Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 1 Preliminary Summary of the UC LEAF Planning Survey, Fall 2016 Data collected from the UC LEAF Planning Survey serve three main purposes: 1) to assess change in the work environment during the project period, 2) to generate a set of priorities to sustain UC LEAF initiatives after the federal funding period, and 3) to help community-building at UC. In August 2016, a pilot version of the survey was administered to 115 faculty members in the Mathematical Sciences Department and in the English & Comparative Literature Department via Qualtrics. Fifty-seven faculty members consented and responded to the survey, including 54 completed and 3 partial responses. The response rate for the pilot round was 47%. In September 2016, a final version of the survey was administered via Qualtrics to 2,375 faculty members in all departments at UC, including faculty members in Mathematical Sciences and English & Comparative Literature Departments who did not respond during the pilot round. Among all email invitations, 98 bounced-back email invitations were counted as invalid, as these faculty members were no longer working at UC. A total of 698 faculty members consented and responded to the survey, including 620 completed and 78 partial responses. The response rate for this round was 31%. Overall, the pilot and final versions of the instrument were the same, except for a few small differences. For example, the final version added an open-ended item to allow the respondents to identify other factors that caused their negative experience. This preliminary report combines data from both the pilot and the final rounds and uses all 755 complete and partial responses. The combined response rate was 33%. The following two sections report comparisons by gender at the item level using all faculty responses and using only STEM faculty responses. 1 1 STEM faculty refers to those who were in tenure-track positions, research positions, or clinical positions (for faculty from COM only) from the STEM departments defined by NSF.
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Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 1
Preliminary Summary of the UC LEAF Planning Survey, Fall 2016
Data collected from the UC LEAF Planning Survey serve three main purposes: 1) to assess change in the work environment during the project period, 2) to generate a set of priorities to sustain UC LEAF initiatives after the federal funding period, and 3) to help community-building at UC. In August 2016, a pilot version of the survey was administered to 115 faculty members in the Mathematical Sciences Department and in the English & Comparative Literature Department via Qualtrics. Fifty-seven faculty members consented and responded to the survey, including 54 completed and 3 partial responses. The response rate for the pilot round was 47%. In September 2016, a final version of the survey was administered via Qualtrics to 2,375 faculty members in all departments at UC, including faculty members in Mathematical Sciences and English & Comparative Literature Departments who did not respond during the pilot round. Among all email invitations, 98 bounced-back email invitations were counted as invalid, as these faculty members were no longer working at UC. A total of 698 faculty members consented and responded to the survey, including 620 completed and 78 partial responses. The response rate for this round was 31%. Overall, the pilot and final versions of the instrument were the same, except for a few small differences. For example, the final version added an open-ended item to allow the respondents to identify other factors that caused their negative experience. This preliminary report combines data from both the pilot and the final rounds and uses all 755 complete and partial responses. The combined response rate was 33%. The following two sections report comparisons by gender at the item level using all faculty responses and using only STEM faculty responses.1
1 STEM faculty refers to those who were in tenure-track positions, research positions, or clinical positions (for faculty from COM only) from the STEM departments defined by NSF.
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Findings for All Faculty at UC Quantitative findings, and some qualitative feedback, from Fall 2016 for all faculty at UC are summarized herein; tables related to findings from all faculty at UC can be found in Attachment 1 (Tables 1 - 43).
Faculty Respondent Demographics
Tables 1 through 11 show faculty respondents’ demographic backgrounds by gender, including race/ethnicity, age, academic rank, appointment type, tenure status, non-tenure track appointment type, number of years working at UC, dual-career status, family care responsibility, joint appointment, and citizenship. Tables 12 through 23 show faculty respondents’ demographic information by college. Not all faculty members provided complete demographic data.
Quantitative Findings
Priorities for Career Success
Compared to men, women faculty were significantly less satisfied with resources to help them succeed as researchers, workload assignments that were consistent with RPT expectations, advice for career planning, the quality of supervision from their department heads or chairs, balancing responsibilities at work and at home, research collaborators, and staff support (Table 24).
Both men and women cited resources to help them succeed as researchers, resources to help them succeed as teachers, and workload assignments that were consistent with RPT expectations as top critically important priorities for career success (Table 24).
Confidence, Engagement, and Intentions to Stay
Compared to men, women faculty were less confident that they could have successful academic careers at UC. Both men and women showed high engagement in and commitment to their jobs (Table 25).
Pride level of working at UC was about the same, compared to 2 years ago, for both men and women faculty (Table 26).
UC Climate
Compared to men, women faculty reported less agreement that decision making in their departments was done transparently; that they were treated respectfully even when they disagreed with their colleagues; and that colleagues respected their professional interests. Women reported more agreement that they sometimes felt uncomfortable speaking up when they had something to contribute to discussions in their departments (Table 27).
Compared to men, women faculty reported that fewer people in their academic units actively worked to improve faculty diversity; were committed to helping women faculty succeed; were committed to helping minority faculty succeed; spoke out in response to sexist, racist, or other discriminatory behaviors that they witnessed or were made aware of; and strived to counter the effects of implicit biases on decision-making (Table 28).
Compared to men, women faculty reported less agreement that they were happy with the balance they had achieved between work interests/responsibilities and outside interests/responsibilities (Table 29).
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UC Culture
Compared to men, women faculty reported less satisfaction about the extent that UC was demonstrating, through its policies and practices, that it valued classroom teaching, supervision of student research, mentoring other faculty, mentoring students, faculty diversity, and their disciplines (Table 30).
The top three critically important priorities for men were their disciplines, mentoring students, and classroom teaching. The top three priorities for women were their disciplines, classroom teaching, faculty diversity, and mentoring other faculty, with the latter two tied for third place (Table 30).
Twenty-five percent of men and 35% of women reported that they attended one or more events sponsored by LEAF. Fourteen percent of women reported that LEAF helped them develop a stronger network, and 8% of women also reported that LEAF helped them further their careers, apart from networking. Nine percent of men reported that LEAF helped improve the climate in their departments, yet only 5% women reported the same (Table 31).
Priority for Faculty Diversity
More than 40% of men and women faculty reported awareness of the existence of a Black/African American faculty group, the group faculty were most aware of among all faculty groups. Among those who were aware of this group, 13% of men and 10% of women faculty reported that they had participated in the group. The Hispanic/Latino(a) faculty group was the group participants were second-most aware of (18% men and 15% women), but the participation rates were only 7% for men and 4% for women for those who were aware of its existence (Table 32).
Compared to men, women faculty reported less satisfaction on all four items about faculty diversity, i.e., understanding and awareness of diversity issues, recruitment and hiring of diverse faculty, climate for women faculty, and climate for minority faculty (Table 33).
