Recruitment Workshop. Workshop on Faculty Recruitment for Diversity and Excellence Introduction Introduction Why Diversity Matters Why Diversity Matters

Recruitment Workshop

Workshop on Faculty Workshop on Faculty Recruitment for Diversity and Recruitment for Diversity and

ExcellenceExcellence IntroductionIntroduction

Why Diversity MattersWhy Diversity Matters

Unconscious Bias in EvaluationUnconscious Bias in Evaluation

RecruitmentRecruitment

Family Matters and Evaluation BiasFamily Matters and Evaluation Bias

Dual Career and Family PoliciesDual Career and Family Policies

ConclusionConclusion

IntroductionIntroduction

KovalevskayaKovalevskaya

“… “…mathematics…is the mathematics…is the science that demands science that demands the utmost imagination”the utmost imagination”

She was awarded the PhD She was awarded the PhD summa summa cum laudecum laude, without orals or , without orals or defense: defense: the first woman to hold a PhD in the first woman to hold a PhD in Mathematics. In 1884, she Mathematics. In 1884, she became the first womanbecame the first woman professor of Mathematics at what would what would become the University of become the University of Stockholm.Stockholm.

StrindbergStrindberg

August Strindberg’s reaction to SofyaAugust Strindberg’s reaction to Sofya

was to write in a local paper:was to write in a local paper:

““A female professor is a pernicious andA female professor is a pernicious and

unpleasant phenomenon - even, oneunpleasant phenomenon - even, one

might say, a monstrosity.”might say, a monstrosity.”

Next

BBer erkkel eleeyy

Women Women Men Men

Studies the Studies the martial art of Wu martial art of Wu ShuShu

Table tennis Table tennis championchampion

Accomplished Accomplished viola playerviola player

Volunteeraholic Volunteeraholic

Lego robot Lego robot creatorcreator

Wrote the book Wrote the book on Impacton Impact

Circuit mavenCircuit maven Pixar wizardPixar wizard Chip guruChip guru

STRIDESTRIDE

Seated at table:Seated at table:Pamela Pamela

Raymond, Raymond, Abigail Stewart, Abigail Stewart,

Samuel Samuel Mukasa, Carol Mukasa, Carol

Fierke, Fierke, Anthony Anthony England, England,

Martha Pollack, Martha Pollack, John John

Vandermeer, Vandermeer, Melvin HochsterMelvin HochsterGary Huffnagle and Gary Huffnagle and

Wayne JonesWayne Jones

Discrimination is only practiced by a Discrimination is only practiced by a small set of ignorant people.small set of ignorant people.

Research shows that everyone —whether male or

female — perceives and treats women differently

from men.

PerceptionPerception


Definition of termsDefinition of terms

The ideal that everyone should have equal access The ideal that everyone should have equal access to employment opportunities; it is the core concept to employment opportunities; it is the core concept that binds affirmative action and diversity efforts.that binds affirmative action and diversity efforts.

Equal Equal EmploymentEmployment Opportunity Opportunity

Affirmative ActionAffirmative Action Federal measures taken to begin to reverse historic Federal measures taken to begin to reverse historic patterns of employment discrimination against patterns of employment discrimination against minorities and women.minorities and women.

DiversityDiversity The process to develop an environment that The process to develop an environment that

maximizes the potential of all people involved in the maximizes the potential of all people involved in the operations of an organization; it involves learning to operations of an organization; it involves learning to value qualities that are different between groups.value qualities that are different between groups.

What do these ideals aim to What do these ideals aim to achieve?achieve?

Equal Employment OpportunityEqual Employment Opportunity To eliminate discrimination in human resource To eliminate discrimination in human resource

policies and practicespolicies and practices To provide equal To provide equal accessaccess and opportunity, and and opportunity, and

to guard against anyone being excluded from to guard against anyone being excluded from participationparticipation

Legally mandatedLegally mandated

Affirmative ActionAffirmative Action To target outreach to underutilized groupsTo target outreach to underutilized groups To help prevent discriminationTo help prevent discrimination To measure good faith efforts and progress madeTo measure good faith efforts and progress made Legally mandatedLegally mandated

What do these ideals aim to What do these ideals aim to achieve?achieve?

