnography, part action plan. The chapters document and analyse everyday sexism in the academy and offer up strategies for survival, ultimately
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'lifting the veil" from the good old boys/business-as-usual culture that continues to pervade academia in both visible and less-visible forms, forms that can stifle even the most ambitious women in their careers.”
The book is available online (with costs!) at e.g. Routledge at https://www.routledge.com/Surviving-Sexism-in-Academia-Strategies-for-Feminist- Leadership/Cole-Hassel/p/book/9781138696846, last checked on 2nd of June 2020.
Hassan, Sara and Sanchez-Lambert, Juliette (2019): It's not that grey - How to identify the grey area - a practical guide for the twilight zone of sexual harassment
The authors, Sara Hassan is a communication expert, journalist and human rights activist, and Juliette Sanchez-Lambert is a feminist who cares about human rights for all, deconstructs with this guide the so-called “grey zone” of sexual harassment by giving concrete tools to identify, bust myths around it and fight harassment. It’s a practical guide navigating the twilight of harassment. Central topic of the guide is the so called “Red Flag System”, a reliable and personal alert system to detect harassment. Thereby four categories represent the Don’ts that must be identified. These are: 1) environmental factors, 2) the good guy syndrome, 3) common harassment techniques and 4) our behaviours. Afters explaining the alert system with the help of real-life examples, several strategies (Do’s) are named. This strategies consider three steps: 1) break the silence – yourself: means create change for yourself, 2) breaking the silence – towards others: means connect with others and and 3) breaking the silence – report: means change the system by share your story.
The report is available online at https://periodbrussels.eu/guide/, last checked on 13th of May 2020.
Lee, Deborah A. (2018): Sexual violence while studying abroad: a critical collagist personal testimony. Journal of Gender-Based Violence, Volume 2, Number 1
The article is available online at http://www.ingentaconnect.com/content/tpp/jgbv/2018/00000002/00000001/art00009#, last checked on 28th of May 2020.
Quinlan, Elizabeth; Quinlan, Andrea; Fogel, Curtis and Taylor, Gail (Eds.) (2017): Sexual Violence at Canadian Universities. Activism, Institutional Responses, and Strategies for Change. Wilfrid Laurier University Press
“This book takes up the topic of sexual violence on campus and explores its causes and consequences as well as strategies for its elimination. Drawing together original case studies, empirical research, and theoretical writing from scholars and community and campus activists, this interdisciplinary collection charts the costs of campus sexual violence on students and university communities, the efficacy of existing university sexual assault policies and institutional responses, and historical and contemporary forms of activism associated with campus sexual violence.”
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The book is available online (with costs!) at e.g. Wilfried Laurier University Press at https://www.wlupress.wlu.ca/Books/S/Sexual-Violence-at-Canadian-Universities, last checked on 2nd of June 2020.
Sørum, Benedicte (2018): Research on sexual harassment: Norway close behind Sweden.
In the article Frederik Bondestam, researcher of the Swedish Secretariat for Gender Research and advisor of GEECCO, is mentioned.
The online article is available online at http://kjonnsforskning.no/en/2018/09/research-sexual- harassment-norway-close-behind- sweden?utm_source=Kilden%27s+newsletter+ENGLISH&utm_campaign=73aee16113- EMAIL_CAMPAIGN_2018_10_24_01_13&utm_medium=email&utm_term=0_8e0566702b- 73aee16113-429056093, last checked on 28th of May 2020.
Stoch, Magdalena (Stoch): Anti-discrimination standard for universities
The resource is in Polish language, the last page of the document is explaining in English the proposal of document elaborated in Poland by a group of experts in discrimination – as a starting point to prevent discrimination at university.
The literature has been developed as part of the “University Standards of Violence and Discrimination Prevention” project by Polish experts from the University of Cracow, Autonomy Foundation, Jagiellonian University, Anti-discrimination Education Association and Foundation for Social Diversity. The project aims to present solutions of systematic nature which allow combating, diagnosing and reacting against displays of violence, unequal treatment and discrimination in academic environment. Some Do’s mentioned in the literature:
• Addressing the standards to the whole academic community, because only integrating the actions in various levels of university operations can bring about real and permanent changes
• Interpreting the solutions and guidelines as inspiration
• Adapting the guidelines to the organisational culture, including management, circumstances, capabilities, resources as well as recruitment, education of students and academic staff, research, scientific cooperation, marketing and promotion etc.
The report is available online at https://bezpieczny- student.uj.edu.pl/documents/136167082/136938408/Standard+antydyskryminacyjny+ostateczny /f25b75e4-ab31-44d5-bbf6-ab3df277072a, last checked on 14th of May 2020.
Swedish Research Council (2018): Sexual harassment in academia. An international research review
“The Swedish Research Council has commissioned a research review on sexual harassment in academia from the Swedish Secretariat for Gender Research, University of Gothenburg. We want to provide an overview of current knowledge in international research. The review is based on an analysis of approximately 800 publications out of a total of 5 561 during the period 1966–2018, which were
November 2020 GEECCO Page 89 of 127 Additional resources (living document) version 1.3 selected through an extensive search process in literature databases. In a concluding discussion the authors of this research review present general conclusions from the entire international research field studied, with special focus on knowledge about prevalence, consequences for individuals and the challenges of the research field.”
The report is available online at https://www.vr.se/english/analysis/reports/our-reports/2018-11- 30-sexual-harassment-in-academia.html, last checked on 18th of June 2020.
Voorspoels, Jolien; Meier, Peter (2016): Deliverable Number D.3.4: Communication Charter and Follow-up Recommendations on Fighting Sexist Violence and Harassment. Project EGERA – Effective Gender Equality in Research and the Academia
In a publication (deliverable number 3.4), recommendations for academic institutions to prevent and combat sexual harassment are summarized in four topics. These may be interpreted as Do’s:
• In legal and formal provision:
o Explaining what is to be understood at your institution by sexual harassment (starting form the EC definition and also covering national/regional definition)
o Acknowledging its structural dimension
o Making references to EU/national/regional legislation
o Including a clear statement against sexual harassment in the institutional mission statement
o Using gender-sensitive language and a terminology in communication to avoid stereotypical interpretations of victims and perpetrators
o Defining policies which are theoretically sound and empathetic
• In institutional organization:
o Establishing a unit specialized in cases of sexual harassment
o Ensuring an appropriate level of independence by appointing staff without other faculty/departmental responsibilities in order to safeguard the unit’s neutrality
o Providing information, consultation, assistance, support, mediation
o Clarifying the functions and competences of the different bodies involved
o Active monitoring and evaluation mechanism
• Procedures and tools:
o Standardizing principles for internal formal procedures, codes of conduct
o Clarifying the responsibilities for the implementation, monitoring and evaluation of the policy
• Pro-active actions and measures:
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o Awareness-raising and training activities (information sessions such as during student orientation days/week and all new employees, advertisements, bystander-intervention trainings) to address issues of sexual harassment: prevention, support, procedures
o Carrying out studies on the academic community’s perception of sexual harassment
o Paying particular attention to avoiding a culture of ridicule, victim blaming or disparaging language
The deliverable is available online at http://www.egera.eu/fileadmin/user_upload/Deliverables/D44_Collected_Good_Practices_in_Int roducing_Gender_in_Curricula_78106.pdf, last checked on 13th of May 2020.
The website of the EGERA project: https://www.egera.eu/; Publications list available online at: https://www.egera.eu/publications/public-deliverables.html, last checked on 13th of May 2020.
Université de Genève (2017): Don't turn a blind eye. Sexual harassment: learn, prevent, protect.
The brochure is available online at https://unige.ch/rectorat/egalite/files/8915/1092/5892/GuideHarassment_UNIGE.pdf, last checked on 28th of May 2020.
In addition to this resource, the University presented at the GEHE 2018 conference their campaign against sexual harassment.
Information regarding the campaign is available online at https://unige.ch/rectorat/egalite/ancrage/harcelement/, last checked on 28th of May 2020.
Walby, Sylvia; Francis, Brian; Corradi, Consuelo; Palmer, Emma; Stöckl, Heidi; Towers, Jude; Helweg- Larsen, Karin; Mergaert, Lut; Heiskanen, Markku; Olive, Philippa; Balderston, Susie; Strid, Sofia (2017): The concept and measurement of violence against women and men
“The extent of violence against women is currently hidden. How should violence be measured? How should research and new ways of thinking about violence improve its measurement? Could improved measurement change policy? The book is a guide to how the measurement of violence can be best achieved. It shows how to make femicide, rape, domestic violence, and FGM visible in official statistics. It offers practical guidance on definitions, indicators and coordination mechanisms. It reflects on theoretical debates on 'what is gender', 'what is violence', and 'the concept of coercive control'. and introduces the concept of 'gender saturated context'. Analysing the socially constructed nature of statistics and the links between knowledge and power, it sets new standards and guidelines to influence the measurement of violence in the coming decades.”
The book is available online (each chapter separately) at http://www.jstor.org/stable/10.2307/j.ctv47w5j0, last checked on 8th of June 2020.
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Wennerås, Christine; Wold, Agnes (1997): Nepotism and sexism in peer-review. Nature, Volume 22(387), p. 341-343
“Throughout the world, women leave their academic careers to a far greater extent than their male colleagues. In Sweden, for example, women are awarded 44 per cent of biomedical PhDs but hold a mere 25 per cent of the postdoctoral positions and only 7 per cent of professorial positions. It used to be thought that once there were enough entry-level female scientists, the male domination of the upper echelons of academic research would automatically diminish. But this has not happened in the biomedical field, where disproportionate numbers of men still hold higher academic positions, despite the significant numbers of women who have entered this research field since the 1970s.”
The article is available online at http://www.cs.utexas.edu/users/mckinley/notes/ww-nature- 1997.pdf, last checked in 16th of June 2020.
Inclusive language and visual materials
Academy of Fine Arts Vienna (2019): Leitfaden geschlechtergerechtes Formulieren und geschlechtersensibler Kommunikation/ Guide to gender-sensitive wording and communication
“As a matter of principle, all publications should take care to avoid discrimination along socially systematic asymmetries between population groups that are defined as differing according to skin colour, (supposed) ethnic origin, nationality, religious affiliation, gender, health status, economic situation, disability, sexual orientation, rejection of a strictity or age (see anti-discriminatory company agreement). In addition to the suggested formulations presented in this guide, each text should generally be reflected on the following linguistic levels: lexical, syntactic and grammatical, semantic, text and discursive level.”
The guide is available online at https://www.akbild.ac.at/Portal/universitaet/Organisation/rektorat- 2/richtlinien/Richtlinie_LeitfadengeschlechtergerechtesFormulierenundgeschlechtersensiblerKom munikation2.pdf, last checked on 3rd of August 2020.
Büro für nachhaltige Kompetenz B-NK (2012): Viele Facetten.at. Leitfaden für gender- und diversityfreundliche Mediengestaltung im technisch-ingenieurwissenschaftlichen Bereich/ Guidelines for gender- and diversity-friendly media design in technical and engineering fields
"Viele Facetten" is a clear and concise brochure that provides tips and recommendations for implementation steps in gender- and diversity friendly media design in technical and engineering fields. The subject areas are included:
Do's in the professional and working worlds:
• Present activities in your company, department etc. in a differentiated and concrete way. Point out a wide range of occupational profiles and working environments. In this way you will also actively contribute to a diverse professional culture.
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• Portrait employees in work situations that do not correspond to predominant role models, but which do correspond to everyday working life (e.g. an employee configuring a heavy machine or an employee cleaning the office).
• Also show activities apart from the "classical" technical activities (measuring, programming, etc.) and establish equivalence with other activities (work preparation, documentation, clearing up the workplace, etc.).
