Kossek, Ellen Ernst

Lee, Kyung-Hee

English

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Purdue University Purdue e-Pubs NSF Workshop Fostering Gender and Work-Life Inclusion for Faculty in Understudied Contexts: An Organizational Science Lens Jan 1st, 12:00 AM Introduction: Fostering Gender and Work-Life Inclusion in Understudied Contexts from an Organizational Science Lens Ellen Ernst Kossek Purdue University, ekossek@purdue.edu Kyung-Hee Lee Purdue University, kyungheelee@purdue.edu Follow this and additional works at: https://docs.lib.purdue.edu/worklifeinclusion Recommended Citation Kossek, E. E. & Lee, K.-H. (2020). Introduction: Fostering Gender and Work-Life Inclusion in Understudied Contexts from an Organizational Science Lens. In E. Kossek & K.-H. Lee (Eds.), Fostering Gender and Work-Life Inclusion for Faculty in Understudied Contexts: An Organizational Science Lens (pp. 14-18). West Lafayette, IN: Purdue e-Pubs. DOI: 10.5703/1288284317214. Retrieved from https://docs.lib.purdue.edu/worklifeinclusion/2018/introduction/1 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact epubs@purdue.edu for additional information.                                                                           Introduction:   Fostering Gender and Work-Life Inclusion in Understudied Contexts from an Organizational Science Lens Ellen Ernst Kossek and Kyung-Hee LeeGender equality in the workplace and society is receiving heightened media attention atthe same time as work-life pressures and job demands are increasing for nearly alldemographic groups from singles to those with families (Kossek & Lautsch, 2018). There are several narratives why women are not advancing to the same extent as men; from genderdiscrimination, to career interests and values, and to work-family views (Kossek, Su & Wu,2017). While we believe that these disentangling these narratives can be complex as thesefactors are increasingly intertwined, how work-family-life balance barriers shape women’s careerequality is particularly important in which to take a deeper scientific view as a diversity and inclusion career barrier that intersects with these stigma and career values perspectives.Career-life balance remains a challenge for nearly all research scientists (NSF, 2018)and professionals, and those in dual careers and juggling non-work caregiving demands(Khullar, 2017). It has critical implications for faculty gender inclusion, retention, andadvancement in universities. Although addressing these issues in traditional STEM departmentshas received considerable research scrutiny such as through NSF ADVANCE grant funding,business schools have received far less attention even though many business schools offerSTEM-relevant degrees (Newton, 2018). Improving faculty gender inclusion and work-lifebalance issues in business schools and related colleges is of growing societal and economicimportance, given the critical linkages of these institutions to STEM labor market opportunities,as well as to the growing fields of “big data” analytical and start-up entrepreneurial jobs.Serious Under-representation of Women in Leadership Roles in Business SchoolsIn 2015, women held 41.6% of faculty positions (tenure-track and non-tenure-track) overall in the U.S. (National Center for Education Statistics, 2016), but the percentage was only31.2% for business schools, less than a 5% increase from 2006 (Brown, 2016). Simply counting overall gender representation may obscure career upward mobility trends. The gender gapbecomes larger as one goes up the faculty ranks. As shown in Figure 1, women faculty (the majority with doctorates) are increasingly overrepresented in non-tenure track positions. While 1                                                            female faculty occupied 40% of instructor positions, only 20.2% of professor positions were female, suggesting a “leaky pipeline.” Mirroring STEM faculty trends, women are also underrepresented in quantitative disciplines (i.e., statistics; operations management) (AASCB,2015), and higher-level leadership roles in administration such as at the dean level. Educationalexperiences are important for socializing students by offering faculty role models, mentoring,and a depiction of occupational work-life and career experiences. Yet, in business schools,faculty and leadership diversity simply does not match student diversity (Barnett & Felten,2016).In sum, despite growing scientific attention to advancing women in universities generally,and in business schools specifically, the gender and related work-life inclusion picture remainsbleak. This gap was noticed by the White House and its Council of Economic Advisors in 2015,which convened a meeting that year of business school deans and thought leaders in order toencourage commitment of business schools to adopt best gender equality practices and lead in expanding opportunities for women in business and adapt to the 21st-century workforce (White House Press Office, 2015). Yet, it remains doubtful whether a significant change has occurred beyond this pledge and whether significant impacts are seen on women’s career progress atboth universities and companies. As noted in a recent introduction to a special issue of the Strategic Management Journal (Mitchell, Bettis, Gambardella, Helfact, & Leiponen, 2014), whileMBA programs actively admit women and graduate them to enter management positions in thebusiness world, progress at the top remains limited. Ambiguity remains regarding what the structural and cultural barriers are, and how the lack of progress affects organizationalperformance and processes. Instructor, 42 ,4 ... • 39,7 3Ei..5 • • 40.0 ASslstant Ptoftssor, 36.8 :15.5 36.9 _.A 32.3 • Associa~ Prof,.ssa-, • 30.0 .. 