Stereotype Threat: Strategies for Changing Unconscious Bias Pamela J. Dempsey Director, CTE Promotions Weldon Cooper Center UVA 2/10/2016 1

Workshop Objectives Introduction Definitions Triggers Recognizing Micro-inequities Addressing Tools for personal development Exercises Summary 2/10/20162

Implicit Association Test Results What does it mean... IAT 2/10/20163

Implicit Association Test (IAT) Implicit Bias

5 Professional Development: Small Group Discussion 1.What does your Gender – Science IAT result mean to you? 2.Why are these results important to you? 3.What actions do you want to take in light of these results? Implicit Bias

Changing Our Biases 2/10/20166

Setting the Stage Challenges for women in STEM fields Addressing the “chilly climate” Taking action for change Overt negative behaviors, such as harassment, are more readily visible It’s the small and seemingly insignificant behaviors that are more challenging to recognize 2/10/20167

Setting the Stage “Unintended Signals of Discouragement” are “Micro-inequities’, invisible barriers to women’s equal entry to and participation produce a ‘chilly climate’ for women and girls in S&T –Attitudes of male interviewers –Women tend to be assigned to less powerful committees, possess fewer budgetary resources, and are placed in less-centrally located offices –Less access to the ‘old boy’ networks and decision making Individual actions –Dealing with our own unconscious biases as teachers & mentors –Dealing with inappropriate actions of others 2/10/20168

EQUITY Concept or idea of fairness. DIVERSITY Measure of variance along some dimension within a group INCLUSION Fully and respectfully involving all individuals in the activities and life of an organization Understanding the Concepts 2/10/20169

Understanding the Concepts MICRO-MESSAGES Signals we send to one another through our behavior. They are called “micro” because the behaviors are small, although their impact can be enormous. MICRO-INEQUITIES Micro-messages we send other people that cause them to feel devalued, slighted, discouraged or excluded. MICRO-AFFIRMATIONS Micro-messages that cause people to feel valued, included, or encouraged. 2/10/201610

Micro-Messaging 90% of our communication is non-verbal What kinds of messages are you sending? "It’s not what you say or do, it’s the way you say or do it" 2/10/201611

What Are Micro-Inequities? Subtle negative messages that build up and have a big impact. – Negative micro-messages – Tiny, pervasive, cumulative – Often semi-conscious – Lurking just below the surface – Built into an organization’s culture – Leads to damaged self-esteem, withdrawal – Discourages creativity and risk-taking The Result: An Inequitable Work Environment 2/10/201612

Deconstructing Micro-Inequities These subtle messages build up and have a huge impact Characterized by: – Looks, gestures, tones – Seemingly harmless messages of devaluation – Absence of message – Levels of interaction 2/10/201613

Examples of Micro-Inequity Dismissing the idea of a female student only to applaud the same idea when paraphrased by a male student. A leader uses a light-hearted, playful greeting with some faculty, but greets others in a formal, more distant manner. Search committee members are welcoming when meeting white male candidate but reserved when meeting a woman candidate. Repeatedly confusing the names of classmates who share the same ethnic background. A faculty member is fully engaged when responding to the contribution of a male student, but critical when females respond. 2/10/201614

Facial expressions or body language dismissing importance of diversity A woman faculty member is not introduced or is ignored completely after being introduced Assumption that women faculty are secretaries or support staff Referring to white male faculty as “Dr.” or “Professor” but referring to female or faculty of color by first name or “Mr.” or “Mrs.” Chair introduces new male faculty member at department meeting by talking about his research; introduces new female faculty member by talking about how she will bring attractiveness to the faculty ranks Examples of Micro-Inequity 2/10/201615

Effects of Micro-Inequities Decrease in speaking/sharing ideas Decrease in taking risks Decrease in productivity Increase in discrimination complaints Poor retention and recruitment High turnover 2/10/201616

The Cost of Micro-Inequity Leads to damaged self-esteem, withdrawal Discourages creativity and risk-taking Results in negative Pygmalion effect 2/10/ Think of some micro-inequities you have either sent, seen, or experienced?

Micro-Affirmations Positive micro-messages Act as catalyst for unleashing potential and results Inspire confidence Enable stretch for higher goals 2/10/ Think of some micro-affirmations you have either sent, seen, or experienced? Question: What might a micro-affirmation look like?