• The professional and working worlds in the technical field also include supporting areas (administration, human resources, management). Also introduce these fields of work and name the activities.
Do's in the language:
• Always think of women AND men when formulating texts.
• Avoid language images that reproduce clichéd ideas about women and men. This applies to written material as well as to images used to illustrate texts.
• Different forms of gendered language within a text are possible - make sure that the text is easy to read.
• Check your finished texts by reading them out loud if possible. This way you can see if the text is easy and fluent to read.
Do's in media design:
• Arouse curiosity on the cover page of your brochures or on the homepage of your online presence. The desire to learn more about you should be stimulated.
• Impress with a clear design and friendly colour scheme.
• Avoid confusing and long intros on your web (start) page.
Do's with pictures:
• Put women in the picture: In the case of columns or sections that appear regularly in the media, make sure that women and men are given equal opportunities to speak and appear in pictures. Make sure that women and men are portrayed equally, e.g. in portrait photos (size, adequate picture details, facial expressions).
• In group photos, women and men should be positioned and arranged equally. This means, for example, no small women or small men in the background and only large persons in the foreground.
• It is helpful to build up an archive of pictures taken by photographers, which contains different perspectives and points of view on certain motifs. The systematic "keywording" of images helps to make it easy to access gender-sensitive image material and to identify which areas of the image archive should be further expanded.
The brochure is available online at https://www.vielefacetten.at/fileadmin/vielefacetten.at/uploads/docs/Buero_fuer_nachhaltige_ Kompetenz_2012_VieleFacetten.pdf, last checked on 10th of June 2020.
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In addition to the resource (in German language), Büro für nachhaltige Kompetenz offers an overview on various guidelines, online game and practical hints - specially in for the field technology and engineering.
The information is available online at https://www.vielefacetten.at/technik- ingenieurwissenschaften/themenfelder/geschlechtergerecht-formulieren/sprach-leitfaeden/, https://www.vielefacetten.at/spiel/ and https://www.vielefacetten.at/technik- ingenieurwissenschaften/themenfelder/ , last checked on 28th of May 2020.
Desprez-Bouanchaud, Annie; Doolaege, Janet and Ruprecht, Lydia (1999): Guidelines on Gender- Neutral Language. Unit for the Promotion of the Status of Women and Gender Equality, UNESCO
This guide was drafted by the UNESCO Unit for the Promotion of the Status of Women and Gender Equality to transform behaviour and attitudes that legitimize and perpetuate the moral and social exclusion of women. Similar to the guidelines of the Reutlingen University, definitions of terms used in connection with the advancement of women and women’s rights are suggested (Do’s):
• “The search has led us to …” or “The search has led to …” instead of “Man’s search has led to …”
• “Human achievements” as alternative to “man’s achievements”
• “Parenting, nurturing, child-rearing, childcare” instead of “mothering”
• “Homemaker, consumer, customer, shopper” instead of “housewife”
In addition, some concept to advance women and women’s rights are mentioned: Affirmative action, empowerment of women, equality – a principle without distinction of race, sex, religion, socio-cultural or political status, gender equality, equal opportunities to develop their skills and intellectual capacities, equity - due to original disparities women and men must be treated differently in order to achieve the equal status of women and men, gender analysis, gender mainstreaming, women in development and gender and development.
The report is available online at http://unesdoc.unesco.org/images/0011/001149/114950mo.pdf, last checked on 15th of May 2020.
ElaN Languages (2019): ElaN – the unbiased button
ElaN Languages – experts for translations and language training courses - tackels the unconscious bias by updating their online translation tool with the new feature: the unbias button. The plug-in offers unbiased translations of biased words. Making us aware of our unconscious bias by translating biased words, such as job titles, into gender-neutral words. Fireman becomes firefighter and the reverse is also true, with midwife becoming birth assistant.
The video is available online at https://jwt-amsterdam.pr.co/171676-a-new-product-feature-to- break-gender-bias, last checked on 27th of May 2020.
Ferguson, Lucy (Ed.) (2019): Gender Training. A Transformative Tool for Gender Equality
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“This book explores how to maximise the transformative potential of gender training scenarios and processes. It does so by highlighting and interrogating innovations from practice in order to overcome some of the key challenges for gender training. The book constructs a notion of feminist gender training, which is reflexive, self-critical and focused on process. This chapter traces the historical development of the field of gender training, drawing on a range of resources and projects that have attempted to map the emergence and current state of gender training. It then goes on to map the field of gender training and explore how processes of professionalisation and developing quality criteria can contribute to a more feminist-informed theory and practice of gender training. This chapter establishes the book’s explicit focus on transformation, which sets it apart from the more technocratic aspects of gender training. Moreover, it asks how gender training can be harnessed as a catalyst for disjuncture, rupture and change.”
The book is available online at https://www.palgrave.com/gp/series/14998, last checked on 5th of June 2020.
Kisakürek, Basak; Baltic Gender Consortium (2019): Tools and Resources on Gender-Sensitive Teaching Methods in Higher Education. Project Baltic Gender
“This collection of online material aims at encouraging teaching staff to integrate the gender dimension into their teaching. A variety of information is provided in form of toolboxes, best practice examples, manuals, guidelines and training tools.”
The resource is available online at https://www.baltic-gender.eu/outcomes, last checked on 17th of June 2020.
Pendergrass, Angie; Zelikova, Jane; Arnott, James; Bain, Hazel; Barnes, Rebecca; Baron, Jill; Dutt, Kuheli; Gay-Antaki, Miriam; Haacker, Rebecca; Jack-Scott, Emily; Lauer, A. J.; Morris, Aisha; Morrison, Deb; Nunez, Anne-Marie; Steltzer, Heidi and Thompson, LuAnne (2019): Inclusive scientific meetings – Where to start.
The authors set in focus that not all scientists have positive experiences when they attend scientific meetings, such as feeling left out and isolated, encountering barriers such as lack of childcare or safe bathroom spaces, that keep them fully participating. Due to that, the literature presents concrete recommendations (in this cases Do’s) for how to incorporate inclusion and equity practices into scientific meetings:
• Do’s for planning the meeting:
o Set goals for equity and inclusion
o Choose a diverse organizing committee, means taking into account the balanced proportion of (speaking) women and men, representative committee along dimensions including career stage, race, gender and other aces of identity
o Funding to support travel, childcare services and accessibility of the meeting rooms
o Use inclusive images and language for promotion
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o Interact with participants ahead of the meeting
• Do’s during the meeting:
o Consider group and power dynamics of who speaks and who moderates
o Structure decision-making to include everyone
o Welcoming talks or comments can tee up awareness, dispositions, and skills
o Collect feedback from participations on inclusion, and consider collecting data on participation
• Do’s after the meeting:
o Assess whether equity and inclusion goals were met during the meeting by following questions: Which goals were/were not met? What worked well from the organizers’ and the participant’s’ perspective? What information might be missing?
o Share this assessment publicly
The report is available online at https://static1.squarespace.com/static/582cce42bebafbfc47a82b04/t/5ca0fe7d9b747a3d7dc7a7 1f/1554054781756/Formatted+Inclusive+Meeting+Guide-v5.pdf, last checked on 14th of May 2020.
Project EGERA (EGERA Consortium): Antwerp charter on gender-sensitive communication in and by academic institutions.
“One important reason for segregation in academic institutions, is people's repeated exposure to pervasive cultural stereotypes that portray women as less competent for, and dedicated to, an academic and/or professional career. Such unconscious gender-based assumptions may be reflected in language (oral, written or visual) and unintentionally cause offence, giving rise to a non-supportive environment. As a consequence, it is understood that communication in and by academic institutions plays an important role in the persistence or annihilation of such gender-based assumptions and stereotypes, constituting thresholds or advancements for women in academia. This Charter therefore aims to raise the awareness of, and sensitivity to, these issues by providing suggestions for the elimination of bias from all communication, thus creating a supportive and inclusive academic institutional Environment for all. “
The document is available online at https://eige.europa.eu/sites/default/files/egera_antwerp_charter_on_gender- sensitive_communication_in_and_by_academic_institutions.pdf, last checked on 28th of May 2020.
Reutlingen University: Guidelines for using gender-sensitive language in communication, research and administration
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This concise document by the Reutlingen University (Germany) provides practical suggestions to ensure the language and wording are not gender discriminatory. Suggestions (Do’s) are:
• Use the plural form for both nouns and pronouns
• Omit the pronoun altogether
• Use “his or her” “he/she” or “s/he” when you occasionally need to stress the action of an individual
• Vary your choice of pronouns when you want to give examples that emphasize the action of an individual, choose pronouns that work counter to prevailing stereotypes
• Switch form the third person (he/she) to the second person (you)
• Use “they”
• Practice using gender neutral nouns, such as: “executive, manager or business person” instead of “business man or women”, “humanity” instead of “mankind”, “artificial, synthetic or manufactured” instead of “man-made”, “staff, workforce or personnel” instead of “manpower” or “graduates” instead of “alumni”.
The guidelines are available online at https://eige.europa.eu/sites/default/files/reutlingen_university_guidelines_for_using_gender- sensitive_language.pdf, last checked on 14th of May 2020.
Resistances and strategies against resistances
European Institute for Gender Equality (EIGE) (2016b): Institutional Transformation – Gender Mainstreaming Toolkit. Luxembourg: Publications Office of the European Union
The European Institute for Gender Equality explain guideline principles in form as step-by-step guide to institutional transformation. to institutional transformation.
Do’s in the planning phase steps are as follows:
• Creating accountability and strengthening commitment
• Allocating resources
• Conducting an organisational analysis (like gender audits)
• Developing a gender mainstreaming strategy and working plan
Do’s in the implementation phase the steps are:
• Establishing a gender mainstreaming support structure
• Setting gender equality objectives
• Communicating gender mainstreaming
• Introducing gender mainstreaming methods and tools
• Developing gender equality competence
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• Establishing a gender information management system
• Launching gender equality action plans
• Promoting equal opportunities within the organisation’s personnel
Do’s in the evaluation phase are:
• about monitoring and steering organisational change
The information regarding the toolkit is available online at https://eige.europa.eu/gender- mainstreaming/toolkits/gender-institutional-transformation/dealing-resistance, last checked on 14th of May 2020.
Kováts, Eszter (Ed.) (2017): The Future of the European Union - Feminist Perspectives from East- Central Europe
The book is available online at http://library.fes.de/pdf-files/bueros/budapest/14210.pdf, last checked on 2nd of June 2020.
Korolczuk, Elżbieta; Graff, Agnieszka (2018): Gender as ‘Ebola from Brussels’: The Anticolonial Frame and the Rise of Illiberal Populism. Signs: Journal of Women in Culture and Society 43, No. 4 (Summer 2018), p. 797-821
The article is available online at https://www.journals.uchicago.edu/doi/full/10.1086/696691, last checked on 2nd of June 2020.
Korolczuk, Elżbieta; Graff, Agnieszka : ‘Worse than communism and Nazism put together’: War on gender in Poland. In: Kuhar, Roman; Paternotte, David (Eds.): Anti-gender Campaigns in Europe: Religious and Political Mobilizations against Equality, p. 175-194. London and New York: Rowman & Littlefield International.
The abstract to the chapter is available online at http://www.diva- portal.org/smash/record.jsf?pid=diva2%3A1356721&dswid=-2982, last checked on 2nd of June 2020.
