1. GRADUATE WOMEN IN PHILOSOPHY: AN I-E-O MODEL TO INCREASE WOMEN FACULTY MEMBERS IN PHILOSOPHY Elizabeth Brown, Kate Curley & Dylan Howser HI ED 556

2. Overview  Framing the Problem  Developing the Model  The Model  Inputs  Environment  Outputs  Discussion  Conclusion

3. Framing the Problem  WHY examine the problem?  21.9 % vs. 27% in STEM fields (Division APAP, 2011)  WHY does it matter?  Recent news  Toxic climate Sexual harassment discrimination (Schuessler, 2013)

4. Building the Model  Literature research  Similar fields are experiencing similar issues  Online research  National associations and organizations  Blogs, blogs, blogs  Individual interviews  Penn State Graduate Students & Faculty Members

5. EXTERNAL INFLUENCES The I-E-O Model INPUTS Prior education experience Internal characteristics Family background & demographics Admission & institutional choice ENVIRONMENT Classroom Experiences Stereotype Threat & Implicit Bias Perceived Support Sexual Harassment OUTPUTS Ph.D. in Philosophy Tenure-Track Position

6. Inputs  Prior education experience  Internal characteristics  Family background and demographics  Admission and institutional choice

7. Inputs: Internal Characteristics  Schemas “woman” and “philosopher” coalesce (Haslinger, 2008).  “I am not so tied to the field or the institution, but what it can help me do.” (D. Valentine, personal communication, October 30, 2013)  “Philosophy is the best venue to work on change and be a product of that change…I have defined myself by this.” (Anonymous graduate student, personal communication, November 1, 2013)  “I try to recreate the environment of St. John’s and have faith that things can be better.” (C. Griffin, personal communication, November 4, 2013)

8. Environment  Classroom experiences  Sexual harassment  Implicit bias & stereotype threat  Perceived support  External influences

9. Outcomes  Tenure-Track vs. Adjunct positions  Barriers to Tenure  Research – areas of research and getting published  Teaching – forced courses and less respect from students  Service – committee membership and role modeling

10. Who Comes First?  Students  Largest leak in the pipeline  Most research is on how to retain undergraduates  Possibility of producing more PhD’s than jobs  Professors  Breaking down barriers for women in philosophy  Laying foundations for future women philosophers  Trickle-down academia

11. Applicability to Other Student Communities  Inspired from models explaining underrepresented groups in STEM fields  Recall the similar themes from last week’s presentations  Easily adaptable to other areas where women are underrepresented or other underrepresented groups in philosophy and beyond  Exercise caution in assuming similarities between groups

12. How can you use this model in your work? Practical Applications

13. Conclusion  Tide is turning for women in philosophy, but there is still a long way to go in order to achieve equity  Complex issues at each stage of the I-E-O model need to be addressed to create a reliable pipeline of women in the field  While unique, many similarities to STEM disciplines  Our model helps synthesize the current scholarly literature, online discussions, and other movements in the field of philosophy and provides a foundation from which to move forward

14. REFERENCES AVAILABLE UPON REQUEST Questions & Comments