Why is faculty diversity important? What are some obstacles to achieving faculty diversity? What are some strategies and best practices for diversity in faculty hiring?
Race Class based on Chapter 8 of "Race and Racisms: A Critical Approach."Tanya Golash Boza
Readings for class:
"Education" Chapter 8 of Race and Racisms and Carter, Prudence L. "''Black''Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth." Social Problems 50.1 (2003): 136-155.
Race Class based on Chapter 8 of "Race and Racisms: A Critical Approach."Tanya Golash Boza
Readings for class:
"Education" Chapter 8 of Race and Racisms and Carter, Prudence L. "''Black''Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth." Social Problems 50.1 (2003): 136-155.
Belonging and Mattering - Professor Jacqueline Stevensonviscabarca
Professor Jacqueline Stevenson's paper at Sheffield Hallam Students' Union Black History Month celebration - 14 Oct 2015 - 'Race and achievement in Higher Education Seminar'.
Karl Reid, Senior Vice President of Academic Programs and Strategic Initiatives at the United Negro College Fund, gave a keynote presentation at the NPEA conference called All Things Considered: Cultivating Healthy Resistance Strategies to Promote Academic Excellence.
Equity-in-action is a community-centered process. By bringing business teams and school communities together to build budgets, we can collectively reimagine engagement and target funds to better serve students.
This collaborative work is critical—and timely. A worldwide pandemic has exacerbated longstanding inequities around the world—and close to home. At the same time, America’s racial reckonings are reverberating in every aspect of society.
As communities call for societal renewal, including an examination—and transformation—of systems, policies and investments, school communities play a critical role in shaping the world on the other side of the crisis.
The path forward begins with conversations, commitments and collaborations focused on our bottom line: student success.
Demographics of Latinos in higher education as well as information about undocumented students. Strategies to recruit and retain Latino students in higher education. Information from the Pew Hispanic Center.
Presentation covers topics of Latino/as in higher education. Focus is on community college, four-year institutions, and graduate school. Talks about enrollment and retention strategies.
Session #2 - Latina/o Greek-Lettered Organizations Joe Palencia
Although Latina/o college student enrollment has increased in recent years, many institutions have struggled to increase the retention of Latina/o students. It is imperative for Student Affairs professionals to understand the issues facing this population and develop innovative programs that facilitate the academic success and retention of Latina/o college students. This session will highlight the role of Latina/o Greek Lettered Organizations (LGLOs) contribute to the retention, well-being, and academic success of Latina/o students
Nilanjana Dasgupta, Director of Faculty Equity and Inclusion, shared the results from the faculty survey assessing department culture and its impact on faculty satisfaction.
Belonging and Mattering - Professor Jacqueline Stevensonviscabarca
Professor Jacqueline Stevenson's paper at Sheffield Hallam Students' Union Black History Month celebration - 14 Oct 2015 - 'Race and achievement in Higher Education Seminar'.
Karl Reid, Senior Vice President of Academic Programs and Strategic Initiatives at the United Negro College Fund, gave a keynote presentation at the NPEA conference called All Things Considered: Cultivating Healthy Resistance Strategies to Promote Academic Excellence.
Equity-in-action is a community-centered process. By bringing business teams and school communities together to build budgets, we can collectively reimagine engagement and target funds to better serve students.
This collaborative work is critical—and timely. A worldwide pandemic has exacerbated longstanding inequities around the world—and close to home. At the same time, America’s racial reckonings are reverberating in every aspect of society.
As communities call for societal renewal, including an examination—and transformation—of systems, policies and investments, school communities play a critical role in shaping the world on the other side of the crisis.
The path forward begins with conversations, commitments and collaborations focused on our bottom line: student success.
Demographics of Latinos in higher education as well as information about undocumented students. Strategies to recruit and retain Latino students in higher education. Information from the Pew Hispanic Center.
Presentation covers topics of Latino/as in higher education. Focus is on community college, four-year institutions, and graduate school. Talks about enrollment and retention strategies.