Lombardo, Emanuela; Mergaert, Lut (2013): Gender Mainstreaming and Resistance to Gender Training. A Framework for Studying Implementation. Nordic Journal of Feminist and Gender Research, Volume 21(4), p. 296-311
“Resistance expressed by both organizations and participants in processes of gender training that are conducted to mainstream gender into policy-making poses a key challenge for gender mainstreaming. However, such resistance is relatively under-studied. This article explores resistance to gender training that emerges during the implementation of gender mainstreaming by determining the types and forms of resistance to gender training and by finding out just what this analysis of resistance tells us about the problems arising in the implementation of gender mainstreaming. We argue that analysing
November 2020 GEECCO Page 98 of 127 Additional resources (living document) version 1.3 resistance to gender training—and identifying the types and forms of such resistance—can contribute to diagnosing problems in the implementation of mainstreaming and furthermore be used for improving this implementation. This study is based on data from participant observation in training processes and from the work conducted in two European research projects, QUING and TARGET, both of which debated the issue of gender training in expert meetings and forums made up of trainers, policy-makers, and academics.”
The article is available online at https://www.researchgate.net/publication/259962326_Gender_Mainstreaming_and_Resistance _to_Gender_Training_A_Framework_for_Studying_Implementation, last checked on 5th of June 2020..
Polletta, Francesca; Ho, M. Kai (2006): Frames and Their Consequences. The Oxford Handbook of Contextual Political Analysis
“In 1979, the nuclear reactor at Three Mile Island in Pennsylvania suffered a partial meltdown and sent hundreds of thousands of residents fleeing as radiation leaked into the atmosphere. The resulting media coverage made "Three Mile Island" into an international symbol of the dangers of nuclear energy, prompted nationwide opposition to nuclear power, and shut down the nuclear industry for more than a decade. Yet, Three Mile Island was not the first accident of its kind. In 1966, the Fermi reactor outside Chicago experienced a partial meltdown followed by a failure of the automatic shut- down system. Officials discussed evacuation plans for area residents as they tried to avert the possibility of a secondary accident. The Fermi accident was no secret: the press was alerted as it was happening. But newspapers, including the New York Times, gave the episode only perfunctory coverage, mainly repeating company spokespeople's assurances that the reactor would soon be up and running. Why did the Fermi accident not produce the public crisis that Three Mile Island did? Because it was viewed through different frames, says William Gamson (1988). At the time of the Fermi accident, nuclear power was covered by the press mainly in terms of a "faith in progress" frame that viewed nuclear power unequivocally as a boon to technological development and human progress. By Three Mile Island, however, media stories about nuclear power were less confident.”
The report is available online (with costs/subscription) at e.g. at Research Gate at https://www.researchgate.net/publication/238772198_Frames_and_Their_Consequences, last checked on 22nd of June 2020.
Powell, Stina; Ah-King, Malin; Hussénius, Anita (2017): ‘Are we to become a gender university?’ Facets of resistance to a gender equality project. Gender Work Organisation
“Gender equality (GE) is something ‘we cannot not want’. Indeed, the pursuit of equal rights, responsibilities and opportunities for all women and men throughout a society freed from gendered oppression is widely visible in recent organizational GE initiatives. In practice, however, GE initiatives often fail in challenging gendered norms and at effecting deep‐seated change. In fact, GE measures tend to encounter resistance, with a gap between saying and doing. Using a GE project at a Swedish university, we examined the changing nature of reactions to GE objectives seeking to understand why gender inequality persists in academia. We used ‘resistance’ to identify multiple, complex reactions to November 2020 GEECCO Page 99 of 127 Additional resources (living document) version 1.3 the project, focusing on the discursive practices of GE. Focusing our contextual analysis on change and changes in reactions enabled a process‐oriented analysis that revealed gaps where change is possible. Thus, we argue that studying change makes it possible to identify points in time where gendered discriminatory norms are more likely to occur. However, analysing discursive practices does not itself lead to change nor to action. Rather, demands for change must start with answering, in a collaborative way, what problem we are trying to solve when we start a new GE project, in order to be relevant to the specific context. Otherwise, GE risks being the captive of consensus politics and gender inequality will persist.”
The article is available online at https://www.researchgate.net/publication/320644409_%27Are_we_to_become_a_gender_univ ersity%27_Facets_of_resistance_to_a_gender_equality_project , last checked on 14th of May 2020.
Resnick, Brian (2018): Donna Strickland had no Wikipedia page before her Nobel. Her male calloborator did. The 2018 Nobel Prize reminds us women are still too often invisible in science
“These manifestations can hardly be called 'unconscious bias', and clearly, it's no question of 'merit' either in Strickland's case.”
The online article is available online at https://www.vox.com/science-and- health/2018/10/2/17929366/nobel-prize-physics-donna-strickland, last checked on 28th of May 2020..
Saglamer; Gülsün; Tan, Mine G.; Caglayan, Hülya; Almgren; Nina; Salminen-Karlsson, Minna; Baisner, Liv; Myers, Eva Sophia; Jorgensen, Gitte T.; Aye, Manuela; Bausch, Sabine; O'Conner, Pat; O'Hagan, Clare; Richardson, Ita; Conci, Mario; Apostolov, Georgi and Topuzova, Irina (2016): Deliverable WP 7: Handbook on Resistance to Gender Equality in Academia. Project FESTA - Female Empowerment in Science and Technology Academia. Uppsala University
The Project “FESTA – Female Empowerment in Science and Technology Academia” published a handbook that aims to present a deeper understanding of resistance to structural change to gender equality in academic institutions and the ways of dealing with it. Do’s are provided as “recommendations” and address:
• Institutionalization, diversity, inclusivity:
o Institutionalize gender studies for creating a potential work force in the organization for research and implementation
o Involve more women and men in the organization in gender equality work
o Keep gender equality issues on the organizational agenda and make gender initiatives more visible
o Provide and make visible up-to-date quantitative data on gender equality indicators in the organization
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o Create/support awards/prizes/recognitions for disseminating gender awareness/equality
o Achieve transparency and accountability in all academic recruitment and selection processes
• Networking and collaboration:
o Collaborate with other appropriate (previous or present) projects at institutional, national, international levels
o Establish contacts with key persons (role models, personnel in functional roles, etc.) and strategic units
o Build networks in and outside the organization among those who are interested or engaged in gender equality
• Communication and dissemination:
o Find external influential sponsors that can create positive impact inside and outside of the institution and contribute to the prestige of the project
o Use a positive and encouraging language and clear, attractive, comparative information (e.g. data, findings, etc.) in in all the communication processes
o Introduce the project more as an endeavor dealing with the general “university environment” rather than solely with “gender” or women
o Provide evidence about the success of interventions related to gender issues
• Creating the capacity for change:
o Utilize current national developments, events, policies regarding gender equality for the project initiatives
o Enhance the gender awareness and willingness to dedicate more resources of the university management by organizing trainings/briefings by male and female gender experts
o Organize enthusiastic kick-off meetings to engage the whole institution
o Map the institution/people and the context better
o Create seed funding by organization for supporting projects’ proposal periods
• Teamwork and methodology:
o Involve people with strong positional power, commitment and willingness in the project teams
o Be prepared to use alternative approaches such as choosing a different interviewee, refraining from recording to guarantee confidentiality, contacting people by different ways i.e. mail, phone, in person, conducting an individual interview instead of the focus group interview
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o Combine activities and tasks of different Work Packages in order to save time and energy
o Engage both women and men in project initiatives
o Utilize regular meetings or other/formal events of the organization to address people who are not willing to join specific project meetings
o Create consensus between the partners on the concepts used in the project
o Give priority to reach PhD students and research assistants in different projects/programs as the younger generations are better motivated to and fewer risks involved in change.
o Define clearly what kind of change is intended actors who may resist, in which ways they may resist and for which reasons
The deliverable is available online at https://www.festa-europa.eu/sites/festa- europa.eu/files/FESTA%20D7.1%20Handbook%20on%20Resistance%20to%20Gender%20Equality %20in%20Academia.pdf, last checked on 14th of May 2020.
Schweiger, Sylvia; Stouten, Hendrik; Bleijenbergh, Inge L. (2018): A System Dynamics Model of Resistance to Organizational Change: The Role of Participatory Strategies: A system dynamics model of resistance to organizational change. In Systems Research and Behavioral Science, Volume 35
“The literature on organizational change and resistance to change is contradictory. Some scholars find resistance a hindrance to successful change (traditional paradigm), whereas others find it a valuable source (modern paradigm). The objective of this study is to enhance our understanding of how resistance affects organizational change by providing a coherent system dynamics perspective. Based on interviews, expert modelling and group modelling, this inductive case study develops a causal loop diagram that displays eight interacting feedback loops to explain resistance to change and the role that participatory strategies play in addressing this. The model contributes to the theoretical debate on how resistance affects change by providing propositions that integrate the traditional and modern paradigms. When managers face decisions about when to increase, stabilize or decrease the use of participatory strategies, our findings imply to base these decisions upon currently dominating feedback loops, such as the Stress Trap or Slow Trap.”
The article is available online at https://www.researchgate.net/publication/324111834_A_System_Dynamics_Model_of_Resistan ce_to_Organizational_Change_The_Role_of_Participatory_Strategies_A_system_dynamics_mod el_of_resistance_to_organizational_change, last checked on 28th of May 2020..
Sundari, Anitha; Lewis, Ruth (Eds.) (2018): Gender based violence in university communities. Policy, prevention and educational interventions
The book (with costs!) is available at e.g. Policy Press https://policy.bristoluniversitypress.co.uk/gender-based-violence-in-university-communities, last checked on 28th of May 2020..
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Thomas, Robyn; Davies, Annette (2005): What have the feminist done for us? Feminist Theory and Organisational Resistance. Organization, Volume 12(5), p. 711.740
“In developing our understandings of resistance, both organization theorists and feminist theorists have struggled with issues of the subject and object of resistance. In particular, attention has been focussed on an adequate theorizing of resistance that can offer a detailed and varied understanding of the different motivations of individuals and groups to transform dominant norms. This article draws on the tensions and debates within feminist theory, to argue that feminist theory problematizes but ultimately enriches and revitalizes conceptualizations of resistance within organization studies. The article focuses on three tensions within resistance studies, namely the subject of resistance, what ‘counts’ as resistance, and when resistance counts. The article illustrates how feminist theory has worked through these tensions in maintaining a practical politics of change and transformation whilst avoiding the problems of universalism, essentialism and privilege. Feminism, in attending to these tensions, offers a contingent politics of constant vigilance within power relations.“
The abstract to the article is available online at http://journals.sagepub.com/doi/abs/10.1177/1350508405055945, last checked on 28th of May 2020..
Verge, Tania; Ferrer-Fons, Mariona; González, José M. (2018): Resistance to mainstreaming gender into the higher education curriculum. European Journal of Women’s Studies
“Disregard of gender and of women’s contributions in the higher education curriculum is still a widespread phenomenon. Building on feminist institutionalism, this article explores the forms and types of resistance that efforts to engender the higher education curriculum must contend with and discusses the ways in which resistance to curricular reform is entrenched in a web of both gender- specific and apparently gender-neutral academic informal (non-written) rules. In doing so, the authors use empirical evidence collected by an action-research project undertaken at a faculty of political and social sciences in a Catalan public university (Spain). The Spanish case is intriguing because mainstreaming gender in higher education has been prescribed by various national and regional laws that are nonetheless poorly implemented. The article also reflects on the positive feedback loop action-research projects can facilitate within gendered institutions such as universities and pinpoints the role of feminist agency in counteracting resistance to institutional change.”
The article is available online at http://journals.sagepub.com/doi/abs/10.1177/1350506816688237#articleCitationDownloadCont ainer, last checked on 28th of May 2020.