DiversityDiversity To be inclusive with all groups; not To be inclusive with all groups; not limited to limited to ethnicity, race, and genderethnicity, race, and gender

To develop an environment that To develop an environment that maximizes the maximizes the potential of all people in an potential of all people in an organization (e.g., a organization (e.g., a university) by valuing university) by valuing group differences group differences interpersonally and interpersonally and institutionallyinstitutionally

Diversity is not legally mandated, but is Diversity is not legally mandated, but is recognized as having a positive effect on recognized as having a positive effect on

civic and civic and social attitudes and enhancing the social attitudes and enhancing the learning learning experience for all. experience for all.


Unconscious Bias in Unconscious Bias in EvaluationEvaluation

Lack of critical massLack of critical mass

Gender schemasGender schemas

Evaluation and gender biasEvaluation and gender bias

Accumulation of Accumulation of disadvantagedisadvantage

Underlying componentsUnderlying components of the problem of the problem

Critical MassCritical Mass

– 28 of 249 tenured and tenure-track natural 28 of 249 tenured and tenure-track natural scientists in LSA were women in 2001scientists in LSA were women in 2001

– 30 of 334 tenured and tenure-track faculty in 30 of 334 tenured and tenure-track faculty in Engineering were women in 2001Engineering were women in 2001

When lack critical mass, increase salience of When lack critical mass, increase salience of underrepresented groupunderrepresented group- Trigger reliance on schemas- Trigger reliance on schemas

There are too few womenThere are too few women

Virginia Valian, Distinguished Professor of Virginia Valian, Distinguished Professor of Psychology and PI of the Gender Equity Project, Psychology and PI of the Gender Equity Project,

Hunter College (CUNY)Hunter College (CUNY)

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 HappensHow It Happens

non-conscious hypotheses about sex differences non-conscious hypotheses about sex differences that guide everyone’s perceptions and behaviorsthat guide everyone’s perceptions and behaviors

expectations or stereotypes that define “average” expectations or stereotypes that define “average” members of a groupmembers of a group

men are instrumental, task-oriented, competentmen are instrumental, task-oriented, competent

women are nurturing, emotional, and care about women are nurturing, emotional, and care about relationships relationships

necessarynecessary

shared by men and women shared by men and women

likely to apply them when group or category likely to apply them when group or category salience is highsalience is high

Valian, 1998, Why So Slow? The Advancement of Women, MIT Press

Gender schemasGender schemas

Gender schemas– higher Gender schemas– higher value to being male than value to being male than

femalefemale More than 1,000 Michigan elementary More than 1,000 Michigan elementary

students described what life would be like students described what life would be like if they were born a member of the if they were born a member of the opposite sexopposite sex

40% of the girls saw positive advantages 40% of the girls saw positive advantages to being a boy: better jobs, more money to being a boy: better jobs, more money and more respectand more respect

95% of the boys saw no advantage to 95% of the boys saw no advantage to being femalebeing femaleMee, C.S. (March 1995) Women’s Education Equity Act Publishing Center Digest

Evaluation and gender Evaluation and gender biasbias

University psychology professors prefer 2:1 to hire “Brian” over University psychology professors prefer 2:1 to hire “Brian” over “Karen”, even when the application packages are identical “Karen”, even when the application packages are identical (Steinpreis, Anders & Ritzke (1999) (Steinpreis, Anders & Ritzke (1999) Sex Roles,Sex Roles, 41, 509) 41, 509)

Women applying for a postdoctoral fellowship had to be 2.5 times more Women applying for a postdoctoral fellowship had to be 2.5 times more productive to receive the same competence score as the average male productive to receive the same competence score as the average male applicantapplicant((Wenneras & Wold, (1997) Wenneras & Wold, (1997) NatureNature, 387, 341), 387, 341)

Utilizing blind auditions increased the percentage of female new hires Utilizing blind auditions increased the percentage of female new hires between 25-46% in women winning orchestral jobs and increased by between 25-46% in women winning orchestral jobs and increased by 50% the probability that women would advance out of preliminary 50% the probability that women would advance out of preliminary roundsrounds

