2/7/2011

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Gender Equity at UBC

Karen Bakker (Associate Professor, Geography)Chair, Status of Women Committee

Overview

1. Gender pay inequities have been identified at UBC (Lara Boyd’s presentation)

2. Pay inequities are symptoms of wider inequities, and a set of responses has been developed

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p p(Megan Levings’ presentation)

3. Causes of inequities include “unconscious bias”(Toni Schmader’s presentation)

Status of Women Committee

1. Advocacy

2. Mentoring/networking

3. Policy development

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Interested in joining the Status of Women Committee?

Get involved! karen.bakker@ubc.ca

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SWC Members1. Karen Bakker, Associate Professor, Geography (Arts)2. Lara Boyd, Associate Professor, Physical Therapy (Medicine)3. Elizabeth Croft, Professor, Engineering (Applied Science)4. Sylvia Fuller, Assistant Professor, Sociology (Arts)5. Vicki Green, Professor, Education (UBC-O)6. Leila Harris, Assistant Professor IRES and Centre for Women’s

Studies (CFIS)7. Megan Levings, Associate Professor, Surgery (Medicine)8. Carol McAusland, Associate Professor, Food and Resource

Economics (Land and Food Systems)9. Janis McKenna, Professor, Physics (Science)10. Karon MacLean, Professor, Computer Science (Science)11. Margaret Schabas, Professor, Philosophy (Arts)12. Danielle Van Jaarsveld, Assistant Professor, Sauder13. Margot Young, Associate Professor, Law14. Nancy Langton, FA President

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Lifetime Cost of a $1,667 gap in starting salary

200,000.00

250,000.00

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0.00

50,000.00

100,000.00

150,000.00

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Years at UBC

…and results in a total ‘foregone’ compensation of

$221,000

…grows over time with

compounding…

Initial salary difference of

$1,667…

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Gender pay inequities are a symptom

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2009 Survey of Women Faculty

87%: gender inequities (favouring males) need to be addressed at UBC

Gender inequities are ‘a significant problem’

Top-ranked issues of concern: Pay equity Gender inequities in

promotion merit resources (e.g. lab space) service responsibilities

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Proportion of Women Professors

Women Men

Assistant 39% 61%

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Associate 37% 63%

Full 20% 80%

Canada Research Chairs: % of women

UBC National U of T

Tier 1 13% 16% 26%

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Tier 2 28% 31% 32%

All 22% 25% 29%

Royal Society of Canada Fellows

12% of RSC fellows are women

but…

Only 4% of UBC’s fellows are women

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Senior Administrators

UBC U of T

Deans/Principals 27% 52%

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Deans/Principals 27% 52%

Heads/Directors 17% 50%

VPs, Provost, President

14% 50%

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Causes?

Not parental leave

Not productivity

“Chilly Climate” (identified and addressed by Faculty of Science)

Unconscious bias

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What is the FA doing?

1. Working Groups SMART DATA

2. Senior Advisor to the Provost on Faculty Women

Next steps: Action on “Valuing Difference”

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What can you do?

1. Sign our Petition

2. Write a letter to the Provost and President

3. Share information within your department

4. Come to the spring meeting of the Faculty Association

5. Volunteer with the Status of Women Committee

6. Read: Women Don’t Ask; A Ton of Feathers

07/02/2011

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Fixing pay inequity at UBC: Recommendations from the

“Structural Measures and Resolution Tactics” (SMART) Working Group

Megan Levings, Dept. of Surgery

Examples of factors known to lead to pay inequity at other institutions

Negotiated starting salaries Discretionary salary increases Gender-biased frequency in

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appointments to highly paid research & administrative positions

Unconscious bias in perception and evaluation of performance

Unequal speed in career progression

“Equal pay for equal work” was the mandate of the SMART working group

Focused on four areas: Starting salaries Equity best practices in

recruitment/promotion

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/p Mentoring Working climate studies

Joint FA and UBC committee productive and positive discussion

Starting Salaries

Objective: ensure differences in starting salaries have a legitimate basis

Recommendations provide all short-listed faculty with average

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p y gsalaries and compensation for the relevant unit

conduct annual audits of starting salaries and make corrections if necessary

develop guidelines on how to set salaries free of gender bias

Best practices in Recruitment, Promotion and Retention

Objective: make decision makers aware of discriminatory practices that perpetuate gender inequities & provide them with procedural safeguards

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Recommendations: develop resources for equity training provide training to key decision makers (e.g.