Session #2 - Latina/o Greek-Lettered Organizations Joe Palencia
Although Latina/o college student enrollment has increased in recent years, many institutions have struggled to increase the retention of Latina/o students. It is imperative for Student Affairs professionals to understand the issues facing this population and develop innovative programs that facilitate the academic success and retention of Latina/o college students. This session will highlight the role of Latina/o Greek Lettered Organizations (LGLOs) contribute to the retention, well-being, and academic success of Latina/o students
Nilanjana Dasgupta, Director of Faculty Equity and Inclusion, shared the results from the faculty survey assessing department culture and its impact on faculty satisfaction.
Promoting diversity in Leadership: Pipelines, Networks & SponsorsKokoma Kwaku
This powerpoint will review race and gender representation in leadership roles in international education. Strategies on how best to discover core strengths and weaknesses, tactics for building effective networks, and important distinctions between mentors and sponsors, and networks and communities.
The course "Diversity in Academia: Problems and Solutions" by Dr. Aldemaro Romero Jr. is now available for free. It deals with the problems associated with diversity in colleges and universities and proven solutions to that problem.
It can be viewed at: https://www.youtube.com/watch?v=1gAoAvcC6NY&t=5s
UALR Institute on Race and Ethnicity Strategic Directions 2014 and BeyondArkworktogether
The Strategic Directions provide a general framework for how we will conduct business and fulfill our mission. It captures the scope of our strategic priorities and is intended for internal and external audiences.
Faculty climate survey of STEM departments at UMassElena Sharnoff
This presentation contains the results of survey conducted of all departments in the College of Natural Sciences, the College of Information and Computer Sciences, and some departments in the College of Engineering in 2014-15 about faculty climate at UMass Amherst.
“The University is a community of scholars engaged in the task of seeking truth”. Karl Jaspers, 1923
“I find the three major administrative problems on campus are sex for the students, athletics for the alumni and car parking for the faculty”.
Clark Kerr President,
University of California, 1958
Faculty climate survey of STEM departments at UMass AmherstElena Sharnoff
This survey was conducted in spring 2015 by Nilanjana Dasgupta, Director of Faculty Equity and Inclusion in the College of Natural Sciences at UMass Amherst
Diversity recruitment continues to be an important initiative for many organizations. Come find out why diversity matters at the University of Florida. During this session you will learn the diverse profile of UF students and gain practical tools to help you recruit and retain diverse talent.
The conclusion revisits the argument that the following conditions made mass deportation possible: (1) a strong coercive state apparatus; (2) a flexible, deregulated, vulnerable, global labor force; and (3) a global market for the production of goods and services. It is further argued that a critical analysis of mass deportation allows us to develop a more nuanced understanding of global capitalism and global apartheid.
DEPORTED: Chapter 7: Back Home: Disposable Labor and the Impacts of DeportationTanya Golash Boza
What happens to the 400,000 people who are deported each year? This chapter addresses this question through a discussion of the reintegration of deportees into their home country. The author argues that the context of reception greatly affects deportees’ experiences. In the Dominican Republic and Jamaica, deportees experience open scorn, making their reintegration nearly impossible. In Guatemala, deportees who have tattoos find themselves victimized by police and gang members. Although thousands of deportees now live in Brazil, Brazilians attach little or no stigma to deportation, viewing it as an unfortunate incident, not
a life-changing event. This chapter describes and analyzes narratives of deportees’ reintegration in their native countries. These stories reveal the role deportees play in supporting global capitalism. In many cases, they serve as convenient scapegoats for rising crime. Instead of blaming crime on years of repression, on tremendous inequality, or on poverty, governments blame crime on deportees, who are expendable, stigmatized subjects. This occurs in Jamaica, the Dominican Republic, and Central America, but not in Brazil.
On an average day in 2009, there were about 33,000 immigrants in detention centers around the country – six times as many as in 1994. In that same year, there were 2 million people incarcerated – five times what the number had been in 1972. This chapter explores the intersections between incarceration and detention,
drawing from the stories of deportees who experienced both forms of confinement. The author argues that a political economy of mass incarceration helps us to understand these trends as well as how mass incarceration fits into the story of mass deportation.
This chapter explains how deportees are caught in the deportation dragnet. This analysis provides insight into why Latino and Caribbean men are the primary targets of mass deportation and helps us to understand how mass deportation creates a system of racialized and gendered social control. This chapter argues
that immigrant policing is designed not to remove all immigration offenders but to control labor and legitimize the state. This system of control is intensified insofar as immigration law enforcement operates without the basic protections we take for granted in criminal law enforcement.
