Moss-Racusin et al (2012) carried out an experiment in 2012 designed to tease out biases held by academic staff in science faculties. Findings clearly demonstrated that predispositions and preconceptions exist, and that they constitute the precursor to gender disparity in science subjects.
Back when I was an undergraduate student of Mathematics I remember periodically receiving emails inviting me to a ‘Women in Maths’ event taking place within the department. Most of these events were targeted at early stage mathematicians (undergraduates, PhD students, and postdocs) who were women, and focused on their career. I never attended any of these events, actively selecting to ignore them instead. In this post I want to share some reasons why I avoided these events, and reflect on how I feel differently now.
This week’s Voice and Influence programme was on the topic of Power and Influence. We discussed various social signals that position someone in an authoritative “high” position, versus those for an approachable “low” position. There is a need to recognise when one position is more beneficial to you as an influential voice. As a rule-of-thumb, authoritative signals as a speaker and approachable signals as a listener.
In the fifth instalment of the Voice and Influence training we discussed negotiation. The session began with a video in which Professor Margaret Neale gave her best tips for negotiating successfully. The purpose of this video is to propose a new way of thinking about negotiation: most people view negotiation as an adversarial process, but Professor Neale wants to change the frame of thinking. Negotiation is problem solving, and problem solving is collaborative! A summary of the talk is given below.