{"presentation":{"slides":[{"elements":[{"x":24.91103202846975,"y":21.077283372365343,"width":46.26334519572954,"height":9.367681498829041,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Systemic Barriers in Academia<\/strong><\/span><\/p>\n"},"subContentId":"39cf166d-6af6-4b92-b14f-bea9b2bbea1c","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":11.862396204033216,"y":46.8384074941452,"width":72.36061684460262,"height":14.051522248243561,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Click through the slides to view examples of biases that often play out implicitly and their implications for scholars from equity-deserving groups<\/span><\/p>\n"},"subContentId":"b27d129d-3fe7-4251-890e-dd645057cb39","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":2.372479240806643,"y":74.80983606557376,"width":94.89916963226572,"height":21.077283372365343,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

The following slides are adapted from the contributions of Political Science Scholars, Malinda Smith, Kimberly Gamarro, and Mansharn Toor to the 2017 study, The Equity Myth: Racialization and Indigeneity at Canadian Universities<\/em><\/a>. <\/p>\n"},"subContentId":"154c6b6f-2b7d-44b3-86d5-aa2dfe7b2344","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":2.4271844660194173,"y":7.194244604316546,"width":49.8220640569395,"height":7.0257611241217806,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Embarking on Graduate Studies<\/strong><\/span><\/p>\n"},"subContentId":"e79fe4e6-02b2-4d76-9a5e-513ca52a7ef1","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":2.4271844660194173,"y":16.79031175059952,"width":95.26699029126213,"height":79.85611510791367,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"

Scholarship on graduate admissions processes reveal that prospective graduate supervisors are less likely to respond to women and racialized students who make inquiries about mentorship and supervision opportunities along the pathway to a career in research. The implications of not receiving a response at all when attempting to seek mentorship opportunities results in candidates from equity-deserving groups being:<\/span><\/span><\/span><\/span><\/span><\/p>\n\n

