Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations Beyond Broadening Participation (2023) / Chapter Skim
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8 Understanding Organizations and the Role of Leadership in Developing a Culture of Antiracism, Diversity, Equity, and Inclusion
8 Understanding Organizations and the Role of Leadership in Developing a Culture of Antiracism, Diversity, Equity, and Inclusion
Pages 214-265
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. Related to organizational culture, the climate of an organization is participants' perceptions and experience of their immediate context within the organization's culture.
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Reviewing policies and updating practices through an antiracist lens can create more equitable and inclusive environments. Furthermore, such structural changes at the institutional level can have an impact on individual behavior; equally importantly, the collective behavior of individuals can change organizational culture (Society for Human Resource Management, n.d.)
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In the third part of the chapter, the committee discusses paths to change organizational culture and climate to center antiracism, diversity, equity, and inclusion and reviews research on change at individual organizations as well as collective change effected by organizations across a single sector. The fourth part of the chapter discusses barriers to and challenges of culture change.
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• Culture: While there are many ways to define culture, an organization's culture can be broadly defined as "the historically, collectively evolving use of tools, practices, and norms." Organizational culture is dynamic: "Culture is not best understood as a homogeneous, cohesive and causal force, but as something that people do; it is emergent, dynamic, situationally adaptive and co-created in dialogue" (Alvesson, 2002)
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FIGURE 8-1 Model of organizational culture. SOURCE Adapted from Schein, 1991.
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Organizations communicate their values to their participants through both formal and informal policies, practices, and norms (Society for Human Resource Management, 2016)
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Leaders who remove organization-level barriers in the system can allow people to succeed and thrive, for example, rather than simply struggle and persist. THE RACIALIZATION OF ORGANIZATIONAL STRUCTURES Organizations striving to advance antiracism, diversity, equity, and inclusion need to address not only the racial bias and behaviors of individuals, but also the institutionalized forms of racism that are embedded in organizational policies, practices, norms, and values, which are structures upheld by organizational culture.
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Supreme Court cases are under review that will have an impact on the future of affirmative action, Students for Fair Admissions Inc.
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. How STEMM organizations determine who merits access is a powerful reflection of organizational culture and has been a topic of considerable research.
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Over half (59%) of white and four-fifths of Asian test takers met the college readiness math benchmark, compared to less than a quarter of Black students and under a third of Hispanic or Latino students.
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. In the years after the standardized test suspension, the University of California system has seen an increased number of applications from students from minoritized racial and ethnic groups (Nietzel, 2021)
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. Most graduate schools have delegated to individual programs the decision about whether to require scores, but some, such as University of Michigan and Montana State University, have stopped collecting GRE scores altogether in admissions processes for all graduate programs (Nietzel, 2022)
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admissions. Over the past several decades, STEMM writ large has implemented interventions supported by federal funding agencies and private philanthropies to increase the representation of people from minoritized racial and ethnic groups in doctoral and medical education (National Science and Technology Council, 2021)
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Reliance on standardized test scores can exacerbate racial inequities in admissions, and financial aid decisions for undergraduate, graduate, and medical programs. Holistic Admissions In undergraduate, graduate, and medical education, the movement away from reliance on standardized tests has been coupled with a movement toward holistic review, which is defined as an assessment of "academic ability coupled with a flexible assessment of applicants' talents, experiences, and potential to contribute to the learning of those around them" by evaluating "all of the information available in their file" (U.S.
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. While not STEMM specific, one meta-analysis covering research from 1980 to 2015 found that White applicants received 36 percent more callbacks from employers than African American candidates and 24 percent more than Latines with equal qualifications (Quillian et.
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Bureau of Labor Statistics, in the first quarter of 2022, the median weekly earnings of Black people ($840) and Latine people ($799)
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In terms of hiring, Black people are less likely to receive callbacks than less-credentialed White people. In terms of wages, across occupations Black people and Latine people have lower median weekly earnings than their White and Asian counterparts.