An Inequitable Work Environment Lack of collegiality Lack of mentoring and support Lack of sharing information, especially implicit information – informal networks don’t work well for faculty who are in underrepresented groups Isolation – Described by senior women faculty of color as the single most important barrier for faculty of color – Not being privy to the things required to be successful Micro-inequities are more of a barrier to a truly inclusive culture than overt harassment or discrimination 2/10/201619

Micro-Messaging TRIGGERS 2/10/201620

Triggers are Hardwired “The familiar”  REWARDED “The different”  ATTACKED Key to addressing micro-inequities is to gain fluency in: Recognizing our triggers Recognizing the triggers in our organizations Minimizing negative messaging 2/10/201621

Our Triggers are Hardwired The Familiar Safe Known Given greater value Is rewarded The Different Dangerous Alien Of lesser value Must be attacked We must learn to recognize our triggers if we are to take charge of our micro-messaging 2/10/201622

Triggers to Consider Gender Race Looks, height, weight Dress Perceived sexual orientation Perceived nationality _______________________ May be positive or negative May be culturally determined 2/10/201623

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RECOGNIZING Micro-Inequities Reflect 2/10/ Listen Look

Micro-inequities often look like variances in: Body language Vocal Tone Vocabulary Eye contact Physical contact Access Questions and interactions Look for repeated patterns of these and other variances when people are interacting 2/10/ Look

Micro-inequities translate into statements like: “I don’t feel welcome.” “I don’t feel supported.” “I don’t feel valued.” “My contribution has been marginalized.” “I feel invisible.” 2/10/ Listen

When am I listening? When am I shutting people out? Who am I including and excluding? Who am I encouraging and praising? Whose contributions am I taking for granted? Who do I consistently overlook? 2/10/ Notice your reactions… Reflect

ADDRESSING Micro-Inequities 2/10/201629

Taking Action Dealing with our own unconscious biases as teachers and mentors Dealing with inappropriate actions of others Chris Argyris’ Ladder of Inference 2/10/201630

Key Micro-Inequity Elements Verbal (What is Said) Para-Verbal (How it’s said) Non-Verbal (Body Language) Contextual (Who else is there; Culture, , Phone, etc.) What is not said or not done 2/10/201631

Environmental Scan PLUS: – What positive and supportive behaviors do you see working for you and your team in your work environment? – What behaviors get in you or your team’s way in teaching mutual respect, positive regards, and good outcomes in your work setting? DELTA: – What needs to change? How? 2/10/201632

Purpose: This evaluation quality tool provides a method for continuous improvement for a team. The +/∆ evaluation can help the team stretch itself to even higher levels of performance. Process Tips for Plus/Delta +/∆ 2/10/201633

Pluses Identify the things that are working first These are the items the team wants to maintain and build upon These are also the things that are working for the team 2/10/201634

These are opportunities for improvement, things that can be improved/changed so that teams may be more effective Deltas should be action oriented and begin with a verb Deltas should be specific Deltas should be within the realm of possibility Deltas should be reviewed and acted upon as soon as possible Deltas (opportunities for improvement) 2/10/201635

Environmental Scan Pluses + Deltas ∆ 2/10/201636

Start Asking Do you feel included, respected, valued? What behaviors shut people out? What behaviors encourage everyone’s participation? What can I do, large or small, to send micro-affirmations? What can my work or research group do? 2/10/ Start a dialogue…

Challenge Micro-Inequities Around You Verbalize and validate – Stay authentically present – Seek clarification/ask questions Acknowledge when you observe micro-inequities Recognize when you send micro-inequities View your environment through the eyes of others Align intent and goals with micro-messages 2/10/201638

Acknowledge when you receive a micro-inequity Ensure people value and include you: – Become familiar with assertion strategies – When someone interrupts you, set a limit by simply telling the person you are you have yet not finished speaking. – Left off a distribution list? Go to the person sending the message and ask to be included next time. – Don’t overreact. It is best to allow the person to “save face.” Assume the micro-inequity was unintentional. A small act of exclusion might not warrant a long and deep discussion. Simply ask for a change in behavior. If the behavior was unintentional, the person will probably stop. If the behavior continues, you may want to have a deeper discussion or seek outside support Challenging Micro-Inequities You Receive 2/10/201639

Neutralizing Micro-Inequities Scenario 1.Facial expressions or body language dismissing importance of diversity 2.A woman graduate student is not introduced or ignored completely after being introduced 3.Assumption that women faculty are assistants or support staff 4.Referring to white male faculty as “Dr.” or “Professor” but referring to female faculty by first name or “Mr.” or “Mrs.” 5.Chair introduces new male faculty member at department meeting by talking about his research; introduces new female faculty member by talking about how she will bring attractiveness to the faculty ranks Response 1._____________________________________ _____________________________________ 2.______________________________________ ______________________________________ 3.______________________________________ ______________________________________ 4.______________________________________ ______________________________________ 5.____________________________________________ ____________________________________________ 2/10/201640