((Goldin & Rouse, (2000) Goldin & Rouse, (2000) The American Economic Review, 90The American Economic Review, 90, 4, 715-741), 4, 715-741)

Letters of recommendation for Letters of recommendation for successful successful male and female candidates male and female candidates for faculty positions in medical school differed in ways that reflected for faculty positions in medical school differed in ways that reflected gender schemasgender schemas((Trix & Psenka (2003) Trix & Psenka (2003) Discourse & Society, Discourse & Society, Vol 14(2):191-220, 2003)Vol 14(2):191-220, 2003)

“…“…the success rate the success rate of female scientists of female scientists applying for applying for postdoctoral postdoctoral fellowships at the fellowships at the MRC during the MRC during the 1990’s has been 1990’s has been less than half that less than half that of male applicants.”of male applicants.”

C. Wennerås & A. C. Wennerås & A. WoldWoldNepotism and sexism Nepotism and sexism in peer-review. in peer-review. NatureNature 387:341-343, 387:341-343, 19971997

Average rating of applicantsas a function of theirscientific productivity

2.00

2.25

2.50

2.75

3.00

Women

Men

0-19 20-39 40-59 60-99 >99

Total impact*

* One impact point =one paper in a journal withan impact factor of one.

Com

pete

nce S

core

n=62

n=52

Gender bias in funding Gender bias in funding postdoctoral fellowshipspostdoctoral fellowships

Mountains out of Mountains out of molehillsmolehills

Any one slight may seem minorAny one slight may seem minorBut small imbalances and But small imbalances and

disadvantages accruedisadvantages accrueAccumulate into a mountain of Accumulate into a mountain of

disadvantagedisadvantage

““Mountains are molehills piled one on Mountains are molehills piled one on top of the other”top of the other”

Valian, 1998, Why So Slow? The Advancement of Women, MIT Press

Accumulation of Accumulation of advantage and advantage and disadvantagedisadvantage

Like interest on capital, advantages Like interest on capital, advantages accrueaccrue

Like interest on debt, disadvantages Like interest on debt, disadvantages accrueaccrue

Very small differences in treatment Very small differences in treatment can, as they accumulate, have major can, as they accumulate, have major consequences in salary, promotion, consequences in salary, promotion, and prestigeand prestige

Small cases of group-based bias add Small cases of group-based bias add upupMerton (1948) Antioch Review, 8, 193-210 and (1968) Science, 159,

56-63

Bias and accumulation of Bias and accumulation of disadvantagedisadvantage

Computer simulation of organization’s Computer simulation of organization’s 8-level pyramidal hierarchy8-level pyramidal hierarchy

Staff at each level with equal ratio men Staff at each level with equal ratio men and womenand women

Assume 1% bias in favor of promoting Assume 1% bias in favor of promoting menmen

Run simulations through series of Run simulations through series of promotions until complete turn overpromotions until complete turn over

At the end, the highest level in At the end, the highest level in organization was 65% maleorganization was 65% male

Martell, Lane, & Emrich (1996) American Psychologist, 51, 157-158

Lowered success rateLowered success rate

Gender Gender schemasschemas

Lack of Lack of critical masscritical mass

Accumulation of disadvantageAccumulation of disadvantage

EvaluationEvaluation biasbias

Performance is underestimatedPerformance is underestimated

RecruitmentRecruitment

Recruiting StrategiesRecruiting Strategies

Recruit for diversity Recruit for diversity andand excellence. excellence. We’re STRIDE, not STRID! We’re STRIDE, not STRID!

Search committee compositionSearch committee composition Job definition Job definition AdvertisementsAdvertisements Active recruitingActive recruiting Interviewing tipsInterviewing tips Promote awareness of the issuesPromote awareness of the issues

Search Committee Search Committee CompositionComposition

Include people who are committed Include people who are committed to diversity and excellenceto diversity and excellence

Include women and minoritiesInclude women and minorities– Remembering to take account of their Remembering to take account of their

added service load in other added service load in other assignmentsassignments

Job DescriptionJob Description

Consider implications of the job Consider implications of the job description: search as broadly as description: search as broadly as possiblepossible

Work with a single search Work with a single search committee for all positions, to allow committee for all positions, to allow opportunities for people with opportunities for people with unusual backgrounds to emergeunusual backgrounds to emerge

AdvertisementAdvertisement

Advertise in venues that reach women Advertise in venues that reach women and minorities (special subgroups of and minorities (special subgroups of professional organizations, focused professional organizations, focused conferences and workshops, etc.)conferences and workshops, etc.)

