Gender

From Theory to Practice and Back: How the Concept of Implicit Bias was Implemented in Academe, and What this Means for Gender Theories of Organizational Change
Using an inductive, theory-building approach and combination of computational and qualitative methods, we investigate how the concept of implicit bias was translated into practice through the ADVANCE program and identify five key features that made implicit bias useful as a change framework in the academic STEM setting.
Laura K. Nelson, Kathrin Zippel
PDF Cite DOI
From Theory to Practice and Back: How the Concept of Implicit Bias was Implemented in Academe, and What this Means for Gender Theories of Organizational Change