Transcript Committee Presentation - Ohio State University

Searching for Inclusive Excellence
January 15, 2015
Diversity and Inclusion
Gender Initiatives in STEMM
The Women’s Place
Why Recruit for Diversity?
• Complex problems need many viewpoints to achieve
the best solutions
• More diverse backgrounds and ideas increase the
likelihood of creativity and new solutions
• Increasing diversity gives us access to talent currently
not represented
• A diverse faculty has positive effects on our diverse
student body
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).
Inclusive Excellence
Why Focus Now on the Professoriate of the Future?
• Between 1998 and 2008, student enrollment increased by
32% (from 14.5 to 19.1 million)
• ~33% of these incoming students were from underrepresented
racial and ethnic groups
• In 2009-10, faculty members of color represented 18% of all
full-time faculty members in degree-granting institutions
• 2023 - More than half of all U.S. children will be minority.
• 2042 - Minorities will be the new majority.
Snyder & Dillow, 2010
Knapp, Kelly-Reid, & Ginder, 2010
Inclusive Excellence
The 21st Century Professoriate
• The US Department of Education reported that in 1981,
African Americans who held full-time faculty positions in
higher education composed 4.2 percent of the faculty
population.
• In 2003, over two decades later, this number slightly
increased to 5.6 percent.
• At this rate of improvement, it will take more than 180
years for the black faculty percentage to reach parity
with the black percentage for the US population.
-Quoted in “Recruiting the Next Generation of the Professoriate” by Karen Jackson-Weaver, et
al. in peerReview, Summer 2010, Vol. 12, No. 3
Inclusive Excellence
The 21st Century Professoriate
• Women students make up 49.5% of students at OSU as of
fall 2014. The proportion of female faculty members
(tenure track, clinical and regular) is 38% and much lower
at the senior ranks (25% for full professors). Women
students in the STEMM disciplines have even fewer
female role models on the faculty.
• African American women (1.6%), Asian American Women
(4.9%), Hispanic women (1.4%) and other women of
color (.5%) make up a small fraction of the faculty in
2014 and growth has been minimal over the last 15 years
See the Annual Status Report on Women for 2014-15 and
for 2012 at http://womensplace.osu.edu
Diversity
Excellence
Excellence
Inclusive
Excellence
Diversity
Task for Search Committees
Ensure
Broaden the Become
Equitable
aware of unconscious Consideration
Pool of
biases
Candidates
of all
Candidates
Overview
Six Steps:
1) Examine our own biases
2) Prime the pump (recruit before you need it)
3) Build an effective search committee
4) Define your search as broadly as possible
5) Thoughtfully evaluate candidates
6) Host an effective visit
Recruiting Diversity
Research shows that we all
perceive and treat people
differently based on their social
groups (race/ethnicity, gender,
sexual orientation, disability, etc.).
We are often unconscious of our
own attitudes and associations and
this may affect searches
We are all subject to
unconscious bias.
Valian (1998) Why So Slow? The Advancement of Women.
Cambridge: MIT Press, p. 280.
The Unconscious Mind
•
When we encounter
a new person:
•
All of the associative
beliefs and
stereotypes stored in
our brains that
connect to his or her
gender, age, class
and race are
automatically and
unconsciously
triggered.
Unconscious Attitudes
• Are widely culturally shared
• Are applied more under
circumstances of:
•
•
•
•
Stress; competing tasks
Time pressure
Lack of critical mass
Ambiguity & 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.
Unconscious Attitudes Affect
Evaluation and Performance
• Male and female psychology professors hire “Brian” over
“Karen” as an assistant professor (2:1).
• Differences in recommendations for successful medical
school faculty applicants
Letters for men:
• Longer
• More references to:
•CV
•Publications
•Patients
•Colleagues
Letters for women :
• Shorter
• More references to
personal life
• More “doubt
raisers”
Examine Biases
1) Examine Our Own Biases: awareness is an
intervention in itself
Harvard University’s Project Implicit and the Implicit Association Test:
https://implicit.harvard.edu/implicit/demo/
Unconscious Attitudes Affect
Evaluation of Identical C.V.s
Jamal
Greg
Applicants with African
American- sounding names
had to send 15 resumes to
get a callback, compared
to 10 needed by applicants
with white-sounding
names.