Sending Micro-Advantages Actively solicit opinions Ask questions Give credit to others’ ideas Actively listen Monitor facial express and body language Monitor greetings and introductions Manage interruptions and encourage participation Respond constructively to disagreements Based on Stephen Young, Micro-inequities: The Power of Small, 2008 Insight Education Systems 2/10/201641

It’s All About Engagement Yourself Others Your organization 2/10/201642

Supporting Women in STEM Fields Don’t pretend you haven’t noticed their gender or that gender isn’t a factor Keep in regular contact to assess how they are feeling about the environment Example: How are your meetings run? Respectful discussions where you recognize people before they talk and make sure no one dominates the discussion or Free for all discussions where whoever is willing to interrupt the current speaker or jumps in when the current speaker stops to take a breath gets to talk and a few dominate 2/10/201643

Judge the strength of the micro-inequity by the impact it’s having Be open when others tell you about it Examine your own personal lenses Listen even when it’s a surprise Encourage others to do this work 2/10/ Making it Personal

Engage in critical self-analysis Work toward aligning your intent and goals with your micro- messages. Identify one thing you will start and one thing you still stop Make a conscious effort to view your environment through the eyes of others 2/10/ Making it Personal

Do I feel included, respected, valued? Which of my behaviors shut people out? Which of my behaviors encourage everyone’s participation? What can I do, large or small, to bring about affirming change? What can my work group do? 2/10/ Making it Personal

Micro-Inequity Exercise 1.Share an example of a micro-inequity you’ve seen or experienced that bothered you. 2.Share an example of a micro-inequity you’ve sent to others. 3.What did you do in response to the micro-inequity? (i.e., Did you speak about it directly to the person, stay silent, complain to others….) 2/10/201647

Micro-Messaging Worksheet Micro-inequitiesMicro-affirmations 2/10/201648

Scanning for Micro-Inequities Self-Assessment Micro-inequities I sent this time: Micro-inequities I received: Micro-inequities I observed: Self-Improvement Micro-advantages I can send next time: Strategies for action: Strategies for intervening: 2/10/ Exercise based on Stephen Young, Microinequities: The Power of Small, 2008 Insight Education Systems

Informal networks do not work as well for women and minority faculty Equal treatment is NOT necessarily equitable treatment Organizations must actively “un-null” the environment Organizations 2/10/201650

Pair up with someone. Take three minutes as a speaker. The speaker will communicate to the listener three things that he/she did last week. The listener will send as many negative micro-messages as they can in three minutes. – List the micro-messages you observed – List possible micro-affirmations to use next time, if applicable. Repeat the exercise, this time sending micro-affirmations for three minutes. List what you observe. Developing Awareness 2/10/201651

Scanning for Micro-Inequities Organizational-Assessment Micro-inequities I see within the organization: Micro-inequities related to policy: Micro-inequities related to practice: Organizational-Improvement Micro-advantages the organization can institute: Strategies for action: Strategies for intervening: 2/10/ Exercise based on Stephen Young, Microinequities: The Power of Small, 2008 Insight Education Systems

Level 1: Comprehension of concepts and willingness to practice Level 2: Some fluency with concepts. Some practice with concepts and self-assessment. Any action taken is, generally, personally motivated. Level 3: Better recognition of micro-messaging, including identifying sender, recipient, and observers. Some practice with responding to micro-inequities. Level 4: Greater fluency in responding to micro-inequities. Working to influence positive “climate change.” Are We There Yet? 2/10/201653

Make a Difference Be aware of the messages we send during our interactions with others Act when we are aware of micro-inequities Institute organizational policies and practices that increase awareness and accountability 2/10/201654

Remember... It’s not what you say/do, it’s the way you say/do it Engage in critical self-analysis… and repeat! Tactfully solicit feedback from others about the micro-inequities they may be receiving Make a conscious effort to view your environment through the eyes of others Work to align your intent with your micro-messages Actively listen - monitor facial express and body language 2/10/201655

What You Can Do Right Now Micro-messages have a profound impact on how we relate with one another Use your increased awareness to recognize and understand the triggers for micro-inequities that women and minorities experience everyday. Begin to think about how micro-messaging impacts others you encounter. 2/10/201656

Contact: PJ Dempsey (434) Weldon Cooper Center, UVA PO Box Old Ivy Road Charlottesville, VA 2/10/201657