Recruitment Workshop

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Recruitment Workshop
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Workshop on Faculty Recruitment for Diversity and
Excellence

• Introduction
• Why Diversity Matters
• Unconscious Bias in Evaluation
• Recruitment
• Family Matters and Evaluation Bias
• Dual Career and Family Policies
• Conclusion

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Introduction
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Kovalevskaya
mathematicsis the science that demands
the utmost imagination
She was awarded the PhD summa cum laude, without
orals or defense the first woman to hold a PhD
in Mathematics. In 1884, she became the first
woman professor of Mathematics at what would
become the University of Stockholm.
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Strindberg
August Strindbergs reaction to Sofya was to
write in a local paper A female professor is a
pernicious and unpleasant phenomenon - even,
one might say, a monstrosity.
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Berkeley
Next
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Women Men

• Studies the martial art of Wu Shu
• Table tennis champion
• Accomplished viola player
• Volunteeraholic

• Lego robot creator
• Wrote the book on Impact
• Circuit maven
• Pixar wizard
• Chip guru

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STRIDE
Seated at table Pamela Raymond, Abigail Stewart,
Samuel Mukasa, Carol Fierke, Anthony England,
Martha Pollack, John Vandermeer, Melvin Hochster
Gary Huffnagle and Wayne Jones
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Perception

• Discrimination is only practiced by a small set
  of ignorant people.

Research shows that everyone whether male or
female perceives and treats women differently
from men.
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Why Diversity Matters
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Definition of terms
Equal Employment Opportunity

• The ideal that everyone should have equal access
  to employment opportunities it is the core
  concept that binds affirmative action and
  diversity efforts.

Affirmative Action

• Federal measures taken to begin to reverse
  historic patterns of employment discrimination
  against minorities and women.

Diversity

• The process to develop an environment that
  maximizes the potential of all people involved in
  the operations of an organization it involves
  learning to value qualities that are different
  between groups.

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What do these ideals aim to achieve?
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What do these ideals aim to achieve?

• Diversity
• To be inclusive with all groups not limited to
  ethnicity, race, and gender
• To develop an environment that maximizes the
  potential of all people in an organization
  (e.g., a university) by valuing group
  differences interpersonally and institutionally
• Diversity is not legally mandated, but is
  recognized as having a positive effect on civic
  and social attitudes and enhancing the
  learning experience for all.

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Why Diversity Matters
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Unconscious Bias in Evaluation
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Underlying components of the problem

• Lack of critical mass
• Gender schemas
• Evaluation and gender bias
• Accumulation of disadvantage

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Critical Mass

• There are too few women

• 28 of 249 tenured and tenure-track natural
  scientists in LSA were women in 2001
• 30 of 334 tenured and tenure-track faculty in
  Engineering were women in 2001
• When lack critical mass, increase salience of
  underrepresented group
• - Trigger reliance on schemas

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How It Happens
Video Gender schemas
Virginia Valian, Distinguished Professor of
Psychology and PI of the Gender Equity Project,
Hunter College (CUNY)
Based on findings reported in her book Why So
Slow The Advancement of Women. Boston MIT
Press, 1999.
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Gender schemas

• non-conscious hypotheses about sex differences
  that guide everyones perceptions and behaviors
• expectations or stereotypes that define average
  members of a group
• men are instrumental, task-oriented, competent
• women are nurturing, emotional, and care about
  relationships
• necessary
• shared by men and women
• likely to apply them when group or category
  salience is high
• Valian, 1998, Why So Slow? The Advancement of
  Women, MIT Press

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Gender schemas higher value to being male than
female

• More than 1,000 Michigan elementary students
  described what life would be like if they were
  born a member of the opposite sex
• 40 of the girls saw positive advantages to being
  a boy better jobs, more money and more respect
• 95 of the boys saw no advantage to being female

Mee, C.S. (March 1995) Womens Education Equity
Act Publishing Center Digest
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Evaluation and gender bias