DEPORTED: Chapter 4: The War on Drugs: Getting Ensnared by the Criminal Justi...Tanya Golash Boza
This chapter begins with the story of Alex – a young Dominican migrant who worked as an electrician in Santo Domingo but got into the drug trade in New York. This chapter looks at immigrants like Alex in order to develop an understanding both of how they were transformed from labor migrants to criminal deportees and how their deportation reflects a neoliberal cycle of displaced and
disposable labor. This chapter focuses on Dominican and Jamaican deportees because these are the two groups most likely to be deported on criminal grounds and most likely to be deported after having attained legal permanent residency.
DEPORTED: Chapter 3: Becoming (Black and Latino) American: The Impact of Poli...Tanya Golash Boza
This chapter begins with Victor’s story. Victor came to the United States as a small child and ended up deported after being caught selling marijuana. The chapter explores how neoliberal reforms that created a bifurcation of the labor market, cutbacks in social services, and enhanced police presence in urban areas helped
to push migrants like Victor along the path toward trouble. The chapter argues that many immigrants, like Victor, have to contend with the racialized police state in addition to a limited labor market when they arrive in the United States. As these youth become Americanized, many of them end up in trouble with the police.
If they lack U.S. citizenship, any misstep may result in deportation
DEPORTED: Chapter Two: Crossing Over: Risking Life and Facing Increased Borde...Tanya Golash Boza
This chapter tells the story of how migrants were able to enter the United States – both legally and illegally. Whereas all of the Jamaicans came on airplanes with valid visas, the majority of the Guatemalans entered illegally after having crossed through Mexico. An analysis of their stories reveals both the harrowing journeys as well as how illegal migration to the United States has gotten more dangerous and costly over time.
Why do people leave their country of birth? In this chapter, we see that people migrate because they seek out a better life abroad and because they have the networks and resources to leave. We can’t understand international migration patterns simply by looking at poverty; we also have to consider histories of colonization; economic, political, and historical ties; and foreign policy. This chapter explores the lives of deportees before they left their countries of origin to shed light on why they left. We learn that the four countries under study here—Jamaica, the Dominican Republic, Brazil, and Guatemala—all have very close ties with
the United States, and each underwent economic and social shifts due to neoliberal policies in the late 20th century. These ties and neoliberal changes work as both push and pull factors that lead migrants to leave their countries. The details of each country are distinct but they all share the commonality that neoliberal reforms accelerated the flows of international migrants.
Introduction: Mass Deportation and the Neoliberal CycleTanya Golash Boza
The introduction begins with the story of Eric, a young deportee from Guatemala. This chapter uses Eric’s story to introduce the concept of a “neoliberal cycle,” which refers to the interconnected aspects of neoliberal reforms implemented in the United States and abroad. These elements include outsourcing; economic
restructuring; cutbacks in social services; the enhancement of the police, the military, and immigration enforcement; and the privatization of public services. Through a consideration of the neoliberal cycle, we learn how a study of deportation helps us to see the connections between mass incarceration, global capitalism, and economic restructuring in the United States.
Colorism: Power Point based on Chapter 5 of "Race and Racisms"Tanya Golash Boza
This is a Power Point that discusses colorism in the United States and around the world. It is primarily based on Chapter 5 of the textbook, "Race and Racisms: A Critical Approach"
Class 2 of "Race and Ethnicity" Powerpoint PresentationTanya Golash Boza
This is a slide show presentation based on Chapters one and two of "Race and Racisms: A Critical Approach" as well as the film: "Race: The Power of an Illusion, Episode 2."
