Hiring for Excellence Workshop

1. Hiring for Excellence Workshop Supplementary Materials 24 October 2012

2. Gender Distribution of NJIT Tenure-Track Faculty, 2002-2011 Source: 2012 Middle States Self-Study

3. NJIT Tenure Track Faculty by Gender 2002-2011 Source: NJIT Advance Project (NSF Grant)

4. Percentage of Women Faculty & Instructional Staff (2010-2011) NJIT vs. Benchmark Institutions Source: 2012 Middle States Self-Study

5. Percentage of Underrepresented Minority Faculty & Instructional Staff (2010-2011) NJIT vs. Benchmark Institutions Source: 2012 Middle States Self-Study

6. Number of Tenured-Tenure Track Women Faculty by Department & School--Fall, 2011 NJIT Advance Project (NSF Grant)

7. Middle States Commission on Higher Education2012 Report “The team suggests that special attention be given to the following..... Women and Underrepresented Groups: Given the diversity profile of NJIT students, the university should seek strategies and best practices aimed at increasing the number of women and underrepresented minority faculty.”

8. New Tenured/Tenure-Track Faculty Hires by Gender, 20121 Source: NJIT Advance Project (NSF Grant) 1Does not include additional hires arriving in Spring 2013.

9. Hiring for Excellence Strategies & Best Practices

10. Proactive Strategies &Best Practices: • Broaden the Applicant Pool • Minimize Implicit Bias in Evaluation • Create a Welcoming Climate that Sells Prospective Women & Minority Candidates on NJIT

11. Hiring for Excellence Proactive Strategies to Broaden the Applicant Pool

12. Proactively search for women and minority candidates!

13. “Your task is to generate a pool of applicants, not merely tap it.” Source: Rhode Island Advance Project

14. Broadening the Pool: Myths & Realities In 1996, Smith, Wolf, and Busenberg interviewed 300 recipients of Ford, Mellon, and Spencer doctoral fellowships 48% women 26% African American 4% Asian or Pacific Islanders 35% White, 32% Latino, 3% American Indian …a wide range of academic disciplines. “Their findings…contrasted starkly with pervasive myths regarding faculty diversification.” Source: Rhode Island Advance Project

15. Source: Rhode Island Advance Project

16. A More Important Barrier to Diversity? HOMOPHILY i.e. People tend to hire people who resemble themselves. Source: Rhode Island Advance Project

17. BEFORE the Search Begins…

18. Outreach • As you network at national conferences and professional society meetings, build a list of potential women & underrepresented candidates. • Invite potential candidates to NJIT to present their research even before you begin an official search. Sources: Rhode Island Advance Project, Anita Borg Institute

19. Search Committee Composition • Include people who are committed to diversity and excellence. • Include women and minorities. • Remember to take account of their added service load in other assignments • Remember the double impact on women of color Source: Advance U Michigan

20. Composing the Search Committee • “Do not place junior underrepresented or women faculty in an untenable position where they, in order to champion for a candidate of their choosing, will have to challenge the decisions of senior faculty or administrators who one day may affect their tenure review.” Source: Rhode Island Advance Project

21. BEFORE beginning the search… • Identify strategies for actively recruiting women and underrepresented candidates; • Agree on the job description, selection criteria, how qualifications will be weighted, procedures for screening applications and interviewing candidates. • Agree on methods for keeping detailed written records of the search process. Source: Rhode Island Advance Project

22. Writing the Job Description • “Use proactive language in the job description to indicate your department’s commitment to diversity.” Source: Rhode Island Advance Project

23. Writing the Job Description • In defining position requirements, cast a broad net; don’t focus too narrowly on subfields. • Use “preferred” in place of “required” & “should” instead of “must” to broaden the pool of applicants without significantly altering the nature of the position. • Edit the job description to eliminate language that triggers gender stereotypes. Source: Rhode Island Advance Project

24. Review the National Pool • Collect data on the national pool of qualified women and minority candidates in your department’s key research/teaching areas. • Identify institutions that have a good track record in producing women and minority PhDs in your area—and plan to recruit from them. Source: Rhode Island Advance Project

25. Review Past Searches • Collect data on how many women and minorities applied in previous searches by your department. • How many were interviewed? • If past searches have been successful in recruiting women/ minority candidates, ask the past search chair and the candidates (now colleagues) how they were recruited. Source: Rhode Island Advance Project

26. Establishing Selection Criteria • Reach formal agreement on… • Specific selection criteria that are clearly related to the job requirements. • How different qualifications will be weighted. • Tip: create multiple short lists based on different criteria. Source: Rhode Island Advance Project

27. DURING the Search …

28. Proactive Recruiting Methods Guard Against HOMOPHILY

29. Cast a Wide Net • Post job announcements in journals and on websites that specifically serve woman and/or minorities, as well as in The Chronicle and other generic media. • Get lists of women and minority PhDs from Professional societies. Source: Rhode Island Advance Project