• University psychology professors prefer 21 to
  hire Brian over Karen, even when the
  application packages are identical
• (Steinpreis, Anders Ritzke (1999) Sex Roles,
  41, 509)
• Women applying for a postdoctoral fellowship had
  to be 2.5 times more productive to receive the
  same competence score as the average male
  applicant
• (Wenneras Wold, (1997) Nature, 387, 341)
• Utilizing blind auditions increased the
  percentage of female new hires between 25-46 in
  women winning orchestral jobs and increased by
  50 the probability that women would advance out
  of preliminary rounds
• (Goldin Rouse, (2000) The American Economic
  Review, 90, 4, 715-741)
• Letters of recommendation for successful male and
  female candidates for faculty positions in
  medical school differed in ways that reflected
  gender schemas
• (Trix Psenka (2003) Discourse Society, Vol
  14(2)191-220, 2003)

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Gender bias in funding postdoctoral fellowships
the success rate of female scientists applying
for postdoctoral fellowships at the MRC during
the 1990s has been less than half that of male
applicants. C. Wennerås A. WoldNepotism and
sexism in peer-review. Nature 387341-343, 1997
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Mountains out of molehills

• Any one slight may seem minor
• But small imbalances and disadvantages accrue
• Accumulate into a mountain of disadvantage
• Mountains are molehills piled one on top of the
  other

Valian, 1998, Why So Slow? The Advancement of
Women, MIT Press
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Accumulation of advantage and disadvantage

• Like interest on capital, advantages accrue
• Like interest on debt, disadvantages accrue
• Very small differences in treatment can, as they
  accumulate, have major consequences in salary,
  promotion, and prestige
• Small cases of group-based bias add up

Merton (1948) Antioch Review, 8, 193-210 and
(1968) Science, 159, 56-63
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Bias and accumulation of disadvantage

• Computer simulation of organizations 8-level
  pyramidal hierarchy
• Staff at each level with equal ratio men and
  women
• Assume 1 bias in favor of promoting men
• Run simulations through series of promotions
  until complete turn over
• At the end, the highest level in organization was
  65 male

Martell, Lane, Emrich (1996) American
Psychologist, 51, 157-158
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Lowered success rate

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Recruitment
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Recruiting Strategies

• Recruit for diversity and excellence. Were
  STRIDE, not STRID!
• Search committee composition
• Job definition
• Advertisements
• Active recruiting
• Interviewing tips
• Promote awareness of the issues

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Search Committee Composition

• Include people who are committed to diversity and
  excellence
• Include women and minorities
• Remembering to take account of their added
  service load in other assignments

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Job Description

• Consider implications of the job description
  search as broadly as possible
• Work with a single search committee for all
  positions, to allow opportunities for people with
  unusual backgrounds to emerge

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Advertisement

• Advertise in venues that reach women and
  minorities (special subgroups of professional
  organizations, focused conferences and workshops,
  etc.)
• Advertise widely by word-of-mouth
• Note in your ad that the university has resources
  to help deal with dual-career issues

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Active Recruiting

• Actively seek candidates who contribute diversity
  and excellence Dont just wait for applications
  to come in go out and look for applicants
• Explicitly ask colleagues for the names of top
  female and minority students, in addition to male
  students
• Require faculty who nominate candidates to give a
  list of other very strong candidates in the
  field, and if that list has no women or
  minorities, ask why

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Active Recruiting (contd)

• Widen the range of institutions from which you
  recruit
• Consider women who may currently be under-placed
  thriving at less well-ranked universities
• Prime the pump for future years, by inviting
  female and minority speakers
• If youre successful at graduating female
  Ph.D.s, consider hiring them back after theyve
  had some experience elsewhere

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The Interview

• Bring in more than one female candidate this
  has a disproportional effect on the likelihood a
  women will be hired.
• Let the candidate know youre interested in her
  as a researcher and teachernot as a woman!
• Provide information about dual-career and
  family-leave policies to all candidates.
• Give the candidate an opportunity to talk with
  other womennot the search committee and
  preferably not even in the same departmentabout
  gender and climate issues.

