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Strategic Diversity Recruitment
Kecia M. Thomas, Ph.D.Professor of I/O Psychology & Associate Dean
Franklin College of Arts & SciencesUniversity of Georgia
Case #1The Department of Chemistry at a small private university has recently had a retirement due to a senior faculty member’s long term illness. During this illness the faculty member was able to hire a post-doc to help keep her research program active. Now that Professor Elder has announced that she is retiring, the dean has graciously given the department the authority to hire a new faculty member. Given this information, the executive committee in the department has strongly recommended to the department head that they would save time and money by just going ahead and hiring Post-Doc Youngblood. After all, he’s demonstrated his competence in Dr. Elder’s lab and everyone already knows and likes him.
Overview1. Reframing Recruitment2. Cultivating the Applicant Pool3. Search Committees4. Unconscious Bias5. Impression Management6. Recruitment Follow-Through
Module 1
Reframing Recruitment
“You have been authorized to recruit...”
Now what?
Module 1—Pair & Share
Please make a list of your best and worst personal recruitment experiences and discuss with a partner
Stages of RecruitmentADMINISTRATIVE EVALUATIVE
Recruitment as Marketing● Recruitment as marketing
● Applicants as consumers of recruitment messages
● Applicants attend to explicit and implicit signals
Group Exercise
What are the components of a diversity friendly recruitment ad?
Diversity Cues● Institutional images demographics● Photos & where’s Waldo?
● Diversity rhetoric● Thomas & Wise (1999)● Perkins, Thomas, & Taylor (2000)
● Institutional representatives (SMEs)● Points of pride & success stories● Hiring Strategies
Diversity Rhetoric
“Institution X is an AA/EEO institution”
Diversity Rhetoric The Franklin College of Arts and Sciences, its many units, and the University of Georgia are committed to increasing the diversity of its faculty, staff, and students, and sustaining a work and learning environment that is inclusive. Women, minorities, and people with disabilities are encouraged to apply. Members of the Franklin community are expected to support the college’s goals of creating and sustaining a diverse and inclusive environment. The University of Georgia is an Equal Opportunity/Affirmative Action/Vet/Disability Institution.
Sidenote: Diversity Ideology
Multiculturalism and Colorblindness
Plaut, V.C., Thomas, K.M., & Goren, M.J. (2009). Is multiculturalism or colorblindness better for minorities? Psychological Science, 20(4), 444-446.
Thomas, K.M., Plaut, V.C., & Tran, N.M. (2014).Diversity Ideologies in Organizations. [Applied Psychology Series]. NYC: Routledge-Taylor Francis.
Diversity Ideologies
Color Blindness
People are all the same
Group differences are superficial and should be ignored, minimized.
Multiculturalism People may be different, often in positive ways
Differences associated with group identity should be acknowledged, valued, and included.
(See also Park & Judd, 2005; Richeson & Nussbaum, 2004; Ryan et al., 2007; Verkuyten, 2005; Wolsko, Park, Judd, & Wittenbrink, 2000)
Understandings and practices of how groups should relate to, include, and accommodate one another (Plaut, 2002)
OVERALL PATTERN: WHITES’ DIVERSITY BELIEFS AND MINORITIES’ ENGAGEMENT
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
2SD- 2SD+
Whites' diversity beliefs
Min
ori
ties
' en
gag
emen
t
Whites' CB Whites' MC
The mediating role of perceived bias
-.70**
Minorities’ Perception
of Bias
.57* Minorities’ Engage-
ment
Whites’ MC
-.76***
Sobel’s Z = -2.34, p = .019
(.07) (-.19)
-.76***.54*
-.54*
Minorities’ Perception
of Bias
Minorities’ Engage-
ment
Whites’ CB
Sobel’s Z = 1.99, p = .047
Colorblindness• Plaut, Thomas, & Goren (2009)
• Holoien & Shelton (2011)• “You deplete me….”
• Offerman et al (2014)
Diversity Cues● Institutional images demographics● Photos & where’s Waldo?
