Promoting a gender- and diversity-conscious organizational culture
Implementation of effective measures to ensure gender-sensitive processes
CEPLAS is dedicated to building a culture of continuous improvement towards a gender- and diversity-conscious organizational culture. Seeking to address the gender bias in science we put effort into implementing a transparent and gender-sensitive design of all organizational processes. Gender equality aspects are being addressed at various stages such as composition of decision-making bodies, gender- and diversity-balanced seminar and conference organization, active recruitment of female candidates, presence at public outreach events, and their representation on information material. Especially with regard to the recruitment procedures at the graduate, postgraduate or fellows’ level, we are committed to constantly re-evaluating and improving a set of gender-sensitive evaluation criteria and monitor how the criteria are being applied.
Increasing awareness about unconscious bias in science and research
In order to promote equal opportunity in the decision-making process CEPLAS commits to improving awareness about implicit bias in academic evaluations. The following activities are being conducted or in planning:
- gender awareness/ unconscious bias training for Executive Board members and leadership positions
- diversity-/gender-sensibility workshops
- key note lectures on gender and diversity issues at CEPLAS-events (“Implicit bias in science”, “Diversity in academia”)
- providing information materials and individual consultation (e.g. bias-free recommendation letters). For an introduction to the topic and extensive sources of material please see: Center of Excellence Women in science: “Gender Bias In Science And Research” (https://www.gesis.org/en/cews/topics/gender-bias)
Creating a positive climate for diversity
Aiming to advance a positive climate for diversity, CEPLAS invests effort into being more inclusive of individuals whose social background, ethnicity/race, sexual orientation, age, religion or beliefs, disability, or nationality may differ from those of the dominant group in the scientific community. To this purpose special consideration is given, e.g. CEPLAS members and applicants coming from developing countries may receive mentoring to succeed. Also, in order to promote underrepresented groups in science CEPLAS will be involved in programs supporting pupils from non-academic households in their academic training such as the Diversity-Buddy-Program: first generation student (HHU).
