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Gender/Sex, Hiring, Promotion, & Tenure

American Association of University Professors (2019). The annual report on the economic status of the profession, 2018-2019. Retrieved January 22, 2020 from https://www.aaup.org/report/annual-report-economic-status-profession-2018-19

Group Disparities & intergroup relations, LGBTQ+, Schemas/Stereotypes/Evaluation Bias, Teaching

Anderson, K. J., & Kanner, M. (2011). Inventing a gay agenda: Students' perceptions of lesbian and gay professors, Journal of Applied Social Psychology, 41(6), 1538-1564. https://doi.org/10.1111/j.1559-1816.2011.00757.x

Students' perceptions of lesbian and gay professors were examined in 2 studies (Ns = 622 and 545). An ethnically diverse sample of undergraduates read and responded to a syllabus for a proposed Psychology of Human Sexuality course. Syllabuses varied according to the political ideology, carefulness, sexual orientation, and gender of the professor. Students rated professors on dimensions such as political bias, professional competence, and warmth. Lesbian and gay professors were rated as having a political agenda, compared to heterosexual professors with the same syllabus. Student responses differed according to their homonegativity and modern homonegativity scores. The findings from these studies suggest that students may use different criteria to evaluate lesbian, gay, and heterosexual professors' ability to approach courses objectively.
Teaching

Anderson, K. J., & Kanner, M. (2011). Inventing a gay agenda: Students’ perceptions of lesbian and gay professors, Journal of Applied Social Psychology, 41(6), 1538-1564. https://doi.org/10.1111/j.1559-1816.2011.00757.x

Gender/Sex, Group Disparities & intergroup relations

Astin, H. S., & Cress, C. M. (2003). A national profile of women in research universities. In L. S. Hornig (Ed.), Equal rites, unequal outcomes: Women in American research universities (pp. 53-88). New York: Kluwer Academic/Plenum Publishers.

(Workplace) Climate, Diverse teams/perspectives, Group Disparities & intergroup relations, Strategies for Improvement

Bezrukova, K., Spell, C., Perry, J. & Jehn, K. (2016). A meta-analytical integration of over 40 years of research on diversity training evaluation. Psychological Bulletin, 142(11), 1227-1274. https://doi.org/10.1037/bul0000067

This meta-analysis of 260 independent samples assessed the effects of diversity training on 4 training outcomes over time and across characteristics of training context, design, and participants. Models from the training literature and psychological theory on diversity were used to generate theory-driven predictions. The results revealed an overall effect size (Hedges g) of .38 with the largest effect being for reactions to training and cognitive learning; smaller effects were found for behavioral and attitudinal/affective learning. Whereas the effects of diversity training on reactions and attitudinal/affective learning decayed over time, training effects on cognitive learning remained stable and even increased in some cases. While many of the diversity training programs fell short in demonstrating effectiveness on some training characteristics, our analysis does reveal that successful diversity training occurs. The positive effects of diversity training were greater when training was complemented by other diversity initiatives, targeted to both awareness and skills development, and conducted over a significant period of time. The proportion of women in a training group was associated with more favorable reactions to diversity training. Implications for policy and directions for future research on diversity training are discussed.
Teaching

Bohnet, I. (2016). What Works. Harvard University Press.

Teaching

Bohnet, I. (2016). How to take the bias out of interviews. Harvard Business Review, April 8, 2016. https://hbr.org/2016/04/how-to-take-the-bias-out-of-interviews

Teaching

Brown, S. (2019). More Colleges Are Asking Scholars for Diversity Statements. Here’s What You Need to Know. The Chronicle of Higher Education, January 29, 2019. https://www.chronicle.com/article/More-Colleges-Are-Asking/245573

Teaching

Budden, A. E., Tregenza, T., Aarssen, L. W., Koricheva, J., Leimu, R. & Lortie, C. J. (2008). Double-blind review favours increased representation of female authors. Trends in Ecology & Evolution, 23, 4–6. https://doi.org/10.1016/j.tree.2007.07.008

Gender/Sex, Hiring, Promotion, & Tenure, Publishing, Strategies for Improvement

Budden, A. E., Tregenza, T., Aarssen, L. W., Koricheva, J., Leimu, R., & Lortie, C. J. (2008). Double-blind review favours increased representation of female authors. Trends in Ecology & Evolution, 23(1), 4-6. https://doi.org/10.1016/j.tree.2007.07.008

