Avoiding Bias:
Lessons from Search Committee Training
Lynn K Gordon, MD, PhD
Associate Dean, Diversity Affairs
David Geffen School of Medicine at UCLA
lgordon@mednet.ucla.edu
Why is Diversity Important?
• Educational experience & scholarly environment
• Legitimacy in context of California
– 2000 Census
• African American 7.4%
• Hispanic/Latino 32.4%
• Innovation & creativity
“Substantial evidence suggests that functional and identity
diverse groups are more innovative…studies also suggest
that groups whose members have diverse preferences are
more creative. “
Scott Page, The Difference, 2007,
Princeton University Press, p. 327
At UCLA
• We always want the best:
• “Best of the Best of the Best..Sir” from Men in Black
– Staff
– Students
– Trainees
– Faculty
• Unconscious bias may preclude our selecting the best
Goals or….. Why are you here?
• Faculty: requirement for search committee training
– Please sign in, stay, and you will be counted
• Perhaps a better reason…….
– Gain an understanding about unintended bias and
how this affects our daily life---- for all of us
• Discuss approaches for avoiding bias
– In academic searches
– In evaluations of students and trainees
Sites for learning
• Project Implicit
– https://implicit.harvard.edu/implicit/
• AAMC: "What You Don’t Know: The Science of
Unconscious Bias and What To Do About It in the
Search and Recruitment Process"
– https://surveys.aamc.org/se.ashx?s=7C7E87CB5
61EC358
Susan Drange Lee
Director, Faculty
Diversity & Development
sdrangelee@conet.ucla.edu
(310) 206-7411
Many slides taken from presentations by Susan Drange Lee
and from the STRIDE program of the University of Michigan
Search Resources @ faculty.diversity.ucla.edu
Search Toolkit
Forms
Search
Committee
Resources
Unconscious Bias &
Use of Schemas
PURPOSE:
Increase awareness of unconscious bias
Consider how unconscious bias may play a role in
how you evaluate a student, how you mentor a
trainee, what words you use in a letter of
recommendation, and how you select new faculty
Adapted in part from presentation developed by
NSF ADVANCE Project at the University of Michigan (a project to
increase the advancement of women faculty in the sciences)
Schemas and Stereotypes
• Identify this photo
– Carol Greider, Ph.D.
• “I think there’s a slight bias ----- still a slight cultural bias
for men to help men. The derogatory term is the ‘old
boys network.’
• It’s not that they are biased against women or want to
hurt them. They just don’t think of them.
• And they often feel more comfortable promoting their
male colleagues.”
From the New York Times Interview After Winning the Nobel Prize
What is a Schema?
“Schemas are hypotheses that we use to interpret social
events. They are similar to stereotypes, but the term
schema is more inclusive and more neutral.”
“Gender schemas are hypotheses about what it means to
be male or female – hypotheses that we share, male and
female alike.”
Prof. Virginia Valian, UCLA Faculty Lecture, 2008.
Author of “Why So Slow? The Advancement of Women”
Valian, V. (1999) Why So Slow? The Advancement of Women. MIT Press: Massachusetts.
Schemas Affect Evaluation
1. Estimating Height
• Males were judged taller than females (in feet & inches).
• Perceived difference in height was greatest when
information was more ambiguous (shown in seated
position vs. standing).
Biernat, M., Manis, M. and Nelson, T. (1991) Stereotypes and Standards of
Judgment. Journal of Personality and Social Psychology 60(4):495-502.
2. Orchestra Auditions
When auditioners were
behind a screen, the
percentage of female new
hires for orchestral jobs
increased 25 – 46%.
Goldin, C. & Rouse, C. (2000) Orchestrating Impartiality: The Impact of "Blind"
Auditions on Female Musicians. The American Economic Review, 90, 4, 715-741.
3. Evaluation of CVs
Karen
Brian
When evaluating identical
application packages, male
and female University
psychology professors
preferred hiring
“Brian” over “Karen”
by 2:1 ratio
Steinpreis, R.E., Anders, K.A., & Ritzke, D. (1999) The Impact of Gender on the
Review of the Curricula Vitae of Job Applicants and Tenure Candidates: A
National Empirical Study. Sex Roles, Vol. 41, Nos. 7/8, 509.
4. Interview Calls for Jobs: “Are
Emily and Greg More Employable
Than Lakisha and Jamal?”
• “White” names received 50% more calls for
interviews than “African-American” names.
• For “White” names, a higher quality resume
elicited 30% more calls.
• For “African-American” names, the increase
was only 9% for a higher quality resume.
Bertrand, M. & Mullainathan, S. (2004)
Are Emily and Greg More Employable Than Lakisha and Jamal?
A Field Experiment On Labor Market Discrimination.
American Economic Review, v94(4, Sep), 991-1013.
Double Standards for Competence