26.2 28.1 • • 20.2 • 18,6 Professor, 14,8 • 16:5 2006-07 2009· 10 2012· 13 2015·16 Figure 1. Percentage of Female Full-time Business School Faculty within each rank – U.SSource: Brown (2016)2                                                                                      Goals of Monograph and OriginsIn the fall of 2018, we invited leading scholars to attend a National Science Foundationworkshop at Purdue University Krannert School of Management to present their ideas on how toimprove work-life and gender inclusion in business schools. The workshop was designed toadvance our understanding of these goals:(1) To assess work-life and career issues and linkages to faculty gender inclusion and diversity in business schools from an organizational science perspective.(2) To define the scientific terrain of faculty gender and work-life inclusion and intersectionality linkages using business schools as an organizational lens.(3) To increase our knowledge of the science of fostering gender, work-life inclusion,career success and organizational change in faculty contexts such as businessschools.(4) To foster interdisciplinary conversation with thought leaders, researchers, and exemplary key decision-makers in order to identify scientific antecedents, outcomesand future research gaps.This monograph is a collection of short research thought papers that the invited scholarsprepared for their presentations. The workshop was organized to examine eight topic areas ofcritical inquiry: 1) gender and work-life inclusion in business schools & understudied facultycontexts; 2) intersectionality, diversity, gender, and work-life inclusion; 3) technology and boundary control in academic job design; 4) work-life stigmatization and overwork facultycultures; 5) dual-career couples, singles, and organizational work-family support; 6) leader’sroles in fostering work-life inclusion as an organizational strategy to close the gender gap; 7)discrimination, work-life and gender inequality, and closing the gap; and 8) work-life inclusion,organizational strategy, and performance.ClosingWe hope this monograph will help advance gender diversity, and women’s and minorities’ career success in universities, business, and society by identifying scientific gaps,prioritizing studies; and addressing an under-researched critical area of organizational science.Taken together, the papers provide a research agenda that will  encourage futureinterdisciplinary scholarship on gender equality and work-life inclusion in order to help policymakers to engage in evidence-based practices. The collection offers new insights on the3                                                                                                          organization science regarding how to foster more gender and work-life inclusive businessesand universities.ReferencesAASCB (2015).Percentage of full-time faculty by gender rank and discipline; RetrievedAASCB websiteBarnett, B., & Felten, P. (2016). Intersectionality in action: A guide for faculty and campusleaders for creating inclusive classrooms and institutions. Sterling, VA: Stylus Publishing,LLC.Brown, J. (2016). The percentage of women as full-time faculty at U.S. business schools:Surging ahead, lagging behind, or stalling out? Retrieved fromhttp://aacsbblogs.typepad.com/dataandresbearch/2016/02/the-perc entage-of-women-as-full-time- faculty-at-us-business-schools-surging-ahead-lagging-behind-or-.html.Carr, R. (2013). Women in the Academic Pipeline for Science, Technology, Engineeringand Math: Nationally and at AAUDE Institutions. AAU Data Exchange. Retrieved from http://aaude.org/system/files/documents/public/reports/report-2013-pipeline.pdf.Collins, P. & Bilge, S. (2016). Intersectionality. London, UK: Polity Press.Kossek, E. & Lautsch, B. 2018. Work-life flexibility for whom? Occupational status and work-lifeinequality in upper, middle, and lower level jobs. Academy of Management Annals 12:1: 5-36.Kossek, E., Su, R & Wu, L. 2017. “Opting-Out” Or “Pushed-Out”?  Integrating perspectives on Women’s career equality for gender inclusion and interventions. Journal of Management,43(1), 228–254.Khullar, D. (2017, Dec. 7).  Being a doctor is hard. It’s harder for women. The New York Times.Retrieved from https://www.nytimes.com/2017/12/07/upshot/being-a-doctor-is-hard-its-harder-for-women.htmlMitchell, W., Bettis, R., Gambardella, A., Helfact, C., & Leiponen, A. (2014). Introduction:Collection of articles at SMJ concerning promotion of women to senior managementpositions. doi: 10.1002/smj.2534Newton, T. (2018, May 4). Krannert degrees offer stem classification, longer opt for graduates.Retrieved from http://www.purdue.edu/newsroom/releases/2018/Q2/krannert-degrees-offer-stem-classification,-longer-opt-for-graduates.html4                   NSF (n.d.) Balancing the scale: NSF's career-life balance initiative. Retrieved from NSF Carrier -Life balance webpage.White House Press Office (2015). Fact Sheet: White house hosts convening of business schooldeans and the business community on expanding opportunities for women in business.retrieved from https://obamawhitehouse.archives.gov/the-press-office/2015/08/05/fact-sheet-white-house-hosts-convening-business-school-deans-and5

Introduction:   Fostering Gender and Work-Life Inclusion in Understudied Contexts from an Organizational Science Lens

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Introduction: Fostering Gender and Work-Life Inclusion in Understudied Contexts from an Organizational Science Lens

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