● Diversity rhetoric● Thomas & Wise (1999)● Perkins, Thomas, & Taylor (2000)
● Institutional representatives (SMEs)● Points of pride & success stories● Hiring Strategies
Wrapping up-Module 1• Think of applicants as consumers of
org messages; explicit and implicit
• Enhance diversity signaling
• Avoid “colorblind” messages
Module 2
Cultivating a Diverse Applicant Pool
Module 2—Pair & Share
How do you currently cultivate the applicant pool? Discuss with a NEW partner
Cultivating a Diverse Applicant Pool
Ad Placement
● Chronicle of Higher Ed
● Disciplinary newsletters
● Diverse Issues in Higher Education
Cultivating a Diverse Applicant Pool
Ad Placement
● Personal Networks (other faculty)● Alums● Visitors● Former faculty● Current faculty/students’ major
professors● All-Star doctoral
programs/post-docs● SREB● Non-academic employers● NSF/AWIS/APA/SACNAS HERS
workshop attendees● Diversity Post-Doc Networks● Specialized listservs & social
media
Wrapping up-Module 2• Shift focus to continuous recruitment
rather than one time events
• Identify target rich environments
• Invest in relationship building
• Cultivate communities, networks, and mentoring
Module 3
Search Committee Leadership & Impression Management
Case #2The Department of Art has recently launched a search for an Associate or Full Professor to provide leadership as a Program Chair in the department’s new digital animation program. The search committee, chaired by the Department Head, consists of 2 Assistant Professors from the department, and a senior faculty member from the Theatre and Film Studies department who will serve as an “outside” member of the committee. The committee is successful in soliciting 30 completed applications. The Department Head frequently discusses the candidates with other senior faculty in the unit and shares the applicants’ CVs and references. In fact, several of the senior faculty members (not on the committee) have shared their own experiences with the applicants and provided information that ultimately helped the search committee to cut down the applicant pool to the top ten candidates in a timely fashion.
Search Committee Leadership
● Diverse and engaged committee
● Narrative of the charge
● Criteria to avoid
● Avoiding Implicit Bias
The Search Committee
● Trusted senior faculty chair
● Engaged and diverse faculty across rank
● Boundary Spanning “external” faculty member
Module 3—Group Discussion
What are the components of an effective search committee charge?
The Search Committee Charge• Need• Dept vision and LRP• Diversity• Timeline• Budget• Roles of members
The Search Committee Charge
● Who delivers the charge● McClelland & Holland (2014)
● Framing diversity
● Confidentiality
Search Deliberations
RaceNational OriginDisability/HealthAgeGenderSexual orientationAppearanceFamily
ReligionMembership in unions and non-professional clubsMilitary statusCriminal RecordFinancial Status
Wrapping up-Module 3• Charge the search committee
• Position the new hire and the need for diversity
• Provide resources and training for it
• Pay attention to confidentiality
• Rules of deliberations and engagement
Module 4
Unconscious Bias
Institutional Bias….
What do I mean by institutional bias?“Those established laws, customs, and practices which systematically reflect and produce group-based inequities in any society. An institution may be biased whether or not the individuals maintaining those practices have biased intentions”
(Henry, 2010, p427)
Henry, P.J. (2010). Institutional bias. In: J. F. Dovidio, M. Hewstone, P. Glick, & V. M. Esses (Eds.), The Sage Handbook of prejudice, stereotyping, and discrimination (426-440). Sage; Newburg Park, CA.
Recruitment Strategies
Clauset, Arbesman, & Larremore (2015)
Selection Decisions
Gaddis (2014)
Golden & Rouse (2000)
Placement Decisions
Compensation
Georgetown Center on Education & the Workforce
(2011)
43
Defining DiversityResistance
The continuum of individual and organizational behaviors and practices that, intentionally or unintentionally, interferes with diversity as an opportunity for individual and institutional learning and effectiveness
Thomas, K.M. (2008). Diversity Resistance in Organizations.
NYC: Lawrence Erlbaum & Associates.
A Typology of Diversity Resistance
Understanding Diversity ResistanceLevels at which diversity resistance
is manifested in the workplace
Individual Organizational
Manifestations of Diversity Resistance
Overt
Verbal and physical harassmentIntentional and hostile forms of discrimination
Intentional discriminatory human resource policies and practicesRetaliation
Subtle
Silence regarding inequitiesAvoidance of differenceDiscrediting of ideas/individuals who are different from the norm
Cultures of silence around diversity and discriminationMixed messages related to diversityDiversity as a “non-issue”Diversity as too time consuming/too complex Secondary victimizationSystems of privilege
Definitions of and insights about privilege
• “…an invisible package of unearned assets that I can count on cashing in each day, but about which I was ‘meant’ to remain oblivious” (McIntosh,1993, p.31)
• “…a ‘system’ normed on the experiences, values, and perceptions of one group.” (Maier, 1997, p. 29)
• “The invisibility of privilege strengthens the power it creates and maintains. The invisible cannot be combated, and as a result privilege is allowed to perpetuate, regenerate, and re-create itself. Privilege is systemic, not an occasional occurrence. Privilege is invisible only until looked for, but silence in the face of privilege sustains its invisibility…our way of life….simply the way things are…Others have a lack, an absence, a deficiency.” (Wildman & Davis, 1996, p. 8-17)
47
Handedness
48
Understanding Privilege
“He was born on 3rd base…
and thinks he hit a triple”
Tom Harkin during 1992 presidential debate
49
Common elements of privilege • Normalcy
• Taken for granted
• Invisible
• Status quo
• Choice to confront
Adapted from , Sue, D.W. et al (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62, (271-286).
Microaggression Message Theme Type of Microaggression
“Where are you from?You speak good English...”
