Women in the STEM Classroom
Hi friends of women in science,
Guest posting from Elizabeth Vallen, Professor of Biology at Swarthmore College. If you know of resources about this topic, please respond in the comments. Cheers,
Laura Hoopes
Some female STEM faculty feel find receiving respect and having authority in the classroom challenging. A big issue is how to deal with a question a student asks that you don't know the answer to without feeling insecure, losing authority, or having that lead to more aggressive or even belligerent questioning by students, etc.
I think that this is an issue that comes up frequently, can spiral negatively, and may play a role in promotions of women faculty, especially if student evaluations of teaching are important.
My question: what can women STEM faculty do in the classroom when they don't know the answer to a question or if their authority is being challenged?
Do you know about any resources on this topic, or do you have suggestions and ideas?
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Thanks all for your comments. This problem may be somewhat less common in biology compared to some other STEM fields. We generally have more women majors and students in our classes and this may alter the dynamic. I haven't had this problem personally, and now I am old enough that I don't think that it will ever come up. However, I have had colleagues at other institutions and in non-biology departments discuss this as an issue. I think that it may be a particular problem for more junior faculty in male-dominated fields.
I was given helpful advice from more senior colleagues when I was junior about how to dress that seemed more "mature". I have plenty of junior male colleagues who wear tee-shirts and jeans to lecture all the time, and I worry that this might be a problem for a junior faculty woman.
I think that some women also have speech patterns that are less definitive than men (i.e., voices going up at the end of a statement, using softer words - like "I think", as I just did!). Women faculty may need to be more aware of these issues than male colleagues.
Interested in hearing other thoughts and ideas!
HI Laura and Elizabeth,
I have trouble with this particularly if most of the students in the class are males and engaged in an athletic team together. They seem to team up to pick on me at times, and if I ever say I don't know, they all laugh. I like to be honest, but perhaps it's better not to admit that I don't know something. Have you ever tried asking them to look it up and report back to the class? I thought about that a few times but haven't yet tried it.
BRS
Hi Joanne,
Professor Vallen is in biology too. I don't know what might make the difference. When I first started teaching at Occidental, I was the only female professor in the sciences (although Hazel Field, then retired, had been a biology professor earlier). I taught Biochemistry my first year and encountered an organized claque of male chemistry majors who tried to catch me in an error or otherwise put me on the spot. One of them even came to an office hour after a few weeks to complain that it was so hard to do! I didn't have a strategy really. But I decided never to pretend to know something I did not, but also not to interrupt a train of thought to go on a student-selected tangent. I'd say something like, "That's an important point that I will get to either later today or tomorrow." If I was murky on the details, somehow it worked out to be tomorrow!
cheers,
Laura
I've been teaching at the University of Illinois for over 20 years and never experienced this. I've taught undergrads and grads, and even taught engineering students. I am a biologist and I wonder if that makes a difference. Perhaps it's "ok" for woman to be a biologist (vs. a physicist, etc). Even when I taught biology to engineering students I had no issues, but maybe that was because clearly I was the expert in the room.
This makes me wonder if there is a disparity across disciplines. I'll be keeping an eye on the conversation here.
