Transcript Workshop on Faculty Recruitment for Diversity and Excellence

Faculty Recruitment Workshop:
Strategies and Tactics for Recruiting to
Increase Diversity and Excellence
ADVANCE Program at the University of Michigan
Denise Sekaquaptewa
Department of Psychology
Jennifer Linderman
Department of Chemical Engineering
September 13, 2013
Overview
• Why do we need to recruit a diverse faculty in
order to attain excellence?
• What are the obstacles to achieving diversity
on the faculty?
• What can we do?
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Why do we need to recruit a diverse faculty
in order to attain excellence?
• Gives us access to talent currently not
represented (both faculty candidates and
students)
• A diverse faculty has positive effects on our
diverse student body – at both undergraduate
and graduate levels
Carrell, Page, & West (2009). National Bureau of Academic Research.(14959), 1-42.
Hale & Regev (2011). Federal Reserve Bank of San Francisco Working Paper, (2011-19).
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Why do we need to recruit a diverse faculty
in order to attain excellence?
• More perspectives are taken into account and
fewer things taken for granted
– A concept car designed by women and including many new
features was also highly rated by men.
– Compared with all-white juries, diverse juries deliberate more
thoughtfully about an African American defendant.
Ely & Thomas (2001). Administrative Science Quarterly, 46(2), 229-273.
Page (2007). Princeton University Press, 6-20.
Sommers (2006). J Personality and Social Psychology, 90(4), 597-612.
Temm (2008). In Schiebinger (Ed.), Gendered Innovation in Science and Engineering (pp. 131-149). Stanford, CA:
Stanford University Press.
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Why is it difficult to recruit for
diversity and excellence?
Available pool of candidates may be too
homogeneous
• Partly true, but the pipeline does not fully
account for outcomes, and it is uneven in
different fields.
Shaw & Stanton (2012). Proceedings of the Royal Society B: Biological Sciences, 279(1743), 3736-3741.
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Beyond the Pipeline
Research suggests that overt prejudice or
old-fashioned bigotry has been reduced in US society…
Bobo, Kluegel, & Smith (1997). In Tuch & Martin (Eds.), Racial Attitudes in the 1990s: Continuity and Change. (pp.
15-42). Westport, CT. Praeger.
Dovidio & Gaertner (2000). Psychological Science, 11, 315-319.
BUT…
Research also shows that we all – regardless of the
social groups we belong to – perceive and treat people
differently based on their social groups (race/ethnicity,
gender, sexual orientation, disability, etc.).
We are all subject to unconscious bias.
Valian (1998) Why So Slow? The Advancement of Women. Cambridge: MIT Press, p. 280.
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Schemas: Non-conscious Hypotheses
• Schemas (expectations or stereotypes)
influence our judgments of others
(regardless of our own group).
• All schemas influence group members’
expectations about how they will be judged.
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Schemas do…
• allow rapid, if sometimes inaccurate,
processing of information.
• often conflict with consciously held or
“explicit” attitudes.
• change based on experience/exposure.
Nosek, Banaji, & Greenwald (2002). Group Dynamics: Theory, Research, and Practice, 6(1), 101-115.
Fiske, Cuddy, Glick, & Xu (2002). J Personality and Social Psychology, 82(6), 878-902.
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Schemas are…
• Widely culturally shared
– Both men and women hold them about gender.
– Both whites and minorities hold them about race/ethnicity.
– People are often not aware of them.
• Applied more under circumstances of:
– Stress from competing tasks
– Time pressure
– Lack of critical mass
– Ambiguity (including lack of information)
Dovidio & Gaertner (1998). In Eberhardt & Fiske (Eds.), Confronting racism: The problem
and the response (pp. 3-32). Newbury Park: Sage.
Dovidio & Gaertner (2000). Psychological Science, 11(4), 315-319.
Fiske (2002). Current Directions in Psychological Science, 11(4), 123-128.
Heilman (1980). Organizational Behavior and Human Performance(26), 386-395.
Sackett, DuBois, & Noe (1991). J Applied Psychology, 76(2), 263-267.
Valian (1998) Why So Slow? The Advancement of Women. Cambridge: MIT Press, p.
280.
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Schemas Affect Evaluation & Performance
Numerous studies show that schemas
affect evaluation and performance:
some examples…
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Evaluation of Identical Resumes: Race
• Applicants with African Americansounding names needed to send
50% more resumes to get a
callback than applicants with whitesounding names.
Identical Resumes
Jamal
Greg
• White-sounding names yielded as
many more callbacks as an
additional eight years of
experience.
Bertrand & Mullainathan (2003). American Economic Review, 94(1), 991-1013.