Intersectionality
Advisory Committee on Equal Opportunities for Women and Men (2020): Opinion on Intersectionality in Gender Equality Laws, Policies and Practices “The objective of this Opinion on Intersectionality in Gender Equality Laws, Policies and Practices is to explore ways to develop an intersectional approach to gender equality action and tackle intersectional November 2020 GEECCO Page 103 of 127 Additional resources (living document) version 1.3 discrimination (involving gender as one of the discriminated grounds). The agreed mandate for the Opinion identified the following three guiding questions1: i) How can we raise awareness about an intersectional approach to policy-making and implementation, and about the existence and dynamics of intersectional discrimination? ii) How can we ensure that gender equality policies lead to substantive equality for all? iii) How can we promote the development and implementation of anti- discrimination laws to address structural discrimination and not only individual cases?”
Do’s - three guiding questions:
• How can we raise awareness about an intersectional approach to policymaking and implementation, and about the existence and dynamics of intersectional discrimination?
• How can we ensure that gender equality policies lead to substantive equality for all?
• How can we promote the development and implementation of anti-discrimination laws to address structural discrimination and not only individual cases?
The report is available online at https://ec.europa.eu/info/sites/info/files/aid_development_cooperation_fundamental_rights/opi nion_intersectionality_2020_en_0.pdf, last checked on 18th of June 2020.
Chevallier, Chris; Buggy Coner James (2020): Resource Guide: Safeguarding, Supporting, and Supervising Gender Minority Students in Institutes of Higher Education. Information, Advice, Considerations, and Reference, Materials for the Inclusion and Protection of the Trans*, Non-Binary, and Gender Non-Conforming Community.
“This resource guide provides information, advice, considerations, and reference materials for the inclusion and protection of the Trans*, Non-Binary, and Gender Non-Conforming community in higher education. The guide is based, in part, on survey data gathered from gender minority students in Irish third-level education.”
Do’s – recommendations for policies, administrative procedures and events
• Students should be allowed to self-identify with the registrar and on documents rather than select an incongruous gender identity from a limited selection
• Gender neutral option is preferable to no third option at all
• Establish and publicise formal guidelines on inclusion within exercise facilities, competitions and sporting clubs, as well as complaint procedures
• Sporting facilities should have an accessible gender-neutral bathroom and changing area
• Establish policies on working with students that travel abroad for treatment or have procedures with extended recovery times
• Institutions can consider establishing a baseline of training by prioritising key personnel and contact points for gender minority students, these include campus healthcare providers, campus security, HR, EDI units, registrars and other bodies
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• Establishing safe point of contact within departments or schools for LGBTQI+ students to approach for confidential support
• Track the number of referrals to and contact points with these contacts to help monitor the effectiveness of the initiative and how it’s advertised
• Provide students non-confrontational, expedient, non-punitive and confidential “escape routes”
• Provide and maintain accessible maps that itemise locations of gender-neutral bathrooms
Do’s – guidance for tutors, instructors and supervisors
• Be approachable – extend an open invitation, listen and let them (students) know that they can come to you again in the future
• Be accommodating – access to insurance/healthcare services, communicate and synergise schedules regarding potential trips, absences, appointments and medical stays at opportune times for all parties, no student should be placed in a position where they feel compelled to choose between their gender expression and their academic career
• Learn – advancing the LGBTQI+ inclusion helps shine light on a myriad of issues and advance the rights of every student and employee
• Campaign ‘Call it out’ – campaigns send a message that it’s unacceptable while also signalling allyship
• Go beyond – enhance the knowledge and supplement existing guidelines with information and guidance from non-profits and community organisations
The guide is available online at https://www.researchgate.net/publication/342182952_Safeguarding_Supporting_and_Supervisi ng_Gender_Minority_Students_in_Institutes_of_Higher_Education, last checked on 29th of June 2020.
Lam, Tiffany (2020): Applying intersectional perspectives in research and innovation: Cycling London - An intersectional feminist perspective. Online course of the Distributed Open Collaborative Course as part of the GE Academy Project
Lam takes describes intersectionality by
• the understanding that there are multiple aspects of identity (e.g. gender, sexual orientation, race, religion, age, physical ability etc.) that interact in complex ways to shape how people experience the world
• multiple kinds of discrimination and inequalities that are interconnected and cannot be analysed separately
• as we pass through public spaces like streets, we experience multiple kinds of security and insecurity due to social attitudes toward race, gender, class, age, ability and modes of transportation – and this is way an intersectional perspective is relevant
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• power is the ability to direct laws, policies and investments & Privilege is the accumulation of benefits of special rights: Urban mobility is about power and privilege: who gets to move, where, when and how are question of power and privilege!
Finally, she gives some recommendations:
• Increase diversity and gender expertise
• Change the narrative why people are cycling, inclusive cycling is about the right to the city (reference to David Harvey 2008, New Urban Agenda 2016)
• Collect gender-disaggregated data
• Conduct gender safety audits
• Invest in high-quality orbital and radial cycling routes that function as a joined-up network
• Strengthen and support social infrastructure
• Diversify imagery and representation of cyclists
The course is available online (with subscription!) at https://ge-academy-docc.eu/, last checked on 21st of July 2020.
McMahon, Tony (2020): Intersectionality in institutional change processes in academic organisations & adopting an intersectional perspective in GEP design and implementation. Online course of the Distributed Open Collaborative Course as part of the GE Academy Project
Intersectionality and institutional change through GEPs go ahead with the understanding of the organisational dynamics – more nuanced understanding, better equality outcomes – more sustainable and substantive equality, challenging hierarchies – help to dismantle the notion of hierarchies of inequality, achieving social justice – intersectionality is a more effective tool and privilege – greater insight into the nature of privilege. Challenges to applying an intersectional perspective in GEPs are:
Baselining and assessment: 1) data collection, reliability, benchmarking; 2) stereotypical framing; 3) fragmentation and lock of focus; 4) special attention versus mainstreaming (paradox): moving gender equality from “what we do” to “how we do”
Addressing these challenges: 1) work with qualitative data, supplementing limited quantitative data; 2) starting with a primary category; 3) hypotheses are the starting points, then think about actions, implementation and review; 4) awareness raising by trainings and tackling unconscious bias; 5) operations like equality impact assessments or risk management practices; 6) change policies in a consultative and participative way
Reasons for obstacles and resistance may be opposition to change, comfort in status quo, hierarch of concerns, feminist concerns and difficulty to apply in practice. Ways to counteract are by practitioners, belief and conviction, pursue with commitment and bite size pieces.
The course is available online (with subscription!) at https://ge-academy-docc.eu/, last checked on 21st of July 2020.
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Myers West, Sarah (2020): Applying intersectional perspectives in research and innovation: Discriminating systems: Gender, race and power in AI. Online course of the Distributed Open Collaborative Course as part of the GE Academy Project
Myers West gives some examples how the consequences of discriminating AI systems may be:
• Digital voice recognition systems like Amazon’s Alexa, Apple’s Siri, Google’s Assistant or Microsoft’s Cortana: these AI systems face gender biases because they tend to situate women’s voices
• Criminal justice systems in the US rely on racial biases
• Self-diving vehicles: the systems do not know that people can move differently, therefore, communities of people with mobility disabilities are worried that they are not considered in the Ai technology and developments
• Gender Classifier programs (Microsoft, FACE, IBM): do not rate lighter and darker skin colour equally
• Recruitment system by Amazon (aim: find the best candidate, reduce implicit bias by decision- making people): in practice, the system learns to downgrade candidate who attended a women’s university, or even candidates that mentioned the word “women”; the attempt to eliminate or reduce this discrimination and bias, the engineers were not able to do so
• It shows that how difficult it is to build an AI system without discriminated characteristics
• Do not see these problems as a reason to turn away
• Do understand more an intersectional approach, look for deeper and systemic questions in your research by examining the dynamics of power
The course is available online (with subscription!) at https://ge-academy-docc.eu/, last checked on 21st of July 2020.
Runyan, Anne Sisson (2018): What is intersectionality and why it is important? Building solidarity in the fight for social justice. American Association of University Professors (AAUP)
The online article is available online at https://www.aaup.org/article/what-intersectionality-and- why-it-important#.XusuqWgzY2y, last checked on 18th of June 2020.
Shelton, Stephanie Anne; Flynn, Jill Ewing; Grosland, Tanetha Jamay (2018): Feminism and Intersectionality in Academia. Women's Narratives and Experience in Higher Education. Palgrave Macmillan
“This edited volume explores the diversities and complexities of women’s experiences in higher education. Its emphasis on personal narratives provides a forum for topics not typically found in in print, such as mental illness, marital difficulties, and gender identity. The intersectional narratives afford typically disenfranchised women opportunities to share experiences in ways that de-center standard academic writing, while simultaneously making these stories accessible to a range of readers, both inside and outside higher education.” November 2020 GEECCO Page 107 of 127 Additional resources (living document) version 1.3
The book is available online (with costs!) e.g. Palgrave Macmillan at https://www.palgrave.com/gp/book/9783319905891, last checked on 18th of June 2020.
Thomas, Anjali (2018): Why higher education requires an intersectional lens. University World News
The article describes different examples of approaches relating to access and entry to university education.
The online article is available online at https://www.universityworldnews.com/post.php?story=20180711100836157, last checked on 18th of June 2020.
COVID-19 and gender
British International Studies Association (BISA) (2020): Joint event on 25th of June 2020.: BISA and Chatham House – Covid, journals and the gender gap
Speakers will be: Beardsworth, Richard; Chisholm, Amanda; Coward, Martin; Gani, Jasmine; German, Tracey; Grayson, Kyle; Guerrina, Roberta; Haastrup, Toni; Hutchings, Kim; Lambie-Mumford, Hannah; Ralph, Jason; Welland, Julia
“This event is aimed at exploring the various impacts of COVID-19 on the gender gap in academic publishing. Various IR journals have been tracking submissions and have seen a troubling pattern since the end of March 2020 - submissions from women have declined, which exacerbates the gender gap that already existing in the field.The webinar is hosted jointly by BISA (owners of Review of International Studies and the European Journal of International Security) and Chatham House (who own International Affairs). Both organisations have been paying close attention to the gender gap in recent years, and have been engaging in various initiatives to improve the submission and publication rates for women scholars. This work is essential to ensure parity between men and women, both in terms of career experience and career progression. Recognising that the negative effects of COVID on the gender gap in the discipline require action from a variety of people, the webinar brings together several Heads of IR Departments, editors of IR journals, and early and mid- career colleagues to explore the issues and formulate a plan of action.”
The information to the webinar is available online at https://www.bisa.ac.uk/events/joint-event- bisa-and-chatham-house-covid-journals-and-gender-gap, last checked on 18th of June 2020.
Fazackerley, Anna (2020): Women's research plummets during lockdown - but articles from men increase. Many female academics say juggling their career with coronavirus childcare is overwhelming
The online article is available online at https://www.theguardian.com/education/2020/may/12/womens-research-plummets-during- lockdown-but-articles-from-men-increase?CMP=Share_AndroidApp_Tweet, last checked on 16th of June 2020.
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Flaherty, Colleen (2020): No Room of One's Own. Early journal submission data suggest COVID-19 is tanking women's research productivity
The online article is available online at https://www.insidehighered.com/news/2020/04/21/early- journal-submission-data-suggest-covid-19-tanking-womens-research- productivity?fbclid=IwAR3BGmXzQPvFay2P1K5JCOV-NE1HA6mt76q8CPxh2MaRyk9JSn_qizI3VAE, last checked on 16th of June 2020.
Kitchener, Caroline (2020): Women academics seem to be submitting fewer papers during coronavirus. ‘Never seen anything like it,’ says one editor
The online article is available online at https://www.thelily.com/women-academics-seem-to-be- submitting-fewer-papers-during-coronavirus-never-seen-anything-like-it-says-one-editor/, last checked on 19th of June 2020.