Advertise widely by word-of-mouth Advertise widely by word-of-mouth

Note in your ad that the university has Note in your ad that the university has resources to help deal with dual-resources to help deal with dual-career issuescareer issues

Active RecruitingActive Recruiting Actively seek candidates who contribute Actively seek candidates who contribute

diversity and excellence: Don’t just wait for diversity and excellence: Don’t just wait for applications to come in: go out and look for applications to come in: go out and look for applicantsapplicants

Explicitly ask colleagues for the names of top Explicitly ask colleagues for the names of top female and minority students, in addition to female and minority students, in addition to male studentsmale students

Require faculty who nominate candidates to Require faculty who nominate candidates to give a list of other very strong candidates in give a list of other very strong candidates in the field, and if that list has no women or the field, and if that list has no women or minorities, ask whyminorities, ask why

Active Recruiting (cont’d)Active Recruiting (cont’d)

Widen the range of institutions from which you Widen the range of institutions from which you recruitrecruit

Consider women who may currently be under-Consider women who may currently be under-placed: thriving at less well-ranked universitiesplaced: thriving at less well-ranked universities

Prime the pump for future years, by inviting Prime the pump for future years, by inviting female and minority speakersfemale and minority speakers

If you’re successful at graduating female If you’re successful at graduating female Ph.D.’s, consider hiring them back after they’ve Ph.D.’s, consider hiring them back after they’ve had some experience elsewherehad some experience elsewhere

The InterviewThe Interview Bring in more than one female candidate: this has a Bring in more than one female candidate: this has a

disproportional effect on the likelihood a women will disproportional effect on the likelihood a women will be hired.be hired.

Let the candidate know you’re interested in her Let the candidate know you’re interested in her as a researcher and teacher—not as a woman!as a researcher and teacher—not as a woman!

Provide information about dual-career and family-Provide information about dual-career and family-leave policies to all candidates.leave policies to all candidates.

Give the candidate an opportunity to talk with other Give the candidate an opportunity to talk with other women—not the search committee and preferably women—not the search committee and preferably not even in the same department—about gender and not even in the same department—about gender and climate issues.climate issues.

Be Aware of Evaluation Be Aware of Evaluation BiasBias

. . .or “Remember the lesson of blind auditions in . . .or “Remember the lesson of blind auditions in orchestras”orchestras”

Being aware of and counteracting evaluation bias Being aware of and counteracting evaluation bias is perhaps the most important thing you can do!is perhaps the most important thing you can do!– Coming today is an excellent startComing today is an excellent start

Spread awareness to the others on the search Spread awareness to the others on the search committeecommittee

Views can be changedViews can be changed– Bauer and Baltes, 2002Bauer and Baltes, 2002

Recruiting StrategiesRecruiting Strategies

When you succeed: be concerned with When you succeed: be concerned with climate and retentionclimate and retention

For more tips, see the Advance Project For more tips, see the Advance Project Handbook: Handbook: www.umich.edu/~advproj/handbook.pdfwww.umich.edu/~advproj/handbook.pdf

or contact STRIDEor contact STRIDE

Family MattersFamily Matters and Evaluation Bias and Evaluation Bias

Leaks in the Academic Leaks in the Academic Pipeline for WomenPipeline for Women

Graduate School Entry

PhD Assistant Professor

Professor

AssociateProfessor


20% less likely than single

women to enter a tenure track

position



Professor

AssociateProfessor

Marriage


29% less likely than women

without babies to enter a tenure track position



Professor

AssociateProfessor

BabiesMarriage


23% less likely than men to become an associate professor



Professor

AssociateProfessor

BabiesMarriage

Tenure Review


25% less likely than

men to become a

full professor



Professor

AssociateProfessor

BabiesMarriage

Tenure Review Review



without babies to

ENTER a tenure track

position

20% less likely than single women to


position



Professor

AssociateProfessor

BabiesMarriage




without babies to


position

20% less likely than single women to


position



Professor

AssociateProfessor

BabiesMarriage


Opting o

ut

"Opting Out""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…

"The Opt-Out Revolution"

What is the Potential Impact of What is the Potential Impact of Women in Science and Women in Science and

Engineering "Opting Out" for Engineering "Opting Out" for Family Reasons?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."