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Evaluation of Identical CVs: Gender
For a Faculty Position:
• Male and female psychology professors
more likely to hire “Brian” over “Karen” as
an assistant professor (2:1).
Identical Application
Packages
Karen
For an undergraduate lab manager position:
Brian
• Male and female science professors rated
male applicants more competent, more
hireable, more suitable for mentoring, and
offered higher salaries.
Moss-Racusin, Dovidio, Brescoll, Graham, & Handelsman (2012). PNAS 109(41), 16474-16479.
Steinpreis, Anders, & Ritzke (1999). Sex Roles, 41(7/8), 509-528.
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Evaluation of Identical Resumes:
Sexual Orientation and Gender
• Pairs of matched resumes sent for 5
different occupations in 7 different
states
Treasurer in Gay
Student Organization
– Overall, 40% fewer call backs for gay
applicants
– Largest difference in Ohio, Texas, Florida (as
compared to California, New York, Nevada
and Pennsylvania)
• A similar resume study for law
students applying for internships in
Canadian law firms
– Gay applicants received fewer offers
Treasurer in
Environmental Student
Organization
Adam (1981) The Canadian Review of Sociology and
Anthropology, 18(2), 216-221.
Tilcsik (2011) American Journal of Sociology, 117(2), 586-626.
Weichselbaumer (2003). Labour Economics, 10, 629-642.
– More pronounced for gay female applicants
than for gay male applicants
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Blind Auditions: Gender
Records from major US
symphony orchestras from
1970-1996:
• Audition data from 14,000
individuals show the use of a
screen increases the
probability that a woman will
advance from preliminary
rounds by 50%.
Goldin & Rouse (2000). The American Economic Review, 90(4), 715-741.
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Exactly how do schemas affect the
careers of women and underrepresented minorities?
Letters of Recommendation
• Read two examples of letters of
recommendation.
• How do the letters differ? Identify a few
phrases that stand out as helpful or not
helpful.
• At your table, briefly discuss with
neighbor.
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Letters of Recommendation for Successful
Medical School Faculty Applicants
Differences
Letters for men:
• Longer
• More references to:
• CV
• Publications
• Patients
• Colleagues
Letters for women :
• Shorter
• More references to personal
life
• More “doubt raisers”
(hedges, faint praise, and
irrelevancies)
“It’s amazing how much
she’s accomplished.”
“It appears her health is
stable.”
“She is close to my wife.”
Trix & Psenka (2003). Discourse & Society, 14(2), 191-220.
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Racial Bias in Grant Applications
30%
R01 Award Probability
Black or African American
25%
White
20%
15%
10%
5%
0%
‡
• 83,188 NIH grant applications from
40,069 individuals from 2000-2006.
• Differences in funding rate persists
even after controlling for education
and training, previous NIH
experience, research productivity,
and other factors.
Ginther et al., (2011). Science, 333, 1015-1019.
Wenneras & Wold (1997). Nature, 387, 341-343.
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Impact of Parent Status
mother
father
Active in Parent
Teacher Association
Active in Parent
Teacher Association
“nonmother”
“nonfather”
When evaluating equally qualified same-gender job applicants,
Mothers…
Fathers…
•were rated as less competent and less •were rated as more committed to paid
committed to paid work than nonmothers. work than nonfathers.
•were less likely to be recommended for
hire, promotion, and management, and
were offered lower starting salaries than
nonmothers.
•were offered higher starting salaries
than nonfathers.
Correll, Benard, & Paik (2007). American J of Sociology, 112(5), 1297-1338.
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Student Evaluation of Teaching Credibility:
Sexual Orientation
One male instructor provided the same guest
lecture to 8 sections of a communication
course.
• In half of the sections, he referred to “my
partner” as Jennifer and in other half as Jason.
• The “straight” instructor received 22% more
positive comments than the “gay” instructor.
• The “gay” instructor received 530% as many
critical comments as the “straight” instructor.
Instructors who are members of minority
groups may be perceived as less credible
instructors.
Russ, Simonds, & Hunt (2002). Communication Education, 51(3), 311-324.
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Impact of Schemas on Leadership
• With single sex groups, person at head is
identified as the leader.
• With mixed sex groups, a different outcome
is observed.
Porter & Geis (1981). Gender and nonverbal behavior (pp. 39–61). New York: Springer Verlag.
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Biased Leadership Outcomes
Positions of Leadership for Asians/Asian Americans
20
percent
15
% Membership
10
% Leadership
5
0
National
Institutes of
Health
Federal
Scientists and
Engineers
US Life
Scientists
Burrelli (2011). InfoBrief, NSF 11-303, 1-8.