Oertelt-Prigione, Sabine (2020): The impact of sex and gender in the COVID-19 pandemic. Case study. Edited by European Commission (EC), Directorate-General for Research and Innovation
“Although infectious diseases can affect everyone, sex and gender can significantly impact immune responses and the course of the disease in the human body. Importantly, the biological impacts of the pandemic intersect with broader social and systemic challenges, such as limited healthcare, and economic and logistic resources. In the case of COVID-19, current worldwide statistics show more men than women dying of acute infection (GlobalHealth5050, 2020), while women are projected to suffer more than men from the health, economic and social consequences of the pandemic in the long term. Innovative solutions beyond health, such as economic re-entry strategies, product development and AI solutions also need to consider sex and gender.”
The report includes targeted impact-oriented recommendations for future research and innovation actions under Horizon Europe – Do’s:
• Cluster – Health: staying healthy in a rapidly changing society, living and working in a health- promoting environment, tackling diseases and reducing the burden of disease, ensuring access to innovative, sustainable and high-quality healthcare, unlocking the full potential of new tools, technologies and digital solutions for a healthy society, maintaining an innovative, sustainable and globally competitive health industry
• Cluster – Culture, creativity and inclusive society: research and policy should actively assess and harness the equalising effect of social changes, reconsider how essential some professions are and their value, austerity policies should be developed and implemented with a gender focus to avoid exacerbating inequalities
The report is available online at https://op.europa.eu/en/publication-detail/- /publication/4f419ffb-a0ca-11ea-9d2d-01aa75ed71a1/language-en, last checked on 10th of June 2020.
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Sister Projects funded under FP7 or H2020 (SwafS) - Publications and resources
The following list is intended to provide an overview of the GEECCO’s sister projects funded under FP7 or H2020 (SwafS). Project related publications with links to the topics in this document have already been quoted in the previous chapters, thus there are duplications. In addition, the list makes no claim to completeness.
Most recent funded projects – since 2020
CALIPER Consortium: CALIPER – Linking research and innovation for gender equality/Gender Equality in STEM Research (2020-2023)
Description: “CALIPER project supports seven (7) RPOs and two (2) RFOs in seven countries across Europe (Belgium, Croatia, Italy, Georgia, Greece, Romania, Slovakia, Spain, Turkey), that are in an initial stage on gender equality improvement, to develop Gender Equality Plans (GEPs) and engage the local Innovation Hubs to transfer the gained knowledge beyond academia. The project goal is to make research organizations more gender equal by increasing the number of female researchers in STEM, improving their careers prospects and integrating a gender dimension in research.”
Project coordinator/lead: Vasiliki Moumtzi - ViLabs
Project consortium: „The CALIPER Consortium consists of seven Research Performing Organisations (RPOs) (University of Zagreb, Faculty of Electrical Engineering and Computing, Slovak University of Technology in Bratislava, Universite LIBRE de Bruxelles, National Technical University of Athens, Institute for research in biomedicine, Yasar University, Salento University) and two Research Funding Organisations (RFOs) (Shota Rustaveli National Science Foundation of Georgia, Executive Unit for Higher Education, Research, Development and Innovation Funding in Romania) to implement a GEP and cover a wide area around EU from Southern Balkan, Central European and Baltic countries. The consortium includes two SMEs that undertake the project Coordination (ViLabs) and the scientific management (SMART VENICE SRL), and a professional association (Young Academy of Europe) to expand the project results.“
The project website is available online at https://caliper-project.eu/, last checked on 15th of June 2020.
CASPER Consortium: CASPER – Certification-Award Systems to Promote Gender Equality in Research (2020-2023)
Description: “The CASPER project will examine the feasibility of establishing a European award/certification system for gender equality for Research Performing Organizations. Based upon an extensive assessment of available systems and needs across Europe and beyond, we will develop and evaluate three possible scenarios that pave the ground for a realistic EU wide award/certification framework.”
Project coordinator/lead: Ildiko Maria Ipolyi – Science Connect
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Project consortium: Science Connect, Exford Brookes University, Yellow Window, K&I, IN3 Internet Interdisciplinary Institute, Smart Venice, Institute of Sociology – Czech Academy of Sciences, Joanneum Research Policies
The project website is available online at https://www.caspergender.eu/, last checked on 15th of June 2020.
Equal4Europe Consortium: Equal4Europe – Gender Equality for AHMSSBL institutions throughout Europe (2020-2023)
Description: “Gender equality is one of the EU's founding values. Gender equality goals include the promotion of equal economic independence for women and men, closing the gender pay gap, advancing gender balance in decision-making, ending gender-based violence and promoting gender equality beyond the EU. The EU-funded EQUAL4EUROPE project focuses on the fields of art, humanities, medicine, social science, business and law (moving away from the fields of science, technology, engineering and math). More specific, six research-performing institutions will in this project develop and implement tailored gender equality plans in order to realise sustainable cultural and institutional change. The project will assess the gender situation and moreover create a network of gender equality officers from the social science fields. The project will also develop free knowledge, tools and best practices.”
Project coordinator/lead: ESADE
Project consortium: ESADE, Erasmus Unviersiteit Rotterdam, Univerzita Komenskeho v Bratislave, IEDC Poslovna Sola Bled, ESMT European School of Management and Technology, INSEAD Institut Europeen d’Administration des Affaires, EFMD AISBL, Nehem, part of PNO Consultants
The project website is available online at https://equal4europe.eu/, last checked on 15th of June 2020.
LeTSGEPs Consortium: LeTSGEPs – Leading Towards Sustainable Gender Equality Plans in research performing organisations (2020-2023)
Description: “The EU-funded LeTSGEPs project intends to connect several research-performing organisations to plan and perform actions that will result in systemic institutional transformation concerning gender prejudices. The project will also take advantage of the Gender Equality in Academia and Research (GEAR) instrument developed by the European Institute for Gender Equality. LeTSGEPs will promote the use of gender budgeting (GB) to face discrimination against women by integrating them in the budgetary process, aiming to eliminate marginalisation and exclusion from economic and political activities. The project will raise institutional concern on the significance of GEPs and GB through accurate training of the administrative personnel.”
Project coordinator/lead: Universita degli Studi di Modena e Reggio Emilia
Project consortium: Universita degli Studi di Modena e Reggio Emilia, Rheinisch-Westfälische Technische Hochschule Aachen, Matematicki Institut Sanu – Beograd, Universita degli Studi di Messina,
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Universitei i Tiranes, Max-Planck-Gesellschaft zur Förderung der Wissenschaft EV, Agencia Estatl Consejo Superior Deinvestigaciones Cientificas, Universite de Cergy-Pontoise, CY Cergy Paris Universite
The project website is available online at https://cordis.europa.eu/project/id/873072, last checked on 15th of June 2020.
Ongoing funded projects
GRANteD Consortium: GRANteD – Grant Allocation Disparities from a gender perspective (2019- 2023)
Description: “In the GRANteD project we study the occurrence and causes of gender bias in the allocation of research grants, We also study the consequences of gender bias in grant allocation for gender bias in the development of careers in research and innovation.”
Project coordinator/lead: Joanneum Research
Project consortium: Joanneum Research, University of Orebro, The Spanish National Research Council (CSIC), German Centre for Higher Education Resarch and Science Studies (DZHW), Teresa Mom Consultancy
The project website is available online at https://www.granted-project.eu/, last checked on 15th of June 2020.
GEARING Roles Consortium: GEARING Roles – Gender Equality Actions in Research Institutions to transform Gender Roles (2019-2022)
Description: “In line with the call goals GEARING-Roles (‘Gender Equality Actions in Research Institutions to traNsform Gender ROLES’) targets the questioning and transformation of traditional gender roles at the micro, meso, and macro levels, with four main Objectives: Female career progression, education and research, leadership and decision-making, promoting of GE in research organisations and key stakeholders for the reinforcement of ERA.”
Project coordinator/lead: Deusto – Universidad de Deusto
Project consortium: Radboud University, Trilateral Research, FECYT, Oxford Brookes University, Yellow Window, Estonian Research Council, Sabanci Universitesi, Faculty of Arts 100, IGOT, Deusto – Universidad de Deusto
The project website is available online at https://gearingroles.eu/, last checked on 15th of June 2020.
Gender-SMART Consortium: Gender-SMART - Gender in Science Management of Agriculture & lifesciences, including Research and Teaching (2019-2022)
Description: “Gender-SMART is about achieving gender equality in Research Performing and Research Funding Organizations operating in the agricultural and life sciences research field. This field, essential to humanity and strongly affected by gender biases, is of specific relevance to implement changes
November 2020 GEECCO Page 112 of 127 Additional resources (living document) version 1.3 aiming at making research more open to societal challenges. Gender-sensitive institutional strategies and research actions will generate enhanced, relevant and fully inclusive innovation processes.”
Project coordinator/lead: CIRAD
Project consortium: CIRAD, French National Research Agency, Center for Scientific and Technological Research of Extremadura, Mediterranean Agronomic Institute of Bari, French Agricultural Research Centre for International Development, Cyprus University of Technology, Institute of Sociology of the Czech Academy of Sciences, Irish Agriculture and Food Development Authority, Wageningen University & Research, Yellow Window
The project website is available online at https://www.gendersmart.eu/, last checked on 15th of May 2020.
GRRIP Consortium: GRRIP - Grounding RRI Practices In Research Performing Organisations (2019- 2022)
Description: “The marine and maritime (M&M) sector has a high priority for the EU. However, this research sector is one of the most exposed to a risk of the loose connection between scientific research, societal actors and the environment, affecting its performance and competitiveness. Growth in Europe’s maritime economy (often referred to as the Blue Economy), has the potential to meet pressing needs for energy, food and economic growth. Much work has been done on the concept RRI by EU projects in the 2000’s. However, the bulk of the projects relating to institutional change for RPO&RFOs have focused on one of the five keys individually. Relatively few have focused on the current Topic’s aim of Grounding RRI practices in the RPO&RFOs themselves as part of an integrated approach.”
Project coordinator/lead: University College Cork – National University of Ireland
Project consortium: University College Cork – National University of Ireland, Swansea University, Ecole Centrale de Nantes, Wavec/Offshore Renewables - Centro de Energia Offshore Associacao, Consorcio para el Diseno, Construccion, Equipamiento y Explotacion de La Plataforma Oceanica de Canarias, Consiglio Nazionale delle Ricerche, Hochschule Rhein-Waal-Hsrw Rhine-Waal University of Applied Sciences, Erasmus Universiteit Rotterdam, De Montfort University, Dublin City University, United Nations Educational, Scientific and Cultural Organization -Unesco, International Consortium of Research Staff Associations Company Limited by Guarantee
The project website is available online at https://www.grrip.eu/, last checked on 15th of May 2020.
SPEAR Consortium: SPEAR - Supporting and Implementing Plans for Gender Equality in Academia and Research (2019-2022)
Description: “SPEAR will initiate institutional change in nine European Research Performing Organisations (RPOs). Building on European Research Area’s central Gender Equality objectives, SPEAR operates with four overall objectives: increasing the number of RPOs with implemented Gender Equality Plans (GEPs), removing barriers and improving career prospects for women in academia,
November 2020 GEECCO Page 113 of 127 Additional resources (living document) version 1.3 improving the gender balance in decision-making bodies and strengthening the gender dimension in research content.”
Project coordinator/lead: SDU
Project consortium: SDU, Uppsala Universitet, RWTH Aachen Unvierstiy, Europe Media, Joanneum Research, South-West University Neofit Rilski, Polvdic University, Vilnious Universitetos, Universidade Nova de Lisboa, Vytautos Magnus University, International Univserity of Rijeka
The project website is available online at https://gender-spear.eu/, last checked on 15th of May 2020.