When was the last time you thought a male student/recruit/colleague might "opt out" to

stay at home with their family?

Do the data indicate that female Do the data indicate that female faculty who "opt in" are less faculty who "opt in" are less

productive than male faculty?productive than male faculty?

Do the data indicate that female Do the data indicate that female faculty who "opt in" are less faculty who "opt in" are less

productive than male faculty?productive than male faculty?

UM sociologist Yu Xie concludes:

No

Treat Female Faculty Treat Female Faculty Applicants as Scientists Applicants as Scientists and Engineers, not as and Engineers, not as

"Female Scientists" and "Female Scientists" and "Female Engineers""Female Engineers"

What is the Potential Impact of What is the Potential Impact of Family on the Lives of Women in Family on the Lives of Women in

Science and Engineering?Science and Engineering?

Female faculty, on average, do carry Female faculty, on average, do carry heavier loads at home heavier loads at home

UM Climate study shows: UM Climate study shows:

- Household structure- Household structureMore likely not partneredMore likely not partnered

More likely to have partner employed More likely to have partner employed fulltimefulltime

Family-friendly policiesFamily-friendly policies

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

Dual Career and Family Dual Career and Family PoliciesPolicies

Provost’s Dual Career Provost’s Dual Career ProgramProgram

Comprehensive website with dual career Comprehensive website with dual career informationinformation– http://www.provost.umich.edu/programs/dual_career/index.htmlhttp://www.provost.umich.edu/programs/dual_career/index.html

Link to HRAA’s website for employment Link to HRAA’s website for employment opportunitiesopportunities– http://www.umich.edu/~hraa/empserv/dual/http://www.umich.edu/~hraa/empserv/dual/

Individual counseling and assistance for partners of Individual counseling and assistance for partners of T&TT faculty membersT&TT faculty members

Financial support (in some cases)Financial support (in some cases)– Provost’s Faculty Initiatives Program (PFIP)Provost’s Faculty Initiatives Program (PFIP)

Provides supplemental resources to help schools and colleges Provides supplemental resources to help schools and colleges assist dual career partners of T&TT faculty (often funds half assist dual career partners of T&TT faculty (often funds half positions for up to 3 years)positions for up to 3 years)

College Dual Career College Dual Career ProgramProgram

Process should begin early:Process should begin early:

– Family friendly policy information part of the package given Family friendly policy information part of the package given to candidate on first visit to candidate on first visit

– If a candidate brings up family issues during interview or If a candidate brings up family issues during interview or negotiation, address expeditiously negotiation, address expeditiously

– If search committee anticipates issue, meeting should be If search committee anticipates issue, meeting should be scheduled in first visit to discussscheduled in first visit to discuss

LSA/MED/CoE share support of Kate Soper to assist trailing LSA/MED/CoE share support of Kate Soper to assist trailing partnerpartner

Deans urge consideration of dual career partner by appropriate Deans urge consideration of dual career partner by appropriate academic unitsacademic units

– Details of funding are case-by-case and are not shared with Details of funding are case-by-case and are not shared with candidate or partnercandidate or partner

Tips for Dual Career Tips for Dual Career SituationsSituations

Ensure everyone on the search committee is Ensure everyone on the search committee is familiar with UM’s dual career support programsfamiliar with UM’s dual career support programs

Ensure candidates know about the diverse Ensure candidates know about the diverse employment possibilities available in the Southeast employment possibilities available in the Southeast Michigan area (e.g., provide dual careers website)Michigan area (e.g., provide dual careers website)

Identify someone with whom the candidate can Identify someone with whom the candidate can have a confidential conversation about dual career have a confidential conversation about dual career issues if the candidate is hesitant to address these issues if the candidate is hesitant to address these issues with the search committeeissues with the search committee

