It's no secret that academe is a challenging place to work, but those challenges are exacerbated when the academic also has family responsibilities. The scholarly world, so focused on achievement, advancement, and endless competition to break new ground, continues to advance at a glacial pace when it comes to the support and retention of women. The traditional model for addressing this issue calls for eliminating the chilly climate in academia by creating a culture of support. Attempts to mitigate the climate problem in higher education have failed to reach the root of the practices that create a work environment hostile to women--especially those with families: unexamined bias (which social psychologists often call "implicit bias" or "cognitive bias"), and gender stereotyping. This article presents a new model for providing support for faculty who have family responsibilities by identifying and eliminating gender bias. The model, developed by the Center for WorkLife Law at the University of California, Hastings College of the Law, is based on an extensive review of approximately 200 articles on gender bias and stereotyping. It seeks to accomplish two goals: (1) Describe the patterns of gender stereotyping that are freezing women, and men with family responsibilities, out of academe; and (2) Highlight recent trends in federal employment law of particular significance to academic employers and their employees. This new model is designed to help universities spot and eliminate potentially illegal patterns of gender bias that drive many women and fathers away from the academy, and may push them toward the courtroom.