Jeang (2011). Telephone Interview.
Mervis (2005). Science 310, 606-607. (Updated from
http://www.asbmb.org/Page.aspx?id=102&terms=governance)
http://dpcpsi.nih.gov/council/roster.aspx
Being “white” is positively associated with leadership
Rosette, et al. (2008). J Applied Psychology, 93(4), 758-777.
Sy, et al. (2010). J Applied Psychology, 95(5), 902-919.
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Schemas Affect Performance:
Stereotype Threat
• Being in a situation in which one could be seen or
judged in terms of a negative group schemas
(stereotypes).
• Many studies show that stereotype threat causes
underperformance, that it can be manipulated by
circumstances, and that it most affects those who care
the most
– In terms of performance, motivation,
and career choices
• Various mechanisms
Steele, Spencer, & Aronson (2002), Advances in Experimental Social Psychology, 34,
379-440.
Stone, J., Lynch, C. I., Sjomeling, M., & Darley, J. M. (1999), J Personality and Social
Psychology, 77, 1213-1277.
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Test Performance by
Stereotype Threat Condition
Steele & Aronson (1995), J Personality and Social Psychology, 69(5), 797. Steele,
C. M. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New
York: Norton.
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Math Test Performance of
Asian American women
• questionnaire given
before test “primes” for
a particular identity
Shih, Pittinsky, & Ambady (1999). Psychological Science, 10(1), 80-83.
25
Schemas and Your Experience
• Recall examples of schemas and how they may affect
evaluation as well as performance.
• Think of an example of someone relying on a schema,
expressing unconscious bias, or experiencing stereotype
threat at any stage of academic development.
Undergraduate
Student
Graduate
Student
Postdoctoral
Fellow
Untenured
Faculty
Member
Tenured
Faculty
Member
• Share a quick example at your table.
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Accumulation of Advantage and
Disadvantage…
Some of these examples may have seemed
minor, but…
Because small imbalances and
disadvantages accrue, minor slights can
have major consequences in salary,
promotion, and prestige, including
advancement to leadership positions.
•
•
“Mountains are molehills piled one on
top of the other.” (Valian, 1998, p. 4)
Similarly, minor advantages accrue to
produce major benefits.
Merton (1948). Antioch Review, 8, 193-210 and (1968). Science, 159, 56-63.
Valian (1998). Why So Slow? The Advancement of Women. Cambridge: MIT Press, p. 280.
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If We Do Not Actively Intervene,
The Cycle Reproduces Itself
Schemas /
Lack of critical mass
Evaluation
bias
Lowered
success rate
Accumulation of
disadvantage
Stereotype threat /
More difficult
environment for
performance
Ability is
underestimated
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What can we do?
#1 - Build an effective search committee
• Require and reward a high level
of commitment.
• Be aware of unconscious bias
and the challenges of evaluation
(e.g. train committees via
STRIDE workshops).
• Include people openly committed to diversity and
excellence. Include women and minorities when
possible. Remember to take account of this service
when making other assignments.
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#2 - Prime the Pump (Active Recruiting)
Recruiting begins before you have a position.
• Network directly with young scholars, including your
own students. Invite them to speak.
• Foster connections with other institutions to identify
and track promising candidates.
• Widen the pool from which you recruit: actively
pursue candidates thriving at less well-ranked
institutions.
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#3 – Define your search as broadly as
possible (“open searching”)
• Job description should include as many areas as possible
• Use a single committee for all open searches
60%
5
50%
40%
Change in
outcomes for
one UM
department
Using Open Searches (AY06 AY09)
3
2
30%
20%
10%
Before Open Searches (AY01 AY04)
34/year
“Open searches
led to both a larger
number of
applicants AND a
more diverse
applicant pool.”
15/year
0
0%
Female Applicants
Female Hires
Faculty of Color Hires
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#4 – Encourage high quality applications
• Provide explicit directions for applicants.
• Be clear about the audience for applications.
• Provide a checklist with clear instructions.
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#5 – Thoughtfully Evaluate Candidates
Be aware of evaluation bias. Make sure your
committee works to actively counteract it.
• Discuss and define evaluation criteria in advance.
• Design organized evaluations that combine
examination of written materials and direct contact
with the candidate.
• Consider the environment in which achievements
were made.
• Avoid global evaluations and summary rankings;
acknowledge uncertainty.
Bauer & Baltes (2002). Sex Roles, 47(9-10), 465-476.
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Use a Candidate Evaluation Tool
at Multiple Stages
http://www.umich.edu/%7Eadvproj/CandidateEvaluationTool.doc
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#6 - Host an Effective Visit
• Try to interview more than one female/minority
candidate because of critical mass effects.
