addressing unconscious bias in higher education

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

sabinja@uw.edu

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◦ jmichaels@aplu.org (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