• Varying overall qualifications
– Male preference when male application is better
– No preference when female application is better
• Education vs. Experience: Which is More Valuable?
– Male applicants shown preference
– If male had more education then education was valued over
experience
– If female had more education then experience was valued over
education
Source: Foschi, Lai & Sigerson 1994; Norton, Vandello, & Darley 2004
5. Evaluation of Fellowship Applications
• Peer reviewers gave female
applicants lower scores than
male applicants who
displayed the same level of
scientific productivity.
• Women applying for the
postdoctoral fellowship had to
be 2.5 times more productive
to receive the same reviewer
rating as the average male
applicant.
Wenneras, C. & Wold, A. (1997) Nepotism and Sexism in Peer-Review.
Nature, 387: 341-43.
6. Letters of Recommendation
Differences in Letters of Recommendation:
Letters for men had more references to CV,
publications, patients, and colleagues
Letters for women
- Were shorter
- Contained more “doubt raisers” (hedges,
faint praise, and irrelevancies)
- Had more references to personal life
Examples:
“It’s amazing how much she’s accomplished.”
“She has a rather challenging personality.”
“She excelled in every task she chose to take on.”
Trix, F. & Psenka, C. (2003) Exploring the Color of Glass: Letters of Recommeddation for Female and Male Medical Faculty. Discourse & Society, 14: 191-220.
7. Making Mountains out of Molehils:
accumulation of disadvantage
• simulated an eight-level,
pyramidal hierarchical institution
Women
35%
• Initially staffing men and women
were 50% at each level
• tiny bias in favor of promoting
men: 1% difference
Men
65%
• after repeated iterations: top level
was 65 percent male
Martell, Richard F., David M. Lane, and Cynthia Emrich. 1996. "Malefemale Differences: A Computer Simulation." American Psychologist
51:157-8
8. Biased Leadership Outcomes
Leadership for Asians in Academia
15% of life scientists in the US are Asian/Asian American.
Of the 26 council members and 193 members of 11
standing committees in the American Society for
Biochemistry and Molecular Biology in 2005, none were
Asian/Asian American.
Mervis (2005). Science, 310, 606-607.
Impact of Schemas on Leadership
• With single sex groups, observers identify
the person at the head of the table as the
leader.
• With mixed sex groups
– a male seated at the head of the table is
identified as the leader.
– a female seated at the head of the table
is identified as the leader only half the
time (and a male seated somewhere else
is identified the other half).
Porter & Geis (1981) Gender and nonverbal behavior.
Impact of Schemas about Mothers
Assumptions about the implications of motherhood for
women’s career commitment have consequences,
despite recent data showing that:
•Women academics who marry and have families
publish as many articles per year as single women.
Cole and Zuckerman (1987) Scientific American 256 (2), 119-125.
Confirmed by Yu Xie and Shauman (2003) Women in science: Career processes
and outcomes.
Evaluation of Identical Resumes: Mothers
When evaluating identical applications:
• Evaluators rated mothers as less
competent and committed to paid
work than nonmothers.
Mother
“Nonmother”
• Mothers were less likely to be
recommended for hire, promotion,
and management, and were offered
lower starting salaries than
nonmothers.
• Prospective employers called
mothers back about half as often as
nonmothers.
Correll, Benard and Paik (2007) American Journal of Sociology, 112 (5), 1297-1338.
Evaluation of Identical Resumes: Fathers
When evaluating identical applications:
• Fathers were seen as more
committed to paid work and offered
higher starting salaries than
nonfathers.
Father
“Nonfather”
• Fathers were not disadvantaged in
the hiring process.
Correll, Benard and Paik (2007) American Journal of Sociology, 112 (5), 1297-1338.
Obstacles to Diversification:
A Self Reinforcing Cycle
What can you do?
• In writing letters of recommendation
• In reading letters of recommendation
• In evaluating candidates
– Be aware of the use of language and the gender
schemas that words may imply
– Be aware that a small initial bias may create
substantial differences
Techniques to Combat
Overuse of Schemas in Selections:
Faculty, Staff, Trainees, Employees
1. Developing the Pool
2. Evaluating the Pool
3. Interviewing Tips
Responsibilities of Search
Committee Members
•
Actively search for candidates
•
Carefully review and assess files
•
Welcome all candidates with equal respect &
courtesy
•
Maintain confidentiality
Member who assumes responsibility for
Affirmative Action – monitor activities of
committee for equity, broaden search for inclusivity
1. Developing the Pool

