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Workshop on Faculty Recruitment for Diversity and Excellence

Workshop on Faculty Recruitment for Diversity and Excellence. ADVANCE Program at the University of Michigan Strategies and Tactics for Recruiting to Improve Diversity and Excellence. Overview. Why do we need to recruit a diverse faculty in order to attain excellence?

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Workshop on Faculty Recruitment for Diversity and Excellence

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  1. Workshop on Faculty Recruitment for Diversity and Excellence ADVANCE Program at the University of Michigan Strategies and Tactics for Recruiting to Improve Diversity and Excellence

  2. 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?

  3. Why do we need to recruit a diverse faculty in order to attain excellence? • Gives us access to talent currently not represented • A diverse faculty has positive effects on our diverse student body – at both undergraduate and graduate levels Carrell, Page, & West (2009). National Bureau of Economic Research.(14959), 1-42. Hale & Regev (2011). Federal Reserve Bank of San Francisco Working Paper, (2011-19).

  4. 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.

  5. 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.

  6. 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 non-conscious bias. Valian (1998) Why So Slow? The Advancement of Women. Cambridge: MIT Press, p. 280.

  7. 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.

  8. Schemas do… • allow rapid, but sometimes inaccurate, processing of information. • often conflict with consciously held or “explicit” attitudes. • change based on experience/exposure. • Fiske, Cuddy, Glick, & Xu (2002). J Personality and Social Psychology, 82(6), 878-902. • Nosek, Banaji, & Greenwald (2002). Group Dynamics: Theory, Research, and Practice, 6(1), 101-115.

  9. 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) } Present in faculty searches 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.

  10. Schemas Affect Evaluation & Performance Numerous studies show that schemas affect evaluation and performance. Identical Resumes

  11. Evaluation of Identical Resumes: Race • Applicants with African American-sounding names needed to send 50% more resumes to get a callback than applicants with white-sounding names. • White-sounding names yielded as many more callbacks as an additional eight years of experience. Identical Resumes Jamal Greg Bertrand & Mullainathan (2003). American Economic Review, 94(1), 991-1013.

  12. 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). For an undergraduate lab manager position: • Male and female science professors rated male applicants more competent, more hireable, more suitable for mentoring, and offered higher salaries. Identical Application Packages Karen Brian Moss-Racusin, Dovidio, Brescoll, Graham, & Handelsman (2012). PNAS 109(41), 16474-16479. Steinpreis, Anders, & Ritzke (1999). Sex Roles, 41(7/8), 509-528.

  13. Evaluation of Identical Resumes:Sexual Orientation • Pairs of matched resumes sent for 5 different occupations in 7 different states • Overall, 40% fewer call backs for gay applicants • Largest difference in Ohio, Texas, Florida (as compared to California, New York, Nevada and Pennsylvania) Treasurer in Gay Student Organization Treasurer in Environmental Student Organization Tilcsik (2011) American J of Sociology, 117(2), 586-626. Additional Resources: Adam (1981) The Canadian Review of Sociology and Anthropology, 18(2), 216-221. Weichselbaumer (2003). Labour Economics, 10, 629-642.

  14. Evaluation of Identical Resumes:Parental Status When evaluating equally qualified same-gender job applicants, father mother Active in Parent Teacher Association Active in Parent Teacher Association “nonfather” “nonmother” • Mothers… • were rated as lesscompetent and less committed to paid work than nonmothers. • were less likely to be recommended for hire, promotion, and management, and were offered lowerstarting salaries than nonmothers. • Fathers… • were rated as morecommitted • to paid work than nonfathers. • were offered higherstarting • salaries than nonfathers. Correll, Benard, & Paik (2007). American J of Sociology, 112(5), 1297-1338.

  15. 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.

  16. Exactly how do schemas affect the careers of women and under-represented minorities?

  17. Letters of Recommendation • Read two examples of letters of recommendation. • How do the two letters differ? • Identify two phrases that are helpful or are not. • Briefly discuss at your table.

  18. Letters of Recommendation 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” (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.” Differences Trix & Psenka (2003). Discourse & Society, 14(2), 191-220.

  19. Race Penalty in Grant Success • 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.

  20. 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.

  21. Impact of Schemas on Leadership • With single sex groups, observers most often identify the person at the head of the table as the leader. • With mixed sex groups • a male seated at the head of the table is still most often identified as the leader. • a female seated at the head of the table is identified as the leader only half as often as a man at the head of the table is. Porter & Geis (1981). Gender and nonverbal behavior (pp. 39–61). New York: Springer Verlag.

  22. Biased Leadership Outcomes Positions of Leadership for Asians/Asian Americans 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. percent 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

  23. Schemas Affect Performance: Stereotype Threat • Being in a situation in which one could be seen or judged in terms of negative group schemas (stereotypes). • Many studies show that stereotype threat causes underperformance, that it can be manipulated by circumstances • In terms of performance, motivation, and career choices Steele, Spencer, & Aronson (2002), Advances in Experimental Social Psychology, 34, 379-440. Stone, Lynch, Sjomeling, & Darley. (1999). J Personality and Social Psychology, 77(6), 1213-1227. Stroessner & Good. (n.d.). ReducingStereotypeThreat.org. Retrieved September 9, 2013, from http://www.reducingstereotypethreat.org/

  24. Test Performance by Stereotype Threat Condition Aronson, Lustina, Good, Keough, Steele, Brown. (1999). J Experimental Social Psychology, 35(1), 29-46. Spencer, Steele, & Quinn. (2005). J Experimental Social Psychology, 35, 4-28. Steele, C. M. (2010). Whistling Vivaldi: And other clues to how stereotypes affect us. New York: Norton. Steele & Aronson (1995), J Personality and Social Psychology, 69(5), 797.

