1. Avoiding Bias: Lessons from Search Committee Training Lynn K Gordon, MD, PhD Associate Dean, Diversity Affairs David Geffen School of Medicine at UCLA lgordon@mednet.ucla.edu 1

2. Why is Diversity Important? Educational experience & scholarly environment Legitimacy in context of California –2000 Census African American 7.4% Hispanic/Latino 32.4% Innovation & creativity 2 “Substantial evidence suggests that functional and identity diverse groups are more innovative…studies also suggest that groups whose members have diverse preferences are more creative. “ Scott Page, The Difference, 2007, Princeton University Press, p. 327

3. At UCLA We always want the best: “Best of the Best of the Best..Sir” from Men in Black –Staff –Students –Trainees –Faculty Unconscious bias may preclude our selecting the best 3

4. Goals or….. Why are you here? Faculty: requirement for search committee training –Please sign in, stay, and you will be counted Perhaps a better reason……. –Gain an understanding about unintended bias and how this affects our daily life---- for all of us Discuss approaches for avoiding bias –In academic searches –In evaluations of students and trainees 4

5. Sites for learning Project Implicit –https://implicit.harvard.edu/implicit/ AAMC: "What You Don’t Know: The Science of Unconscious Bias and What To Do About It in the Search and Recruitment Process" –https://surveys.aamc.org/se.ashx?s=7C7E87CB5 61EC358 5

6. Susan Drange Lee Director, Faculty Diversity & Development sdrangelee@conet.ucla.edu (310) 206-7411 6 Many slides taken from presentations by Susan Drange Lee and from the STRIDE program of the University of Michigan

7. Search Resources @ faculty.diversity.ucla.edu 7 Search Toolkit Forms Search Committee Resources

8. Unconscious Bias & Use of Schemas Adapted in part from presentation developed by NSF ADVANCE Project at the University of Michigan (a project to increase the advancement of women faculty in the sciences) 8 PURPOSE : Increase awareness of unconscious bias Consider how unconscious bias may play a role in how you evaluate a student, how you mentor a trainee, what words you use in a letter of recommendation, and how you select new faculty

9. Schemas and Stereotypes Identify this photo –Carol Greider, Ph.D. “I think there’s a slight bias ----- still a slight cultural bias for men to help men. The derogatory term is the ‘old boys network.’ It’s not that they are biased against women or want to hurt them. They just don’t think of them. And they often feel more comfortable promoting their male colleagues.” From the New York Times Interview After Winning the Nobel Prize

10. What is a Schema? “ Schemas are hypotheses that we use to interpret social events. They are similar to stereotypes, but the term schema is more inclusive and more neutral.” “Gender schemas are hypotheses about what it means to be male or female – hypotheses that we share, male and female alike.” Prof. Virginia Valian, UCLA Faculty Lecture, 2008. Author of “Why So Slow? The Advancement of Women” 10 Valian, V. (1999) Why So Slow? The Advancement of Women. MIT Press: Massachusetts.

11. Schemas Affect Evaluation 11

12. 1. Estimating Height Males were judged taller than females (in feet & inches). Perceived difference in height was greatest when information was more ambiguous (shown in seated position vs. standing). 12 Biernat, M., Manis, M. and Nelson, T. (1991) Stereotypes and Standards of Judgment. Journal of Personality and Social Psychology 60(4):495-502.

13. 2. Orchestra Auditions 13 When auditioners were behind a screen, the percentage of female new hires for orchestral jobs increased 25 – 46%. Goldin, C. & Rouse, C. (2000) Orchestrating Impartiality: The Impact of "Blind" Auditions on Female Musicians. The American Economic Review, 90, 4, 715-741.

14. 3. Evaluation of CVs 14 Karen When evaluating identical application packages, male and female University psychology professors preferred hiring “Brian” over “Karen” by 2:1 ratio Steinpreis, R.E., Anders, K.A., & Ritzke, D. (1999) The Impact of Gender on the Review of the Curricula Vitae of Job Applicants and Tenure Candidates: A National Empirical Study. Sex Roles, Vol. 41, Nos. 7/8, 509. Brian

15. 4. Interview Calls for Jobs: “Are Emily and Greg More Employable Than Lakisha and Jamal?” “White” names received 50% more calls for interviews than “African-American” names. For “White” names, a higher quality resume elicited 30% more calls. For “African-American” names, the increase was only 9% for a higher quality resume. 15 Bertrand, M. & Mullainathan, S. (2004) Are Emily and Greg More Employable Than Lakisha and Jamal? A Field Experiment On Labor Market Discrimination. American Economic Review, v94(4, Sep), 991-1013.

