Abstract
Although higher education promotes the advancement of women, the number of women in executive leadership positions has remained stagnant over the last decade. Research has suggested that gender inequity frequently arises from implicit or unconscious bias. This mixed-methods study illustrates the results of a 1-hour bias literacy workshop that provided strategies to mitigate unconscious bias for 67 graduate students, including K-12 and higher education administrators. Results demonstrated significant pre-post differences for the Perceived Constraints Scale (p = .05) which suggested that one month after the workshop, participants still perceived greater constraints with implicit bias and decision-making. Qualitative findings indicated that participants reported increased awareness because of the use of the implicit association test, illustrating Stage 2 (Contemplation) within Prochaska’s Stages of Change model. This study suggests that the strategies provided by this brief workshop are important for future interventions regarding implicit bias.
Highlights
Companies promote programs to advance women, the number of women in executive leadership has remained stagnant over the last decade (Wynn & Correll, 2018)
This study suggests that the strategies provided by this brief workshop are important for future interventions regarding implicit bias
Research has suggested that gender inequity arising from implicit bias or frequently unconscious bias creates the greatest barriers in leadership (Carnes, Devine, Baier Manwell, Byars-Winston et al, 2015; Isaac et al, 2009)
Summary
Companies promote programs to advance women, the number of women in executive leadership has remained stagnant over the last decade (Wynn & Correll, 2018). Research has suggested that gender inequity arising from implicit bias or frequently unconscious bias creates the greatest barriers in leadership (Carnes, Devine, Baier Manwell, Byars-Winston et al, 2015; Isaac et al, 2009). These biases are ingrained into society’s cultural fabric and these differentiated gendered responses are habitual (Devine et al, 2012)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