  25. Math Test Performance of Asian American Women Stereotype Lift Math Test Accuracy Stereotype Threat • questionnaire given before test “primes” for a particular identity • greater effect on those who care the most Shih, Pittinsky, & Ambady (1999). Psychological Science, 10(1), 80-83.

  26. Schemas and Their Effects From Your Experience • We have discussed examples of schemas and how they may affect evaluation as well as performance. • Think of one personal identity (not discipline-based) and how it has affected others’ interactions with you (positive or negative). • Share a quick example. Class Age Race Nationality Ability Status Gender Sexual Orientation Ethnicity Parent Status Religion Region You Live In

  27. 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.

  28. The Cycle Reproduces Itself Schemas and Lack of critical mass Lowered success rate Stereotype threat Evaluation bias Accumulation of disadvantage Underestimation of ability

  29. What can we do?

  30. #1 - Build an Effective Search Committee • Require and reward a high level of commitment. • 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. • Be aware of non-conscious bias, stereotype threat, and the challenges of evaluation (e.g. train committees via STRIDE workshops).

  31. #2 - Prime the Pump (Active Recruiting) • 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. Recruiting begins before you have a position.

  32. #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 Change in outcomes for one UM department “Open searches led to both a larger number of applicants AND a more diverse applicant pool.”

  33. #4 – Ask for Information You Need from Applicants • To ensure efficiency of search process • Provide a template or checklist with clear instructions for applicants. • Clearly describe the audience for their application (e.g., faculty from other areas).

  34. #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.

  35. Use a Candidate Evaluation Tool at Multiple Stages http://www.umich.edu/%7Eadvproj/CandidateEvaluationTool.doc

  36. #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.

  37. Encourage Circumstances that Will Allow You to See the Candidate at Their Best • Provide information well ahead of the visit regarding schedule, expectations, audience, Q&A culture, etc. • Ask the candidate whom s/he would like to meet. • Manage visit – identify a host who can set the tone for each activity or event. • Invite people to job talk to maximize diversity. • Provide a good introduction at the seminar, stressing candidate’s expertise. • Consider altering undesirable cues in the environment. Latu, I. M., Mast, M. S., Lammers, J., & Bombari, D. (2013). J of Experimental Social Psychology, 49(3), 444-448. Sekaquaptewa& Thompson (2002). Personality and Social Psychology Bulletin, 28(5), 694-707.

  38. Show Off the Department as It Is or You Would Like It to Be, Not as It Once Was Who belongs?

  39. The Unintended Consequences of Personal Questions* *Situations derived from an ADVANCE survey of UM candidates who withdrew from searches or turned down offers.

  40. The Unintended Consequences of Personal Questions The university and my department are really supportive of your partner’s job search. This is a friendly department, where everyone helps one another out. Do you have a partner who will be coming on the visit and might want to learn more about job options in Ann Arbor? Job candidate UM faculty member

  41. 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 two-body problem. Job candidate UM faculty member

  42. The Unintended Consequencesof Personal Questions The University of Michigan, this Department, and our faculty are family friendly. Not only that, but Ann Arbor is a great place to raise a family. Do you have school-aged children or will you want to learn more about schools in Ann Arbor during your visit? Job candidate UM faculty member

  43. 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. Job candidate UM faculty member

  44. 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. • Be aware that dual career support is available to domestic partners of faculty recruits regardless of marital status or sexual orientation. • Department Chairs request assistance through their Deans as part of the recruiting process. • Support for dual careers enhances both recruitment and retention of all faculty.

  45. So What Should I Do? What if a candidate mentions a dual career issue or asks about family life/schools in Ann Arbor? • Answer the question asked. • Do not ask questions to gather further information from the candidate. • As necessary, identify other resources outside the search committee.

  46. 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. Chart of appropriate and inappropriate questions is available on your STRIDE jump drive and on the University HR website: http://www.hr.umich.edu/empserv/department/empsel/legalchart.html

  47. #7 - Recruit the Selected Candidate After a candidate is selected, aggressive recruiting begins. Now, all factors relevant to attracting the candidate to Ann Arbor and UM should be discussed.

  48. 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.

  49. Unique Challenges in Recruiting LGBT Candidates LGBT candidates know: Lesbian, gay, bisexual, and transgender/transsexual individuals are not protected by federal EEO regulations. As of June 2013, the law of the place where the marriage was celebrated determines whether the marriage is legally valid for immigration purposes. 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. U-M 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.

  50. 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 UM has to offer. • The ADVANCE Program can help. It promotes excellence among faculty in all fields in four areas: recruitment, retention, climate, and leadership http://sitemaker.umich.edu/advance/home Phone: (734) 647-9359E-mail: advanceprogram@umich.edu

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