Mentoring Faculty Women in Statistics: Exploring Challenges and Opportunities for Leadership Development

Amanda L. Golbeck

The American Statistician, 2017, vol. 71, issue 1, 47-54

Abstract: The problems for faculty women in statistics (FWIS) in the United States are complex and call for programs that aim to develop inclusive leadership competencies among both FWIS and faculty men in statistics (FMIS) regardless of whether they currently hold, or aspire to, administrative positions. Data indicate that, among faculty in doctorate-granting departments of statistics and biostatistics, there is a disparity between genders in numbers of role models or exemplars. Yet we note that there have been some innovative national initiatives over the years in mentoring, networking, or leadership that have been instrumental in advancing FWIS. Given current understandings of the role of implicit bias in sustaining a differential status for FWIS, this discussion emphasizes a new approach as a way to further advance FWIS: one that involves the development of inclusive leadership among both men and women toward promoting inclusive faculty cultures in statistics.

Date: 2017
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DOI: 10.1080/00031305.2016.1255658

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