Between 1892 and 1997, a total of 2.1 million people were deported from the United States. A change in laws in 1996 permitted the number of deportees to increase from 70,000 in 1996 to 114,000 in 1997. In 1998, the number of deportees rose to 173,000. The numbers stayed fairly steady until 2003, when the creation of the Department of Homeland Security (DHS) infused more money into immigration law enforcement and 211,000 people were deported. From there the numbers have continued to rise – peaking at just over 400,000 in 2012. These numbers are unprecedented: by 2014 President Obama will have deported over 2 million people - more in six years than all people deported before 1997. However, there is more to this trend than these numbers. The content of policies has also changed. There have been relatively low numbers of returns as compared to removals, a reflection of a focus on interior enforcement. There has been a shift towards the deportation of convicted criminals. With these trends, unprecedented numbers of people have been separated from their families in the United States. Obama has not only deported more people than any President; he also has separated more families by focusing on interior enforcement.
Presentation on book - Yo Soy Negro: Blackness in Peru - delivered at DePaul University: October 19, 2011 -2: 30 to 5:30 pm
Location: DePaul University - Richardson Library Rosati Room 300
Obama has deported over one million people. Even more striking, over 95% of those deportees are black or Latino. Why? Because of cooperation between police and immigration law enforcement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
4. UC Diversity Statement
Diversity is a defining feature of the University of
California and we embrace it as a source of
strength. Our differences — of race, ethnicity,
gender, religion, sexual orientation, gender identity,
age, socioeconomic status, abilities, experience and
more — enhance our ability to achieve the
university’s core missions of public service,
teaching and research. We welcome faculty, staff
and students from all backgrounds and want
everyone at UC to feel respected and valued.
6. What are your goals?
• What are some ways that diversity makes your
program better or unique?
• How do you think diversity could make a
positive contribution to your department?
• When it comes to diversity, what are your
program’s goals?
7.
8.
9. Women faculty at UC Merced
0%
10%
20%
30%
40%
50%
60%
Lecturers Asst Profs Assoc Profs Full Profs
10. UC Merced Fall 2015 Students
Undergraduate Graduate
African
American
5%
Asian
24%
Hispanic
48%
White
13%
Other
10%
African
American
3%
Asian
33%
Hispanic
12%
White
43%
Other
9%
12. Latino/a faculty at UC Merced?
Latino/as at UC Merced
• 11.7% of lecturers
• 12.2% of Assistant Profs
• 8.9% of Associate Profs
• 8.9% of Full Profs
– 48.5% of Undergraduate
students at UC Merced are
Latino/a
UC Berkeley
• 5.5% of faculty are Latino/a,
compared to 17% of students.
13. Black Faculty at UC Merced?
• 4 lecturers
• 3 Assistant Professors
• 2 Associate Professors
• 0 Full Professors
373 teaching
faculty
14. Does faculty diversity matter?
• To UC Merced?
• To your department?
• To your students?
• To you?
15. • Now, let’s discuss what prevents us from
hiring faculty who are representative of our
student body.
16. Implicit Bias
• “We all like to think that we are objective
scholars who judge people solely on their
credentials and achievements, but copious
research shows that every one of us has a
lifetime of experience and cultural history that
shapes the review process.” (Fine &
Handelsman, 2006).
17. Are tall people more
qualified?
• In the U.S.
population, about
14.5 % of men are six
feet tall or more.
Among CEOs of
Fortune 500
companies, that
number is 58 %.
18. Are Emily and Brendan more
employable than Lakisha and Jamal?
19. Are men more professional?
• A study of over 300 recommendation letters
for medical faculty hired by a large U.S.
medical school found that letters for female
applicants differed systematically from those
for males. Letters written for women were
shorter, raised more doubts, portrayed
women as students and teachers while
portraying men as researchers and
professionals (Trix & Psneka, 2003).
20. Implicit bias
• We all make judgments of others based on
irrelevant criteria such as race, ethnicity,
accent, gender, and sexual orientation – even
when we try not to do this.
21. How does implicit bias work in the
academy?
• https://vimeo.com/160807787
22. How might implicit bias affect your
hiring practices – screening,
interviewing?
23. Institutional bias
• In 1978 Barbara
Christian becomes
the first Black woman
to be granted tenure
at the University of
California, Berkeley.
• Berkeley was
founded in 1868
2% of all full professors
at very-high-activity
research universities are
black.
24. This is not (just) a crisis of supply
• There was a 43% increase in the number of
black PhDs between 2000 and 2010, yet only a
1.3% increase in black faculty appointments at
traditionally white institutions during that
time.