• Treat all applicants as valuable scholars and
educators, not representatives of a class.
• Ensure that all candidates meet a diverse set of
people so that they are more likely to meet
someone like them. This may include graduate
and undergraduate students.
• Distribute family friendly policy information to all
candidates before or during first visit.
Heilman (1980). Organizational Behavior and Human Performance, 26(3), 386-395.
Huffcutt & Roth (1998). J Applied Psychology, 83(2), 179-189.
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Encourage circumstances that will allow you to
see the candidate at their best
• Provide information well ahead of the visit
regarding schedule, expectations, audience.
• Ask the candidate who s/he would like to meet.
• Identify a host that can set the tone for the visit
and provide a good introduction at the seminar.
• Consider the Q&A culture in your department.
• Consider cues in the environment.
Sekaquaptewa & Thompson (2002). Personality and Social Psychology Bulletin, 28(5), 694-707.
Latu, I. M., Mast, M. S., Lammers, J., & Bombari, D. (2013). J of Experimental Social Psychology,
49(3), 444-448.
37
Show off the department as it is or you
would like it to be, not as it once was
Who belongs???
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The Unintended Consequences
of Personal Questions*
*Situations derived from 2007 ADVANCE survey of
UM candidates who withdrew from searches or turned
down offers.
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The Unintended Consequences
of Personal Questions
Do you have a partner
who will be coming on the
visit and might want to
learn more about job
options in our city?
The university and my department
are really supportive your
partner’s job search.
This is a friendly department, where
everyone helps one another out.
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What the candidate actually infers and
says…
“I might choose to live in a different place from my
husband. I was not treated equally.”
“I got nonstop questions about family issues from
the faculty. Nobody asked my husband about
family issues.”
“Obviously they didn’t want to offer a job to
someone who was going to have a problem.”
I don’t have a twobody problem.
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The Unintended Consequences
of Personal Questions
Do you have school-aged
children or will you want to
learn more about schools
here during your visit?
This university, this department, and
our faculty are family friendly.
Not only that, but our city is a great
place to raise a family.
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What the candidate actually infers and
says…
“I figured the reason they asked me about
whether I had kids was that they wanted to
figure out whether it would be hard for me
to move. Obviously it was a negative.”
“A senior male asked me if I was going to
have children. Just like that. I said what I
was trained to say: No.”
No.
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So What Should I Do?
Make sure that all candidates know about dual career
support, family friendly policies, and the local community.
• Your unit should provide an information packet to all
candidates.
• At Univ. Michigan, dual career support is available to
domestic partners of faculty recruits regardless of
marital status or sexual orientation.
•
Support for dual careers enhances both recruitment and
retention of all faculty.
44
So What Should I Do?
What if a candidate mentions a dual career issue or
asks about family life/schools in your city?
• Answer the question asked.
• Do not ask questions to gather further information
from the candidate.
• As necessary, identify other resources outside the
search committee.
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Consider Only Job-Relevant Criteria
Interviews should only evaluate qualifications that are
relevant to a faculty position – questions about matters that
are not job relevant (i.e., family status) are not appropriate.
Search Committee should not seek or discuss information
about the existence of a dual career partner or family status
of the candidate.
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#7 - Recruit the Selected Candidate
After a candidate is
selected, aggressive
recruiting begins.
Now, all factors relevant
to attracting the
candidate to the
university and
community should be
discussed.
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Unique Challenges in Recruiting
LGBT Candidates (to Univ. Michigan)
LGBT candidates know:
•Lesbian, gay, bisexual, and transgender/transsexual individuals are
not protected by federal EEO regulations.
•LGBT individuals cannot sponsor their partners for immigration
purposes, even when legally married in country of origin.
•There is no statewide relationship recognition for same-sex couples.
•The State of Michigan permits single LGBT individuals to petition to
adopt but prohibits joint adoption.
UM faculty need to communicate that the University makes
efforts to overcome this climate:
•Benefits are provided to “Otherwise Qualified Adults”.
•Offers can include support for legal needs.
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Negotiation
• Negotiation process should convey that the goal
in deciding the terms of the offer is to create
conditions for success.
• Provide all candidates with a complete list of
items to discuss in the course of negotiations.
This list will vary by field, and should include
those items that will maximize the likelihood of
candidate success in that field.
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A Successful Search is Just the Beginning!
• Build a culture of search excellence. Reflect on your
search and provide a report suggesting improved
approaches for the future.
• New faculty success is essential. Enable new faculty to
take advantage of all the university has to offer.
Univ. of Michigan ADVANCE Program
http://sitemaker.umich.edu/advance/home
(734) 647-9359
[email protected]
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