search committees, P&T committees, heads & directors)

Mentoring

Objective: create a university-wide program to allow faculty to benefit from the experience of their peers and facilitate successful career progression

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Recommendations: establish central mentoring offices at UBC-

Vancouver and Okanagan target both assistant and associate professors revise the UBC-CV to include section on

mentoring received and mentoring given

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Working Climate

Objective: establish a mechanism to conduct periodic working climate studies in priority facultiesR d ti

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Recommendations: Create a position for a senior advisor to

the Provost on women faculty Initiate working climate studies in

priority faculties

Effective Implementation

Recommendations specific time lines mechanisms for monitoring &

accountability

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accountability Regular employment & pay equity audits Reporting on progress by the Equity Office &

Faculty Relations to the Provost and Faculty Association

Revising governance structures for faculty-related gender equity issues at UBC

Positive Progress

Truly committed to the task Consensus Realistic targets

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Recommendations will benefit all faculty, not only women

Faculty Association UniversityTom PatchDorothy ShawMark TrowellClaire Young

Karen BakkerLiz HodgsonMegan LevingsJanis McKenna

2/7/11

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An Analysis of the Gender Pay Gap in Professional Salaries at UBC

Lara Boyd, PT, PhD Canada Research Chair, Neurobiology of Learning Faculty of Medicine, Department of Physical Therapy

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Gender Disparities in Faculty Pay at UBC

Gender disparities in faculty pay are a long-standing issue at UBC and at other universities

At UBC this issue was first identified in 1973; subsequent studies in 1984, 1989, 1990, 2008 and 2009 have indicated that women are paid less than male faculty at UBC.

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History of the DATA working group

•  Jointly convened by the Faculty Association and the Office of the Provost at UBC in January 2011

•  Mandate to study gender-related pay equity at UBC’s Vancouver Campus

•  Members: Karen Bakker, Lara Boyd, Nicole Fortin, Jim Johnson, Tom Patch, Mark Trowell, Walter Sudmant

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Distribution of Women in the Faculty at UBC

Men Women

Assistant Professor 62% 38%

Associate Professor 62% 38%

Professor 79% 21%

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Gender Pay Gap

Annual Salaries of full-time professors at the Vancouver Campus of UBC shows a gender differential of: •  $14,332.00 in average pay •  $15,625.00 in median pay

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Gender Pay Gap

•  About half the average gender pay differential is accounted for by under-representation of women at full professor level

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Gender Pay Gap

•  Another quarter of the average gender pay differential stems from departmental unit (e.g., 6.6% of male faculty are in dept. of commerce vs. 3.3% of female faculty)

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Gender Pay Gap

•  After accounting for experience (years in rank), Canada Research Chairs, and Distinguished University Professors there remains an unexplained pay gap of $3000

The unexplained female pay disadvantage of $3000 can be considered discriminatory

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Gender Pay Gap

•  Results from the 2009 study showed that correcting years of experience for maternity leaves does not alter the gender pay gap

•  Thus, whether or not a female faculty member has taken maternity leave had no impact on the female pay disadvantage

Parental leave does not alter the salary disadvantage

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Merit Awards: 2008-2009

Rank % Men % Merit to Men

% Women % Merit to Women

Assistant Professor 62 60 38 40

Associate Professor 62 63 38 37

Professor 79 81 21 19

The proportion of merit awards by rank is almost identical to the percentages of men and women within each faculty rank

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Retention Pay: 2003-2008 Year % of

awards to Men

% of funds to

men

Average award to

men

% of funds to women

Average award to women

2003 70 72 $10,253 28 $9,087

2006 63 60 $6,400 40 $7,352

2008 68 70 $8,174 30 $7,426

Average 2003- 2008

70 72 $8,510 28 $6,826

Though, men and women receive retention pay at very similar rates, the awards given to men on average are higher

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Summary

•  Gender disparities in faculty pay are a long-standing issue at UBC and at other universities

•  There is an unexplainable gender pay gap of $3000 at UBC •  Some of the “explanatory” factors included carry

gender biases (e.g., rank); hence, the female salary disadvantage may be a lower bound

•  Gender pay gap is not explained by productivity (merit) or parental leaves

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Oaxaca-Blinder Decomposition

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The Science of Unconscious BiasThe Science of Unconscious Bias

Toni SchmaderToni SchmaderCanada Research Chair in Social PsychologyCanada Research Chair in Social Psychology

