1. Recruitment Workshop

2. Workshop on Faculty Recruitment for Diversity and Excellence Introduction Introduction Why Diversity Matters Why Diversity Matters Unconscious Bias in Evaluation Unconscious Bias in Evaluation Recruitment Recruitment Family Matters and Evaluation Bias Family Matters and Evaluation Bias Dual Career and Family Policies Dual Career and Family Policies Conclusion Conclusion

3. Introduction

4. Kovalevskaya “…mathematics…is the science that demands the utmost imagination” “…mathematics…is 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 what would become the University of Stockholm. 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.

5. Strindberg August Strindberg’s 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.”

6. Next Be rk el ey

7. Women Men 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

8. 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

9. 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. Perception

10. Why Diversity Matters

11. Definition of terms  The ideal that everyone should have equal access to employment opportunities; it is the core concept that binds affirmative action and diversity efforts. Equal Employment Opportunity 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.

12. What do these ideals aim to achieve? Equal Employment Opportunity  To eliminate discrimination in human resource policies and practices  To provide equal access and opportunity, and to guard against anyone being excluded from participation  Legally mandated Affirmative Action  To target outreach to underutilized groups  To help prevent discrimination  To measure good faith efforts and progress made  Legally mandated

13. 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.

14. Why Diversity Matters

15. Unconscious Bias in Evaluation

16.  Lack of critical mass  Gender schemas  Evaluation and gender bias  Accumulation of disadvantage Underlying components of the problem

17. Critical Mass –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  There are too few women

18. Virginia Valian, Distinguished Professor of Psychology and PI of the Gender Equity Project, Hunter College (CUNY) Video: Gender schemas Video: Gender schemas Webcast : www.rice.edu/webcast/speeches/20010329valian.html Based on findings reported in her book: Why So Slow: The Advancement of Women. Boston: MIT Press, 1999. How It Happens

19.  non-conscious hypotheses about sex differences that guide everyone’s 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 Gender schemas

20. 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) Women’s Education Equity Act Publishing Center Digest

21. Evaluation and gender bias University psychology professors prefer 2:1 to hire “Brian” over “Karen”, even when the application packages are identical University psychology professors prefer 2:1 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 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 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) ( 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 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)

22. “…the success rate of female scientists applying for postdoctoral fellowships at the MRC during the 1990’s has been less than half that of male applicants.” C. Wennerås & A. Wold Nepotism and sexism in peer-review. Nature 387:341-343, 1997 Gender bias in funding postdoctoral fellowships

23. Mountains out of molehills Any one slight may seem minor Any one slight may seem minor But small imbalances and disadvantages accrue But small imbalances and disadvantages accrue Accumulate into a mountain of disadvantage 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

24. Accumulation of advantage and disadvantage Like interest on capital, advantages accrue Like interest on capital, advantages accrue Like interest on debt, disadvantages accrue Like interest on debt, disadvantages accrue Very small differences in treatment can, as they accumulate, have major consequences in salary, promotion, and prestige 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 Small cases of group-based bias add up Merton (1948) Antioch Review, 8, 193-210 and (1968) Science, 159, 56-63

25. Bias and accumulation of disadvantage Computer simulation of organization’s 8-level pyramidal hierarchy Computer simulation of organization’s 8-level pyramidal hierarchy Staff at each level with equal ratio men and women Staff at each level with equal ratio men and women Assume 1% bias in favor of promoting men Assume 1% bias in favor of promoting men Run simulations through series of promotions until complete turn over Run simulations through series of promotions until complete turn over At the end, the highest level in organization was 65% male At the end, the highest level in organization was 65% male Martell, Lane, & Emrich (1996) American Psychologist, 51, 157-158

26. Lowered success rate Gender schemas Lack of critical mass Accumulation of disadvantage Evaluation bias Performance is underestimated

27. Recruitment

28. Recruiting Strategies Recruit for diversity and excellence. We’re STRIDE, not STRID! Recruit for diversity and excellence. We’re STRIDE, not STRID! Search committee composition Search committee composition Job definition Job definition Advertisements Advertisements Active recruiting Active recruiting Interviewing tips Interviewing tips Promote awareness of the issues Promote awareness of the issues

29. Search Committee Composition Include people who are committed to diversity and excellence Include people who are committed to diversity and excellence Include women and minorities Include women and minorities –Remembering to take account of their added service load in other assignments

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

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

32. Active Recruiting Actively seek candidates who contribute diversity and excellence: Don’t just wait for applications to come in: go out and look for applicants Actively seek candidates who contribute diversity and excellence: Don’t 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 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 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

33. Active Recruiting (cont’d) Widen the range of institutions from which you recruit Widen the range of institutions from which you recruit Consider women who may currently be under-placed: thriving at less well-ranked universities 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 Prime the pump for future years, by inviting female and minority speakers If you’re successful at graduating female Ph.D.’s, consider hiring them back after they’ve had some experience elsewhere If you’re successful at graduating female Ph.D.’s, consider hiring them back after they’ve had some experience elsewhere

34. The Interview Bring in more than one female candidate: this has a disproportional effect on the likelihood a women will be hired. Bring in more than one female candidate: this has a disproportional effect on the likelihood a women will be hired. Let the candidate know you’re interested in her as a researcher and teacher—not as a woman! Let the candidate know you’re interested in her as a researcher and teacher—not as a woman! Provide information about dual-career and family-leave policies to all candidates. Provide information about dual-career and family-leave policies to all candidates. Give the candidate an opportunity to talk with other women—not the search committee and preferably not even in the same department—about gender and climate issues. Give the candidate an opportunity to talk with other women—not the search committee and preferably not even in the same department—about gender and climate issues.