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Be Aware of Evaluation Bias

• . . .or Remember the lesson of blind auditions
  in orchestras
• Being aware of and counteracting evaluation bias
  is perhaps the most important thing you can do!
• Coming today is an excellent start
• Spread awareness to the others on the search
  committee
• Views can be changed
• Bauer and Baltes, 2002

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Recruiting Strategies

• When you succeed be concerned with climate and
  retention
• For more tips, see the Advance Project Handbook
  www.umich.edu/advproj/handbook.pdf
• or contact STRIDE

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Family Matters and Evaluation Bias
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Leaks in the Academic Pipeline for Women
Graduate School Entry
PhD
Assistant Professor
Associate Professor
Professor
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Leaks in the Academic Pipeline for Women
Graduate School Entry
PhD
Assistant Professor
Associate Professor
Professor
Marriage
20 less likely than single women to enter a
tenure track position
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Leaks in the Academic Pipeline for Women
Graduate School Entry
PhD
Assistant Professor
Associate Professor
Professor
Marriage
Babies
29 less likely than women without babies to
enter a tenure track position
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Leaks in the Academic Pipeline for Women
Graduate School Entry
PhD
Assistant Professor
Associate Professor
Professor
Marriage
Tenure Review
Babies
23 less likely than men to become an associate
professor
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Leaks in the Academic Pipeline for Women
25 less likely than men to become a full
professor
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Leaks in the Academic Pipeline for Women
20 less likely than single women to ENTER a
tenure track position
29 less likely than women without babies to
ENTER a tenure track position
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Leaks in the Academic Pipeline for Women
Opting out
20 less likely than single women to ENTER a
tenure track position
29 less likely than women without babies to
ENTER a tenure track position
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"Opting Out"
Both female and male PhD's are seeking
alternatives to academia in greater numbers than
a decade or two ago. Are women "opting out" of
academics in favor of family issues at a greater
rate then men? Recall that gender schemas and
biases are based on perception
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(No Transcript)
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What is the Potential Impact of Women in Science
and Engineering "Opting Out" for Family Reasons?
it creates an unconscious gender schema or bias
that impacts the women who "opt in"in other
words, an expectation that all women tend to "opt
out" or have a desire to do sotherefore, female
applicants and faculty must prove they are not
going to "opt out."
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When was the last time you thought a male
student/recruit/colleague might "opt out" to stay
at home with their family?
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Do the data indicate that female faculty who "opt
in" are less productive than male faculty?
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Do the data indicate that female faculty who "opt
in" are less productive than male faculty?
UM sociologist Yu Xie concludes No
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Treat Female Faculty Applicants as Scientists and
Engineers, not as "Female Scientists" and "Female
Engineers"
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What is the Potential Impact of Family on the
Lives of Women in Science and Engineering?

• Female faculty, on average, do carry heavier
  loads at home
• UM Climate study shows
• - Household structure
• More likely not partnered
• More likely to have partner employed fulltime

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Family-friendly policies

• Provide important resources to help both women
  and men faculty manage households with a single
  adult or two adults with demanding careers

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Dual Career and Family Policies
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Provosts Dual Career Program

• Comprehensive website with dual career
  information
• http//www.provost.umich.edu/programs/dual_career/
  index.html
• Link to HRAAs website for employment
  opportunities
• http//www.umich.edu/hraa/empserv/dual/
• Individual counseling and assistance for partners
  of TTT faculty members
• Financial support (in some cases)
• Provosts Faculty Initiatives Program (PFIP)
• Provides supplemental resources to help schools
  and colleges assist dual career partners of TTT
  faculty (often funds half positions for up to 3
  years)

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College Dual Career Program

• Process should begin early
• Family friendly policy information part of the
  package given to candidate on first visit
• If a candidate brings up family issues during
  interview or negotiation, address expeditiously
• If search committee anticipates issue, meeting
  should be scheduled in first visit to discuss
• LSA/MED/CoE share support of Kate Soper to assist
  trailing partner
• Deans urge consideration of dual career partner
  by appropriate academic units
• Details of funding are case-by-case and are not
  shared with candidate or partner

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Tips for Dual Career Situations

• Ensure everyone on the search committee is
  familiar with UMs dual career support programs
• Ensure candidates know about the diverse
  employment possibilities available in the
  Southeast Michigan area (e.g., provide dual
  careers website)
• Identify someone with whom the candidate can have
  a confidential conversation about dual career
  issues if the candidate is hesitant to address
  these issues with the search committee

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UM Dual Career Statistics for 2003

• 133 partners were served by the Dual Career
  Program 79 females and 53 males (1 partner
  chose to remain anonymous)
• 63 Non-academic partners
• 61 Academic partners
• 9 Academic/Non-Academic partners (both options
  were explored)
• Of these 133 partners
• 58 were continuing as of 6/30/03 (44)
• 40 secured PFIP funded positions (31)
• 8 secured employment without PFIP (5)
• 22 were unsuccessful recruitments (17)
• 4 discontinued services
• 1 had no offer extended