Negative Experiences
The top three negative experiences most frequently reported were dismissive attitudes (17%), sense of being held to a different standard (14%), and being made to feel like a second-class citizen (13%) for men. On the other hand, significantly higher percentages of women reported having negative experiences in the workplace, including dismissive attitudes (42%), sense of being held to a different standard (38%), inequitable access to opportunities (31%), and sense of exclusion (29%). All negative experiences except assault were reported as having been experienced by at least 16% of women (Table 34).
Gender difference was ranked as the top cause of negative experiences across all types of negative experiences, except assault, by women faculty, followed by race/ethnicity, age, and parental status. For men, race/ethnicity, gender, and age were the top ranked factors (Table 35).
Dual-career Couples
Of all 94 faculty members who responded this section, 17 men (57%) and 26 women (41%) had spouses currently working at UC (Table 36).
Although not statistically significant, fewer women agreed that, when they were hired, it was made clear to them that UC aimed to support dual-career couples (Table 37).
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Faculty with Significant Family Care Responsibilities
Compared to men, women faculty reported that they felt more pressure to perform at an even higher than normal level in their departments because they had to spend more time off campus than did most of their colleagues, and that their colleagues were less supportive of their needs for flexibility with scheduling (Table 38).
Of the 330 faculty who responded to this section, 53% of men and 47% of women reported having children or adopting a child within the last 10 years (Table 39).
Although not statistically significant, women reported less agreement that their department heads were well-informed about leave and workload options related to birth or adoption (Table 40).
Forty-nine percent of men and 42% of women reported having 2 children (Table 41).
More women reported being a single parent (12%), compared to men (4%), (Table 42).
Faculty with Joint Appointment
Between the 22 men and 22 women who responded to this section, no statistically significant difference was found on any items (Table 43).
Qualitative Findings
Responses to two open-ended questions were analyzed for this preliminary report: What are one or two of the issues that make it challenging for women faculty to have successful and rewarding careers at UC? and What would be the one or two highest priorities for UC to focus on in order to create a great place to work for women faculty? Responses were analyzed qualitatively, following an inductive approach to analysis. In this approach, responses were read several times and labeled with words or short phrases to describe the content of each response. Labels were refined and compared with one another until a final set of codes that defined the meaning of the responses could be applied to all data. Open-ended responses were analyzed for all faculty, and by gender.
Issues that Challenge Women’s Careers
This question elicited codable responses from 363 individuals. For the entire sample, the most prevalent response category was “work-life balance.” Three themes related to work-life balance emerged from this analysis:
UC’s current parental leave policies are inadequate: These respondents considered time for parental leave—particularly maternity leave—to be insufficient (or non-existent prior to 2015), perceived parental leave policies to be enforced inconsistently depending on the department, or believed administrators and colleagues viewed the need to take parental leave as a hindrance to job performance.
UC’s current infrastructure for child care is inadequate: Respondents who discussed child care were highly critical of the long wait times for enrollment in the university’s daycare centers, the lack of compensation for non-university child care options despite the widespread knowledge of long waitlists, the absence of facilities for older children/teens, and the frequent scheduling of meetings and events during times when (largely unavailable) alternative child care options must be arranged (i.e., 3:00 PM- 9:00 PM).
Requirements of the tenure process make family obligations extremely difficult to meet: These responses were less specific than responses about parental leave and child care options, but
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they generally highlighted the difficulties associated with interrupting the “tenure clock” to raise children. These difficulties included the inability to stop the “tenure clock” more than twice, and the inability to extend these interruptions when needed. Less specific responses referenced general difficulty with balancing the workload that is necessary to achieve tenure and the time parents must spend raising young children.
Compared to men and those who did not specify a gender, women faculty provided more details with regard to the nature of the difficulties of achieving work-life balance; men and those who did not specify a gender tended to name “work-life balance” as a challenge without further discussion. Women faculty also differed from men and those who did not identify a gender in what they considered to be the second-most important challenge to women’s success at UC. For men and those who did not identify a gender, the second-most prevalent response category for this question was “no acknowledgement of problems.” These respondents did not consider women faculty to face different challenges than male faculty. In contrast, for women faculty, “leadership” and “workload” were tied for the second-most prevalent response categories related to career challenges. Two themes emerged for women regarding “leadership:”
Dearth of women in leadership positions perpetuates a system that undervalues women faculty members: This was the strongest theme regarding leadership. Respondents who discussed this theme suggested that systemic undervaluing of women expresses itself as a tendency to perceive men as leaders rather than women; to promote men into leadership positions rather than women; and to support men’s needs at the expense of women’s, even when university leaders claim to be committed to inclusion. Several respondents used the term “old boy’s network” to describe university leadership.
Because of the lack of accountability at the level of unit chair and above, university leaders provide support for the initiatives and people they believe are important and ignore needs, complaints, obligations, and initiatives that do not fit into their agendas: This theme was not expressed as a gender-based problem, but was discussed as differentially affecting women and underrepresented minorities. Respondents who expressed this theme were critical of a system of leadership that has not demanded accountability for leaders to cultivate inclusive environments and improve diversity among faculty.
Finally, for women faculty, one theme emerged in terms of “workload:”
Women’s work is stereotyped and undervalued: Women are formally assigned and informally expected to take on more service responsibilities than men, which takes time and effort; however, those responsibilities are not valued, rewarded, or even counted in promotion decisions. Respondents suggested that this situation both stems from, and leads to, the undervaluing of women’s work. Because women’s research agendas are not valued as highly as men’s, they are assigned more service and teaching obligations, which demand time that could otherwise be spent on research. When women’s research programs are evaluated, their work is considered less valuable and less worthy of promotion than men’s because they have had less time than their male peers to devote to research.
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Highest Priorities for UC
This question elicited codable responses from 339 individuals. As was the case for the previous question, women and men differed slightly in their responses. For women, the most prevalent response category was “equity of resources or support.” One theme emerged from this analysis:
Pay equity should be UC’s highest priority to focus on in order to create a great place for women faculty to work: Women should be paid equally to men for equal work. Nearly 75% of those who discussed “equity of resources or support” expressed this theme.
For men, the most prevalent response category was “work-life balance or flexibility,” which was the second-most prevalent response category for women. There were no clear themes among respondents who did not identify a gender. Two themes regarding “work-life balance or flexibility” emerged:
UC needs to develop policies and practices that help faculty members who are rearing children achieve better work-life balance: The majority of responses from males and half the responses from females that indicated a need for better work-life balance or flexibility, specifically identified a need for better policies for parents of newborn or young children. Many of these respondents identified more liberal or consistently articulated parental (maternity and paternity) leave policies as a priority, although some respondents indicated a need for more flexibility for faculty members with family, in general (as opposed to new parents).