16. Double Standards for Competence Varying overall qualifications –Male preference when male application is better –No preference when female application is better Education vs. Experience: Which is More Valuable? –Male applicants shown preference –If male had more education then education was valued over experience –If female had more education then experience was valued over education Source: Foschi, Lai & Sigerson 1994; Norton, Vandello, & Darley 2004

17. 5. Evaluation of Fellowship Applications 17 Peer reviewers gave female applicants lower scores than male applicants who displayed the same level of scientific productivity. Women applying for the postdoctoral fellowship had to be 2.5 times more productive to receive the same reviewer rating as the average male applicant. Wenneras, C. & Wold, A. (1997) Nepotism and Sexism in Peer-Review. Nature, 387: 341-43.

18. 6. Letters of Recommendation 18 Trix, F. & Psenka, C. (2003) Exploring the Color of Glass: Letters of Recommed- dation for Female and Male Medical Faculty. Discourse & Society, 14: 191-220. Letters for men had more references to CV, publications, patients, and colleagues Letters for women - Were shorter - Contained more “doubt raisers” (hedges, faint praise, and irrelevancies) - Had more references to personal life Examples:“It’s amazing how much she’s accomplished.” “She has a rather challenging personality.” “She excelled in every task she chose to take on.” Differences in Letters of Recommendation:

19. 7. Making Mountains out of Molehils: accumulation of disadvantage simulated an eight-level, pyramidal hierarchical institution Initially staffing men and women were 50% at each level tiny bias in favor of promoting men: 1% difference after repeated iterations: top level was 65 percent male 19 Martell, Richard F., David M. Lane, and Cynthia Emrich. 1996. "Male- female Differences: A Computer Simulation." American Psychologist 51:157-8 Women 35% Men 65%

20. 8. Biased Leadership Outcomes Mervis (2005). Science, 310, 606-607. Leadership for Asians in Academia 15% of life scientists in the US are Asian/Asian American. Of the 26 council members and 193 members of 11 standing committees in the American Society for Biochemistry and Molecular Biology in 2005, none were Asian/Asian American.

21. Impact of Schemas on Leadership With single sex groups, observers 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 identified as the leader. –a female seated at the head of the table is identified as the leader only half the time (and a male seated somewhere else is identified the other half). Porter & Geis (1981) Gender and nonverbal behavior.

22. Impact of Schemas about Mothers Assumptions about the implications of motherhood for women’s career commitment have consequences, despite recent data showing that: Women academics who marry and have families publish as many articles per year as single women. Cole and Zuckerman (1987) Scientific American 256 (2), 119-125. Confirmed by Yu Xie and Shauman (2003) Women in science: Career processes and outcomes.

23. Evaluation of Identical Resumes: Mothers When evaluating identical applications: Evaluators rated mothers as less competent and committed to paid work than nonmothers. Mothers were less likely to be recommended for hire, promotion, and management, and were offered lower starting salaries than nonmothers. Prospective employers called mothers back about half as often as nonmothers. “Nonmother” Mother Correll, Benard and Paik (2007) American Journal of Sociology, 112 (5), 1297-1338.

24. Evaluation of Identical Resumes: Fathers When evaluating identical applications: Fathers were seen as more committed to paid work and offered higher starting salaries than nonfathers. Fathers were not disadvantaged in the hiring process. “Nonfather” Father Correll, Benard and Paik (2007) American Journal of Sociology, 112 (5), 1297-1338.