UM Dual Career Statistics for UM Dual Career Statistics for 20032003

133 partners were served by the Dual 133 partners were served by the Dual Career Program – 79 females and 53 males Career Program – 79 females and 53 males (1 partner chose to remain anonymous)(1 partner chose to remain anonymous)– 63 Non-academic partners63 Non-academic partners– 61 Academic partners61 Academic partners– 9 Academic/Non-Academic partners (both options were 9 Academic/Non-Academic partners (both options were

explored)explored)

Of these 133 partnersOf these 133 partners– 58 were continuing as of 6/30/03 (44%)58 were continuing as of 6/30/03 (44%)– 40 secured PFIP funded positions (31%)40 secured PFIP funded positions (31%)– 8 secured employment without PFIP (5%)8 secured employment without PFIP (5%)– 22 were unsuccessful recruitments (17%)22 were unsuccessful recruitments (17%)– 4 discontinued services4 discontinued services– 1 had no offer extended1 had no offer extended

University’s Family-Friendly University’s Family-Friendly PoliciesPolicies

Sick leave planSick leave plan– Through short-term and long-term sick leave, faculty Through short-term and long-term sick leave, faculty

members are eligible to be paid during the time a members are eligible to be paid during the time a physician determines they should be off work. The physician determines they should be off work. The amount of sick leave available to faculty members amount of sick leave available to faculty members varies depending on their rank, their length of service varies depending on their rank, their length of service with the University and the amount of sick leave they with the University and the amount of sick leave they have already used. (SPG 201.11-1)have already used. (SPG 201.11-1)

Leaves of absence without salaryLeaves of absence without salary– Leaves of absence may be granted to members of the Leaves of absence may be granted to members of the

instructional staff for periods of up to one year for child instructional staff for periods of up to one year for child care following the birth of a child, the adoption of a care following the birth of a child, the adoption of a child who is under the age of 6, or disability related to child who is under the age of 6, or disability related to pregnancy. (SPG 201.30-1)pregnancy. (SPG 201.30-1)

University’s Family-Friendly University’s Family-Friendly Policies (Cont’d)Policies (Cont’d)

Tenure probationary period- one year exclusionTenure probationary period- one year exclusion– A woman who bears one or more children during her A woman who bears one or more children during her

tenure probationary period may be granted an tenure probationary period may be granted an exclusion of one year from the countable years of exclusion of one year from the countable years of service that constitute such tenure probationary service that constitute such tenure probationary period. (SPG 201.92)period. (SPG 201.92)

Modified duties for faculty membersModified duties for faculty members– Grants relief from direct teaching responsibilities for Grants relief from direct teaching responsibilities for

the academic term which includes the anticipated the academic term which includes the anticipated sick leave period. Faculty on modified duties status sick leave period. Faculty on modified duties status will normally be expected to fulfill their other will normally be expected to fulfill their other professional responsibilities. (SPG 201.93)professional responsibilities. (SPG 201.93)

CoE/LSA Additional Family-Friendly CoE/LSA Additional Family-Friendly PoliciesPolicies Modified DutiesModified Duties

– Faculty members may take one term of modified duties, without a Faculty members may take one term of modified duties, without a reduction in salary, for each child added to the family. Modified reduction in salary, for each child added to the family. Modified duties includes relief from direct teaching responsibilities for an duties includes relief from direct teaching responsibilities for an academic term.academic term.

CoE Delaying the Tenure ReviewCoE Delaying the Tenure Review– An untenured TT faculty member may request a delay in the tenure 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 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. or adopted child or because of critical illness of a family member. Delaying the tenure review means that a faculty member’s review is Delaying the tenure review means that a faculty member’s review is delayed by one year (for a maximum of two years).delayed by one year (for a maximum of two years).

Reduced AppointmentReduced Appointment– A T or TT faculty member may request a reduction of his or her 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 appointment in recognition of the demands of caring for a newly born or adopted child, or for a family member requiring time-consuming or adopted child, or for a family member requiring time-consuming care. Taking a reduced appointment means that a faculty member care. Taking a reduced appointment means that a faculty member reduces his/her appointment to half or three-quarter-time status (with reduces his/her appointment to half or three-quarter-time status (with a proportional reduction in pay) for a maximum period of two years a proportional reduction in pay) for a maximum period of two years before a tenure review.before a tenure review.