White names yielded as
many more callbacks as an
additional eight years of
experience.
Bertrand & Mullainathan (2004) American Economic Review, 94 (4),
991-1013.
Prime the pump
Before the search and ongoing:
2) Prime the pump:
• Network directly with young scholars
• At conferences, attend the special interest
sessions where diverse candidates can be found
• Widen the pool from which you recruit: actively
pursue candidates thriving at less well-ranked
institutions
Search Committee
3) Build an Effective Search Committee
• Require and reward a high level of commitment.
• Be aware of unconscious bias and the
challenges of evaluation
• Include people openly committed to diversity and
excellence.
• Invite faculty from other departments to increase
committee diversity.
Search Committee
3) Build an Effective Search Committee (continued)
• Appoint a diversity advocate.
Search Committee
3) Build an Effective Search Committee (continued)
Committee
members must
acknowledge
that
unconscious
bias is always
present.
Broadly Defined Search
4) Define your search as broadly as possible
• The broader the job ad, the larger the pool
• Emphasize interdisciplinarity and opportunities to
work on broad issues
• Describe the specialties you want in terms that
will appeal to a broad audience.
4) Define your search as broadly as possible
(continued)
• Search for venues to broaden your marketing to
women and other under-represented groups
including newsletters, specialty groups, websites
• Use proactive language in the job description
5) Thoughtfully Evaluate Candidates:
• Explicitly discuss the criteria that define
“excellence” in advance. Do not accept “we’ll
know it when we see it” definitions.
• Discuss essential job qualifications. Be sure they
are explicit and agreed upon. Develop a
consistent screening tool.
Candidate Evaluation Tool
5) Thoughtfully Evaluate Candidates (continued)
:
http://www.umich.edu/%7Eadvproj/CandidateEvaluationTool.doc
Host an Effective Visit
6) Host an Effective Visit
• Provide information well ahead of the visit
regarding schedule, expectations, audience.
• Ask the candidate whom s/he would like to meet.
• Treat all candidates well and the same way.
• Try to interview more than one female/minority
candidate because of critical mass effects.
6) Host an Effective Visit
(continued)
•
Treat all applicants as valuable
scholars and educators, not
representatives of a class.
•
Show equal interest in all
candidates.
•
Show OSU/unit commitment to
diversity; make sure all candidates
meet with diverse people.
6) Host an Effective Visit (continued)
• 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.
6) Host an Effective Visit (continued)
• Create a packet for all candidates with
information on the following:
•
•
•
•
Dual career support
Family friendly policies
Faculty rules on tenure clock extension
Local communities
• Provide the same information to all candidates.
What Can We Do?
Stick with Job-Relevant Factors
• Only evaluate relevant qualifications
• Do not seek or discuss information about dual
career or family status
• Consider the unintended consequences of
personal questions. If these questions arise:
•
•
•
Answer the question
Do not ask further probing questions
Set up resources outside of the search committee
in advance and direct candidate there
What Can We Do?
Possible Innovations: Criteria Review Rather
than Global Review and Team of Rivals
• Discuss all candidates on one criterion at a time
• Search committee divides in half. Half takes
“pro” position on candidate; half takes opposing
position. Discuss, switch sides & repeat.
Recruiting the Selected
Candidate
• After a candidate is selected, aggressive
recruiting begins.
• Negotiation process should convey that the goal
in deciding the offer terms is to create conditions
for success.
• Build a culture of search excellence.
Additional Resources
•
Portions of today’s presentation are from University of Michigan’s
STRIDE program (scroll down to faculty recruitment resources):
http://sitemaker.umich.edu/advance/stride_committee
Additional Resources:
• University of Wisconsin-Madison, WISELI:
http://wiseli.engr.wisc.edu/hiring.php#resources
•
University of Rhode Island, ADVANCE:
http://www.uri.edu/advance/recruitment.html
Additional resources are available on the Discovery Themes website
http://u.osu.edu/discoverythemeshires/
These include links to the Presidential search’s packet describing the
central Ohio community, links to the IAT, links to OSU HR videos on
implicit bias, links to the STRIDE website and presentation. We
recommend that you review these resources and discuss how you
will use them with your search committee.