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This manuscript shares insights on the process of creating and operating a student-led equity, diversity, and inclusion (EDI) club centered in a sport management program through five reflective stories (i.e., three students and two faculty members). Sport Helps Everyone Make Allies is a student-led EDI club created at one of the largest sport-management-specific degree programs in North America. Based on critical reflections from the five stories, we identify key lessons for the creation and management of student-led EDI clubs: (a) resisting the chilly climate, (b) EDI initiatives within hierarchal systems, (c) EDI initiatives and the challenges of performative allyship, (d) EDI initiatives as agents of change, and (e) the essential role of faculty. By sharing our insights and reflections, we hope to help future social-justice-focused student groups navigate the development of a student-led EDI club. [ABSTRACT FROM AUTHOR]

The pervasiveness of sexism and misogyny and their harmful effects in academic contexts is well established, with scholars labeling women faculty's experiences of marginalization, devaluation, and exclusion as the "chilly climate" of the academy. Despite decades of intervention and research, the question remains: How can the chilly climate be mitigated? In the present focused ethnography, we examined a feminist, women‐centered faculty writing program at a US university that offered relief from the frigid temperatures by fostering a sanctioned space for women faculty to set aside their care work and to experience psychological safety, which, in turn, encouraged them to feel positive emotions regarding their writing and research. In addition to being impactful, the writing program is a feasible and easily adaptable intervention. [ABSTRACT FROM AUTHOR]

Introduction: Women still being a minority in engineering majors, they are reported to face discriminatory treatment in a collegiate environment. "Chilly climate," referring to such a sexist environment, may have a negative impact on women's mental health, academics, and careers. But, what exactly is it that female students in engineering perceive as chilly, and how chilly is it? This study aimed to explore the chilly campus climate perceived by female undergraduate engineering students in South Korea using the concept mapping method. Methods: Semi-structured interviews were conducted with 13 participants enrolled for more than four semesters at four-year coeducational universities. After extracting 52 representative statements, the participants were asked to classify them according to content similarity and rate the influence of each statement on their perception of the chilly climate. For concept mapping analysis, multidimensional scaling analysis (ALSCAL), hierarchical cluster analysis (Ward's method), and non-hierarchical cluster analysis (K-means method) were performed. Results: Fifty-two statements were extracted under the following four clusters: (i) "Exclusion and alienation inherent in the culture (Cluster 1)," (ii) "Sexual objectification and lack of gender sensitivity (Cluster 2)," (iii) "Male-centered academic situations (Cluster 3)," and (iv) "Prejudice and generalization (Cluster 4)." A concept map was twodimensional: an X-axis named "context dimension," with "task: academic" and "nontask: social" at both ends, and a Y-axis named "sexism dimension", having "explicit" and "implicit" at both ends. The order of higher scores in the influence rating is as follows: Cluster 2, Cluster 3, Cluster 1, and Cluster 4. Discussion: This study is significant because it conceptualizes the subjective experience of minorities in a collegiate environment and provides influence rating results for prioritized measures. The findings will be helpful in formulating educational policies, psychological counseling, and social advocacy activities. Future research should target larger populations, and cover more diverse cultures, majors, and age groups. [ABSTRACT FROM AUTHOR]

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The underrepresentation of students of Historically marginalized or Underrepresented Genders (HUGs) in STEM departments results in the low representation of HUG researchers in the space science community. This paper reviews relevant literature to explore the potential barriers that prevent HUG students from staying in STEM fields, including few opportunities to develop STEM identities, experiences with professional devaluation, and chilly campus climates. Thus, HUG students are more likely to feel excluded in STEM programs. To address the disparities, our HUG Initiative, a student-led research initiative, is proposed and piloted at a large research institution. This initiative promotes the pursuit of research careers among students who self-identify as HUG in the department of electrical and computer engineering. By holding panel discussions, interactive workshops, and networking luncheons, HUG Initiative aims to demystify what it means to be a researcher and provide resources on research opportunities and support for HUG students. The influence on the HUG students’ career choice and their accessibility of information will be evaluated by pre-study and post-study surveys. The research outcome will offer suggestions to create a safe and supportive departmental environment for HUG-identifying students to pursue research careers.