• UC System: In 1995, 9.9% of hires were under-
represented minorities. In 2004, 9.4% of hires
were. In 2013, this declined to 9.0%.
25. If we do nothing, UC Merced faculty
will become LESS diverse
• A study of 689 searches at 3 large elite public
universities revealed that 47% of under-
represented faculty hires & 86% of hires of blacks
had one of these features:
– Job focused on diversity (i.e. AfAm Lit)
– Target of opportunity
– Racially diverse search committee
• Of these 689 Searches, the 511 that paid no
attention to diversity only led to 3 hires of African
Americans and 0 hires of Native Americans.
26. What does work?
• Appoint a search committee that represents a
diverse cross section of the faculty
• Broaden your search pools: Most fields have
listservs, groups, and other resources that can
help you identify or reach qualified
underrepresented candidates
• Agree on evaluation criteria prior to reviewing
candidate
• UC Merced is developing a Faculty Equity Advisor
program, and FEAs help you conduct your
searches
27. What are we going to do about this?
• Faculty Equity Advisors
– Help constitute Search Committees
– Explain best practices to Search Committees
– Advise on broader PhD pool availability
– Help evaluate Contribution to Diversity
Statements
– Ensure that candidate pools match broader PhD
pool
28. What are we going to do about this?
• Administrative support
– Additional funds to advertise in spaces where we
are likely to find candidates who can make
contributions to diversity.
– Additional funds to bring candidates to campus if
the short list is diverse.
– Target of excellence hiring initiatives.
• UC President’s Postdoctoral Fellowship Program
Today, we will talk about why diversity is important at UC Merced
The UC Is a public institution
Public Institutions should serve the state’s population
Diversity is important to the UC
http://www.scientificamerican.com/article/how-diversity-makes-us-smarter/
Diversity of expertise confers benefits that are obvious—the university needs people with expertise in curriculum development, student learning, securing external funding, and building operations to run effectively. It is clear that the university can’t run effectively without a diversity of expertise. What about diversity in terms of gender, race, and sexual identity?
Just as a physicist and an engineer bring different expertise to the table, so do people of different backgrounds. Men and women, blacks and whites, queers and straight people bring their unique experiences and perspectives to the table.
A male and a female engineer might have perspectives as different from one another as an engineer and a physicist—and that is a good thing. Both the presence of different perspectives as well as our reaction to them lead to creativity and innovation. When we interact with people we perceive as different from ourselves, we often believe we have to work harder to communicate our ideas and perspectives to them. This effort leads to more creativity and innovation. http://www.scientificamerican.com/article/how-diversity-makes-us-smarter/
A recent study examined the ethnic identity of the authors of 2.5 million papers in 11 scientific fields written between 1985 and 2009. This study found that papers authored by diverse groups received more citations and had higher impact factors than papers written by people from the same ethnic group. For example, papers with authors who had Chinese as well as English surnames had higher citation counts than papers where all of the authors were Chinese. http://www.nature.com/news/collaboration-strength-in-diversity-1.15912#/ref-link-1
It is difficult to be sure of the exact mechanisms that make diverse groups more creative and innovative, but we certainly can be sure that it happens.
If your unit isn’t doing what it could to cultivate diversity, you are losing out on excellence.
Is there anything that keeps you from meeting your goals?
(Talk about this with the people next to you for about five minutes)
In some fields, gender representation is less of an issue.
In other fields, the disparities are starker.
How is UC Merced doing in terms of diversity? It depends how we measure it.
Lecturers: 49% Women
Assistant Professors: 43% Women
Associate Professors: 39% Women
Full Professors: 27% Women
Background info on gender across time.
Now, let’s talk about diversity in terms of racial and ethnic identity.
Again, we can perceive pipeline issues.
Overall, 14% of our faculty are URMs
Professor 8.89%
Associate 14.93%
Assistant 15.56%
Lecturers 14.62%
Here, we can see that we could do better in hiring as well as in promotion to Full
2.4% of our faculty are African American
Studies show that it is important for students to have teachers who share their background.