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Universitys Family-Friendly Policies

• Sick leave plan
• Through short-term and long-term sick leave,
  faculty members are eligible to be paid during
  the time a physician determines they should be
  off work. The amount of sick leave available to
  faculty members varies depending on their rank,
  their length of service with the University and
  the amount of sick leave they have already used.
  (SPG 201.11-1)
• Leaves of absence without salary
• Leaves of absence may be granted to members of
  the instructional staff for periods of up to one
  year for child care following the birth of a
  child, the adoption of a child who is under the
  age of 6, or disability related to pregnancy.
  (SPG 201.30-1)

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Universitys Family-Friendly Policies (Contd)

• Tenure probationary period- one year exclusion
• A woman who bears one or more children during her
  tenure probationary period may be granted an
  exclusion of one year from the countable years of
  service that constitute such tenure probationary
  period. (SPG 201.92)
• Modified duties for faculty members
• Grants relief from direct teaching
  responsibilities for the academic term which
  includes the anticipated sick leave period.
  Faculty on modified duties status will normally
  be expected to fulfill their other professional
  responsibilities. (SPG 201.93)

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CoE/LSA Additional Family-Friendly Policies

• Modified Duties
• Faculty members may take one term of modified
  duties, without a reduction in salary, for each
  child added to the family. Modified duties
  includes relief from direct teaching
  responsibilities for an academic term.
• CoE Delaying the Tenure Review
• An untenured TT faculty member may request a
  delay in the tenure review in recognition of the
  demands of caring for his/her newly born or
  adopted child or because of critical illness of a
  family member. Delaying the tenure review means
  that a faculty members review is delayed by one
  year (for a maximum of two years).
• Reduced Appointment
• A T or TT faculty member may request a reduction
  of his or her appointment in recognition of the
  demands of caring for a newly born or adopted
  child, or for a family member requiring
  time-consuming care. Taking a reduced
  appointment means that a faculty member reduces
  his/her appointment to half or three-quarter-time
  status (with a proportional reduction in pay) for
  a maximum period of two years before a tenure
  review.

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Conclusion
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Diversity Matters!

• To Us as Researchers
• Want excellence
• Dont lose 50 of the population
• Diverse teams produce better solutions
• To Us as Teachers
• Want the best for all our students
• Present them with appropriate image
• To Us as Citizens
• Want to be fair and equitable

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Lowered success rate

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Can Break the Cycle Early

• Be aware of, and work to counteract, gender bias
  during search
• Dont forget practical issues, especially, dual
  career concerns
• Finally, once succeed in hiring still need to
  focus on retention, which brings up issue of
  climate!

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Key Differences in UMClimate Survey Findings in
2001

• Household structure
• More likely not partnered
• More likely to have partner employed fulltime
• Contract Renegotiation (including counter-offers)
• Men have more items in package
• Service
• Serve on more committees
• Not more likely to chair them
• Mentoring
• Less mentoring of assistant professors

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Institutional Climate

• Overall
• Satisfaction with position at UM (women
  scientists lowest)
• Gender discrimination in past 5 years (40 of
  women scientists report at least one area)
• Unwanted sexual attention in past 5 years (20 of
  women scientists report)
• Departmental
• Nine scales (women scientists most negative,
  women social scientists often least)

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Effects of Climate on Career Outcomes
Tolerant atmosphere Egalitarian
Atmosphere Mentoring Transparent policies and
procedures Fair department chair
Positive Climate
Career Outcome
Satisfaction Thriving
Faculty Member
Dissatisfaction Struggling
Discrimination Harassment Surveillance Stereotypi
ng Tokenism Vague or secret
policies and procedures Unfair department
chair
Negative Climate
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Retention Recommendations

• Establish mechanisms for preemptive and counter
  offers
• Establish process for equitable salary structure
  i.e. use of regressions
• Create time limited professorships for faculty at
  mid-career stages
• Increase number of daycare slots on campus

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Call ADVANCE

• at 647-9359 for more information
• ADVANCE_at_umich.edu
• www.umich.edu/advproj/index.html