ConclusionConclusion

Diversity Matters!Diversity Matters!

To Us as ResearchersTo Us as Researchers– Want excellenceWant excellence

Don’t lose 50% of the populationDon’t lose 50% of the population Diverse teams produce better solutionsDiverse teams produce better solutions

To Us as TeachersTo Us as Teachers– Want the best for all our studentsWant the best for all our students

Present them with appropriate imagePresent them with appropriate image To Us as CitizensTo Us as Citizens

– Want to be fair and equitableWant to be fair and equitable

Lowered success rateLowered success rate

Gender Gender schemasschemas

Lack of Lack of critical masscritical mass

Accumulation of disadvantageAccumulation of disadvantage

EvaluationEvaluation biasbias

Performance is underestimatedPerformance is underestimated

Can Break the Cycle EarlyCan Break the Cycle Early

Be aware of, and work to counteract, Be aware of, and work to counteract, gender bias during searchgender bias during search

Don’t forget practical issues, Don’t forget practical issues, especially, dual career concernsespecially, dual career concerns

Finally, once succeed in hiring still Finally, once succeed in hiring still need to focus on retention, which need to focus on retention, which brings up issue of “climate”!brings up issue of “climate”!

Key Differences in UMKey Differences in UMClimate Survey Findings in Climate Survey Findings in

20012001 Household structureHousehold structure

– More likely not partneredMore likely not partnered– More likely to have partner employed fulltimeMore likely to have partner employed fulltime

Contract Renegotiation (including counter-Contract Renegotiation (including counter-offers)offers)– Men have more items in packageMen have more items in package

ServiceService– Serve on more committeesServe on more committees– Not more likely to chair themNot more likely to chair them

MentoringMentoring– Less mentoring of assistant professorsLess mentoring of assistant professors

Institutional ClimateInstitutional Climate

Overall:Overall: – Satisfaction with position at UM (women Satisfaction with position at UM (women

scientists lowest)scientists lowest)– Gender discrimination in past 5 years (40% of Gender discrimination in past 5 years (40% of

women scientists report at least one area)women scientists report at least one area)– Unwanted sexual attention in past 5 years Unwanted sexual attention in past 5 years

(20% of women scientists report)(20% of women scientists report)

Departmental:Departmental:– Nine scales (women scientists most negative, Nine scales (women scientists most negative,

women social scientists often least)women social scientists often least)

FacultyMember

Satisfaction;Thriving

Effects of Climate on Career Effects of Climate on Career OutcomesOutcomes

Effects of Climate on Career Effects of Climate on Career OutcomesOutcomes

Career Outcome

Dissatisfaction;Struggling

Positive Climate

Negative Climate

Tolerant atmosphereTolerant atmosphereEgalitarian AtmosphereEgalitarian AtmosphereMentoringMentoring

Transparent policies and Transparent policies and proceduresproceduresFair department chairFair department chair

DiscriminationDiscriminationHarassmentHarassmentSurveillanceSurveillanceStereotypingStereotyping Tokenism Tokenism Vague or secret policies and Vague or secret policies and procedures procedures Unfair department chairUnfair department chair

Retention Retention RecommendationsRecommendations

Establish mechanisms for Establish mechanisms for preemptive and counter offerspreemptive and counter offers

Establish process for equitable Establish process for equitable salary structure – i.e. use of salary structure – i.e. use of regressionsregressions

Create time limited professorships Create time limited professorships for faculty at mid-career stagesfor faculty at mid-career stages

Increase number of daycare slots on Increase number of daycare slots on campuscampus

at 647-9359 for more at 647-9359 for more informationinformation

[email protected]@umich.eduwww.umich.edu/~advproj/index.htmlwww.umich.edu/~advproj/index.html

Call ADVANCE Call ADVANCE

Documents

Recruitment Workshop. Workshop on Faculty Recruitment for Diversity and Excellence Introduction Introduction Why Diversity Matters Why Diversity Matters