Once enrolled in college, lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students may have to navigate heterosexism within higher education. In doing so, they might deem some fields of study as more accepting of queer discussions and queer people than others. This article uses in-depth interview data from 20 queer college students to describe the process by which respondents constructed some majors or disciplines, especially STEM fields, as queer-free and others, especially the social sciences, as queer-friendly. The discussion highlights how the academic tracking of queer students into queer-friendly fields reproduces inequalities both on campus and beyond, such as in later careers. Several policy suggestions for educators and administrators geared at reducing the "chilly" environment for queer students are noted in the conclusion. [ABSTRACT FROM AUTHOR]

Background & Context: As graduate programs in computing expand to online environments, existing research is limited in its ability to inform both practical and theoretical understandings of the factors influencing student success. Objective: We explore student perceptions of their learning environment at the understudied intersection of online graduate education, STEM, and adult learning. We focus on how students' human capital influences self-efficacy and how self-efficacy shapes perceptions of the learning environment. Method: We conduct a survey of students in a large, online MS program in computer science, then examine those findings using descriptive statistics and OLS. Findings: Findings indicate gender variation in both learning and computing self-efficacy and in how positively students perceive the online learning environment. Students with prior online education experiences have lower learning self-efficacy. Implications: Low learning self-efficacy is one potential mechanism for why online students struggle to succeed, even in specialized fields. Adapting support structures, advising, and admissions may help address these challenges. [ABSTRACT FROM AUTHOR]

Female students are underrepresented within university sport management programs. Because of the concept of the "chilly climate," the underrepresentation may impact their experiences as students and their opportunities inside and outside of the classroom. The purpose of this study was to gain a better understanding of female students' experiences within this male-dominated major. Three qualitative focus groups with female sport management students were conducted. The results found the female students had strategies to overcome barriers, a firm understanding of the reality of the gender dynamic within sport management, and an awareness of the importance of networking to succeed in the major. These findings may help sport management programs better support their female students through initiatives like women-in-sport-management clubs. [ABSTRACT FROM AUTHOR]

Women remain underrepresented in science, technology, engineering, and mathematics (STEM), and these male‐dominated fields are often described as "chilly" and unwelcoming to women. This study examined the potential moderating effect of chilly climate on woman–scientist identity interference and academic burnout among 363 female undergraduate STEM students. Results indicated that identity interference related to greater emotional exhaustion, greater cynicism, and lower academic efficacy. A chillier climate related to more emotional exhaustion and cynicism. Furthermore, a positive relation was found between woman–scientist interference and cynicism when chilly climate was low or moderate. When interference was high, chilly climate did not have a relation with cynicism. When women experienced many threats (i.e., high chilly climate, high interference), they reached a threshold where additional emotional cost did not matter. Results highlight the importance of improving the campus climate for female scientists, as well as the need to assist female scientists in identity development. [ABSTRACT FROM AUTHOR]

Abstract: The Women's Caucus for International Studies and the ISA Committee on the Status of Women conducted a survey of the membership concerning the effects of gender on members' professional and personal lives in November and December 2015. Other iterations of this survey using similar questions were conducted in 1995 and 2006. A plurality of women and a majority of men responded that things have gotten better for women in the discipline. However, using more specific questions and asking for open responses, the survey uncovered that men and women still have very different experiences within the discipline and that the chilly climate continues to persist in international relations. The 2015 survey reveals continued concerns regarding the tension between familial responsibilities and the academic environment, overt and structural discrimination, and the perception of "reverse discrimination" against men. Resumen: Entre noviembre y diciembre de 2015, el Comité de Mujeres del área de Estudios Internacionales y el Comité sobre la Situación de la Mujer de la Asociación de Estudios Internacionales (ISA, por sus siglas en inglés) les hicieron una encuesta a los miembros sobre las repercusiones del género en sus vidas personales y profesionales. Esta encuesta ya se realizó en 1995 y 2006 con preguntas similares. Muchas mujeres y la mayoría de los hombres respondieron que la situación de las mujeres ha mejorado en esta disciplina. Sin embargo, al hacer preguntas más específicas y pedir respuestas abiertas, la encuesta reveló que hombres y mujeres siguen teniendo experiencias muy dispares en la disciplina y que sigue habiendo un clima distante en el área de relaciones internacionales. La encuesta de 2015 muestra que sigue habiendo una preocupación por el equilibrio entre responsabilidades familiares y el entorno académico, una discriminación patente y estructural, y una percepción de "discriminación inversa" hacia los hombres. Extrait: Le Women's Caucus for International Studies (groupe collaboratif de soutien et de promotion des intérêts des femmes dans les Études internationales) et le Committee on the Status of Women de l'ISA (Comité de travail sur le statut des femmes de l'International Studies Association) ont mené en novembre et décembre 2015 une enquête auprès de leurs adhérents pour savoir si les différences entre sexes produisaient des effets sur leurs vies professionnelles et personnelles. D'autres itérations de cette enquête utilisant des questions similaires avaient été menées en 1995 et 2006. De nombreuses femmes et une majorité d'hommes ont répondu que la situation s'était améliorée pour les femmes dans la discipline. Toutefois, lorsque des questions plus spécifiques ont été posées et que des réponses ouvertes ont été demandées, l'enquête a permis de découvrir que de grandes différences subsistent dans le vécu des hommes et des femmes au sein de la discipline et que la frilosité perdure dans les relations internationales. L'enquête de 2015 a mis au jour des préoccupations persistantes relatives à la tension entre responsabilités familiales et environnement académique, au caractère flagrant et structurel de la discrimination, ainsi qu'à la «discrimination inverse» ressentie à l'encontre des hommes. [ABSTRACT FROM AUTHOR]

