February 11, 2014

Mentoring Relationships Across

Difference

A Workshop for Mentors

• 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

Learning ObjectivesLearning Objectives

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.

http://www.universityofcalifornia.edu/diversity/diversity.html

Office of Diversity and Outreach established 2010

Diversity At UCSFDiversity At UCSF

Black, Native American, and Hispanic Black, Native American, and Hispanic Medical School Faculty: <10%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, 2011-2012

Representation of Women Representation of Women in Academic Medicine, 2011-2012in Academic Medicine, 2011-2012

Representation of Women (%)

AAMC Women in US Academic Medicine Statistics and Benchmarking Report, 2011-2012

Distribution of Women Faculty by Rank, Distribution of Women Faculty by Rank, 20122012

AAMC Women in US Academic Medicine Statistics and Benchmarking Report, 2011-2012

Distribution of Men Faculty by Rank, Distribution of Men Faculty by Rank, 20122012

AAMC Women in US Academic Medicine Statistics and Benchmarking Report, 2011-2012

UCSF Faculty TrendsUCSF Faculty Trendsn = 2325 / 2397 / 2475

UCSF Faculty Gender by Series,UCSF Faculty Gender by Series,December 2012December 2012

n = 2475

School of DentistrySchool of Dentistry

School of MedicineSchool of Medicine

School of NursingSchool of Nursing

School of PharmacySchool of Pharmacy

Fall 2012 Students/Trainees Fall 2012 Students/Trainees by Racial/Ethnicby Racial/Ethnic

2012 UCSF Students and Trainees by 2012 UCSF Students and Trainees by GenderGender

• Pipeline• Support Systems• Professional Role Models• Disparity in scientific identity and

values• Mentoring• Unconscious Bias

Barriers to DiversityBarriers to Diversity

• 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

Unconscious BiasUnconscious 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)

Unconscious BiasUnconscious 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

What is Unconscious Bias?What is Unconscious Bias?

• Implicit Association Test (IAT) http://implicit.harvard.edu/

• 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

What is Unconscious Bias?What is Unconscious Bias?

• 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)

Unconscious BiasUnconscious BiasInstitutional DiversityInstitutional Diversity

• 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

EvaluationEvaluationEthnic/RacialEthnic/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

EvaluationEvaluationEthnic/Racial Ethnic/Racial

Probability of NIH R01 Award Probability of NIH R01 Award by Race and Ethnicity, FY 2000 to FY 2006 (N = by Race and Ethnicity, FY 2000 to FY 2006 (N =

83,188)83,188)

R01

Awar

d Pr

obab

ility

(%)

Ginther DK et al, Science 2011

• 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)

EvaluationEvaluationWomenWomen

• 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

EvaluationEvaluationWomenWomen

• 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)

Motherhood PenaltyMotherhood Penalty

DISCUSSION AND DISCUSSION AND STRATEGIESSTRATEGIES

Burgess et al. 2007

• 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

What Works?: IndividualWhat Works?: Individual

Burgess et al. 2007

• 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)

What Works?: InstitutionalWhat 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)

What Works?: Institutional What Works?: Institutional

AAMC webinar: Science of Unconscious Bias