25. Obstacles to Diversification: A Self Reinforcing Cycle 25

26. What can you do? In writing letters of recommendation In reading letters of recommendation In evaluating candidates –Be aware of the use of language and the gender schemas that words may imply –Be aware that a small initial bias may create substantial differences 26

27. Techniques to Combat Overuse of Schemas in Selections: Faculty, Staff, Trainees, Employees 1.Developing the Pool 2.Evaluating the Pool 3.Interviewing Tips 27

28. Responsibilities of Search Committee Members Actively search for candidates Carefully review and assess files Welcome all candidates with equal respect & courtesy Maintain confidentiality Member who assumes responsibility for Affirmative Action – monitor activities of committee for equity, broaden search for inclusivity 28

29. 1. Developing the Pool  Wording in ad that highlights interest in diversity  specific language emphasizing interest in diversity, resulted in more diverse applicant pools…even in the sciences  Recruiting through targeted professional organizations  Asking colleagues to recommend women and minority candidates  But treat all applicants equally  Widening the range of institutions from which you recruit  Utilizing a diverse search committee (demographics & field) 29

30. 2. Equitably Evaluate the Pool Agree on the Criteria in Advance –Identify the desired elements –Rank order the importance of each element Self-Correct Slow Down & Do Not Rank Order Immediately Insist on Evidence: no anectodal stories 30

31. Be Consistent 31 Tailor a Candidate Evaluation Tool to Meet Your Needs

32. Interviewing Tips 32 Standard format for interviews and the campus visit Avoid illegal questions Family status Race Religion Residence Sex Age Citizenship or nationality Disability

33. Interview tips continued Family Friendly Provide information to everyone about applicable family- leave policies and campus resources for dual career, childcare, housing, etc Involve Other Faculty opportunity to talk with other faculty members about gender and climate issues – not the search committee and preferably not even in the same department Respect Do not treat candidates differently based on subject matter or research methodology used…whether they are known to the committee members or unknown… each candidate was ranked highly enough for a campus visit 33

34. Responsibility of Search Committee Chair Responsible for proactive, timely, fair, and legal search: develops processes and ground rules Leads committee in all phases of work –Creation of advertisement and proactive recruitment strategy –Develops equitable evaluation criteria Maintains positive interactions with candidates Conducts post search committee review –What worked…..and what didn’t –Document process 34

35. 35 UC Diversity Statement The University of California diversity statement includes diversity based on: Gender Race Ethnicity Socioeconomic status Religion Language Age Disability Sexual orientation Geographic region

36. Underrepresented Minorities African Americans Alaskan Natives Native Americans Pacific Islanders(e.g., Hawaiian, Samoan, etc.) Chicano, Latino, Hispanic Americans 36 “Underrepresented Minorities” (URMs) as defined by the Office for Federal Contract Compliance Programs (OFCCP) includes the following:

37. Academic Values that Support Diversity 37 Although the University may not consider an individual’s race, ethnicity or gender as a component in selection for a faculty appointment… You can consider: Academic values that support a diverse learning environment -- A record of teaching, research or service that will contribute to the diversity of the campus -- Mentoring and outreach activities

38. Affirmative Action For federal contractors and subcontractors, affirmative action must be taken by covered employers to recruit and advance qualified minorities, women, persons with disabilities, and covered veterans. 38 Proposition 209 is a California State Law implemented in 1997 that states that no preferential treatment can be given during the hiring process based on race, sex, color, ethnicity or national origin. Prop 209

39. DGSOM Faculty Clinical and Adjunct Full, In-Res, Clin X Females comprise: 23% of academic senate 39% of clinical and adjunct positions Female Male Academic senate: 25% of all female faculty 42% of all male faculty

40. 2008 US Medical School Graduates 62 7 20 7 1 3

41. DGSOM Faculty 64 24 5 <1 3

42. Demographics 42 Graduates from DGSOM Medical School (Drew included) –Female45.2% –African American11.9% –Hispanic/Latino16.7%

43. What about surgery? USA Residents in General Surgery 2007 –Female30.8% –African American6.8% –Hispanic/Latino11.1% 43

44. UCLA Department of Surgery Total Faculty (n=167) –Females16.2% –African American 5.4% –Hispanic/Latino 4.8% Assistant Professors –Females27% –African American6.8% –Hispanic/Latino4.5% 44

45. Causes for Disparities Possible role of unintended bias –Beware when evaluating applicants –Know yourself Consider taking AAMC or Harvard programs Specialty choices –Get involved in medical student education –Encourage the possibilities for junior colleagues 45

46. We can only accomplish this together