Department of PsychologyDepartment of PsychologyUniversity of British ColumbiaUniversity of British Columbia

Being of Two MindsBeing of Two Minds

Reflective systemReflective system for controlled processingfor controlled processing Conscious, explicitConscious, explicit Effortful, requires motivationEffortful, requires motivation Takes more timeTakes more time

Reflexive systemReflexive system for automatic processingfor automatic processing Often unconscious, implicitOften unconscious, implicit Requires little effortRequires little effort FastFast

Different neural structures distinguish the twoDifferent neural structures distinguish the two Satpute & Lieberman (2006)Satpute & Lieberman (2006)

The Reflexive System UsesThe Reflexive System UsesImplicit AssociationsImplicit Associations

Cognitive links between concepts that coCognitive links between concepts that co--varyvary

Unequal gender distribution of men and women Unequal gender distribution of men and women in certain roles creates implicit associationsin certain roles creates implicit associations Eagly (1987); Glick & Fiske (1996)Eagly (1987); Glick & Fiske (1996)

With domains…With domains… Work = male; Family = femaleWork = male; Family = female Science = male; Arts = femaleScience = male; Arts = female

That generalize to traits…That generalize to traits… Male = independent, competent, assertiveMale = independent, competent, assertive Female = cooperative, warm, submissiveFemale = cooperative, warm, submissive

Evidence of Unconscious Bias: Evidence of Unconscious Bias: Effects on PerceptionEffects on Perception

The need for blind reviewThe need for blind review When orchestras conducted blind auditions, When orchestras conducted blind auditions,

women’s probability of advancement increased 50% women’s probability of advancement increased 50% -- Handelsman et al., 2005Handelsman et al., 2005

Leader = Male

Backlash against assertive womenBacklash against assertive women If bias of independence = male, then assertive If bias of independence = male, then assertive

woman viewed as cold, unfriendly and less hireable woman viewed as cold, unfriendly and less hireable –– Rudman & Glick, 2001Rudman & Glick, 2001

Evidence of Unconscious Bias: Evidence of Unconscious Bias: Effects on BehaviorEffects on Behavior

Effects on research collaborationEffects on research collaboration In conversations with colleagues, STEM men talk shop In conversations with colleagues, STEM men talk shop

more with men than with women more with men than with women –– Holleran, Whitehead, Schmader, & Mehl, 2011Holleran, Whitehead, Schmader, & Mehl, 2011

Leader = Male

SelfSelf--fulfilling propheciesfulfilling prophecies After interacting with biased man, female After interacting with biased man, female

engineers performed worse on engineering test engineers performed worse on engineering test -- Logel et al., 2009Logel et al., 2009

Interim SummaryInterim Summary

We can have biased associations that…We can have biased associations that… might be relatively unconsciousmight be relatively unconscious might conflict with conscious values, intentionsmight conflict with conscious values, intentions

can bias perception of otherscan bias perception of others can bias perception of otherscan bias perception of others can influence our own behavior and preferencescan influence our own behavior and preferences

How do we change this?How do we change this?

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A Two Strategy SolutionA Two Strategy Solution

Preventing biased perception of others Be aware of the potential for bias Be motivated to control bias Take the time to consider individual characteristics

Unconscious Biases

Judgment &

Behavior

Consciously OverrideBiases

A Two Strategy SolutionA Two Strategy Solution

Implicit associations can changeWhen this happens, performance follows…

–Dasgupta & Asgari, 2004; Stout et al., 2010

Unconscious Biases

Judgment &

Behavior

Change Implicit

Associations

TakeTake--Away PointsAway Points

Implicit bias is distinct from conscious motivationImplicit bias is distinct from conscious motivation

We all have these biases due to cultural exposureWe all have these biases due to cultural exposure

They can affect judgment and behavior unless we They can affect judgment and behavior unless we override themoverride them

They can be changed with education and exposureThey can be changed with education and exposure

Thank you!Thank you!

Collaborators: Funding Sources:Mike Johns U of Arizona AdvanceJessica Whitehead UA Commission on Shannon Holleran Status of WomenMatthias Mehl NIMH & NSFAndy Martens CRC & CFIChad Forbes SSHRC

ExampleExampleWhen writing evaluations, avoid:When writing evaluations, avoid:

1. Using first names for women or minority faculty and titles for men (Joan was anasset to our department.” –vs.- “Dr. Smith was an asset to our department.”)