Wording in ad that highlights interest in diversity

specific language emphasizing interest in diversity,
resulted in more diverse applicant pools…even in the
sciences

Recruiting through targeted professional organizations

Asking colleagues to recommend women and minority
candidates

But treat all applicants equally

Widening the range of institutions from which you recruit

Utilizing a diverse search committee (demographics &
field)
2. Equitably Evaluate the Pool
• Agree on the Criteria in Advance
– Identify the desired elements
– Rank order the importance of each element
• Self-Correct
• Slow Down & Do Not Rank Order Immediately
• Insist on Evidence: no anectodal stories
Be Consistent
Tailor a Candidate Evaluation Tool to Meet Your Needs
Interviewing Tips
• Standard format for interviews and the
campus visit
• Avoid illegal questions
•
Family status
•
Race
•
Religion
•
Residence
•
Sex
•
Age
•
Citizenship or nationality
•
Disability
Interview tips continued
• Family Friendly
• Provide information to everyone about applicable familyleave policies and campus resources for dual career,
childcare, housing, etc
• Involve Other Faculty
• opportunity to talk with other faculty members about gender
and climate issues – not the search committee and
preferably not even in the same department
• Respect
• Do not treat candidates differently based on subject matter
or research methodology used…whether they are known to
the committee members or unknown… each candidate was
ranked highly enough for a campus visit
Responsibility of Search Committee Chair
• Responsible for proactive, timely, fair, and legal
search: develops processes and ground rules
• Leads committee in all phases of work
– Creation of advertisement and proactive
recruitment strategy
– Develops equitable evaluation criteria
• Maintains positive interactions with candidates
• Conducts post search committee review
– What worked…..and what didn’t
– Document process
UC Diversity Statement
The University of California diversity statement includes
diversity based on:
•
Gender
•
Race
•
Ethnicity
•
Socioeconomic status
•
Religion
•
Language
•
Age
•
Disability
•
Sexual orientation
•
Geographic region
Underrepresented Minorities
“Underrepresented Minorities” (URMs) as defined
by the Office for Federal Contract Compliance
Programs (OFCCP) includes the following:
• African Americans
• Alaskan Natives
• Native Americans
• Pacific Islanders (e.g., Hawaiian, Samoan, etc.)
• Chicano, Latino, Hispanic Americans
Academic Values that Support Diversity
Although the University may not consider an individual’s
race, ethnicity or gender as a component in selection
for a faculty appointment…
You can consider:
Academic values that support a diverse learning
environment
-- A record of teaching, research or service that will
contribute to the diversity of the campus
-- Mentoring and outreach activities
Affirmative Action
For federal contractors and subcontractors, affirmative
action must be taken by covered employers to recruit
and advance qualified minorities, women, persons with
disabilities, and covered veterans.
Prop 209
Proposition 209 is a California State Law implemented in
1997 that states that no preferential treatment can be
given during the hiring process based on race, sex,
color, ethnicity or national origin.
DGSOM Faculty
Academic senate: 25% of all female faculty
42% of all male faculty
Male
Female
214
981
634
714
Females comprise: 23% of academic senate
39% of clinical and adjunct positions
Clinical and Adjunct
Full, In-Res, Clin X
2008 US Medical School Graduates
33
77
20
20
7
7
62
62
1
1
African American
Asian
Hispanic
Native American
White
Other
DGSOM Faculty
2
3
3
2424
0
64
64
<1
5
5
African American
Asian
Hispanic
Native American
White
Other
Demographics
• Graduates from DGSOM Medical School (Drew included)
– Female
45.2%
– African American
11.9%
– Hispanic/Latino
16.7%
What about surgery?
• USA Residents in General Surgery 2007
– Female
30.8%
– African American
6.8%
– Hispanic/Latino
11.1%
UCLA Department of Surgery
• Total Faculty (n=167)
– Females
16.2%
– African American
5.4%
– Hispanic/Latino
4.8%
• Assistant Professors
– Females
27%
– African American
6.8%
– Hispanic/Latino
4.5%
Causes for Disparities
• Possible role of unintended bias
– Beware when evaluating applicants
– Know yourself
• Consider taking AAMC or Harvard programs
• Specialty choices
– Get involved in medical student education
– Encourage the possibilities for junior colleagues
We can only accomplish this together