Addressing Unconscious Bias in Higher Education Diversity in the Biomedical Research Workforce Webinar Series Friday, January 13, 12:00-1:00 p.m. ET
Addressing Unconscious Bias in Higher Education
Diversity in the Biomedical Research Workforce Webinar Series
Friday, January 13, 12:00-1:00 p.m. ET
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Handouts
Welcome
Webinar series on Diversity in the Biomedical Research Workforce
Share findings from the USU/APLU/AAMC report (July 2016)
Upcoming webinars:www.uuhealth.org/our-work/upcoming-events
Overview
Brian K. Gibbs, Ph.D., M.P.A., Vice President Equity and Inclusion, Assistant Professor in Public Health Oregon Health & Science University
Summary of USU/APLU Efforts
Addressing Unconscious Bias in Higher EducationBrian K. Gibbs, Ph.D., M.P.A., Vice President Equity and Inclusion, Assistant Professor in Public Health Oregon Health & Science University USU / APL-G U / AAMC Webinar - January 13, 2017
Most Recent Census• Underrepresented minority groups (URGs) make up approximately 28 percent of
the U.S. population but are experiencing the greatest population growth—with an 11 percent increase for African Americans and a 37 percent boost for Hispanics between 2000 and 2009.
• Minority populations are expected to increase to 54 percent of the U.S. population by 2050, and student diversity is reflected in this demographic change.
• Although the student population is becoming increasingly diverse, URGs remain underrepresented in STEM education and careers. Moreover, women, who comprise 48 percent of the U.S. workforce, have remained below parity and make up only 24 percent of STEM professionals.
• Underrepresentation of these groups in STEM fields begins early and persists across the P-12, post-secondary, and STEM workforce spectrum.
FEDERAL SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) EDUCATION 5-YEAR STRATEGY, National Academy of Sciences, April 2013 https://www.whitehouse.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdf
How Diversity Makes Us Smarter• Decades of research by organizational scientists, psychologists, sociologists,
economists and demographers show that socially diverse groups (that is, those with a diversity of race, ethnicity, gender and sexual orientation) are more innovative than homogeneous groups.
• It seems obvious that a group of people with diverse individual expertise would be better than a homogeneous group at solving complex, non-routine problems. It is less obvious that social diversity should work in the same way—yet the science shows that it does.
• This is not only because people with different backgrounds bring new information. Simply interacting with individuals who are different forces group members to prepare better, to anticipate alternative viewpoints and to expect that reaching consensus will take effort.
Katherine W. Phillips, Scientific American, October 1, 2014https://www.scientificamerican.com/article/how-diversity-makes-us-smarter/
Summary: USU/APLU & AAMC Efforts
• Research leaders and experts recommended by USU/APLU Presidents and Chancellors
• Three cross-institutional “action groups” formed to examine evidence, institutional strategies and practices within four areas: – Leadership, Organizational Change, and Climate;– Diverse Student Success;– Recruitment and Admissions– Diverse Faculty Hiring and Advancement
Methods:• Literature Review across four content areas• Peer Esteem Snowballing Technique/Key
Informant Interviews• Development of Action List• Prioritization by Presidents and Chancellors
Priorities and Future Research:• Clarify Characteristics of Effective Leadership
and Action Steps to Impact Diversity• ID Effective Models and Implementation Strategies
for Unconscious Bias and Diversity Training • Develop Accurate Methods/Metrics for Measuring
Institutional Climate
Unconscious Bias and Diversity Training • Identify effective models
– Efficacy on broad scale • Changing Attitudes vs. Behaviors• Cultural Awareness / Humility vs. Unconscious Bias
– Cost-effective– Positive Impact
• High Impact (Individual vs. Institutional)– Sustainability
• Testing Unconscious Bias Training– Adapt, test and assess impact on diversity and inclusion– Funding to support implementation and rigorous evaluation of promising practices
Laura Castillo-Page, Ph.D.Acting Chief Diversity and Inclusion Officer Association of American Medical Colleges (AAMC)
What is Unconscious Bias?
Unconscious Bias“Bias is the process by which the brain uses “mental associations that are so well-established as to operate without awareness, or without intention, or without control” (Project Implicit, Harvard University).