\n\t
Discouraged from applying to doctoral programs<\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Disadvantaged in navigating admissions processes by having less access to guidance<\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Disqualified from serious consideration due to the lack of research experience they attempted to acquire<\/span><\/span><\/span><\/span><\/span><\/li>\n\t
Disconnected from informal networks that undergird pathways to careers in research<\/span><\/span><\/span><\/span><\/span><\/li>\n<\/ul>\n\n
Click the link below to learn more about barriers that scholars from equity-deserving groups face early on in their career paths:<\/span><\/span><\/p>\n\n
Milman, Akinola, and Chugh (2015) \"What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations<\/a>.\" <\/span><\/p>\n\n
<\/p>\n"},"subContentId":"cf8a48c1-c06d-4f72-bef1-46fdbd0a5acc","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":2.525252525252525,"y":9.975062344139651,"width":39.14590747330961,"height":9.367681498829041,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Bias in Reference Letters<\/strong><\/span><\/p>\n"},"subContentId":"8cb41d09-faec-4b97-9038-17b9bd532906","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":2.525252525252525,"y":24.93765586034913,"width":92.17171717171718,"height":62.34413965087282,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Biased reference letters can undermine or sabotage the candidates from equity-deserving groups. Reference letters for women and racialized scholars tend to describe them using grindstone adjectives (i.e. helpful, diligent, hard-working) while using standout adjectives to describe white male referees (i.e. excellent, brilliant, exceptional). Letters for candidates from equity-deserving groups are more likely to divulge information about the candidate without their consent, draw on stereotypes, or unconsciously raise doubt about the candidate\u2019s capabilities.<\/span><\/p>\n\n
<\/p>\n"},"subContentId":"10f302a8-4acb-4675-b391-7726fcac3bd7","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":3.787878787878788,"y":7.473516209476309,"width":55.55555555555556,"height":9.975062344139651,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Impacts of Biased Reference Letters<\/strong><\/span><\/p>\n"},"subContentId":"dc0559ea-0c2c-4940-9090-b36f6eff9b11","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":3.640776699029126,"y":26.378896882494004,"width":90.89805825242718,"height":45.563549160671464,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Biased reference letters doubly harm scholars from equity-deserving groups because they are less likely to have access to large formal scholarly networks and informal networks of support. This makes it more difficult to find strong references who provide unbiased references and to avoid conflicts of interest and references that are familiar to appointment and promotion committee members.<\/span><\/p>\n\n
Read Sora Kim and Asmeret Asefaw Berhe\u2019s guide<\/a>, which points out common racial biases in reference letters.<\/span> <\/span><\/span><\/span><\/p>\n"},"subContentId":"d9724213-e089-4944-b091-0d0846ed1904","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":3.640776699029126,"y":4.796163069544365,"width":41.518386714116254,"height":9.367681498829041,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Bias in Classroom Settings<\/strong><\/span><\/p>\n"},"subContentId":"bc1714ce-e6e3-49af-a426-adbc809ca163","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":3.640776699029126,"y":16.794052757793764,"width":91.01941747572815,"height":81.5347721822542,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Search committees should be aware that student evaluations of a candidate\u2019s teaching can exhibit biases. Students are more likely to see white male professors as authoritative in a classroom setting. When content that is challenging or perceived as \u201ccontroversial\u201d is presented by female or racialized scholars, they are more likely to face penalties such as negative consequences on course evaluations.<\/span><\/span><\/span><\/span><\/p>\n\n
Graduate students and faculty from equity-deserving groups also face barriers in the classroom. Research on the relation between gender imbalances and power dynamics in classrooms reveal that female students and faculty are more likely to be interrupted in classroom discussions. <\/span><\/span><\/span><\/span><\/p>\n\n
<\/p>\n\n
For more on bias in classroom settings, see the following studies:<\/span><\/span><\/span><\/span><\/p>\n\n
Brooks (1982) Sex Differences in Student Dominance Behaviour in Female and Male Professors\u2019 Classrooms<\/a>.<\/span><\/span><\/span><\/span><\/p>\n\n
Moore (1997) Student Resistance to Course Content: Reactions to the Gender of the Messenger<\/a>.<\/span><\/span><\/span><\/span><\/p>\n"},"subContentId":"a666c902-5dd6-4019-b170-a1ce4016d8d6","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":3.5611862396204037,"y":7.015995316159252,"width":47.44958481613286,"height":11.7096018735363,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Bias in Peer-Academic Settings<\/strong><\/span><\/p>\n"},"subContentId":"21dd69f4-7a0d-4087-a80e-a0b4d617c5ff","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":3.640776699029126,"y":16.801558752997604,"width":89.80582524271844,"height":76.73860911270984,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Peer academic settings include conferences, keynotes, plenary spotlight sessions, and other spaces of knowledge translation and research dissemination. These settings are important because they provide ongoing opportunities for knowledge mobilization, peer review of works in progress, collaboration, networking, and annual evaluations.<\/span><\/span><\/span><\/span><\/span><\/p>\n\n
Scholarship and commentary on peer-academic settings notes male-dominated speaking in the lineups of speakers, keynotes, question-and-answer periods, and roundtables, even when gender-parity otherwise exists in these settings. <\/span><\/span><\/span><\/span><\/span><\/p>\n\n
<\/p>\n\n
Locker (2015) \u201cCongrats, You Have an All-Male Panel! How One Tumblr Shakes Up Status Quo<\/a>.\u201d <\/span><\/p>\n\n
H<\/a>oward (2015) \u201c To Be a Featured Speaker at a Scholarly Meeting, It Helps to Be Male<\/a>.\u201d <\/span><\/p>\n\n
Jones, et al. (2014) \u201c Gender Differences in Conference Presentations: A Consequence of Self-Selection?<\/a>\u201d <\/span><\/p>\n"},"subContentId":"db090d4a-f051-48e8-a5e3-e1003e0fc22d","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":2.372479240806643,"y":7.015995316159252,"width":72.36061684460262,"height":11.7096018735363,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Access to Academic Networks and Social Capital<\/strong><\/span><\/p>\n"},"subContentId":"8c048c19-17c4-4c1c-9c75-c3eab3b4c298","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":3.640776699029126,"y":19.19589928057554,"width":84.9514563106796,"height":74.34052757793765,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
