Eve Fine

The effect of an intervention to break the gender bias habit for faculty at one institution: a cluster randomized, controlled trial.

Purpose Despite sincere commitment to egalitarian, meritocratic principles, subtle gender bias persists, constraining women’s opportunities for academic advancement. The authors implemented a pair-matched, single-blind, cluster randomized, controlled study of a gender-bias-habit-changing intervention at a large public university. Method Participants were faculty in 92 departments or divisions at the University of Wisconsin–Madison. Between September 2010 and March 2012, experimental departments were offered a gender-bias-habit-changing intervention as a 2.5-hour workshop. Surveys measured gender bias awareness; motivation, self-efficacy, and outcome expectations to reduce bias; and gender equity action. A timed word categorization task measured implicit gender/leadership bias. Faculty completed a work–life survey before and after all experimental departments received the intervention. Control departments were offered workshops after data were collected. Results Linear mixed-effects models showed significantly greater changes post intervention for faculty in experimental versus control departments on several outcome measures, including self-efficacy to engage in gender-equity-promoting behaviors (P = .013). When ≥ 25% of a department’s faculty attended the workshop (26 of 46 departments), significant increases in self-reported action to promote gender equity occurred at three months (P = .007). Post intervention, faculty in experimental departments expressed greater perceptions of fit (P = .024), valuing of their research (P = .019), and comfort in raising personal and professional conflicts (P = .025). Conclusions An intervention that facilitates intentional behavioral change can help faculty break the gender bias habit and change department climate in ways that should support the career advancement of women in academic medicine, science, and engineering.

Searching for Excellence & Diversity: Increasing the Hiring of Women Faculty at One Academic Medical Center

One opportunity to realize the diversity goals of academic health centers comes at the time of hiring new faculty. To improve the effectiveness of search committees in increasing the gender diversity of faculty hires, the authors created and implemented a training workshop for faculty search committees designed to improve the hiring process and increase the diversity of faculty hires at the University of Wisconsin-Madison. They describe the workshops, which they presented in the School of Medicine and Public Health between 2004 and 2007, and they compare the subsequent hiring of women faculty in participating and nonparticipating departments and the self-reported experience of new faculty within the hiring process. Attendance at the workshop correlates with improved hiring of women faculty and with a better hiring experience for faculty recruits, especially women. The authors articulate successful elements of workshop implementation for other medical schools seeking to increase gender diversity on their faculties.

Minimizing the Influence of Gender Bias on the Faculty Search Process

Abstract Purpose We discuss the implementation of workshops for faculty search committees at the University of Wisconsin-Madison. A central focus of the workshops is to introduce faculty to research on the influence of unconscious bias on the evaluation of job candidates and to recommend evidence-based strategies for minimizing this bias. The workshops aim to help universities achieve their goals of recruiting excellent and diverse faculty. Methodology With basic descriptive statistics and a simple logistic regression analysis, we utilize several datasets to examine participants’ responses to the workshop and assess changes in the percentage of women who receive offers and accept positions. Findings Faculty members are becoming aware of the role bias can play in evaluating faculty applicants and are learning strategies for minimizing bias. In departments where women are underrepresented, workshop participation is associated with a significant increase in the odds of making a job offer to a woman candidate, and with a non-significant increase in the odds of hiring a woman. Limitations This study is limited by our inability to assess the diversity of the applicant pools our faculty search committees recruit and by lack of control over the myriad other factors that influence hiring. Data are from a single institution and therefore these results may not generalize to other universities. Originality/value Educating faculty search committees about the role of unconscious bias and presenting them with evidence-based strategies for minimizing its influence promotes changes that contribute to increasing representation of women faculty.

Searching for Excellence & Diversity® Workshop: Improving Faculty Diversity by Educating Faculty Search Committees

The University of Wisconsin-Madison has offered workshops for faculty search committees since 2004. Based on the «Six Essential Elements of a Successful Search,” the faculty-led workshops use a research-based, active learning approach to help faculty implement new practices in their hiring processes that will promote faculty diversity. Participating departments in which women are underrepresented (e.g., science, technology, engineering and mathematics) make more offers to women faculty and hire more women faculty than do departments with underrepresentation of women that do not participate. New faculty hired in participating departments report experiencing a more positive hiring process than their counterparts.

Gendered expectations: are we unintentionally undermining our efforts to diversify STEM fields?

A look at how implicit biases influence the advancement of women in science and engineering.