Literature Review: Climate & Culture
Hundreds of articles have explored the impact of climate and culture on the workplace. In general research has found that many male engineering students have negative attitudes toward women and believe that women are lacking in skills to be successful in S&E (e.g. Meinholdt & Murray, 1999; Lips & Temple, 1990; Hyde, Fennena, Ryan, Frost & Hopp, 1990) . A study examining the work environment as perceived by women faculty found a major issue for women in S&E fields is an unfriendly institutional culture/climate. (Riger et al., 1997) .
But more specifically, what is the current state of climate and culture for women in S&E in higher education, and how does it affect important variables relating to women in S&E?
LABORATORIES
While the specifics of cultural norms vary from one laboratory to another, research indicates that the prevailing climate in science and engineering laboratories tends toward hierarchal, competitive, and individualistic goals (Latour, 1987). By contrast, it has further been found that women are more productive in inclusive, team-oriented environments (Rosser, 1990).
Beyond some of the underlying currents of competitive, individualistic norms in S&E, lab members often respond to the culture in such a way that perpetuates the culture. It has been reported that when women in laboratories seek out collaboration, they are scorned and perceived as “not having what it takes” to succeed in science (Hoffman –Kim, 1999.)
Rosser (1999) outlines five stages in the development of a women friendly laboratory climate. The first stage is the least inclusive for women, where the absence of women is not notice. The second is one where women are in the lab, but primarily as a token member without influence. Here she is simply tolerated, but not included. Stage three occurs when the women become noticed, and her presence is problematic and resisted. The climate in stage four is one where the women are no longer seen as a problem, but rather an asset. However, although her benefits are recognized, the climate is not one of complete inclusion. Stage five is the goal where inclusion is complete. (See Rosser, 1990 for a more complete review).
REWARDS/VALUES
One way to assess the current culture of any institution is to look at what the institution values. By analyzing what behaviors and achievements an institution rewards, one can discern what the institutional culture values. Furthermore, by examining what rewards are given for achievements, one can tell what the institution believes is valued by its members.
It has been questioned whether the traditional rewards and values promoted by S&E departments align with those of men (Selby, 1999). For example, women tend to be less motivated by “traditional” rewards such as increased power within the department. By contrast, women tend to by more motivated by a recognition of their success, such as a simple “good job” from colleagues. Such a misalignment of rewards fosters a climate that is not conducive to the inclusion of women.
SUPERVISOR INEXPERIENCE
It has been suggested that an important variable that perpetuates the less than inclusive culture for women in S&E is a lack of supervisor experience with issues pertaining to women (Mattis & Allyn, 1999). Even supervisors that may wish to promote the inclusion of women, may not do so because they are unaware of exactly should be done. Furthermore, supervisors often do not get involved in promoting women or correcting cultural issues for fear of being seen as unfairly favoring women over men (Mattis & Allyn, 1999).