Since the creation in 2012 of a mission dedicated to gender equality and the fight against all forms of discrimination, transformed in 2016 into a delegated vice-presidency and then in 2020 into a functional vice-presidency, AMU has developed and strengthened an ambitious action plan to promote equality, inclusion and diversity.
Isabelle Régner, University Professor at the Cognitive Psychology Laboratory (UMR CNRS 7290) has been appointed Vice-President for Equality between Women and Men and the Fight against Discrimination in January 2020.
1. The missions of the Vice-Presidency
- To propose a medium-term strategy aimed at an integrated policy in favour of equality, inclusion and diversity, with actions of 1) awareness, information and training, targeted according to the public (students, staff), 2) promotion of a culture of gender equality, and 3) awareness and communication in favour of the fight against all forms of discrimination.
- Proposing measures to achieve equal treatment and opportunities for women and men in all aspects of their careers for staff, and a gender balance in all courses of study for students.
- To monitor the measures in place in terms of equal opportunities and the fight against discrimination.
- To propose indicators for monitoring the actions undertaken.
The Vice-President is supported by a Steering Committee made up of staff, the Student Vice-President and experts (academics, institutions and associations). The CoPil contributes to the development and deployment of the various action plans within AMU's departments and components.
The aim is to identify the specific problems in each sector in order to develop an appropriate action plan.
2. Measures and actions
2.1 Warning, listening and supportsystems
- Mechanisms to combat harassment, sexual and gender-based violence and homophobia The "Inclusive Academy" is a service for students and staff who are victims or witnesses of sexual, gender-based and/or LGBTphobic harassment or violence within AMU. It is based on a referral person who deals with requests anonymously and confidentially.
- Mechanisms to combat racism and anti-Semitismfor students and staff who are victims or witnesses of racism or anti-Semitism within AMU. It has a contact person who deals with requests anonymously and confidentially.
- Device for the use of the first name and customary civility at AMUIn order to improve their reception and facilitate their access to university services (library, services and catering, etc.), AMU undertakes to recognise the right of transgender or intersex students whose applications to the TGI have not been completed to have their first name and/or customary title taken into account in internal documents of the institution.
Information and access to these measures HERE
2.2- Awareness, information and trainingactivities
Each year, AMU organises 20 to 30 events (exhibitions, conferences, film-debates, shows, competitions) according to a calendar in line with various national or international days (LGBTI commitment day, Violence against women, Women and Science, Women's rights, Education against racism and anti-Semitism, etc.) and systematically relaying national campaigns (DILCRAH, Secretariat of State, Violence, Sexism, etc.). See our news feed.
Training is offered to staff and users, for example
- Training in the fight against discrimination by the Camp des Milles Foundation (Labellisation Citoyenne as part of the EFHLD Commitment Student Bonus).
- Workshops to prevent and better equip women against physical and verbal violence.
- Integration of legal and psychological training in the fight against harassment and violence into the staff training plan. (Registration on GEFORP).
2.3- New actions, based on research results
The number of action plans to promote equality and diversity in higher education has increased in recent years and has led to a certain amount of progress. However, inequalities remain among staff in terms of recruitment, promotion, access to the most prestigious positions, representation in the scientific disciplines known as STEM (Science, Technology, Computer Science, and Mathematics), but also among students in terms of access to certain Masters, Doctorate, and STEM fields from the Bachelor's degree. The EFHLD Vice-President of AMU proposes to turn to the results of scientific research which show that these inequalities are largely linked to stereotypes and implicit biases which are powerful automatisms, acquired over time, and present in most individuals, women and men [1-2].
Research has shown how these stereotypes can negatively influence students' performance and career choices [3-4]on the other hand, to generate subtle processes of discrimination by impacting the decisions of evaluators at the time of recruitment and promotion . This research also informs us about the actions to be implemented and the conditions for their effectiveness. While awareness and communication campaigns, commitment charters and quotas are necessary actions, they are not sufficient to bring about in-depth change. The data [5-8] tell us thatit is necessary to propose, in addition, training that will 1) make people aware of the existence of these stereotypical biases, 2) explain how these biases work (often automatically because they are well anchored in long-term memory) and what the consequences are, and 3) propose strategies to better control these biases and thus reduce their impact.
The new actions proposed by the EFHLD Vice President since April 2020 are therefore based on the results of this research, and are or will be adapted to Selection Committees, research laboratories, and more generally to all personnel in charge of the evaluation of promotion and recruitment files. These actions will be subject to evaluation to assess their effectiveness.
1-Greenwald AG, McGhee DE, Schwarz JLK. (1998). Measuring individual differences in implicit cognition: the implicit association test. J. Pers. Soc. Psychol. 74, 1464-1480. doi: 10.1037//0022-35220.127.116.11
2-Nosek, B. A. et al. (2009). National differences in gender-science stereotypes predict national sex differences in science and math achievement. Proc. Natl Acad. Sci. 106, 10593-10597. doi: 10.1073/pnas.0809921106
3-Régner I, Smeding A, Gimmig D, Thinus-Blanc C, Monteil J.M., Huguet P. (2010). Individual differences in working memory moderate stereotype-threat effects. Psychol. Sci. 21, 1646-1648. doi:10.1177/0956797610386619
4-Schmader T, Johns M, Forbes C. (2008). An integrated process model of stereotype threat effects on performance. Psychol. Rev. 115, 336-356. doi: 10.1037/0033-295X.115.2.336
5-Régner I, Thinus-Blanc C, Netter A, Schmader T, Huguet P. (2019 ). Committees with implicit biases promote fewer women when they do not believe gender bias exists. Nat Hum Behav. 3(11):1171-1179. doi: 10.1038/s41562-019-0686-3
6-Devine PG, Forscher PS, Cox WTL, Kaatz A, Sheridan J, Carnes M. (2017). A Gender Bias Habit-Breaking Intervention Led to Increased Hiring of Female Faculty in STEMM Departments. J Exp Soc Psychol. 73:211-215. doi: 10.1016/j.jesp.2017.07.002
7-Moss-Racusin CA, Pietri ES, Hennes EP, Dovidio JF, Brescoll VL, Roussos G, Handelsman J. (2018). Reducing STEM gender bias with VIDS (video interventions for diversity in STEM). J Exp Psychol Appl. 24(2):236-260. doi: 10.1037/xap0000144
8-Stewart A, Valian V. (2018). An Inclusive Academy: Achieving Diversity and Excellence. MIT Press.