UC needs to develop policies and practices that help ALL faculty members achieve better work-life balance: A smaller, but still significant, number of respondents indicated the need for flexibility in terms of work hours, scheduling of meetings and events, or work location (i.e., teleconferencing). These respondents did not identify family responsibilities, specifically, as the reason for the need for flexibility. Rather, these respondents tended to connect a greater need for flexibility with unofficial, although still powerful, departmental expectations that all work be completed on campus and that faculty members make themselves available for activities scheduled beyond the normal 9:00 AM to 5:00 PM work day.
Finally, for men, “child care options” and “more women” tied as the second-most prevalently-cited response categories. One theme emerged with regard to “child care options:”
UC should expand the availability of child care options: Respondents who discussed child care suggested either that affordable and accessible child care options should be provided on campus, or that the university should subsidize off-campus child care to make it affordable.
One theme emerged with regard to “more women:”
More women will create larger networks of support for women faculty: Although a few respondents suggested the enrollment of more women as students would support the pipeline of women faculty, the majority of respondents who discussed “more women” suggested that UC hire more female faculty members. Respondents suggested that having a larger network of women will help reduce the isolation women experience when they are underrepresented in their departments.
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Findings for STEM Faculty Only Quantitative findings from Fall 2016 for STEM faculty at UC are summarized herein; tables related to these findings can be found in Attachment 2 (Tables 44 - 75).
STEM Faculty Respondent Demographics
Tables 44 through 55 show STEM faculty respondents’ demographic backgrounds by gender, including race/ethnicity, college, age, academic rank, appointment type, tenure status, non-tenure track appointment type, number of years working at UC, dual-career couple status, family care responsibility, multiple academic appointment, and citizenship. Not all faculty provided complete demographic data.
Quantitative Findings
Priorities for Career Success
Compared to men, women STEM faculty were significantly less satisfied with balancing responsibilities at work and at home (Table 24). In general, women STEM faculty reported less satisfaction about elements related to career success than did men, although these gender differences in STEM were less significant, compared to the gender differences reported by faculty from the entire university (Table 56).
The majority of STEM faculty (60% of men and 53% of women) chose resources to help them succeed as researchers, as the top priority for career success. Men chose research collaborators (29%) and staff support (26%) as the next two priorities; whereas women chose workload assignments that were consistent with RPT expectations and balancing responsibilities at work and at home as the next two priorities (Table 56).
Confidence, Engagement, and Intentions to Stay
Both men and women STEM faculty showed high engagement in, and commitment to, their jobs (Table 57).
Pride level of working at UC was about the same, compared to 2 years ago, for both men and women STEM faculty (Table 58).
UC Climate
Compared to men, women STEM faculty reported less agreement that they were treated respectfully even when they disagreed with their colleagues. Women also reported more agreement that they sometimes felt uncomfortable speaking up when they had something to contribute to discussions in their departments (Table 59).
Similar to responses by faculty from the entire university, compared to men in STEM, women faculty in STEM reported that fewer people in their academic units actively worked to improve faculty diversity; were committed to helping women faculty succeed; were committed to helping minority faculty succeed; spoke out in response to sexist, racist, or other discriminatory behaviors that they witnessed or were made aware of; and that strived to counter the effects of implicit biases on decision-making (Table 60).
Compared to men, women STEM faculty reported less agreement that they were happy with the balance they had achieved between work interests/responsibilities and outside interests/responsibilities (Table 61).
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UC Culture
Compared to men, women STEM faculty reported less satisfaction with the extent to which UC was demonstrating, through its policies and practices, that it valued supervision of student research, mentoring students, faculty diversity, student body diversity, and their disciplines (Table 62).
The top three critically important priorities for men in STEM were their disciplines, supervision of student research, and classroom teaching. The top three priorities for women in STEM were their disciplines, faculty diversity, and mentoring other faculty (Table 62).
Thirty-three percent of men and 72% of women STEM faculty reported that they had attended one or more events sponsored by LEAF, which indicates that LEAF has achieved wide outreach during the past 5 years. Thirty-six percent of women reported that LEAF helped them develop a stronger network, and 26% also reported that LEAF helped them further their careers apart from networking. Comparable percentages of men (15%) and women (13%) in STEM reported that LEAF helped improve the climate in their departments (Table 63). These percentages are noticeably higher than those reported by faculty from the entire university.
Priority for Faculty Diversity
Among all faculty groups, participants were most aware of the existence of the Black/African American faculty group (41% of men and women STEM faculty). Among those who were aware of this group, 13% of men and 6% of women STEM faculty reported that they had participated in the group. The Hispanic/Latino(a) faculty group was the group participants were second-most aware of (19% men and 30% women), but the participation rates were only 7% for men and 8% for women for those who were aware of its existence (Table 64). The awareness and participation rate of women STEM faculty in the Hispanic/Latino(a) faculty group were noticeably higher than were those reported by women faculty from the entire university.
Compared to men, women STEM faculty reported less satisfaction on all four items about faculty diversity, i.e., understanding and awareness of diversity issues, recruitment and hiring of diverse faculty, climate for women faculty, and climate for minority faculty (Table 65).
Negative Experiences
The top three negative experiences most frequently reported were dismissive attitudes (15%), being made to feel like a second-class citizen (14%), and sense of being held to a different standard (13%) for men STEM faculty. On the other hand, significantly higher percentages of women in STEM reported having negative experiences in the workplace, including sense of being held to a different standard (49%), dismissive attitudes (47%), inequitable access to opportunities (36%), and sense of exclusion (36%). All negative experiences except assault were reported by at least 21% of women STEM faculty (Table 66). In general, these results are consistent with findings reported by faculty from the entire university. However, the percentage of women STEM faculty who reported negative experiences was noticeably higher compared to women from the entire university.
Gender difference was ranked as the top factor that caused negative experiences across all types of negative experiences for women STEM faculty, followed by race/ethnicity, age and parental status. For men, race/ethnicity and gender were the major factors that caused negative experiences. In addition, men reported age as one of the factors they attributed to experiencing dismissive attitudes (Table 67).
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Dual-career Couples
Of all 38 STEM faculty members who responded to this section, 10 men (71%) and 14 women (58%) had spouses working at UC, currently (Table 68).
Compared to men, women STEM faculty significantly less agreed that the topic of employment for their partners did not come up during their negotiations (Table 69).
Faculty with Significant Family Care Responsibilities
No gender difference was found regarding STEM faculty’s perception about issues related to family care responsibilities (Table 70).
Of the 118 STEM faculty who responded to this section, 57% of men and 60% of women reported having children or adopting a child within the last 10 years (Table 71).
Compared to men, women STEM faculty reported less agreement that their department heads were well-informed about leave and workload options related to birth or adoption (Table 72).
Half of men and 42% of women reported having 2 children (Table 73).
Five percent of men and 8% of women STEM faculty reported being a single parent (Table 74).
Faculty with Joint Appointment
Although not statistically significant, women STEM faculty reported less agreement that having a joint appointment enhanced their opportunities for professional success, than did men (Table 75).