You are not AmericanYou are a foreigner
Alien in own land Microinvalidation
“You are so articulate…” People of color generally are not smart; it is unusual for someone of your group to be smart
Ascription of Intelligence Microinsult
“There is only one race; the human race.”
Denying the unique experience of your group or minority status; Assimilation
Color blindness Microinvalidation
“As a woman, I know what you go through as a racial minority.”
Your racial oppression is no different than my gender oppression. I can’t be a racist. I’m like you.
Denial of individual racism Microinvalidation
The physical environment--buildings named after Whites and/or portraits only of White men
You don’t belong; you won’t succeedYou are an outsider
Macro level microaggression Environmental microaggression
Research on Unexamined Bias in Recruitment & Selection
GENDER BIAS
Wenneras & Wold (1997)
Steinpreis et al (1999) Trix & Psenka (2003)
Moss-Racusin et al.(2012)
RACE BIAS
Bertrand & Mullainathan (2004)
Harrison, Reynolds-Dobbs, & Thomas (2008)
Milkman et al. (2015)
Dreher & Cox (1996)
Demonstrations of implicit gender bias
She has young kids….
Her spouse is well-established
She’s been at X for her entire career...
She’s pretty young…
Can she establish a program of research that is independent...
I’m not sure she’s a team player….
Can she hold her own among the old boys on the faculty?
We can’t afford her
Demonstrations of implicit racial/ethnicity bias
Would they want to raise their family here?
He would be the first X on faculty, is he the type of person who could succeed here?
We can’t afford him... Not sure of her academic pedigree, do we know anyone who got their degree at X?
Does anyone know her major professor?
How will our students relate to her?
Is there anyone here who could mentor him?
How long will it be before they leave or ask for a counter offer?....and how will the other faculty feel?
Will this hire count?
Avoiding Bias in Screening Candidates• Establish minimum qualifications and use
as your first basis of elimination• Avoid making assumptions about a
candidateFamily statusAgeRaceNational originSexual orientationGender expression
55
Avoiding Bias (cont.)
• Avoid exclusionary thinkingSchools attendedAcademic experience
• Discuss each qualified candidate
• Document reasons for elimination after established minimal qualifications 56
Sidenote: IncivilitiesInterruptionsTalked overTranslated forCalled the wrong name or have your name repeatedly mispronouncedExcluded by othersIdeas & contributions discounted
Wrapping up—Module 4Key Points
• Bias can be interpersonal and institutional
• Bias often unintentional sometimes well meaning
• Systems of bias/privilege are invisible until sought out
• Ideological norms of colorblindness reinforce and can justify bias
• Negative consequences for individuals and their institutions
Ending Institutional Bias• Assessment
• Culture Change• Training & Accountability• Reward and Recognition• Transport Best Practices
Module 5
What is involved in the campus visit? The who, what, when, where?
The Campus Visit: Impression Management
Case #3Young Professor Upandcomer has recently landed at the airport. He’s in Midwest city to interview for a position at State University. His driver for the ride to the campus hotel is Bob, a senior graduate student who will be on the job market himself in a few months. Bob shares with Professor Upandcomer that he is a new dad and that he regrets he will not be at the talk tomorrow, he has baby duty while his wife is in class. In discussing Professor Upandcomer’s job search, Bob askes if he has children. Bob and his wife are only considering moving to communities with strong public schools since they don’t want to be forced to place their child in a Christian School. He follows up by asking, “...what do you think, would you send your kid to a Christian school?”
The Campus Visit: Impression ManagementWhat is the goal of the campus visit? [message]
Who makes the cut on the itinerary?
What is the lesson learned by the applicant?
• Be strategic
• “Stars”
• Show off “the potential”
• Allies
• Demographic Faultlines
Information to share• University/College/Dept. resources
• State Tourism literature
• Community resources
Wrapping Up: Module 5
• Evaluative stage of recruitment
• Both parties evaluating
• “What is the potential for me here?”
Module 6
Recruitment Follow-Through
Recruitment Follow-Through● The Debrief
● Staggered contact
● Letter of Offero D&I expectationso NDAH policy
Wrapping Up-Module 6:
• Follow-through
• Stay in touch; schedule calls
• “What more can we tell you…?
• Offer letters
• Track faculty
From Interrupting Bias
Three Best Practices:
• Diversity on the committee
• Diversity valued in the job announcement
• Diversity advocate on the search committee
Best Practice Exercise● On the index card provided, write down a single best new recruitment practice
● Trade index cards several times with others in the workshop● With a partner, examine the ideas on your separate cards.● Divide 10 points between the two different practices on the index cards you
have (splits simply need to sum to 10---5/5; 9/1; 2/8, etc.), the better the idea the higher the points assigned to that card.
● Once you and your partner agree, write the value assigned to each idea on the blank side of its respective card
● Trade cards with someone new and repeat the process two more times with two different partners
● The card you now have should have 3 different scores. Sum the scores assigned
● Starting off at 30 points, what are the best of the best practices generated?