CHANGE Consortium: CHANGE – Challenging Gender (In)Equality in Science and Research (2018- 2022)
Description: “The main aim of CHANGE — which is coordinated by IFZ — is it to support research performing organisations (RPOs) to design and implement gender equality plans. This will be achieved by involving key actors, called Transfer Agents (TAs), within each organisation who will together with the core consortium partners transmit co-produced gender equality knowledge inside their institutions. This innovative approach will ensure the promotion and sustainable institutionalisation of the gender equality action plans (GEPs) beyond the project duration. Furthermore, through mutual learning and networking CHANGE will enable partners to become resource centres skilled to provide gender equality knowledge and expertise to other RPOs and also RFOs (research funding organisations).”
Project coordinator/lead: IFZ Graz
Project consortium: IFZ Graz, Institut für Soziologie RWTH Aachen Unviersity, University of Aveiro, University of Zilina, National Institute of Biology, Frauenhofer IFAM, Beit Berl College
The project website is available online at https://www.change-h2020.eu/, last checked on 15th of June 2020.
R&I PEERS Consortium: R&I PEERS – Pilot experiences for improving gender equality in research organisations (2018-2022)
Description: “The R&I PEERS project aims to create and validate pilot experiences that disrupt gender- biased approaches and unconscious rules which limit participation by and careers for women in Research and Innovation. The R&I PEERS project promotes a concept of gender equality that can best be expressed as ‘women and men enjoy the same status and have equal opportunity to realize their full human potential to contribute to political, economic, social and cultural development, and to benefit fully from the results.’”
Project coordinator/lead: UNISA - University of Salerno
Project consortium: UNISA - University of Salerno, Cyprus Neuroscience & Technology Institute, AISAI - Confindustria Salerno, ANPR - National agency for the promotion of scientific research, CIC nanoGune (Asociacion – Centro de Investigación Cooperativa en Nanociencias), CNR - National Research Council,
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DLI - Digital Leadership Institute, GSGE - General Secretariat for Gender Equality, MIGAL - Galilee Research Institute Ltd, Research Centre of the Slovenian Academy of Sciences and Arts
The project website is available online at http://ripeers.eu/, last checked on 15th of June 2020.
SUPERA Consortium: SUPERA – Supporting the Promotion of Equality in Research and Academia (2018-2022)
Description: “The main goal of the SUPERA project is to implement six Gender Equality Plans (GEPs) in 6 organizations from Southern and Central Europe: 4 of them are Research Performing Organizations and 2 are Research Funding Organizations. The scope of a GEP may vary considerably, depending on the type of organization, on the institutional context in which it is implemented, on the main research disciplines addressed and on the type of gender biases and inequalities identified.”
Project coordinator/lead: Universidad Complutense de Madrid
Project consortium: Universidad Complutense de Madrid, Università degli Studi di Cagliari, Central European University, Centro de Estudos Sociais, Ministerio de Ciencia, Innovación y Universidades, Regione Autonoma della Sardegna, Fondation nationale des sciences politiques, Yellow Window
The project website is available online at https://www.superaproject.eu/, last checked on 15th of June 2020.
GENDER-NET Plus Consortium GENDER-NET Plus – ERA-NET Cofund Promoting Gender Equality in H2020 and the ERA (2017-2022) (Follow up project of GENDER-NET)
Description: “The GENDER-NET Plus consortium aims to promote the integration of sex and gender analysis into research. This integration gives new knowledge and insights, which ultimately will benefit both women and men. GENDER-NET Plus pursues the set of priorities identified by GENDER-NET, that finished in 2016.”
Project coordinator/lead: National Center for Scientific Research
Project consortium: National Center for Scientific Research, Ministry of Economy, Industry and Competitiveness, Research Council of Norway, Swedish Research Council, Irish Research Council, Austrian Science Fund (FWF), Fund for Scientific Research – FNRS, TA CR, Research Promotion Foundation (RPF), Ministry of Science, Technology and Space, Estonian Research Council, Italian Ministry of Health, Natural Sciences and Engineering Research Council, Canada’s health research investment agency, French National Research Agency, FBLC
The project website is available online at http://gender-net-plus.eu/, last checked on 15th of June 2020.
GE Academy Consortium: GE Academy (2019-2021)
Description: “GE Academy is a Horizon 2020 project developing and implementing a high-quality capacity-building programme on gender equality in research, innovation and higher education. The capacity-building programme is based on state-of-the-art knowledge and composed of a series of November 2020 GEECCO Page 115 of 127 Additional resources (living document) version 1.3 tailor-made training materials and different training formats including: in-person trainings, summer schools, workshops, webinars, distributive open collaborative courses (DOCCs) and train-the-trainer sessions.”
Project coordinator/lead: ViLabs
Project consortium: ViLabs, CNRS, Yellow Window, Smart Venice, TU Dublin, K&I, ISAS; UPM, Charité, B-NK GmbH, CEU, Kilden, UMB
The project website is available online at https://ge-academy.eu/, last checked on 15th of June 2020.
ACT Consortium: ACT – Communities of Practice for Accelerating Gender Equality and Institutional Change in Research and Innovation across Europe (2018 -2021)
Description: “ACT is a Horizon 2020 project that seeks to advance gender equality at universities, research centres and research funding organisations by facilitating collaboration between experienced institutions in the implementation of gender equality plans with less experienced ones. It aims at addressing common needs and improving assessment on gender equality in HE & R&I regarding three fields: gender balance in career progression, gender balance in decision-making positions, and integrating the gender dimension into research content and teaching.”
Project coordinator/lead: Fundació Universitat Oberta de Catalunya
Project consortium: Fundació Universitat Oberta de Catalunya, Portia, Notus, Joanneum Research, Advance HE (formerly Equality Challenge Unit), Loughborough University, Facultad Latinoamericana de Ciencias Sociales, Technische Universität Berlin, Karolinska Institutet, Science Foundation Ireland, Umweltbundesamt, Stiftung Deutches Elektronen-Synchroton, Centre National de la Recherche Scientifique, Fundació Centre de Regulació Genòmica, Uniwersytet Jagiellonski, Znanstvenoraziskovalni Center Slovenske Akademije Znanosti In Umenosti, Haskoli Islands
The project website is available online at https://act-on-gender.eu/, last checked on 15th of June 2020.
Genderaction Consortium: GENDERACTION – Gender Equality in the ERA Community to Innovate policy Implementation (2017-2021)
Description: “The project activities are mapping and analysing Members States’ progress towards implementation of gender equality in R&I through national ERA action plans and strategies, delivering training events to build consistent and professional capacity in gender equality in R&I among responsible national representatives and Horizon 2020 National Contact Points, providing mutual learning opportunities to maximize existing experience among policy makers and other relevant stakeholders, preparing policy briefs on advancing gender equality in the ERA and building new collaborations to advance gender equality in international cooperation in science, technology and innovation.”
Project coordinator/lead: Institute of Sociology of the Academy of Sciences of the Czech Republic
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Project consortium: Institute of Sociology of the Academy of Sciences of the Czech Republic, Austrian Federal Ministry of Education, Science and Research, Research and Innovation Foundation (RIF), DLR Project Management Agency, EU-Bureau of the BMBF “Contact Point Women into EU Research”, The National Documentation Centre (EKT), Ministry of Science, Innovation and Universities, Cabinet of the State Secretariat for, Research, Development and Innovation, University of Luxembourg, Office of the Prime Minister, Ministry of Education, Science and Sport, Matej Bel University in Banska Bystrica, Europrojekt Centar, The Scientific and Technological Research Council of Turkey, University of Malta
The project website is available online at https://genderaction.eu/, last checked on 15th of June 2020.
TARGET Consortium: TARGET - Taking a Reflexive approach to Gender Equality for institutional Transformation (2017-2021)
Description: “TARGET will contribute to the advancement of gender equality in research and innovation by supporting a reflexive gender equality policy in seven Gender Equality Innovating Institutions in the Mediterranean basin – including research performing organisations; research funding organisations and a network of universities.”
Project coordinator/lead: Institut für höhere Studien – Institute for Advanced Studies (IHS)
Project consortium: National Agency for Quality Assurance in Higher Education (ARACIS) Advanced Studies (IHS), Research and Innovation Foundation (RIF), Lombardy Foundation for Biomedical Research (FRRB), Réseau Méditerraneen des Ecoles d’Ingénieurs et de Management (RMEI), Hellenic Foundation of European and Foreign Policy (ELIAMEP), Université Hassan II Casablanca (UH2C), Belgrade University (UB), Applied Social Research (NOTUS), Fondazione Giacomo Brodolini (FGB)
The project website is available online at http://www.gendertarget.eu/, last checked on 15th of May 2020.
Baltic Gender Consortium: BALTIC Gender – Gender Baltic Consortium on Promoting Gender Equality in Marine Research Organisations (2016-2020)
Description: “Acting as a platform for the exchange of institutional practices and the transfer of knowledge between the consortium partners, Baltic Gender will work towards the establishment and implementation of Gender Equality Plans in its partner institutions. These plans play an important role in committing institutions to long-term approaches, realistic targets and concrete measures. The project will also establish practical schemes and innovative strategies that promote gender equality.”
Project coordinator/lead: GEOMAR Helmholtz Centre for Ocean Research Kiel
Project consortium: GEOMAR Helmholtz Centre for Ocean Research Kiel, Estonian Marine Institute, University of Tartu, Kiel University, Kiel University of Applied Sciences, Klaipėda University, Lund University, Finnish Environment Institute, The Leibniz Institute for Baltic Sea Research, Warnemünde
The project website is available online at https://www.baltic-gender.eu/, last checked on 15th of June 2020.
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Plotina Consortium: PLOTINA – Promoting gender balance and inclusion in research, innovation and training (2016-2020)
Description: “The overall objective of PLOTINA is to enable the development, implementation and assessment of self-tailored Gender Equality Plans (GEPs) with innovative and sustainable strategies for the Research Performing Organizations (RPOs) involved. This objective will be achieved by: Stimulating a gender-aware culture change; Promoting career-development of both female and male researchers to prevent the waste of talent, particularly for women; Ensuring diversification of views and methodologies (in this case by taking into account the gender/sex dimension and analysis) in research and teaching.”
Project coordinator/lead: Alma Mater Studiorum – Università di Bologna
Project consortium: Alma Mater Studiorum – Università Di Bologna, The University of Warwick (Warwick), Lisbon School of Economics And Management (Iseg) Universidade De Lisboa, Kemijski Inštitut National Institute of Chemistry (Nic), Ozyegin Universitesi (Ozu), Mondragon Unibersitatea (Mu), Elhuyar Komunikazioa (Elh Kom), Zentrum für Soziale Innovation Gmbh (Zsi), Elhuyar Aholkularitza (Elhuyar), Centro Studi Progetto donna e Diversity Mgmt (Pd)
The project website is available online at https://www.plotina.eu/ , last checked on 15th of June 2020.
Finalised funded projects
Gender Gap in Science (2017-2019)
Description: “Mathematical and natural sciences have long and honorable traditions of participation by highly creative women contributors. However, the percentages of women scientists remain shockingly low and there is a significant gender gap at all levels between women and men. Barriers to achievement by women persist, especially in developing countries. The project “A Global Approach to the Gender Gap in Mathematical, Computing, and Natural Sciences: How to Measure It, How to Reduce It?” will produce sound data to support the choices of interventions that ICSU and member unions can feasibly undertake.”
