Mentoring Relationships Across Difference: A Workshop for Mentors and Mentees. January 13, 2014

Transcription

1 Mentoring Relationships Across Difference: A Workshop for Mentors and Mentees January 13, 2014

2 Learning Objectives Learn about faculty diversity at UCSF Understand the concept of implicit/unconscious bias and its potential impact on mentor-mentee relationships Learn 3 strategies for how to work more effectively with diverse mentors or mentees

3 Diversity At UCSF Diversity refers to the variety of personal experiences, values, and worldviews that arise from differences of culture and circumstance. Such differences include race, ethnicity, gender, age, religion, language, abilities/disabilities, sexual orientation, gender identity, socioeconomic status, geographic region, and more. established 2010

4 Black, Native American, and Hispanic Medical School Faculty: <10% Percentage of U.S. Medical School Faculty by Race and Ethnicity, 2012 AAMC Women in US Academic Medicine Statistics and Benchmarking Report,

5 Representation of Women in Academic Medicine, Representation of Women (%) AAMC Women in US Academic Medicine Statistics and Benchmarking Report,

6 Distribution of Women Faculty by Rank, 2012 AAMC Women in US Academic Medicine Statistics and Benchmarking Report,

7 Distribution of Men Faculty by Rank, 2012 AAMC Women in US Academic Medicine Statistics and Benchmarking Report,

8 UCSF Faculty Trends n = 2325 / 2397 / 2475

9 UCSF Faculty Gender by Series, December 2012 n = 2475

10 School of Dentistry

11 School of Medicine

12 School of Nursing

13 School of Pharmacy

14 Fall 2012 Students/Trainees by Racial/Ethnic

15 2012 UCSF Students and Trainees by Gender

16 Barriers to Diversity Pipeline Support Systems Professional Role Models Disparity in scientific identity and values Mentoring Unconscious Bias

17 Unconscious Bias National Academy of Science (2006) Greatest barrier to achieving gender equity in STEMM is systematic bias, frequently unconscious NSF (2007), Office of Research on Women s Health (2007), NIH (2008) Institutional transformation changing attitudes and behaviors required to ensure equal opportunities

18 Unconscious Bias AAAS (2007) bias literacy is prerequisite to action Institutional change requires making explicit what may be implicit (unconscious) through addressing the bias process (Carnes et al., 2012)

19 What is Unconscious Bias? Social stereotypes about certain groups of people that individuals form outside their own consciousness Patterns based on small bits of information Often incompatible with our conscious values

20 What is Unconscious Bias? Implicit Association Test (IAT) Biases and associations exist in most people (over 75%) 15 years of research, more than 10 million taken IAT Maps to existing social hierarchies and stereotypes (Nosek, 2009) Favor men, Whites, youth, heterosexuals, and physically able Males = Science; Females = Liberal Arts

21 Unconscious Bias Institutional Diversity Data we receive from others may be biased Regardless of gender or ethnicity, we also have biases Affects hiring, evaluation, selection of leaders (Wright, AAMC, 2010)

22 Evaluation Ethnic/Racial Race and resume (King et al., 2006) Whites & Hispanics benefit from quality resume Blacks evaluated negatively with quality resume Occupational Stereotypes Black & Hispanics more suited for lower status; Asians high status regardless of resume

23 Evaluation Ethnic/Racial NIH Review Panels (Ginther et al., 2011) Black applicants 10% less likely than Whites to receive NIH investigator initiated research grants Taking into account education, country of origin, training, previous research awards, publications & employer

24 Ginther DK et al, Science 2011 Probability of NIH R01 Award by Race and Ethnicity, FY 2000 to FY 2006 (N = 83,188) R01 Award Probability (%)

25 Evaluation Women Symphony orchestras Switched to blind auditions increased hiring of women by 25% (Goldin & Rouse, 2000) Recommendation Letters for Faculty Similarities but more standout adjectives for males (Schmader et al., 2007) Female letters shorter, contained more doubt raisers & focus on teaching; males as researchers (Trix & Psenka, 2003)

26 Evaluation Women Research Science Faculty Ratings of Students Randomized national study faculty rated identical applicants identified as male or female for lab manager (Moss Racusin et al, 2012) Male student more competent and hireable than female Hiring starting salary and more mentoring for males as compared to females

27 Motherhood Penalty Mothers Lower perceived competence & starting salaries. (Correll et al., 2007; Heilman & Okimoto, 2008) Less interest in hiring & promoting mothers compared to fathers & childless employees. (Cuddy et al., 2004) Fathers Not penalized & sometimes benefit from fatherhood. (Correll et al., 2007)

28 DISCUSSION AND STRATEGIES Burgess et al. 2007

29 What Works?: Individual Enhance internal motivation to reduce bias Recognize unconscious bias (IAT) Self-discovery within a non-threatening, private context Increase the understanding about the psychological basis of bias Normal aspect of human cognition Improve ability to build partnerships with others Finding a common ground Enhanced empathy Perspective taking Role play-team discussions Burgess et al. 2007

30 What Works?: Institutional Concrete, objective indicators & outcomes reduce standard stereotypes (Fiske & Taylor, 1991; Heilman, 2001; Bernat & Manis, 1994) Decreasing ambiguity about individual contributions to joint outcome reduces bias in performance evaluation (Heilman & Haynes, 2005) Use structured interviews and objective evaluation criteria (Martell & Guzzo, 1991; Heilman, 2001)

31 What Works?: Institutional Commit to specific credentials before reviewing applications (Uhlmann & Cohen, 2005) Allow sufficient time as bias stronger when under time pressure (Martell,1991; Blair & Banaji,1996) Provide training workshops (Blair & Banji, 1996) Accountability for decision makers (Foschi, 1996;2000; Foschi et al., 1994) AAMC webinar: Science of Unconscious Bias