“Unconscious Bias is a response that is hidden, automatic, and natural. The ability to distinguish ‘safe’ from ‘dangerous’ – the ability to automatically categorize information – is a fundamental quality of the human mind. It gives order to a world that constantly confronts us with a cacophony of information and stimulus” (Cook Ross).
Biases Appear in…
Recruitment
Hiring
Performance evaluations
Promotion and tenure
Consideration for leadership positions
Other decision-making processes
Hiring and Admissions Resumes
Letters of recommendation
Cover letters
Applications
Interview processes
Diversity and Inclusion = Innovation and Productivity
Identity diversity among intelligent people on a team contributes more to effective problem-solving than a team comprised of the best-performing, intelligent people without identity diversity.NY Times, 2008 Studies have shown that
companies that achieve diversity in their management and on their corporate boards attain better financial results, on average, than other companies. Catalyst, 2004, 2007, 2011
AAMC Resources
Webinar: What You Don't Know: The Science of Unconscious Bias and What To Do About it in the Search and Recruitment Process
There is overwhelming scientific evidence that unconscious bias may influence the evaluation and selection of candidates.
This presentation, created for academic medicine audiences, is designed to acquaint search committees and others with this research as one step toward mitigating the effects of unconscious bias.
Harvard Medical SchoolEveryday Bias Workshop: April 17, 2017Train the Trainer: April 17 - 20, 2017
Vanderbilt University School of MedicineEveryday Bias Workshop and Train the Trainer: Week of April 10-14, 2017
In-person Unconscious Bias Training Opportunities:
Janice A. Sabin, PhD, MSWResearch Associate Professor, Department of Biomedical Informatics and Medical Education, University of Washington, School of Medicine
Increasing Faculty Diversity at UW
INCREASING FACULTY DIVERSITY IN THE UNIVERSITY OF WASHINGTON SCHOOL OF MEDICINE
Janice A. Sabin, PhD, MSWResearch Associate ProfessorDepartment of Biomedical Informatics/Medical EducationUWSOM Center for Health Equity, Diversity & Inclusion© 2016, University of Washington, all rights reserved
UNIVERSITY OF WASHINGTON DIVERSITY BLUEPRINT 2016 - 2020
Goal: Attract and Retain a Diverse Faculty and Staff
> Improve recruitment practices for underrepresented faculty by utilizing best practices
> Craft position descriptions to attract diverse applicant pool
> Emphasize diversity expertise and research in position description
Office of the University of Washington Presidenthttp://www.washington.edu/diversity/diversity-blueprint/
UW RESOLUTION CLASS C 9 BULLETIN NO. 539 (UNANIMOUSLY APPROVED, JANUARY 2015 )
“BE IT RESOLVED that all University of Washington faculty search committees be given a mandate and adequate resources to participate in some form of Equity, Access, and Inclusion training developed in collaboration with the Office for Faculty Advancement that informs participants on best practices regarding faculty candidate outreach, assessment, recruitment and retention”
539 ACCOUNTABILITY
“BE IT FURTHER RESOLVED, that all UW unit heads are accountable to University leadership for making improvements in the area of faculty diversity by reporting unit participation in “Equity, Access and Inclusion Hiring” training efforts as well as reporting diversity hiring activities and outcomes”
University of Washington Faculty Code: Chapter 24. Section
24-32. Scholarly and Professional Qualifications of Faculty
Members In accord with the University's expressed commitment toexcellence and equity, contributions in scholarship and
research,teaching, and service that address diversity and equalopportunity may be included among the professional
andscholarly qualifications for appointment and
promotion outlinedBelow
> May evaluate candidate/faculty on their work in these areas gleaned from CV
> How to value diversity in an non-affirmative action state
VALUE DIVERSITY IN APPOINTMENT & PROMOTION
UW SCHOOL OF MEDICINE RESPONSE TO 539