Project coordinator/lead: International Mathematical Union (IMU), through its Committee for Women in Mathematics, International Union of Pure and Applied Chemistry (IUPAC)
Project consortium: International Mathematical Union (IMU), through its Committee for Women in Mathematics, International Union of Pure and Applied Chemistry (IUPAC), International Union of Pure and Applied Physics (IUPAP), International Astronomical Union (IAU), International Union of Biological Sciences (IUBS), International Council for Industrial and Applied Mathematics (ICIAM), International Union of History and Philosophy of Science and Technology (IUHPST), United Nations Educational, Scientific and Cultural Organization (UNESCO), through its project STEM and Gender Advancement (SAGA), Gender in Science, Innovation, Technology and Engineering (GenderInSITE), Organization of Women in Science for the Developing World (OWSD), Association for Computing Machinery (ACM), through ACM-W The project website is available online at https://gender-gap-in-science.org/, last checked on 15th of May 2020. November 2020 GEECCO Page 118 of 127 Additional resources (living document) version 1.3
EFFORTI – Evaluation Framework for Promoting Gender Equality in Research and Innovation (2016- 2019)
Description: “EFFORTI (Evaluation Framework for Promoting Gender Equality in R&I) seeks to analyse and model the influence of measures to promote gender equality on research and innovation outputs and on establishing more responsible and responsive RTDI (research, technology, development, innovation) systems. In our concept and approach we combine the evaluation of gender equality policies with the most recent approaches of RTDI evaluation in order to make the best use of mutual exchange and learning. Specifically, we are going to figure out the links between initiatives aiming to promote gender equality - through three main gender objectives (more women in R&D, women in leadership positions and integration of a gender dimension in research content and curricula) - and a variety of impacts on research and innovation. The figure below illustrates our idea of the evaluation concept.”
Project coordinator/lead: Fraunhofer Institute for System And Innovation Research ISI
Project consortium: Fraunhofer Institute for System And Innovation Research ISI, Fraunhofer Center For Responsible Research And Innovation (CERRI), Universitat Oberta de Catalunya, Joanneum Research – Policies, Aarhus University, The Association of Hungarian Women in Science (Nate), Intrasoft International
The project website is available online at https://www.efforti.eu/, last checked on 15th of June 2020.
EQUAL-IST - Gender Equality Plans for Information Sciences and Technology Research Institutions (2016-2019)
Description: “The EQUAL-IST project (Gender Equality Plans for Information Sciences and Technology Research Institutions) aims at introducing structural changes to enhance gender equality in Information Sciences and Technology (IST) research institutions. It has been demonstrated that IST is among the research sectors most affected by gender inequalities at all levels. The project aims to address ERA objectives in relation to gender equality by supporting seven Research Performing Organisations (RPOs) from Northern, Southern and Central European countries, as well as one CIS (Commonwealth of Independent States) country in developing and implementing tailored Gender Equality Plans (GEPs). All RPOs forming the EQUAL-IST project consortium are at a starting stage in setting up of GEPs and they have also ensured the support in GEPs implementation from the respective highest management levels.”
Project coordinator/lead: ViLabs
Project consortium: ViLabs, Ca’ Foscari, University of Venice - Department of Computer Sciences, Statistic and Environmentla Studies (DAIS), University of Muenster - School of Business and Economics, University of Liechtenstein - Institute of Information Systems, University of Turku - Institute of Information Systems Science, Kaunas University of Technology - Faculty of Informatics, University of Modena and Reggio Emilia - Department of Engineering ‘Enzo Ferrari’, University of Minho - Information Systems Department, Simon Kuznets Kharkiv National University of Economics - Faculty of Economic Informatics
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The project website is available online at https://equal-ist.eu/, last checked on 15th of June 2020.
SAGE - Systemic Action for Gender Equality (2016-2019)
Description: “SAGE (Systemic Action for Gender Equality) is an EU-Horizon 2020 funded project designed to seek stronger action on gender equality in higher education and research. SAGE devises and implements interventions to advance gender equality in seven universities and has developed a proven model that can be implemented throughout the European research sector and beyond.”
Project coordinator/lead: Trinity College Dublin
Project consortium: Instituto Universitário De Lisboa, International University of Sarajevo, Kadir Has University, Sciences Po Bordeaux, Università degli Studi di Brescia, Queen’s University Belfast
The project website is available online at https://www.sage-growingequality.eu/, last checked on 12th of May 2020.
GRACE - Gender and Cultures of Equality in Europe (2015-2019)
Description: “The aim of the GRACE – Gender and Cultures of Equality in Europe project is to systematically investigate the cultural production of gender equalities within Europe. Extending the success of GEMMA, the Erasmus Mundus ‘Masters of Excellence’ in Women’s and Gender Studies, the central objective of GRACE is to become the programme of reference for innovative interdisciplinary doctoral training for early career researchers. GRACE draws on innovative and interdisciplinary methodologies to investigate an under-examined aspect of those processes, namely the production of cultures of equality that underpin, enable and constrain those changing policy and legislative frameworks.”
Project coordinator/lead: University of Hull
Project consortium: Associazione Orlando, Central European University, University of Bologna, University of Granada, University of Hull, University of Lodz, University of Oviedo, University of Utrecht
The project website is available online at http://graceproject.eu/, last checked on 12th of May 2020.
LIBRA – Unifying innovative efforts of European research centres to achieve gender equality in academia (2015-2019)
Description: “The overarching goal of the LIBRA project is to increase the representation and participation of women in leadership positions in life sciences.”
Project coordinator/lead: CRG - Center for Genomic Regulation
Project consortium: ASDO - Assemblea delle Donne per lo Sviluppo e la Lotta all’Esclusione Sociale, CRG - Center for Genomic Regulation, CeMM - Research Center for Molecular Medicine of the Austrian Academy of Sciences, IC - Institut Curie, BI - The Babraham Institute, IEO - European Institute of Oncology, BRIC - Biotech Research and Innovation Centre, FMI - Friedrich Miescher Institute for
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Biomedical Research, MDC - Max- Delbrueck Center for Molecular Medicine, CEITEC - Central European Institute of Technology, NKI - The Netherlands Cancer Institute
The project website is available online at https://www.eu-libra.eu/, last checked on 12th of May 2020.
GEDII – Gender Diversity Impact - Improving research and innovation through gender diversity (2015- 2018)
Description: „The impact of gender diversity on research productivity, quality and innovation is very unevenly evidenced. Incremental insights from gender studies, team science and research evaluation exercises do not transcend these separate areas and are therefore of restricted analytical value. This can be seen, for example, in the understanding of ‘gender’ as simply concerned with the numerical representation of the two sexes in most quantitative analyses. This does not only factor out the gendered hierarchies and social processes that condition science in general and work group dynamics in particular, but severely hampers systematic comparisons of research performance impacts. Using innovative methods for the analysis of the diversity-research productivity relationship, GEDII will develop a reliable diversity measure that is sensitive to power, status and information sharing differentials within teams and across public & private organizations. This Gender-Diversity-Index (GDI) will thus provide a much more nuanced and realistic measure of the impact of gender diversity on research productivity, quality and innovation across countries and sectors. GDI scores will be explored in relation to a flexible set of performance indicators, including patent and bibliometric measures, combined with new indicators of social impact. GEDII’s evaluation framework thus responds to the growing concern with responsible research and innovation. To address the social relevance and utility of our research, GEDII will engage stakeholders early and often: through advisory groups, virtual challenges, and themebased innovation testimonials. By combining disparate conceptual approaches to gender diversity with an innovative assessment tool, GEDII will for the first time provide clear and comprehensive evidence for the link between gender diversity and research performance and enable research policy- and decision-makers to significantly enhance the capacity of European research.”
Project coordinator/lead: Universitat Oberta de Catalunya
Project consortium: Universitat Oberta de Catalunya (Spain), Cranfield University (UK), Furtwangen University (Germany), Örebro University (Sweden), VDE (Germany)
The project website is available online at https://www.gedii.eu/, last checked on 12th of May 2020.
GENERA - Gender Equality Network in the European Research Area (2015-2018)
Description: “The GENERA Consortium includes a considerable representation of women physicists active in their careers at different levels and will engage with further women physicists active in various Institutions to benchmark and monitor the effectiveness of already active and previously proposed measures and the ones which will be proposed by the Consortium.”
Project coordinator/lead: Deutsches Elektronen-Synchrotron (DESY) A Research Centre of the Helmholtz Association
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Project consortium: Deutsches Elektronen-Synchrotron (DESY) A Research Centre of the Helmholtz Association, Organisation for Scientific Research (NWO), Karlsruhe Institute of Technology (KIT), Portia Ltd, National Institute for Nuclear Physics (INFN), Max Planck Society (MPG), JOANNEUM RESEARCH, Instituto de Astrofísica de Canarias (IAC), University of Geneva (UNIGE), National Research Council (CNR), Horia Hulubei National Institute for R&D in Physics and Nuclear Engineering (IFIN-HH), Jagiellonian University, National Center for Scientific Research (CNRS)
The project website is available online at https://genera-project.com/, last checked on 15th of May 2020.
HYPATIA - Gender tools for more STEM careers (2015-2018)
Description: “Hypatia is an EU Horizon 2020 funded project that aims to develop a theoretical framework on gender inclusive STEM education and to produce, test and promote a toolkit with practical solutions and modules for schools, businesses and science centres and museums across Europe.”
Project coordinator/lead: NEMO Science Museum
Project consortium: NEMO Science Museum, Bloomfield Science Museum, BureauQ, Ecsite, Experimentarium, Fondation L’Oréal, Museum of Science and Technology Leonardo Vinci, PPG, University of Copenhagen, Universcience
The project website is available online at http://www.expecteverything.eu/hypatia/, last checked on 13th of May 2020.
EGERA – Effective Gender Equality in Research and the Academia (2014-2017)
Description: “EGERA intends to promote a full set of measures to achieve gender equality and fight gender-based stereotypes in research and the academia. EGERA is a tool for achieving two overarching objectives: Gender equality in research and higher education and bringing a gender perspective in research contents and outputs.”
Project coordinator/lead: Fondation nationale des sciences politiques
Project consortium: Fondation nationale des sciences politiques, Universitat Autònoma de Barcelona, Radboud University Nijmegen, Middle East Technical University, University of Antwerp, University of Vechta, Centrum Vyzkumu Globalni Zmeny AV CR v.v.i., Centro de Estudos para a Intervenção Social
The project website is available online at https://www.egera.eu/, last checked on 13th of May 2020.
GARCIA– Gendering the Academy and Research: combating Career Instability and Asymmeteries (2014-2017)
Description: “The GARCIA Project is concerned with the implementation of actions in European Universities and research centres to promote a gender culture and combat gender stereotypes and discriminations. The project runs from February 2014 to January 2017. By taking into account the involved organisations, but also their broader national context, this project aims to develop and November 2020 GEECCO Page 122 of 127 Additional resources (living document) version 1.3 maintain research potential and skills of both, women and men researchers, in order to sustain the quality of their working conditions. Particular attention is given to the early stages of academic and scientific career. The project focuses on both, STEM (Science, Technology, Engineering and Mathematics) and SSH (Social Sciences and Humanities) disciplines to assure that the aim of transforming academia and research towards a more gender equal environment can be extended to all levels of the institution by putting into practice the best systemic organisational approaches.”
Project coordinator/lead: University of Trento
Project consortium: University of Trento, Université catholique de Louvain, Radboud University Nijmegen, University of Iceland, University of Lausanne, Research Centre of the Slovenian Academy of Sciences and Arts, Joanneum Research Forschungsgesel
The project website is available online at http://garciaproject.eu/, last checked on 15th of May 2020.