35. Be Aware of Evaluation Bias...or “Remember the lesson of blind auditions in orchestras”...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! 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 Spread awareness to the others on the search committee Views can be changed Views can be changed –Bauer and Baltes, 2002

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

37. Family Matters and Evaluation Bias

38. Leaks in the Academic Pipeline for Women Graduate School Entry PhD Assistant Professor Professor Associate Professor

39. Leaks in the Academic Pipeline for Women 20% less likely than single women to enter a tenure track position Graduate School Entry PhD Assistant Professor Professor Associate Professor Marriage

40. Leaks in the Academic Pipeline for Women 29% less likely than women without babies to enter a tenure track position Graduate School Entry PhD Assistant Professor Professor Associate Professor Babies Marriage

41. Leaks in the Academic Pipeline for Women 23% less likely than men to become an associate professor Graduate School Entry PhD Assistant Professor Professor Associate Professor Babies Marriage Tenure Review

42. Leaks in the Academic Pipeline for Women 25% less likely than men to become a full professor Graduate School Entry PhD Assistant Professor Professor Associate Professor Babies Marriage Tenure Review Review

43. Leaks in the Academic Pipeline for Women 29% less likely than women without babies to ENTER a tenure track position 20% less likely than single women to ENTER a tenure track position Graduate School Entry PhD Assistant Professor Professor Associate Professor Babies Marriage Tenure Review Review

44. Leaks in the Academic Pipeline for Women 29% less likely than women without babies to ENTER a tenure track position 20% less likely than single women to ENTER a tenure track position Graduate School Entry PhD Assistant Professor Professor Associate Professor Babies Marriage Tenure Review Review Opting out

45. "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…

46. "The Opt-Out Revolution"

47. 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 so…therefore, female applicants and faculty must prove they are not going to "opt out."

48. When was the last time you thought a male student/recruit/colleague might "opt out" to stay at home with their family?

49. Do the data indicate that female faculty who "opt in" are less productive than male faculty?

50. UM sociologist Yu Xie concludes: No

51. Treat Female Faculty Applicants as Scientists and Engineers, not as "Female Scientists" and "Female Engineers"

52. 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

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

54. Dual Career and Family Policies

55. Provost’s Dual Career Program Comprehensive website with dual career information Comprehensive website with dual career information –http://www.provost.umich.edu/programs/dual_career/index.html Link to HRAA’s website for employment opportunities Link to HRAA’s website for employment opportunities –http://www.umich.edu/~hraa/empserv/dual/ Individual counseling and assistance for partners of T&TT faculty members Individual counseling and assistance for partners of T&TT faculty members Financial support (in some cases) Financial support (in some cases) –Provost’s Faculty Initiatives Program (PFIP)  Provides supplemental resources to help schools and colleges assist dual career partners of T&TT faculty (often funds half positions for up to 3 years)

56. College Dual Career Program Process should begin early: 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 LSA/MED/CoE share support of Kate Soper to assist trailing partner Deans urge consideration of dual career partner by appropriate academic units 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

57. Tips for Dual Career Situations Ensure everyone on the search committee is familiar with UM’s dual career support programs Ensure everyone on the search committee is familiar with UM’s dual career support programs Ensure candidates know about the diverse employment possibilities available in the Southeast Michigan area (e.g., provide dual careers website) 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 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

58. 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) 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 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

59. University’s Family-Friendly Policies Sick leave plan 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 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)

60. University’s Family-Friendly Policies (Cont’d) Tenure probationary period- one year exclusion 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 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)

61. CoE/LSA Additional Family-Friendly Policies Modified Duties 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 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 member’s review is delayed by one year (for a maximum of two years). Reduced Appointment 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.

62. Conclusion Conclusion

63. Diversity Matters! To Us as Researchers To Us as Researchers –Want excellence  Don’t lose 50% of the population  Diverse teams produce better solutions To Us as Teachers To Us as Teachers –Want the best for all our students  Present them with appropriate image To Us as Citizens To Us as Citizens –Want to be fair and equitable

64. Lowered success rate Gender schemas Lack of critical mass Accumulation of disadvantage Evaluation bias Performance is underestimated

65. Can Break the Cycle Early Be aware of, and work to counteract, gender bias during search Be aware of, and work to counteract, gender bias during search Don’t forget practical issues, especially, dual career concerns Don’t forget practical issues, especially, dual career concerns Finally, once succeed in hiring still need to focus on retention, which brings up issue of “climate”! Finally, once succeed in hiring still need to focus on retention, which brings up issue of “climate”!

66. Key Differences in UM Climate Survey Findings in 2001 Household structure Household structure – More likely not partnered – More likely to have partner employed fulltime Contract Renegotiation (including counter-offers) Contract Renegotiation (including counter-offers) – Men have more items in package Service Service – Serve on more committees – Not more likely to chair them Mentoring Mentoring – Less mentoring of assistant professors

67. 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)

68. Faculty Member Satisfaction; Thriving Effects of Climate on Career Outcomes Career Outcome Dissatisfaction; Struggling Positive Climate Negative Climate Tolerant atmosphere Egalitarian Atmosphere Mentoring Transparent policies and procedures Fair department chair DiscriminationHarassmentSurveillanceStereotypingTokenism Vague or secret policies and procedures Unfair department chair

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

70. at 647-9359 for more information ADVANCE@umich.edu www.umich.edu/~advproj/index.html Call ADVANCE