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 1
Attachment 1: Tables for All Faculty, UC LEAF Planning Survey, Fall 2016
Table 1. Respondents by Gender and Race/Ethnicity, UC LEAF Planning Survey, Fall 2016
Race/Ethnicity Male Female Choose not to identify
Total
White 206 285 7 498 (73%)
Hispanic, Latino, or Spanish Origin 13 6 0 19 (3%)
Black or African American 12 20 0 32 (5%)
Asian 40 30 3 73 (11%)
American Indian or Alaska Native 1 0 0 1 (0%)
Middle Eastern or North African 2 1 1 4 (1%)
Native Hawaiian or Other Pacific Islander 0 1 0 1 (0%)
Other race, ethnicity, or origin 2 2 3 7 (1%)
Multiple racial background 8 12 0 20 (3%)
Not specified 8 10 5 23 (3%)
Total 292 (43%) 367 (54%) 19 (3%) 678 (100%)
Table 2. Respondents by Gender and Age, UC LEAF Planning Survey, Fall 2016
Age Male Female Choose not to identify
Total
35 and Under 27 41 2 70 (10%)
36-45 84 115 4 203 (30%)
46-55 70 109 6 185 (28%)
56-65 71 83 5 159 (24%)
Over 65 38 15 0 53 (8%)
Total 290 (43%) 363 (54%) 17 (3%) 670 (100%)
Table 3. Respondents by Gender and Rank, UC LEAF Planning Survey, Fall 2016
Academic Rank Male Female Choose not to identify
Total
Instructor 6 9 0 15 (2%)
Assistant Professor 84 122 6 212 (33%)
Associate Professor 86 141 9 236 (36%)
Full Professor 106 81 1 188 (29%)
Total 282 (43%) 353 (54%) 16 (2%) 651 (100%)
Table 4. Respondents by Gender and Appointment Type, UC LEAF Planning Survey, Fall 2016
Appointment Type Male Female Choose not to identify
Total
Member of the UC AAUP Bargaining Unit 252 319 15 586 (90%)
Clinical Faculty at College of Medicine 25 32 1 58 (9%)
Other 2 3 0 5 (1%)
Total 279 (43%) 354 (55%) 16 (2%) 649 (100%)
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 2
Table 5. Respondents by Gender and Tenure Status, UC LEAF Planning Survey, Fall 2016
Tenure Status Male Female Choose not to identify
Total
Non-tenure track 65 112 4 181 (28%)
Pre-tenure but on tenure track 53 76 4 133 (20%)
Tenured 166 168 8 342 (52%)
Total 284 (43%) 356 (54%) 16 (2%) 656 (100%)
Table 6. Respondents by Gender and Non-Tenure Track Appointment Type, UC LEAF Planning Survey, Fall 2016
Non-Tenure Track Appointment Male Female Choose not to identify
Total
Educator 30 53 1 84 (48%)
Clinical 26 40 2 68 (39%)
Adjunct 2 5 0 7 (4%)
Field service 0 3 0 3 (2%)
Practice 1 3 0 4 (2%)
Research 5 4 1 10 (6%)
Total 64 (36%) 108 (61%) 4 (2%) 176 (100%)
Table 7. Respondents by Gender and Years at UC, UC LEAF Planning Survey, Fall 2016
Years at UC Male Female Choose not to identify
Total
Less than 2 years 33 35 1 69 (10%)
2-5 years 48 78 5 131 (20%)
6-10 years 54 96 3 153 (23%)
11-15 years 44 59 3 106 (16%)
16 years or more 105 91 4 200 (30%)
Total 284 (43%) 359 (54%) 16 (2%) 659 (100%)
Table 8. Respondents by Gender and Dual-Career Status, UC LEAF Planning Survey, Fall 2016
A part of a dual-career couple at the time that you were hired by UC
Male Female Choose not to identify
Total
YES Hired within the past 10 years 33 65 2 100 (15%)
YES Hired more than 10 years ago 28 34 0 62 (10%)
NO 219 257 14 490 (75%)
Total 280 (43%) 356 (55%) 16 (2%) 652 (100%)
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Table 9. Respondents by Gender and Family Care Responsibility Status, UC LEAF Planning Survey, Fall 2016
Have significant family care responsibilities
Male Female Choose not to identify
Total
Yes 136 200 10 346 (53%)
No 146 157 5 308 (47%)
Total 282 (43%) 357 (55%) 15 (2%) 654 (100%)
Table 10. Respondents by Gender and Joint Appointment Status, UC LEAF Planning Survey, Fall 2016
Have academic appointments in more than one unit
Male Female Choose not to identify
Total
Yes 23 23 2 48 (7%)
No 259 333 14 606 (93%)
Total 282 (43%) 356 (54%) 16 (2%) 654 (100%)
Table 11. Respondents by Gender and Citizenship, UC LEAF Planning Survey, Fall 2016
Citizen Male Female Choose not to identify
Total
U.S. Citizen 243 331 17 591 (89%)
Permanent Resident 29 18 1 48 (7%)
Foreign National 14 10 0 24 (4%)
Total 286 (43%) 359 (54%) 18 (3%) 663 (100%)
Table 12. Respondents by College and Gender, UC LEAF Planning Survey, Fall 2016
College Male Female Choose not to identify
Total
Allied Health Sciences 10 19 2 31 (5%)
Arts and Sciences 98 117 3 218 (33%)
Business 14 10 0 24 (4%)
College-Conservatory of Music 18 20 0 38 (6%)
Design Architecture Art and Planning 10 8 1 19 (3%)
Education Criminal Justice and Human Services 14 29 0 43 (6%)
Engineering & Applied Science 26 14 5 45 (7%)
Law 0 8 0 8 (1%)
Medicine 51 52 4 107 (16%)
Nursing 1 8 0 9 (1%)
Pharmacy 5 2 0 7 (1%)
UC Blue Ash College 19 48 4 71 (11%)
UC Clermont College 25 25 0 50 (7%)
Total 291 (43%) 360 (54%) 19 (3%) 670 (100%)
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Table 13. Respondents by College and Race/Ethnicity, UC LEAF Planning Survey, Fall 2016
College White
Hispanic, Latino,
or Spanish Origin
Black or
African Am.