30. Cast a Wide Net • Use social networks strategically, e.g. • Reach out to women and minority colleagues and alumnae who can broker introductions. • Personally invite women and minorities you have met at conferences to apply. Sources: Rhode Island Advance Project, Anita Borg Institute

31. Don’t Stop Too Early! • Re-open the search if the initial pool of applicants does not include a sufficient number of strong women/ minority candidates. Source: Rhode Island Advance Project

32. Hiring for Excellence Proactive Strategies to Minimize Implicit Bias

33. IMPLICIT BIASWhat is it? A form of stereotyping that is often unintentional, automatic, outside our awareness & contradictory to our conscious beliefs

34. Scientific American Frontiers: The Hidden Prejudice http://www.youtube.com/watch?v=2RSVz6VEybk Implicit Bias results from SCHEMAS The mental shortcuts we use to organize our experience Source: PBS

35. Schemas are… • Widely culturally shared • Both men and women hold them about gender • Both whites and people of color hold them about race • People are often not aware of them • Applied more under circumstances of: • Ambiguity (including lack of information) • Stress from competing tasks • Time pressure • Lack of critical mass Source: Advance U Michigan– Fiske (2002). Current Directions in Psychological Science, 11, 123-128.

36. Competence (e.g., skillful,competent, confident, capable, efficient, intelligent) Warmth(e.g., friendly, well-intentioned, trustworthy, warm, good-natured, sincere) Schemas about Social Groups: Competence v. Warmth Fiske and colleagues demonstrated that schemas/stereotypes about different social groups vary along two dimensions: Source: Advance U Michigan: Fiske, Cuddy, Glick, & Xu (2002). Journal of Personality and Social Psychology, 82(6), 878-902.

37. Schemas: Competence, Gender & Ethnicity High Low Low High Source: Advance U Michigan--Fiske, Cuddy, Glick, & Xu (2002). Journal of Personality and Social Psychology, 82(6), 878-902.

38. How DoSCHEMAS&IMPLICIT BIASAffect the Faculty Search Process?

39. Male Competency “Bonus”…. “Men are more likely to be perceived as competentthan women, even among job candidates with equivalent qualifications. This finding has been consistent across decades of hiring studies.” Sources: Anita Borg Institute. Ridgeway, (1997). (Isaac et al., 2009).

40. Schemas Affect Evaluation Numerous studies show that schemas affect evaluation, for example: • Evaluation of CVs • Evaluation of resumes • Evaluation of job credentials • Evaluation of minimum standards vs. ability • Evaluation of fellowship applications • Letters of recommendation Source: Advance U Michigan

41. Evaluation of Identical CVs: Gender When evaluating identical application packages, male and female psychology professors preferred 2:1 to hire “Brian” over “Karen.” Karen Brian Source: Advance U Michigan: Steinpreis, Anders, & Ritzke (1999) Sex Roles, 41, 509.

42. 2012 Yale University Study When asked to evaluate identical applications for a laboratory manager position-- randomly assigned either a male or female name…. …science faculty from research-intensive universities rated the “male” applicant as significantly more competent and hireable than the “female” applicant. They also gave the “male” applicant a higher starting salary and offered more career mentoring. Source: PNAS, October 2012

43. 2012 Yale University Study • Mediation analyses indicated that the “female” applicant was less likely to be hired because she was viewed as less competent. • The researchers conclude… • “These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.” Source: PNAS, October 2012

44. How CanSearch CommitteesLimitImplicit Bias?

45. Educate • all search com members • on implicit bias. Source: Rhode Island Advance

46. Use an INCLUSIVE Approach! • Pick candidates toinclude in • the pool rather than choosing candidates to “eliminate.” Sources: Anita Borg Institute: Hugenberg, Bodenhase, and McLain, 2006

47. Use Criteria-based Evaluation! • Use a scoring sheet that identifies measurable qualifications; • Rank candidates separately on several different criteria, rather than using a single aggregate ranking list; • To avoid activating biases in group dynamics, ask search com members to assess and rank candidates separately before making their recommendations; Sources: Rhode Island Advance; Anita Borg Institute

48. Focus discussions on tangible evidence of specific accomplishments; • Leave out information about candidates that is not relevant to the job, such as family status; • Don't rush to judgment! Source: Rhode Island Advance

49. Develop a “medium” list from which to generate your short list. • Are there underrepresented or women candidates on it? • If not, intensify the search. • Create separate short lists ranking people on different criteria…Develop your final shortlist by taking the top candidates across different criteria. Source: Rhode Island Advance

50. Generate a separate “medium” list that ranks the top women and underrepresented candidates. • Create a new short list by drawing the top candidates from both “medium” lists. Source: Rhode Island Advance