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

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.

KEYWORDS:

• Diversity
• Executive education
• Inclusive leadership
• Lifelong learning
• Professional climate

Acknowledgment

The author wishes to thank the Phoebe Haas Charitable Trust and the Waterman Fund of The Philadelphia Foundation for their generous support of the Elizabeth L. Scott projects; Craig A. Molgaard, Dan G. Molgaard, and the reviewers for their helpful comments; and Yulia R. Gel and Elizabeth Ciemins for their helpful comments on an earlier draft.