Asian
Am. Indian
or Alaska Native
Middle Eastern
or North
African
Native Hawaiian
or Other Pacific
Islander
Multi- Racial
Other Race,
ethnicity or
Origin
Un-known
Total
Allied Health Sciences
23 0 4 2 0 0 0 0 0 2 31
(5%)
Arts and Sciences
159 14 8 23 1 0 0 6 1 7 219
(33%)
Business 18 1 0 3 0 1 0 0 1 0 24
(4%)
College-Conservatory of Music
33 0 2 0 0 0 0 3 0 0 38
(6%)
Design Architecture Art and Planning
14 1 0 1 0 0 1 2 0 0 19
(3%)
Education Criminal Justice and Human Services
38 0 2 2 0 0 0 0 0 1 43
(6%)
Engineering & Applied Science
25 0 2 10 0 3 0 1 2 2 45
(7%)
Law 5 0 2 1 0 0 0 0 0 0 8 (1%)
Medicine 74 1 3 19 0 0 0 2 2 6 107
(16%)
Nursing 6 0 3 0 0 0 0 0 0 0 9 (1%)
Pharmacy 4 0 0 3 0 0 0 0 0 0 7 (1%)
UC Blue Ash College
56 1 2 3 0 0 0 5 1 3 71
(11%)
UC Clermont College
36 1 4 6 0 0 0 1 0 2 50
(7%)
Total 491
(73%) 19 (3%)
32 (5%)
73 (11%)
1 (0%) 4 (1%) 1 (0%) 20
(3%) 7 (1%)
23 (3%)
671 (100%)
Table 14. Respondents by College and Age, UC LEAF Planning Survey, Fall 2016
College 35 and Under
36-45 46-55 56-65 Over
65 Total
Allied Health Sciences 1 6 9 14 1 31 (5%)
Arts and Sciences 25 75 55 46 16 217 (33%)
Business 4 7 5 4 4 24 (4%)
College-Conservatory of Music 0 10 13 12 3 38 (6%)
Design Architecture Art and Planning 4 2 5 7 1 19 (3%)
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College 35 and Under
36-45 46-55 56-65 Over
65 Total
Education Criminal Justice and Human Services 7 13 13 8 2 43 (6%)
8 Student body diversity Male 286 3.29 0.99 0.14 .078 52 18%
Female 361 3.15 1.06 66 18%
9 My discipline Male 288 3.35 1.10 0.34 < .001 97 34%
Female 355 3.01 1.07 128 36%
Table 31. Comparisons of Personal Experience with LEAF by Gender, UC LEAF Planning Survey, Fall 2016
Personal Experience with LEAF Male
(Total = 292) Female
(Total = 367) Total Experienced
(Total = 659)
I have attended one or more events that have been sponsored by LEAF
72 (25%) 130 (35%) 202 (31%)
LEAF has helped improve the climate in my department
27 (9%) 18 (5%) 45 (7%)
LEAF has helped me develop a stronger network
15 (5%) 52 (14%) 67 (10%)
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Personal Experience with LEAF Male
(Total = 292) Female
(Total = 367) Total Experienced
(Total = 659)
Apart from networking, LEAF has helped me further my career
5 (2%) 30 (8%) 35 (5%)
Table 32. Comparisons of Awareness and Participation of Faculty Groups by Gender, UC LEAF Planning Survey, Fall 2016
Awareness Participation *
Priorities for Faculty Diversity: Current university-wide group or association dedicated to advancing the interests of the following faculty populations
Inequitable access to opportunities 25 (9%) 112 (31%) 137 (21%)
Sense of being held to a different standard
42 (14%) 140 (38%) 182 (28%)
Derogatory comments 30 (10%) 76 (21%) 106 (16%)
Dismissive attitudes 50 (17%) 153 (42%) 203 (31%)
Disrespect from students 34 (12%) 96 (26%) 130 (20%)
Sense of exclusion 28 (10%) 105 (29%) 133 (20%)
Burden of representing your identity group(s)
11 (4%) 60 (16%) 71 (11%)
Being made to feel like a second-class citizen
39 (13%) 99 (27%) 138 (21%)
Table 35. Comparisons of Factors that Caused Negative Experiences by Gender, UC LEAF Planning Survey, Fall 2016
Negative Experiences in the Workplace
Factors
Gender Race LGBT Age Religion Disability Parental Veteran Other
Assault
Male 1 (50%) 0
(0%) 1
(50%) 0
(0%) 0 (0%) 0 (0%) 1 (50%) 0 (0%)
2 (100%)
Female 0 (0%) 0
(0%) 0
(0%) 0
(0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
Harassment (i.e., pressure or intimidation)
Male 7 (27%) 3
(12%) 2
(8%) 4
(15%) 1 (4%) 0 (0%) 2 (8%) 0 (0%)
17 (65%)
Female 54
(70%) 13
(17%) 0
(0%) 23
(30%) 2 (3%) 1 (1%) 6 (8%) 0 (0%)
25 (32%)
Inequitable access to opportunities
Male 4 (16%) 7
(28%) 2
(8%) 4
(16%) 1 (4%) 0 (0%) 4 (16%) 0 (0%)
13 (52%)
Female 67
(60%) 17
(15%) 1
(1%) 20
(18%) 1 (1%) 1 (1%) 9 (8%) 0 (0%)
38 (34%)
Sense of being held to a different standard
Male 5 (12%) 11
(26%) 2
(5%) 5
(12%) 0 (0%) 0 (0%) 2 (5%) 0 (0%)
25 (60%)
Female 93
(66%) 17
(12%) 1
(1%) 19
(14%) 1 (1%) 1 (1%) 13 (9%) 0 (0%)
40 (29%)
Derogatory comments
Male 1 (3%) 3
(10%) 3
(10%) 1
(3%) 2 (7%) 1 (3%) 0 (0%) 0 (0%)
18 (60%)
Female 40
(53%) 11
(14%) 1
(1%) 13
(17%) 0 (0%) 1 (1%) 4 (5%) 0 (0%)
27 (36%)
Dismissive attitudes
Male 3 (6%) 6
(12%) 3
(6%) 8
(16%) 2 (4%) 0 (0%) 0 (0%) 0 (0%)
30 (60%)
Female 98
(64%) 17
(11%) 2
(1%) 27
(18%) 0 (0%) 1 (1%) 8 (5%) 0 (0%)
53 (35%)
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 15
Negative Experiences in the Workplace
Factors
Gender Race LGBT Age Religion Disability Parental Veteran Other
Disrespect from students
Male 3 (9%) 5
(15%) 1
(3%) 7
(21%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
20 (59%)
Female 63
(66%) 18
(19%) 1
(1%) 24
(25%) 1 (1%) 0 (0%) 0 (0%) 1 (1%)
26 (27%)
Sense of exclusion
Male 3 (11%) 6
(21%) 1
(4%) 3
(11%) 1 (4%) 0 (0%) 2 (7%) 0 (0%)
15 (54%)
Female 46
(44%) 21
(20%) 1
(1%) 14
(13%) 1 (1%) 1 (1%) 5 (5%) 0 (0%)
43 (41%)
Burden of representing your identity group(s)
Male 0 (0%) 9
(82%) 2
(18%) 0
(0%) 1 (9%) 0 (0%) 0 (0%) 0 (0%)
2 (18%)
Female 34
(57%) 22
(37%) 4
(7%) 4
(7%) 3 (5%) 1 (2%) 3 (5%) 0 (0%) 4 (7%)
Being made to feel like a second-class citizen
Male 4 (10%) 6
(15%) 2
(5%) 5
(13%) 1 (3%) 0 (0%) 1 (3%) 0 (0%)
22 (56%)
Female 39
(39%) 15
(15%) 1
(1%) 13
(13%) 0 (0%) 1 (1%) 4 (4%) 0 (0%)
52 (53%)
Note. Percentages were calculated using the number of responses about a factor divided by the total number of people who experienced a particular negative experience.