One example comes from K-12 education. There is a disparity in the number of black children recommended for gifted programs and this is because nonblack teachers are less likely to recommend black students for the gifted program, even when the students’ test scores are high. Whereas nonblack teachers identify black students as gifted in reading 2.1 percent of the time, black teachers identify black students as gifted in reading: 6.2 percent of the time. http://www.npr.org/sections/ed/2016/01/20/463190789/to-be-young-gifted-and-black-it-helps-to-have-a-black-teacher
Implicit biases are attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner.
We are biased, even when we don’t want to be. Even people who study implicit bias are biased. It can be hard to understand or believe that each of us has biases whether we want to have them or not.
A group of researchers crafted a fictitious legal research memo and asked 60 law firm partners to evaluate the memo. The memo contained deliberate errors. The partners all received the same memo. However, half were told the author was black and the other half were told the author was white. The partners were asked to conduct a “writing analysis” of the memo. Evaluators who were told that the author was black found more of the embedded errors and rated the memo as lower quality compared to those partners who were told the author was white. The author of the study explains: “we see more errors when we expect to see errors, and we see fewer errors when we do not expect to see errors” (Reeves, 2014, p. 6).
Another audit study involved the hiring of an assistant professor. Although the CVs were substantively identical, both male and female professors rated the male applicant superior (two to one) over the female applicant.
(Steinpreis, Anders, and Ritzke 1999)
Most of us, in ways that we are not entirely aware of, automatically associate leadership ability with imposing physical stature.
http://gladwell.com/blink/why-do-we-love-tall-men/
Researchers sent out identical resumes for entry-level jobs. The only variation on the CVs was the name. Applicants with white-sounding names were 50% more likely to get called for an initial interview than applicants with black-sounding names. Applicants with white names need to send about 10 resumes to get one callback. Applicants with black names need to send about 15 resumes to achieve the same result.
Randomly assigning different names to resumes showed that job applicants with “white-sounding names” were more likely to be interviewed for open positions than were equally qualified applicants with “African American –sounding names.” (Bertrand & Mullainathan, 2004)
https://www.chicagobooth.edu/capideas/spring03/racialbias.html
Pride and Prejudice: Employment Discrimination against Openly Gay Men in the United States
https://workinprogress.oowsection.org/2012/02/10/pride-and-prejudice-revisited-an-interview-with-andras-tilcsik/
This article presents the first large-scale audit study of discrimination
against openly gay men in the United States. Pairs of fictitious
re´sume´s were sent in response to 1,769 job postings in seven states.
One re´sume´ in each pair was randomly assigned experience in a gay
campus organization, and the other re´sume´ was assigned a control
organization. Two main findings have emerged. First, in some but
not all states, there was significant discrimination against the fictitious
applicants who appeared to be gay. This geographic variation
in the level of discrimination appears to reflect regional differences
in attitudes and antidiscrimination laws. Second, employers who
emphasized the importance of stereotypically male heterosexual
traits were particularly likely to discriminate against openly gay
men.
29 minute one here: https://drive.google.com/file/d/0B7W1Xn3o1n_zWk1RUUczaHhqNnM/view
Scene 3: Diversity Issues (Starts at 49:32. Ends at 51:37) 3 min
Password for vimeo: UCTVUCOP
- What are your thoughts after seeing that video? The video is about the review process, but some issues may come through in hiring discussions.
There is a history of institutional inequality in the university system. There are also present-day patterns that reproduce that inequality.
3% of full professors at high-activity research universities are black
https://www.washingtonpost.com/news/answer-sheet/wp/2016/01/29/the-academy-awards-isnt-alone-with-its-color-problem-look-at-higher-education/
At UC Merced, 14% of our ladder-rank faculty are under-represented minorities.
Source on UC: http://www.ucop.edu/academic-personnel-programs/_files/faculty-diversity-task-force/report.pdf
http://facultyhiring.uoregon.edu/files/2011/05/Interrupting-the-usual-Successful-strategies-for-hiring-diverse-faculty-2kiokaj.pdf
Special hires:
(1) The job description used to recruit faculty members explicitly engages diversity at the department or subfield level: (2) An institutional "special hire" strategy, such as waiver of a search, target of opportunity hire, or spousal hire, is used; (3) The search is conducted by an ethnically/racially diverse search committee.
We ignore diversity at our own peril. We are likely to miss highly qualified candidates from under-represented groups if we let implicit bias impede our decision making.