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This disparity is also evident in the proportion of individuals from each group who are able to obtain tenure track positions, with nearly 50 percent of White doctoral scientists and engineers employed at four-year colleges having a tenured position as opposed to 40 percent of Asian employees and 42 percent of employees from minoritized racial and ethnic groups (National Center for Science and Engineering Statistics, 2021)
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is most often used in relation to White women and work and family concerns, looking at faculty from minoritized racial and ethnic groups through this lens is also important. This is because they too are impacted by these systemic norms, not only as a result of personal concerns, but also because of the demands of cultural taxation.
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For example, policies and norms that restrict natural hair have a disproportionate impact on Black men and women. This norm reflects antiBlack hair sentiment dating back to slavery through the Civil Rights movement, and generally impacts Black women the most (Griffin, 2019)
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In a phenomenon called Pet-to-Threat, which is not limited to STEMM, Black women, especially those early in their career, may initially receive support from managers and supervisors, who most often are White men (Thomas, 2013)
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One study found that students judged their Black professors to be significantly less competent and legitimate than their White and Asian counterparts (Bavishi, 2010)
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. It is not the case that all Black students, Indigenous students, and other students from historically minoritized backgrounds require a mentor of the same racial or ethnic background, and it would be problematic to assume that faculty of color have to be responsible for mentoring all students of color.
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CONCLUSION 8-4: Lack of diversity within organizations can limit access to career resources for people from minoritized racial and ethnic groups, such as mentorship, sponsorship, and professional networks, that could support their development. RECOMMENDATION 8-1: Organizational leaders should take action to redress both individual bias and discrimination as well as organizational processes that reproduce harm and negative outcomes for people from minoritized racial and ethnic groups at critical points of access and advancement.
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Inequities can arise in organizations where people from minoritized racial and ethnic groups are limited to entry-level or administrative positions (Wilkie, 2018)
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In addition, as organizations compete for talented underrepresented, minoritized students and scientists, this can provide a powerful motivation for change in order to attract and retain diverse talent. Organizations in a Sector Collectively Change Research and theory have documented how organizations in a field or a sector may collectively trend toward new, shared forms and values, including changes that advance antiracism, diversity, equity, and inclusion (DiMaggio & Powell, 1983; Posselt, 2020)
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. Mimetic influences are widespread and can be leveraged in support of antiracism, diversity, equity, and inclusion values when influential organizations use their privileged position within status hierarchies to lead their field in challenging the status quo.
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. BARRIERS TO AND CHALLENGES OF CULTURE CHANGE Although a growing number of organizations are working to create positive cultural change toward realizing values of antiracism, diversity, equity, and inclusion, there is also evidence of several common contradictions and barriers that may emerge as organizations begin working on these issues.
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While significant strides are possible with investment and sustained effort, no organization can instantaneously undo the entire scope of its inherited racialized practices, beliefs, norms, and policies. Emotional Dimensions of Organizational Change Theory Related to Antiracism, Diversity, Equity, And Inclusion For organizations broadly, change related to (antiracism,)
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. In contrast, cultural change also compels attention to the comfort -- or lack thereof -- experienced by Black people, Indigenous people, and other people of color in work environments that were not designed with their needs in mind, that may be downright hostile, and that can lead them to be less committed to and satisfied with the organization (Cady & Valentine, 1999; Greenhaus et al., 1990; Tsui et al., 1992, 1995)
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Efforts to moderate managerial bias through diversity training and diversity evaluations are least effective at increasing the share of white women, black women, and black men in management. Efforts to attack social isolation through mentoring and networking show modest effects.
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value system overlaps with an emphasis on individual merit in STEMM. In both instances, the dominant group has been White men, who may feel that disruption to the status quo poses a serious risk to their historic access to power and will leave them being outnumbered by presumably unqualified women and minorities (Plaut et al., 2014)
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Organizations often allow people from minoritized groups to lead work to advance antiracism, diversity, equity and inclusion without providing the appropriate resources or recognition. This disparity in responsibility, and lack of reward, is also known as the "minority tax" or "cultural tax" (Rodriguez, Bampbel, & Pololi, 2015)
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Cultural change around ADEI can involve personal reflection, emotional labor, and challenges to individual beliefs, all of which cause discomfort. 8-34 Pre-Publication Copy, Uncorrected Proofs
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The committee understands the term "STEMM environments" to include a variety of settings in which STEMM education, training, and work take place: classrooms, labs, administrative settings, universities, corporations, hospitals, and non-profit organizations. They help make up the scientific enterprise, and they all require support in advancing antiracism, diversity, equity, and inclusion.