Table 36. Partner Employment Status by Gender, UC LEAF Planning Survey, Fall 2016
Is your partner currently employed at UC Male Female Total
YES on the faculty 14 (47%) 20 (31%) 34 (36%)
YES other position at UC 3 (10%) 6 (9%) 9 (10%)
NO 13 (43%) 38 (59%) 51 (54%)
Total 30 (32%) 64 (68%) 94 (100%)
Table 37. Comparisons of Faculty Perception about Issues Related to Dual-Career Couple Status by Gender, UC LEAF Planning Survey, Fall 2016
For Dual-Career Couples Hired in Last 10 Years Gender n M SD Mean Diff
p
When I was hired, it was made clear to me that UC aims to support dual-career couples
Male 29 2.41 1.02 0.41 .082
Female 57 2.00 1.04
UC has been helpful in assisting my partner in finding employment
Male 21 2.76 1.14 0.34 .257
Female 45 2.42 1.12
The topic of employment for my partner did not come up during my negotiations
Male 20 2.85 0.99 0.47 .103
Female 50 2.38 1.10
Table 38. Comparisons of Faculty Perception about Family Care Responsibility by Gender, UC LEAF Planning Survey, Fall 2016
For Faculty with Family Care Responsibility Gender n M SD Mean Diff
p
I feel pressure to perform at an even higher than normal level in my department because I have to spend more time off campus than do most of my colleagues
Male 134 2.63 1.04 -0.39 .002
Female 192 3.02 1.15
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 16
For Faculty with Family Care Responsibility Gender n M SD Mean Diff
p
My colleagues are supportive of my need for flexibility in scheduling my time
Male 133 3.76 0.91 0.23 .033
Female 193 3.53 0.95
Table 39. Number of Faculty or Their Domestic Partner Who Had Given Birth or Adopted a Child within the Last 10 Years by Gender, UC LEAF Planning Survey, Fall 2016
Have you or your domestic partner given birth or adopted a child within the last 10 years?
Male Female Total
Yes 69 (52%) 93 (47%) 162 (49%)
No 64 (48%) 104 (53%) 168 (51%)
Total 133 (40%) 197 (60%) 330 (100%)
Table 40. Comparisons of Faculty Perception on Issues about Given Birth or Adoption by Gender, UC LEAF Planning Survey, Fall 2016
For faculty or their domestic partner who had given birth or adopted a child within the last 10 years
Gender n M SD Mean Diff
p
My department head was well-informed about leave and workload options as regards the birth or adoption
Male 63 3.24 1.01 0.33 .070
Female 85 2.91 1.15
I found it comfortable discussing my leave and workload options as regards the birth or adoption
Male 62 3.32 1.00 0.17 .362
Female 85 3.15 1.18
Table 41. Number of Children that Faculty had by Gender, UC LEAF Planning Survey, Fall 2016
Number of children Male Female Total
0 13 (10%) 21 (11%) 34 (10%)
1 27 (20%) 47 (24%) 74 (22%)
2 66 (49%) 82 (42%) 148 (45%)
3 20 (15%) 31 (16%) 51 (15%)
4 or more 10 (7%) 13 (7%) 23 (7%)
Total 136 (41%) 194 (59%) 330 (100%)
Table 42. Single Parent Status by Gender, UC LEAF Planning Survey, Fall 2016
Are you a single parent Male Female Total
Yes 6 (4%) 23 (12%) 29 (9%)
No 129 (96%) 173 (88%) 302 (91%)
Total 135 (41%) 196 (59%) 331 (100%)
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 17
Table 43. Comparisons of Faculty Perceptions about Joint Appointment by Gender, UC LEAF Planning Survey, Fall 2016
For Faculty with Joint Appointment Gender n M SD Mean Diff
p
My department heads work to ensure that my workload expectations are reasonable
Male 22 3.55 1.01 0.00 1.000
Female 22 3.55 1.01
Expectations for RPT are fair Male 22 3.68 0.89 -0.05 .857
Female 22 3.73 0.77
Having a joint appointment enhances my opportunities for professional success
Male 23 3.74 1.05 0.24 .480
Female 20 3.50 1.15
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 1
Attachment 2: Tables for STEM Faculty Only, UC LEAF Planning Survey, Fall 2016
Table 44. Respondents by Gender and Race/Ethnicity, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Race/Ethnicity Male Female Total
White 80 68 148(68%)
Hispanic, Latino, or Spanish Origin 4 4 8(4%)
Black or African American 3 2 5(2%)
Asian 29 10 39(18%)
American Indian or Alaska Native 1 0 1(0%)
Middle Eastern or North African 2 1 3(1%)
Other race, ethnicity, or origin 2 0 2(1%)
Multiple racial background 1 4 5(2%)
Not specified 3 3 6(3%)
Total 125 (58%) 92 (42%) 217 (100%)
Table 45. Respondents by Gender and Age, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Age Male Female Total
35 and Under 14 20 34(16%)
36-45 33 36 69(32%)
46-55 31 18 49(23%)
56-65 27 13 40(19%)
Over 65 19 5 24(11%)
Total 124 (57%) 92 (43%) 216(100%)
Table 46. Respondents by Gender and College, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
College Male Female Total
Arts and Sciences 52 42 94(43%)
Business 5 2 7(3%)
Engineering & Applied Science 23 9 32(15%)
Medicine 45 39 84(39%)
Total 125 (58%) 92 (42%) 217(100%)
Table 47. Respondents by Gender and Rank, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Academic Rank Male Female Total
Assistant Professor 29 34 63 (29%)
Associate Professor 42 33 75 (35%)
Full Professor 52 24 76 (36%)
Total 123 (57%) 91 (43%) 214 (100%)
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 2
Table 48. Respondents by Gender and Appointment Type, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Appointment Type Male Female Total
Member of the UC AAUP Bargaining Unit 99 64 163 (76%)
Clinical Faculty at College of Medicine 23 27 50 (23%)
Other 0 1 1 (0%)
Total 122 (57%) 92 (43%) 214 (100%)
Table 49. Respondents by Gender and Tenure Status, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Tenure Status Male Female Total
Non-tenure track 27 28 55 (25%)
Pre-tenure but on tenure track 19 21 40 (18%)
Tenured 79 43 122 (56%)
Total 125 (58%) 92 (42%) 217 (100%)
Table 50. Respondents by Gender and Non-Tenure Track Appointment Type, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Non-tenure Appointment Type Male Female Total
Clinical 23 24 47 (85%)
Adjunct 0 1 1 (2%)
Research 4 3 7 (13%)
Total 27 (49%) 28 (51%) 55 (100%)
Table 51. Respondents by Gender and Number of Years at UC, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Years at UC Male Female Total
Less than 2 years 16 10 26 (12%)
2-5 years 15 23 38 (18%)
6-10 years 24 23 47 (22%)