TRIGGER – Transforming institutions by gendering contents and gaining equality in research (2014- 2017)
Description: “TRIGGER aims at promoting systemic interventions designed to have deep, long lasting and widespread impacts at all the different levels in 5 research organisations. The project, coordinated and co-funded by the Italian Government, assisted by an institute specialised in gender and science, involves as co-funders five universities from different EU countries (Czech Republic, France, Italy, UK, Spain) Building on the results of earlier projects, integrated actions will be implemented at each university addressing different sides of gender inequality in science.”
Project coordinator/lead: Department for Equal Opportunities
Project consortium: Department for Equal Opportunities; ASDO; University of Pisa; Institute of Chemical Technology of Prague; Institute of Sociology of the Academy of Sciences of the Czech Republic; Birkbeck College; Université Paris Diderot and Universidad Politécnica de Madrid
The project website is available online at http://triggerproject.eu/, last checked on 14th of May 2020.
GenPORT - An internet portal for sharing knowledge and inspiring collaborative action on gender and science (2013-2017)
Description: “Though the wealth of gender and science resources developed in Europe over the last decade offers enormous potential for knowledge sharing and informed, these resources are dispersed, and have varying degrees of visibility and usability. Globally, too, major gaps in the dissemination of past and present knowledge persist, while new knowledge is constantly being produced. This information needs to be offered in accessible, timely, value-added ways to enhance the potential for its exploitation. Our project creates an internet portal that fulfils this need. Based on extensive consultations with leaders in the field, we will develop an open entry-point to high-quality research, policy reports and practical resources on gender, science, technology and innovation.”
Project coordinator/lead: Universitat Oberta de Catalunya
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Project consortium: Universitat Oberta de Catalunya , Portia, Fondazione Giacomo Brodolini, Univerzita Mateja Bela v Banskey Bystrici, Örebro Universitet, Gesis - Leibniz Institut für Sozialwissenschaften e.V.
The project website is available online at http://www.genderportal.eu/, last checked on 14th of May 2020.
FESTA - Female Empowerment in Science and Technology Academia (2012-2017)
Description: “The aim of FESTA has been to address the gender imbalance in research by improving the working environment of in particular junior researchers and in particular in areas where deficiencies are known to be especially harmful to women researchers. To this end FESTA has worked with organizational statistics, perceptions of excellence, meeting cultures, formal and informal decision-making processes, PhD supervision and junior researchers’ career development strategies, as well as analyzing resistance to gender equality work. In addition to working as change agents at our own institutions, FESTA partners have produced tools and/or recommendations in all focus areas of the project, to enhance improved gender practices in research institutions outside the FESTA consortium. All FESTA work has been done in close collaboration between partners from different countries, taking into account national differences.”
Project coordinator/lead: Uppsala University
Project consortium: Uppsala University, Siauliu Universitetas, Syddansk Universitet, Rheinisch- Westfaelische Technische Hochschule Aachen, University of Limerick, Fondazione Bruno Kessler, Istanbul Teknik Universitesi, South-West University Neofit Rilski
The project website is available online at https://www.festa-europa.eu/, last checked on 15th of May 2020.
GENDER-NET – Promoting Gender Equality in Research Institutions and Integration of the Gender Dimension in Research Contents (2013-2016)
Description: “GENDER-NET is a pilot transnational research policy initiative funded by the European Commission under the Science in Society work programme of the seventh Framework Programme (FP7), designed to address the common challenges still facing European research institutions in achieving gender equality in research and innovation.”
Project coordinator/lead: CNRS
Project consortium: CNRS,
The project website is available online at http://www.gender-net.eu/, last checked on 15th of May 2020.
GenderTime (2013-2016)
Description: “The aim of the GenderTime project is to identify and implement the best systemic approach to increase the participation and career advancement of women researchers in selected institutions where self-tailored action plans are implemented. Institutions involved in GenderTime are November 2020 GEECCO Page 124 of 127 Additional resources (living document) version 1.3 intentionally very different in terms of size, discipline, history, etc. in order to experiment in various situations and to create a synergy among scientific partners. The plans involve activities as recruitment, retention and promotion policies, supporting work-life balance measures, updated management and research standards, supporting policies for dual careers-couple, etc. To guarantee the real implementation of structural change in each Institution a central role has been assumed by the transfer agents.”
Project coordinator/lead: Centre National de la Recherche Scientifique CNRS
Project consortium: Centre National de la Recherche Scientifique CNRS, Ministere De L'enseignement Superieur, De La Recherche Et De L Innovation, Ministerio De Economia, Industria Y Competitividad, Norges Forskningsrad, Eidgeno, Equality Challenge Unit, Eidgenoessisches Departement Fuer Wirtschaft, Bildung Und Forschung, Canadian Institutes Of Health Research, An Tudaras Um Ard Oideachas, Fonds De La Recherche Scientifique- Fnrs, Idryma Erevnas Kai Kainotomias, Ministrstvo ZA IZOBRAZEVANJE, ZNANOST IN SPORT, National Academy Of Sciences, Ministry Of Science, Technology And Space
The project website is available online at https://gendertime.org/, last checked on 15th of May 2020.
GENOVATE - Transforming Organisational Culture for Gender Equality in Research and Innovation (2013-2016)
Description: “The GENOVATE Europe-wide consortium includes universities that have active national and institutional gender equality agendas and others that are seeking to gain experience in this area, along with an experienced evaluator of gender equality projects. The gendered nature of the organisations’ research management systems, cultures and structures, however, are shared by all of the partners and reflect international patterns.”
Project coordinator/lead: University of Bradford
Project Consortium: University Of Bradford, University College Cork - National University of Ireland, Lulea Tekniska Universitet, Ankara Universitesi, Universita Degli Studi Di Napoli Federico Ii, Trnavska Univerzita V Trnave, Universidad Complutense De Madrid
The project website is available online at http://www.genovate.eu/, last checked on 15th of May 2020.
STAGES - Structural Transformation to Achieve Gender Equality in Science (2012-2015)
Description: “The Project STAGES is consonant with the UAIC's objective to develop international cooperation with other universities in domains of common interest as, in this case, promoting gender equality in science through structural transformations within organisations. It is also noteworthy that during the STAGES implementation, on March 2014, UAIC received from the European Commission the distinction/logo Human Resources Excellence in Research, for which are foreseen, among other requested conditions, principles and criteria of Gender Equality (like gender balance in staff composition, recruitment, promotion and representation in leaderships).”
Project coordinator/lead: Dipartimento per i Diritti e le Pari Opportunita
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Project consortium: Dipartimento per i Diritti e le Pari Opportunita, Assemblea Delle Donne Per Lo Sviluppo E La Lotta All'esclusione Sociale - Asdo, Universita Degli Studi Di Milano, Fraunhofer Gesellschaft Zur Foerderung Der Angewandten Forschung E.V., Aarhus Universitet, Universitatea Alexandru Ioan Cuza Din Iasi, Stichting Katholieke Universiteit
The project website is available online at http://stages.csmcd.ro/index.php, last checked on 15th of May 2020.
INTEGER – Institutional Transformation for effecting Gender Equality in Research (2011-2015)
Description: “The INTEGER project's aim is to create institutional transformation in order to establish an environment in which women and men can equally perform through the implementation of tailored transformational gender action plans.”
Project coordinator/lead: Centre National de la Recherche Scientifique CNRS
Project consortium: Centre National de la Recherche Scientifique CNRS, The Provost, Fellows, Foundation Scholars & The Other Members of Board of the College of the Holy & Undivided Trinity of Queen Elizabeth near Dublin, Siauliu Universitetas, Bradford College, Gesis-Leibniz-Institut für Sozialwissenschaften Ev
The project website is available online at http://www.integer-tools-for-action.eu/en/institutional- page/about-the-integer-project, last checked on 15th of May 2020.
GENDERA – Gender Debate in the European Research Area (2009-2012)
Description: “Based on available analyses and recommendations aimed to improve the situation of women in science, GENDERA will identify and discuss good practices of gender balance on national and European levels by networking and in workshops. The project will demonstrate the factors that limit the participation of women in specific scientific fields as well as in decision making positions, and introduce real-life implementation examples to top decision makers of research and higher education institutions. Using a shared Communication Plan, GENDERA partners will persuade the above leaders that the critical review and change of institutional recruitment, promotion and nomination policies– and their gender-related aspects–will contribute to the scientific, professional and economic success of their organisations.”
Project coordinator/lead: Bay Zoltan Alkalmazott Kutatasi Kozhasznu Nonprofit Kft.
Project consortium: Bay Zoltan Alkalmazott Kutatasi Kozhasznu Nonprofit Kft, Tudomanyos Es Technologiai Alapitvany, Fundacio Centre D'iniciatives I Recerques Europees A La Mediterrania – Cirem, Ethniko Idryma Erevnon, Institut Jozef Stefan, Univerzita Mateja Bela V Banskej Bystrici, Joanneum Research Forschungsgesellschaft Mbh, Steinbeis Innovation Ggmbh, Agenzia Per La Promozione Della Ricerca Europea, Ort Braude College
The project website is not available online anymore, information is available online at https://cordis.europa.eu/project/id/244499/, last checked on 15th of May 2020.
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DIVERSITY - Improving the gender diversity management in materials research institutions (2009- 2011)
Description: “DIVERSITY represents a pilot initiative of networking policy makers, human resources experts, women scientists’ networks, and scientists to support the institutional culture change for a greater inclusiveness of women scientists in materials research organisations. The project objective is to identify policies and implementation activities to improve gender diversity management in materials research organisations.”
Project coordinator/lead: Leibniz-Institut für Festkörper- und Werkstoffforschung Dresden E.V.
Project consortium: Leibniz-Institut für Festkörper- und Werkstoffforschung Dresden E.V., Wirtschaftsuniversität Wien, Plateforme Europeenne Des Femmes Scientifiques Aisbl, Centre National De La Recherche Scientifique Cnrs, Georg-August-Universitat Gottingenstiftung Offentlichen Rechts, Universidad Autonoma De Barcelona, Institut Jozef Stefan, Karlsruher Institut Fuer Technologie, Chalmers Tekniska Hoegskola Ab, Universita Degli Studi Di Torino, The Chancellor, Masters And Scholars Of The University Of Oxford, Slovenska Technicka Univerzita, Panepistimio Ioanninon, Sachsisches Staatsministerium Fur Wissenschaft Und Kunst
The project website is not available online anymore, information is available online at https://cordis.europa.eu/project/id/230253, last checked on 15th of May 2020.
WHIST - Women's careers hitting the target: gender management in scientific and technological research (2009-2011)
Description: “This project (duration: 31 months) concerns the experimentation of gender diversity management policies in different kinds of organisations conducting scientific and technological research (STR). It consists of a coordinated set of activities. It will primarily provide for a review on the main areas of risk for gender diversity in research settings as well as on the correspondent “ regimes” to cope with them that will allow the drafting of the provisional version of guidelines to be used for the implementation of experimental activities. These guidelines will be discussed in 3 interactive workshops, involving, representatives of both institutions which promoted some of the experiences previously analysed and research organisations potentially interested in launching programmes on gender diversity management. “
Project coordinator/lead: Dipartimento per i Diritti e le Pari Opportunita
Project consortium: Dipartimento per i Diritti e le Pari Opportunita, Assemblea Delle Donne Per Lo Sviluppo E La Lotta All'esclusione Sociale -Asdo, Fraunhofer Gesellschaft zur Förderung der angewandten Forschung E.V., European Space Agency, Universita Degli Studi Di Milano, Aarhus Universitet
The project website is not available online anymore, information is available online at https://cordis.europa.eu/project/id/230278, last checked on 15th of May 2020.
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