2. Gendered adjectives (“Dr. Sarah Gray is a caring, compassionate physician” –vs.– Dr. Joel Gray has been very successful with his patients”)

3. Doubt raisers or negative language (“although her publications are not numerous”or “while not the best student I have had s/he”)or while not the best student I have had, s/he )

4. Potentially negative language (“S/he requires only minimal supervision” or“S/he is totally intolerant of shoddy research”)

5. Faint praise (“S/he worked hard on projects that s/he was assigned” or “S/he hasnever had temper tantrums”)

6. Hedges (“S/he responds well to feedback”)

7. Unnecessarily invoking a stereotype (“She is not overly emotional”; “He is veryconfident yet not arrogant”; or “S/he is extremely productive, especially assomeone who attended inner city schools and a large state university”

Talking Shop and Shooting the BreezeTalking Shop and Shooting the BreezeHolleran, Whitehead, Schmader, & Mehl (under review)Holleran, Whitehead, Schmader, & Mehl (under review)

19 female & 18 male science faculty19 female & 18 male science faculty

Electronically Activated Recorder (EAR)Electronically Activated Recorder (EAR)

MeasuredMeasured MeasuredMeasured Research conversationsResearch conversations Social conversationsSocial conversations Job disengagement Job disengagement

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Workplace ConversationsWorkplace Conversations

18 male and 18 female STEM faculty18 male and 18 female STEM faculty 88% response rate88% response rate

Electronically Activated Recorder (EAR)Electronically Activated Recorder (EAR)S l d di i d i 3 kdS l d di i d i 3 kd Sampled audio snippets during 3 workdaysSampled audio snippets during 3 workdays

Participants complete workplace surveys of job Participants complete workplace surveys of job satisfaction and disengagementsatisfaction and disengagement

CodingCoding Conversational snippets transcribed & coded for Conversational snippets transcribed & coded for

contentcontent

Descriptive Statistics

No gender differences in job disengagement

Coders’ Ratings of Competence Coders’ Ratings of Competence During Research ConversationsDuring Research Conversations

>>=

Discussing Research Discussing Social

=

=

Reducing the Gender Gap by Educating Reducing the Gender Gap by Educating Women about the Effects of StereotypesWomen about the Effects of Stereotypes

Johns, Johns, SchmaderSchmader, & Martens (2005), & Martens (2005)

One Way to Measure One Way to Measure Unconscious BiasUnconscious Bias

The Implicit Association Test (IAT)The Implicit Association Test (IAT)Greenwald, McGhee, & Schwartz (1998)Greenwald, McGhee, & Schwartz (1998)

Measures strength of association between Measures strength of association between conceptsconcepts

Based on premise that associated concepts Based on premise that associated concepts will be easier to categorize togetherwill be easier to categorize together

Microsoft owerPoint Presentati

These biases can be measuredThese biases can be measured

Implicit association taskImplicit association task Uses reaction times to assess ease of grouping men with science Uses reaction times to assess ease of grouping men with science

and women with humanitiesand women with humanities Both men and women show this biasBoth men and women show this bias Often uncorrelated with selfOften uncorrelated with self--report measures of sexismreport measures of sexism

Women Men

Humanities Science

Father

Project Implicit: https://implicit.harvard.edu/implicit/

PhysicsAuntHistory

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These biases can be measuredThese biases can be measured

Implicit association taskImplicit association task Uses reaction times to assess ease of grouping men with science Uses reaction times to assess ease of grouping men with science

and women with humanitiesand women with humanities Both men and women show this biasBoth men and women show this bias Often uncorrelated with selfOften uncorrelated with self--report measures of sexismreport measures of sexism

Women Men

Science Humanities

Father

Project Implicit: https://implicit.harvard.edu/implicit/

PhysicsAuntHistory

Data on the IATData on the IAT(Nosek, Banaji, & Greenwald, 2005)(Nosek, Banaji, & Greenwald, 2005)

In comparison effect size for gender differences inIn comparison, effect size for gender differences in complex mathematical problem solving: d = .29

Hyde, Fennema, & Lamon, 1990

2) Changing Unconscious Bias2) Changing Unconscious Bias

The effectiveness of exposure The effectiveness of exposure (Dasgupta & Asgari, 2004)(Dasgupta & Asgari, 2004)

2) Changing Unconscious Bias2) Changing Unconscious Bias

The effectiveness of exposure The effectiveness of exposure (Dasgupta & Asgari, 2004)(Dasgupta & Asgari, 2004)