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FRAMEWORKS FOR ORGANIZATIONAL CHANGE As stated at the beginning of this chapter, the goal here has been to provide a guide for leaders who want to accelerate progress in advancing antiracism, diversity, equity, and inclusion in STEMM organizations. The evidence shows that culture change is an essential ingredient for systemic and transformational change, which begins at the top of an organization and permeates multiple levels.
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ensuring leaders are held accountable for results. Finally, several frameworks highlight the value of engaging human resources or others responsible for implementing policies and practices associated with the professional growth and development of the students, faculty or members of nonacademic STEMM organizations, especially for those who have experienced inequities in the past.
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, and other rewards; ○ analysis of resource allocation by race and ethnicity such as wages and bonuses, mentorship, professional development opportunities, physical materials or assets, and other items or forms of support; ○ mentorship, training, and professional development opportunities to build skills specific to supporting Black students, Indigenous students, and students from historically minoritized racial and ethnic groups; ○ culturally-aware mentorship and management training for supervisors, administrators, and other leaders; and ○ the results of regular climate surveys to evaluate the working conditions and environment. TABLE 8-1 Summaries of Culture Change Frameworks for Organizations The Antiracist Organization: Dismantling Systemic Racisms in the Workplace Daniels, S
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3. Engage senior leader commitment (diversity training has limited value, but leadership commitment can make a big difference)
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Know who your students are and will be 2. Commit to frank, hard dialogues about the climate for minoritized students on your campus, with the goal of affecting a paradigm shift in language and actions 3.
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efforts. Three phases of culture change: 8-41 Pre-Publication Copy, Uncorrected Proofs
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In addition to the intense nature of the work, culture change can also come with a redistribution of resources, which can create feelings of loss for individuals who previously held privilege. These tensions can contribute to resistance to antiracism, diversity, equity, and inclusion efforts in organizations, which can slow change efforts if not sufficiently addressed by leadership and management.
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provide multiple perspectives on creating a vision and strategic plan for culture change centered on antiracism, diversity, equity, and inclusion. 8-43 Pre-Publication Copy, Uncorrected Proofs
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. Understanding organizational culture.
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Retrieved October 25, 2022, from https://scholar.harvard.edu/files/dobbin/files/an2018.pdf Drago, R., Colbeck, C L., Stauffer, K
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. Academic Bullying: A Barrier to Tenure and Promotion for African American Faculty.
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. Organizational culture: Mapping the terrain.
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Centering the Diverse Experiences of Black Women Undergraduates, NASPA Journal About Women in Higher Education, 10:2, 141-143, DOI: 10.1080/19407882.2017.1331627 Mbuagbaw L, Anderson LN, Lokker C, Thabane L Advice for Junior Faculty Regarding Academic Promotion: What Not to Worry About, and What to Worry About.
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"(Text) Mining Microaggressions Literature: Implications Impacting Black Computing Faculty", Journal of Negro Education, Innovations in African American Educational Research: A Special Issue Commemorating the 150th Anniversary of W.E.B.
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Retrieved October 25, 2022, from https://www2.deloitte.com/content/dam/Deloitte/us/Documents/about-deloitte/us-about deloitte-uncovering-talent-a-new-model-of-inclusion.pdf Society for Human Resource Management (2016, February 23)
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Retrieved October 25, 2022, from https://www2.ed.gov/about/offices/list/ocr/docs/crdc-college-and-career-readiness snapshot.pdf U.S. Supreme Court (2003, June 23)
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. Recent trends in faculty promotion in US medical schools: implications for recruitment, retention, and diversity and inclusion.
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