The networks that certain scholars have access to intersect with and shape citational practices. A lack of access to elite networks in one\u2019s field reinforces the invisibility, marginality, and exclusion of scholars from equity-deserving groups. Many scholars from equity-deserving groups find it difficult to locate scholars with like experiences within their academic professional networks. <\/span><\/p>\n\n
Homosocial replication through citation and network becomes associated with excellence and prestige. It also influences the requirements for graduate curricula.<\/span><\/p>\n\n
<\/p>\n\n
For more information on inequities in academic networks, read the sources below.<\/span><\/p>\n\n
Mitchell<\/span><\/a>,<\/span> Lange, and Brus (2013) \u201c Gendered Citation Patterns in International Relations Journals<\/a>.\u201d <\/span><\/p>\n\n
Lake (2013) \u201c Gender Bias in Professional Networks and Citations<\/a>.\u201d<\/span><\/p>\n\n
<\/p>\n"},"subContentId":"94a59587-358b-4d4f-96bb-09341235019c","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":3.5611862396204037,"y":4.674074941451991,"width":56.93950177935943,"height":9.367681498829041,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Citational and Self-Promotion Biases<\/strong><\/span><\/p>\n"},"subContentId":"dc398625-bd3b-4e63-9972-7868a97fcf60","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":3.640776699029126,"y":16.794052757793764,"width":88.59223300970874,"height":79.13669064748201,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Citational biases refer to the discrepancies in citational indices. Research on citational practices in academia reveal biases in citation and a \u201cself-citation gender gap.\u201d Citational biases are significant because they illuminate discrepancies in whose work arguments and fields of study are built on. Citational practices can challenge or maintain racial and gendered orders and the maintenance of authoritative conceptions of the canon, disciplines, and the academy as a whole, as citation-indices are often used to capture a researcher\u2019s significance. Female-authored articles are systematically cited less than those by men.<\/span><\/span><\/span><\/span><\/span><\/p>\n\n
<\/p>\n\n
For more commentary on citational politics, click on the following sources:<\/span><\/span><\/span><\/span><\/span><\/p>\n\n
Sarah Ahmed. \u201cMaking Feminist Points<\/a>.\u201d<\/span><\/p>\n\n
Cite Black Women Collective<\/a>. <\/span><\/p>\n\n
Robin Wilson. \u201c Lowered Cites<\/a>.\u201d<\/span><\/p>\n"},"subContentId":"a66ab03f-3549-4943-a5be-aab62f9c7918","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{}},{"elements":[{"x":4.747425860023725,"y":9.35304449648712,"width":27.283511269276396,"height":9.367681498829041,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
Canonical Biases<\/strong><\/span><\/p>\n"},"subContentId":"15223ee5-ab5a-43b9-991e-baae5ee49ad9","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""},{"x":4.854368932038835,"y":23.980815347721823,"width":89.80582524271844,"height":67.1462829736211,"action":{"library":"H5P.AdvancedText 1.1","params":{"text":"
The curricula, canons, and syllabi that lay the foundation for graduate training can also lead to disciplinary and institutional reproduction that maintains the status quo. The voices of straight white men often dominate the traditional canons of disciplines and assume the universality of their interventions and perspectives. Scholars who do not take the traditional canon in their field as the starting point or challenge its purported universalism are often penalized for it.<\/span><\/p>\n\n
<\/p>\n\n
The sources below illustrate the impact of canonical biases on research:<\/span><\/p>\n\n
Gareau, F. 1988. \u201cAnother Type of Third World Dependency: The Social Sciences<\/a>.\u201d <\/span><\/p>\n\n
Garuba, H. 2015. \u201c What Is an African Curriculum<\/a>?\u201d<\/span><\/p>\n"},"subContentId":"168fc51c-3267-4c53-9636-f6047e3f8e35","metadata":{"contentType":"Text","license":"U","title":"Untitled Text"}},"alwaysDisplayComments":false,"backgroundOpacity":0,"displayAsButton":false,"buttonSize":"big","goToSlideType":"specified","invisible":false,"solution":""}],"slideBackgroundSelector":{}}],"keywordListEnabled":true,"globalBackgroundSelector":{"fillGlobalBackground":"#ffffff"},"keywordListAlwaysShow":false,"keywordListAutoHide":false,"keywordListOpacity":90},"override":{"activeSurface":false,"hideSummarySlide":false,"summarySlideSolutionButton":true,"summarySlideRetryButton":true,"enablePrintButton":false,"social":{"showFacebookShare":false,"facebookShare":{"url":"@currentpageurl","quote":"I scored @score out of @maxScore on a task at @currentpageurl."},"showTwitterShare":false,"twitterShare":{"statement":"I scored @score out of @maxScore on a task at @currentpageurl.","url":"@currentpageurl","hashtags":"h5p, course"},"showGoogleShare":false,"googleShareUrl":"@currentpageurl"}},"l10n":{"slide":"Slide","score":"Score","yourScore":"Your Score","maxScore":"Max Score","total":"Total","totalScore":"Total Score","showSolutions":"Show solutions","retry":"Retry","exportAnswers":"Export text","hideKeywords":"Hide sidebar navigation menu","showKeywords":"Show sidebar navigation menu","fullscreen":"Fullscreen","exitFullscreen":"Exit fullscreen","prevSlide":"Previous slide","nextSlide":"Next slide","currentSlide":"Current slide","lastSlide":"Last slide","solutionModeTitle":"Exit solution mode","solutionModeText":"Solution Mode","summaryMultipleTaskText":"Multiple tasks","scoreMessage":"You achieved:","shareFacebook":"Share on Facebook","shareTwitter":"Share on Twitter","shareGoogle":"Share on Google+","summary":"Summary","solutionsButtonTitle":"Show comments","printTitle":"Print","printIngress":"How would you like to print this presentation?","printAllSlides":"Print all slides","printCurrentSlide":"Print current slide","noTitle":"No title","accessibilitySlideNavigationExplanation":"Use left and right arrow to change slide in that direction whenever canvas is selected.","accessibilityCanvasLabel":"Presentation canvas. Use left and right arrow to move between slides.","containsNotCompleted":"@slideName contains not completed interaction","containsCompleted":"@slideName contains completed interaction","slideCount":"Slide @index of @total","containsOnlyCorrect":"@slideName only has correct answers","containsIncorrectAnswers":"@slideName has incorrect answers","shareResult":"Share Result","accessibilityTotalScore":"You got @score of @maxScore points in total","accessibilityEnteredFullscreen":"Entered fullscreen","accessibilityExitedFullscreen":"Exited fullscreen"}}

Systemic Barriers in Academia - Slides

Brief Introduction