1. Develop a search committee training that includes science of implicit bias (Sabin,& Morales, © 2016, all rights reserved)
2. Letter from SOM Dean and SOM Chief Diversity Office to all 30 department Chairs mandating that all search committees participate in training
SEARCH COMMITTEE TRAINING CONTENT
> UW Mandate> Diversity data: county, state, region,
national> Value of diversity: research> Research evidence - bias in hiring> Implicit/Unconscious bias, What is it? How
to interrupt it? > Best practices to increase diversity> Resources (tool kit)
EVALUATION METRICS
Kirkpatrick Model*: reaction, learn, behavior, outcomes
1. Collect data on training participation
2. Response to training in real time
3. UWSOM HR accountability: HR Applicant Approval Form- check box for training completion
4. UW Office of Equal Opportunity Affirmative Action: collect data applicant pool and new hire pre and post 539
*http://www.kirkpatrickpartners.com/OurPhilosophy/TheKirkpatrickModel/tabid/302/Default.aspx
RESULTS: UWSOM SEARCH COMMITTEE TRAINING
November 2015 - December 2016> 32 Search Committees (30 in person)> 19 department/divisions (all in person)> 1 diversity committee> 4 individuals trained to give presentation
in their departments> 14 individuals completed online
RESULTS: SEARCH COMMITTEE TRAINING EVALUATION
EVALUATION IN PROGRESS/ONGOING
> UWSOM HR data tracking training Y/N– If no, requires explanation
> Diversity of applicant pool data> Diversity new hires data> UWSOM faculty demographic data over
time
LESSONS LEARNED
> Do administrators send all faculty applicants a link to the AAIR form?
> Is the EOAA data easily accessible?> EOAA data incomplete> Hiring that is not done through national
search> Change will take time> Pipeline is an issue
THANK YOU
Janetta Lun, Ph.D.Senior Behavioral ScientistOffice of the Director for Scientific Workforce DiversityNational Institutes of Health
The Consideration of Motivation in Unconscious Bias Training
The Consideration of Motivation in Unconscious Bias Training
Janetta Lun, Ph.D.Senior Behavioral Scientist
APLU Webinar Series, January 2017
Unconscious Bias
Unintentional and unconscious use of stereotypic beliefs to perceive and evaluate an individual or a group of people, which can also affect how we behave towards them.
Objectives of Unconscious Bias Training
Raising awareness of inequities Raising awareness of stereotype-based biases Self-reflection and acceptance Bias reduction strategies
? Motivation to mitigate unconscious bias
Carnes et al., 2015; Devine et al, 2012; Smith et al., 2015
Pilot Study at NIH
Photo by: NIH Image Gallery Flickr
Education Presentation
NIH Mission & Diversity
Why Diversity Matters
Unconscious Bias as a Barrier to Reaping Benefit of Diversity
Strategies to Reduce Unconscious Bias
Diversity as a source of creativity and innovation Diversity changes the way you thinkEvidence
Measures
Gender-Science Implicit Association Test
Motivation to be Nonprejudice Scale (Selected Items)
I don’t want people to think that I’m biased.
I would feel guilty if I am biased.
I think being egalitarian is important.
Being egalitarian is a part of who I am.
I love learning about people.
It’s not a priority.
Extrinsic Motivation
Intrinsic Motivation
No Motivation Legault, Green-Demers, Grant & Chung
(2007)Plant & Devine (1998)
**
*
**p< .05, * p<.10
Correlations With IAT Scores
Training (n=48) No Training (n=37)Intrinsic -.25 .06
Who I am -.32** -.03Important -.28* .05Feel guilty -.13 .13
Appearance -.02 .29**No motivation .27 .17Global Index -.41** -.13
**p< .05, * p<.10
*Higher IAT score = Greater association between male and science
Taking Motivation into Consideration
• Participant-center designo Values of diversity in scientific workforceo Personal engagemento Relevance and applicability
• Sustainability
Please submit questions through the chatbox
Panel Discussion
Recording will be emailed to you (feel free to share) Contact info:
◦ Julia Michaels, Project Manager◦ [email protected] (202) 478-6071◦ http://www.uuhealth.org
Next webinar…
Hiring Diverse Faculty: Promising PracticesThursday, February 2, 1:00-2:00 p.m. Eastern Time
Wrap Up