ADVANCE BU - Resources

  • External Review Letters for T&P: Recommendations for Chairs
  • Faculty Salary Equity
  • NSF ADVANCE Programs
  • An Equity-Minded Approach to Faculty Tenure and Promotion
  • Seattle U ADVANCE Library
  • Anicha, C. L., Bilen-Green, C., Burnett, A., Froelich, K., & Holbrook, S. (2017). Institutional Transformation: Toward a diversity-positive campus culture. Journal of Women & Minorities in Science and Engineering, 23(2). doi: 10.1615/JWomenMinorScienEng.2017017021.
  • Babcock, L., Recalde, M. P., Vesterlund, L., & Weingart, L. (2017). Gender differences in accepting and receiving requests for tasks with low promotability. The American Economic Review, 107(3), 714- 747.
  • Bartels, Lynn K and Weissinger, Sandra E. and O’Brien, Leah C. and Ball, Jamie C. and Cobb, P. Denise and Harris, Jessica and Morgan, Susan M. and Love, Emily and Moody, Sierra B. and Feldmann, Matthew L. (2021) Developing a System to Support the Advancement of Women in Higher Education. The journal of faculty development v.35.
  • Catherine White , Megan A. Carpenter, and David A. Cotter (2022) Teaching College in the Time of COVID‑19: Gender and Race Differences in Faculty Emotional Labor. Sex Roles, 86:441–455 https://doi.org/10.1007/s11199-021-01271-0. 
  • Chávez & Mitchell. 2020. Exploring Bias in Student Evaluations: Gender, Race, and Ethnicity. Pol. Sci. & Politics 53.
  • Furst-Holloway, Stacie and Kathi Miner, (2019) ADVANCEing women faculty in STEM: empirical findings and practical recommendations from National Science Foundation ADVANCE institutions. Equality, Diversity and Inclusion: An International Journal, Vol. 38 Issue: 2, pp.122-130, https://doi.org/10.1108/ EDI-03-2019-295.
  • Griffith, J.A., Malone, M.F.T., & Shea, C.M., (2021) From Bystander to ally among faculty colleagues: Construction and validation of the bystander intervention behavior scale. Equality, Diversity and Inclusion: An International Journal.
  • Guarino, C.M., & Borden. 2017. Faculty Service Loads and Gender? Research in Higher Ed 58, 672-694. 9.
  • Hamlin, K. A. (2021, March 30). Why Are There So Few Women Full Professors? The obstacle to parity is a lack of institutional will. The Chronicle of Higher Education. https://www.chronicle.com/article/why-we-need-more-women-full-professors.
  • Hanasono, L. K., Broido, E. M., Yacobucci, M. M., Root, K. V., Pena, S., & O’Neil, D. A. (2018).
    Secret Service: Revealing Gender Biases In The Visibility And Value Of Faculty Service.
    Journal of Diversity in Higher Education 12 (1): 85-98. http://dx.doi.org/10.1037/dhe0000081.
  • Jimenez, M. F., Laverty, T. M., Bombaci, S. P., Wilkins, K., Bennett, D. E., & Pejchar, L. (2019)
    Underrepresented faculty play a disproportionate role in advancing diversity and inclusion.
    Nature Ecology & Evolution, 3(7), 1030-1033.
  • Laursen & Austin (2020) Building Gender Equity in the Academy: Institutional Strategies for Change. Johns Hopkins U. Press. 11.
  • National Center for Science and Engineering Statistics 2021. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2021. Special Report NSF 21-321. Alexandria, VA: National Science Foundation. Available https://ncses.nsf.gov/pubs/nsf21321/report/acknowledgments-and-citation
  • O'Meara, K., Kuvaeva, A., & Nyunt, G. (2017). Constrained choices: A view of campus service inequality from annual faculty reports. The Journal of Higher Education. doi: 10.1080/00221546.2016.1257312
  • O'Meara, K., Kuvaeva, A., Nyunt, G., Waugaman, C., & Jackson, R. (2017). Asked more often: Gender differences in faculty workload in research universities and the work interactions that shape them. American Educational Research Journal. doi: 10.3102/0002831217716767
  • Shea, C.M., Malone, M.F.T., Griffith, J.A., Staneva, V., Graham, K., & Banyard, V. (2021). Please feel free to intervene: A longitudinal analysis of the consequences of the behavioral expectations of bystanders. Journal of Diversity in Higher Education.
  • Van Miegroet, Helga, Christy Glass, Ronda Roberts Callister, Kimberly Sullivan, (2019) Unclogging the pipeline: advancement to full professor in academic STEM. Equality, Diversity and Inclusion: An International Journal, Vol. 38 Issue: 2, pp.246-264, https://doi.org/10.1108/EDI-09-2017-0180.
  • Yen, J., Riskin, E.A., Margherio, C., Spyridakis, J.H., Carrigan, C.M. and Cauce, A.M. (2019) Promoting gender diversity in STEM faculty through leadership development: From local and national leadership workshops to the online LEAD-it-Yourself! Toolkit. Equality, Diversity and Inclusion, Vol. 38 No. 3, pp. 382-398. https://doi.org/10.1108/EDI-09-2017-0181.

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ADVANCE BU is funded by Award #2303732 of the National Science Foundation ADVANCE Program. The ADVANCE program is designed to increase gender and intersectional equity among faculty, particularly in the STEM disciplines, through evidence-based initiatives. Since 2001, NSF has invested more than $270 million in ADVANCE programs at higher education and non-profit-STEM institutions nationwide. Any opinions, findings and conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.