Masculinity and femininity have played a substantial role in how social scientists explain the gender gap in science, technology, engineering, and mathematics (STEM) careers. The masculine culture of science is thought to be inconsistent with occupational values associated with feminine personalities, and to create a discriminatory academic environment for those who cannot adapt to it. However, there has been little systematic investigation into the extent to which masculine and feminine personality characteristics are actually correlated with STEM career outcomes, or how the effects of masculine and feminine personality characteristics on STEM career outcomes may be different when embodied in women compared to men. This study tests several hypotheses concerning the relationship of masculine and feminine personality characteristics to occupational values, perceptions of academic climate, and selection of a STEM major in college among a sample of 752 students enrolled at a major public university. We find little support for the hypothesis that masculine personality characteristics are especially rewarded in STEM majors. However, we also find that women pay a femininity penalty in STEM majors, while more abundant feminine personality traits in men render them more likely to major in a STEM field, after accounting for occupational values. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 299-323, 2017 [ABSTRACT FROM AUTHOR]

Research on the retention of women in academia has focused on challenges, including a chilly climate, devaluation, and incivility. The unique consequences of workplace ostracism – being ignored and excluded by others in an organizational setting – require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee’s specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1) and perceived information sharing (Study 2) among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia.

Research on the retention of women in academia has focused on challenges, including a "chilly climate," devaluation, and incivility. The unique consequences of workplace ostracism -- being ignored and excluded by others in an organizational setting -- require focus on this experience as another interpersonal challenge for women in academia. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee's specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at a large, public, research university. We examined the number of reported ostracism experiences (Study 1) and perceived information sharing (Study 2) among male and female university faculty. The findings indicated that female faculty members perceived more workplace ostracism than male faculty members. Analyses of department gender ratios suggested that the proportion of women in the department did not reduce the amount of workplace ostracism experienced by women. No gender differences were found in perceived information sharing. However, we found that Faculty of Color, both men and women, reported more frequent information exclusion than White faculty. These results have important implications for theoretical and practical understandings of workplace demography and suggest that it is necessary to look at subtle, ambiguous forms of discrimination in order to increase retention of faculty from underrepresented groups in academia. [ABSTRACT FROM AUTHOR]

The literature on women’s under-representation in academia asserts that faculty women face a ‘chilly climate’, but there are few theoretically based studies examining this proposition. Relational demography, organizational justice, and social network theories all identify possible antecedents of ‘chilly climate’. Using survey data of faculty at a private Midwestern US university, we test whether the perception of exclusion (chilly climate) is influenced by demographic dissimilarity, and perceptions of fairness and gender equity. We find that faculty women perceive more exclusion from academic departments with a low representation of women, consistent with relational demography. Perceptions of procedural fairness and gender equity are powerful factors that foster inclusion and warm the climate for both men and women. The ‘chilly climate’ for women faculty is a complex phenomenon with multiple causes. Policies that fail to address these multiple causes are unlikely to be effective. [ABSTRACT FROM PUBLISHER]

In 1995, the Gender Research Committee of the International Studies Association conducted a survey of the membership concerning the impact of gender on members’ lives. In 2006, the Women’s Caucus for International Studies sponsored a follow-up survey utilizing similar questions. A comparison of the findings of the two studies shows increased representation of women within international studies, persistent frustration with the slow pace of progress in women’s access to senior positions and in accommodating family issues, some evidence of a chilly climate for women and a leaky pipeline, and significant differences between men’s and women’s perceptions of the status of women in the profession. The 2006 survey reveals a marked increase in concerns regarding the tension between women’s family responsibilities and the academic environment, identification of structural discrimination, and concerns that men have been disadvantaged by affirmative action for women. [ABSTRACT FROM AUTHOR]

Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons. One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles of doing science. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine how perceptions of a chilly climate differ between students in traditionally female-dominated majors (nursing and education) versus traditionally male-dominated majors (information technology and engineering), and how these perceptions relate to students' intentions to persist or pursue higher education in their chosen field. Students (n = 403) attending a community college completed the 28-item Perceived Chilly Climate Scale (PCCS). The primary research question asked: To what extent can scores on the five subscales of the PCCS be explained by the predictor variable set of gender, ethnicity, age, college major, and intent to leave the field? Canonical correlation analysis indicated that women found the climate chillier than men, non-white students found the climate chillier than white students, younger students perceived the climate chillier than older students, and students in traditionally female-dominated majors perceived the climate chillier than students in traditionally male-dominated majors. Intent to leave the field was not a significant predictor of perceptions of chilly climate. [ABSTRACT FROM AUTHOR]