11-15 years 18 14 32 (15%)
16 years or more 50 22 72 (33%)
Total 123 (57%) 92 (43%) 215 (100%)
Table 52. Respondents by Gender and Dual-Career Status, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
A part of a dual-career couple at the time that you were hired by UC
Male Female Total
YES Hired within the past 10 years 14 24 38(18%)
YES Hired more than 10 years ago 8 12 20(9%)
NO 100 56 156(73%)
Total 122 (57%) 92 (43%) 214 (100%)
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 3
Table 53. Respondents by Gender and Family Care Responsibility Status, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Have significant family care responsibilities Male Female Total
Yes 60 61 121 (56%)
No 63 31 94 (44%)
Total 123 (57%) 92 (43%) 215 (100%)
Table 54. Respondents by Gender and Joint Appointment Status, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Have academic appointments in more than one unit
Male Female Total
Yes 13 11 24 (11%)
No 110 81 191 (89%)
Total 123 (57%) 92 (43%) 215 (100%)
Table 55. Respondents by Gender and Citizenship, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Citizenship Male Female Total
U.S. Citizen 107 77 184 (86%)
Permanent Resident 11 9 20 (9%)
Foreign National 5 4 9 (4%)
Total 123 (58%) 90 (42%) 213 (100%)
Table 56. Comparisons of Satisfaction and Importance of Priorities for Career Success by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Priorities for Career Success Gender Satisfaction Critical
Importance
n M SD Mean Diff
p n %
Resources to help me succeed as a teacher
Male 122 3.41 0.84 0.08 .528 25 20%
Female 90 3.33 0.91 18 20%
Resources to help me succeed as a researcher
Male 122 3.11 1.04 0.10 .513 73 60%
Female 92 3.01 1.07 49 53%
Support for off-campus training and development opportunities
Male 120 2.98 0.83 -0.14 .254 8 7%
Female 90 3.12 0.92 10 11%
Workload assignments that are consistent with RPT expectations
Male 123 3.37 0.92 0.28 .052 23 19%
Female 90 3.09 1.09 28 31%
Annual performance reviews that are helpful in terms of career advancement
Male 123 3.24 1.06 0.16 .287 11 9%
Female 90 3.08 1.08 18 20%
RPT guidelines that align with my professional aims
Male 122 3.48 0.86 0.18 .192 13 11%
Female 91 3.31 1.04 16 18%
Peer support Male 123 3.44 1.04 -0.25 .076 16 13%
Female 90 3.69 0.97 17 19%
Advice for career planning Male 123 3.03 0.89 0.21 .103 8 7%
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 4
Priorities for Career Success Gender Satisfaction Critical
Importance
n M SD Mean Diff
p n %
Female 91 2.82 0.96 16 18%
The quality of supervision from my department head or chair
Male 121 3.57 1.15 0.28 .092 28 23%
Female 91 3.29 1.28 19 21%
Balancing responsibilities at work and at home
Male 123 3.22 0.93 0.29 .033 23 19%
Female 89 2.93 1.01 26 29%
Research collaborators Male 123 3.62 0.94 0.23 .097 36 29%
Female 92 3.39 1.05 22 24%
Staff support Male 123 3.42 1.07 0.24 .136 32 26%
Female 91 3.19 1.23 25 27%
Table 57. Comparisons of Confidence, Engagement, and Intentions to Stay by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Confidence, Engagement, and Intentions to Stay Gender n M SD Mean Diff
p
I am confident that I can have a successful academic career at UC
Male 124 3.78 0.87 0.18 .175
Female 92 3.60 1.06
UC is a good fit for me in terms of my interests and aspirations
Male 124 3.61 0.89 -0.02 .894
Female 92 3.63 1.03
I am engaged in my work Male 124 4.34 0.62 -0.16 .064
Female 92 4.50 0.64
I am committed to my job Male 124 4.43 0.60 -0.13 .106
Female 92 4.55 0.52
I expect to still be employed at UC in five years Male 123 3.75 1.07 0.07 .619
Female 92 3.67 1.09
I am proud to work at UC Male 123 3.67 0.98 0.16 .221
Female 92 3.51 0.95
Table 58. Comparisons of Pride by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Item Gender n M SD Mean Diff
p
Compared to two years ago, I am __ to be working at UC
Male 119 3.06 0.95 0.00 .980
Female 90 3.06 0.90
1 = Much prouder, 2 = Prouder, 3 = About as proud, 4 = Less proud, 5 = Much less proud
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 5
Table 59. Comparisons of UC Climate by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
UC Climate Gender n M SD Mean Diff
p
Decision-making in my department is done transparently
Male 125 3.29 1.14 0.31 .063
Female 91 2.98 1.28
I actively participate in decision-making in my department
Male 123 3.37 1.13 0.16 .371
Female 92 3.22 1.36
I have sometimes felt uncomfortable speaking up when I had something to contribute to discussions in my department
Male 124 2.53 1.09 -0.34 .048
Female 92 2.87 1.33
I am treated respectfully even when I disagree with my colleagues
Male 124 3.68 0.90 0.30 .043
Female 92 3.38 1.17
I am treated respectfully by students Male 124 4.01 0.84 -0.08 .463
Female 92 4.09 0.69
Colleagues respect my professional interests Male 124 3.84 0.89 -0.01 .954
Female 91 3.85 0.99
Table 60. Comparisons of UC Climate about Diversity by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
UC Climate: How many of the people in your academic unit do you believe each of the following statements is true of?
Gender n M SD Mean Diff
p
Colleagues appreciate the importance of faculty diversity
Male 116 3.01 0.93 0.15 .288
Female 87 2.86 1.02
Colleagues actively work to improve faculty diversity
Male 113 2.70 0.94 0.40 .005
Female 85 2.29 1.04
Colleagues are committed to helping women faculty succeed
Male 114 3.10 0.90 0.64 <.001
Female 86 2.45 1.05
Colleagues are committed to helping minority faculty succeed
Male 106 3.07 0.98 0.57 .001
Female 78 2.50 1.15
Colleagues speak out in response to sexist, racist, or other discriminatory behaviors that they witness or are made aware of
Male 91 2.79 1.09 0.52 .002
Female 75 2.27 1.04
Colleagues strive to counter the effects of implicit biases on decision-making
Male 90 2.74 1.08 0.62 < .001
Female 75 2.12 1.11 1 = Only a few of them, 2 = Some of them, 3 = Most of them, 4 = Nearly all of them
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 6
Table 61. Comparisons of Work Life Balance by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
UC Climate: Balance between work life and personal life.
Gender n M SD Mean Diff
p
I am happy with the balance I have achieved between my work interests and responsibilities and my outside interests and responsibilities
Male 125 3.35 0.99 0.43 .003
Female 92 2.92 1.07
Table 62. Comparisons of Satisfaction and Importance of UC Culture by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
UC Culture: Extent to which UC is demonstrating through its policies and practices that it values each of the following.
Gender Satisfaction Critical
Importance
n M SD Mean Diff
p n %
1 Research with non-academic partners
Male 121 3.21 0.69 0.03 .786 10 8%
Female 90 3.18 0.84 8 9%
2 Research on teaching and learning Male 121 3.33 0.77 -0.01 .928 9 7%
8 Student body diversity Male 121 3.31 0.87 0.31 .015 14 12%
Female 91 3.00 1.00 16 18%
9 My discipline Male 122 3.25 1.11 0.35 .024 42 34%
Female 90 2.90 1.14 38 42%
Table 63. Comparisons of Personal Experience with LEAF by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Personal Experience with LEAF Male
(Total = 125) Female
(Total = 92)
Total Experienced (Total = 217)
I have attended one or more events that have been sponsored by LEAF
41 (33%) 66 (72%) 107 (49%)
LEAF has helped improve the climate in my department
19 (15%) 12 (13%) 31 (14%)
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 7
Personal Experience with LEAF Male
(Total = 125) Female
(Total = 92)
Total Experienced (Total = 217)
LEAF has helped me develop a stronger network 9 (7%) 33 (36%) 42 (19%)
Apart from networking, LEAF has helped me further my career
3 (2%) 24 (26%) 27 (12%)
Table 64. Comparisons of Awareness and Participation of Faculty Groups by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Awareness Participation *
Priorities for Faculty Diversity: Are you aware of any current university-wide group or association dedicated to advancing the interests of the following faculty populations?
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 9
Negative Experiences in the Workplace
Factors
Gender Race LGBT Age Religion Disability Parental Veteran Other
Female 21
(64%) 7
(21%) 0 (0%)
5 (15%)
0 (0%) 0 (0%) 1 (3%) 0 (0%) 9 (27%)
Burden of representing your identity group(s)
Male 0 (0%) 3
(100%)
0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 0 (0%)
Female 14
(67%) 7
(33%) 0 (0%)
2 (10%)
0 (0%) 0 (0%) 2 (10%) 0 (0%) 1 (5%)
Being made to feel like a second-class citizen
Male 1 (6%) 3
(18%) 0 (0%)
3 (18%)
1 (6%) 0 (0%) 0 (0%) 0 (0%) 8 (47%)
Female 14
(56%) 8
(32%) 0 (0%)
3 (12%)
0 (0%) 0 (0%) 0 (0%) 0 (0%) 7 (28%)
Note. Percentages were calculated using the number of responses about a factor divided by the total number of people who experienced a negative experience.
Table 68. Partner Employment Status by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Is your partner currently employed at UC? Male Female Total
YES on the faculty 8 (57%) 12 (50%) 20 (53%)
YES other position at UC 2 (14%) 2 (8%) 4 (11%)
NO 4 (29%) 10 (42%) 14 (37%)
Total 14 (37%) 24 (63%) 38 (100%)
Table 69. Comparisons of Faculty Perception about Issues Related to Dual-Career Status by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
For Dual-Career Couples Hired in Last 10 Years Gender n M SD Mean Diff
p
When I was hired, it was made clear to me that UC aims to support dual-career couples
Male 13 2.62 1.12 0.45 .255
Female 24 2.17 1.13
UC has been helpful in assisting my partner in finding employment
Male 11 3.00 1.18 0.62 .155
Female 21 2.38 1.12
The topic of employment for my partner did not come up during my negotiations
Male 9 3.00 0.87 1.11 .003
Female 18 1.89 0.83
Table 70. Comparisons of Faculty Perception about Family Care Responsibility by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
For Faculty with Family Care Responsibility Gender n M SD Mean Diff
p
I feel pressure to perform at an even higher than normal level in my department because I have to spend more time off campus than do most of my colleagues
Male 59 2.66 0.99 -0.24 .220
Female 59 2.90 1.09
My colleagues are supportive of my need for flexibility in scheduling my time
Male 58 3.76 0.84 0.25 .112
Female 57 3.51 0.83
Discovery Center –UC LEAF Planning Survey Summary, Fall 2016 10
Table 71. Number of Faculty or Their Domestic Partner Who Had Given Birth or Adopted a Child within the Last 10 Years by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Have you or your domestic partner given birth or adopted a child within the last 10 years?
Male Female Total
Yes 33 (57%) 36 (60%) 69 (58%)
No 25 (43%) 24 (40%) 49 (42%)
Total 58 (49%) 60 (51%) 118 (100%)
Table 72. Comparisons of Faculty Perception about Issues Related to Giving Birth or Adoption by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
For Faculty or their domestic partner had given birth or adopted a child within the last 10 years
Gender n M SD Mean Diff
p
My department head was well-informed about leave and workload options as regards the birth or adoption
Male 33 3.21 0.89 0.54 .042
Female 34 2.68 1.20
I found it comfortable discussing my leave and workload options as regards the birth or adoption
Male 32 3.25 0.92 0.25 .342
Female 34 3.00 1.18
Table 73. Number of Children that Faculty had by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Number of Children Male Female Total
0 6 (10%) 4 (7%) 10 (8%)
1 12 (20%) 15 (25%) 27 (23%)
2 30 (50%) 25 (42%) 55 (46%)
3 8 (13%) 12 (20%) 20 (17%)
4 or more 4 (7%) 3 (5%) 7 (6%)
Total 60 (50%) 59 (50%) 119 (100%)
Table 74. Single Parent Status by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
Family Care Responsibilities -Are you a single parent Male Female Total
Yes 3 (5%) 5 (8%) 8 (7%)
No 56 (93%) 54 (92%) 110 (92%)
Total 59 (50%) 59 (50%) 118 (100%)
Table 75. Comparisons of Faculty Perception about Joint Appointment by Gender, UC LEAF Planning Survey, Fall 2016, STEM Faculty Only
For Faculty with Joint Appointment Gender n M SD Mean Diff
p
My department heads work to ensure that my workload expectations are reasonable
Male 12 3.33 1.07 0.15 .749
Female 11 3.18 1.17
Expectations for RPT are fair Male 12 3.58 0.90 0.04 .917
Female 11 3.55 0.82
Having a joint appointment enhances my opportunities for professional success