Double-blind peer review, in which neither author nor reviewer identity are revealed, is rarely practised in eco- logy or evolution journals. However, in 2001, double-blind review was introduced by the journal Behavioral Ecology. Following this policy change, there was a significant increase in female first-authored papers, a pattern not observed in a very similar journal that provides reviewers with author information. No negative effects could be identified, suggesting that double-blind review should be considered by other journals.
Teaching

Carrell, S. E., Page, M. E. & West, J. E. (2010). Sex and science: How professor gender perpetuates the gender gap. The Quarterly Journal of Economics, 125, 1101–1144. https://doi.org/10.1162/qjec.2010.125.3.1101

Gender/Sex, Strategies for Improvement, Teaching

Carrell, S. E., Page, M. E., & West, J. E., (2010). Sex and science: How professor gender perpetuates the gender gap. The Quarterly Journal of Economics, 125(3), 1101-1144. https://doi.org/10.1162/qjec.2010.125.3.1101

Why aren't there more women in science? This paper begins to shed light on this question by exploiting data from the U.S. Air Force Academy, where students are randomly assigned to professors for a wide variety of mandatory standardized courses.We focus on the role of professor gender. Our results suggest that although professor gender has little impact on male students, it has a powerful effect on female students' performance in math and science classes, and high-performing female students' likelihood of taking future math and science courses, and graduating with a STEM degree. The estimates are largest for students whose SAT math scores are in the top 5% of the national distribution. The gender gap in course grades and STEM majors is eradicated when high-performing female students are assigned to female professors in mandatory introductory math and science coursework.
(Workplace) Climate, Diverse teams/perspectives, Group Disparities & intergroup relations, Hiring, Promotion, & Tenure, Schemas/Stereotypes/Evaluation Bias, Strategies for Improvement

Carter, E. R., Onyeador, I. N., & Lewis Jr, N. A. (2020). Developing & delivering effective anti-bias training: Challenges & recommendations. Behavioral Science & Policy, 6(1), 57-70. https://doi.org/10.1353/bsp.2020.0005

Organizations invest nearly $8 billion annually in diversity training, but questions have arisen about whether training actually reduces biased attitudes, changes behavior, and increases diversity. In this article, we review the relevant evidence, noting that training should be explicitly aimed at increasing awareness of and concern about bias while at the same time providing strategies that attendees can use to change their behavior. After outlining five challenges to developing and delivering training that meets these goals, we provide evidence-based recommendations that organizations and facilitators can use as a blueprint for creating anti-bias training programs that work. One recommendation is to couple investment in anti-bias training with other diversity and inclusion initiatives to help ensure that the billions spent each year yield meaningful change.
Teaching

Carter, E. R., Onyeador, I. N., & Lewis, N. A., Jr. (2020). Developing & delivering effective anti-bias training: Challenges & recommendations. Behavioral Science & Policy, 6(1), 57–70.

(Workplace) Climate, Strategies for Improvement

Cech E. A. (2013) The (mis)framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices. In J. Lucena (Ed.), Engineering education for social justice (pp. 67-84). Springer. https://doi.org/10.1007/978-94-007-6350-0_4

Engineers will incorporate considerations of social justice issues into their work only to the extent that they see such issues as relevant to the practice of their profession. This chapter argues that two prominent ideologies within the culture of engineering—depoliticization and meritocracy—frame social justice issues in such a way that they seem irrelevant to engineering practice. Depoliticization is the belief that engineering is a “technical” space where “social” or “political” issues such as inequality are tangential to engineers’ work. The meritocratic ideology—the belief that inequalities are the result of a properly-functioning social system that rewards the most talented and hard-working—legitimates social injustices and undermines the motivation to rectify such inequalities. These ideologies are built into engineering culture and are deeply embedded in the professional socialization of engineering students. I argue that it is not enough for engineering educators to introduce social justice topics into the classroom; they must also directly confront ideologies of meritocracy and depoliticization. In other words, cultural space must be made before students, faculty and practitioners can begin to think deeply about the role of their profession in the promotion of social justice.
(Workplace) Climate, Gender/Sex, Group Disparities & intergroup relations, Mentorship

Clancy, K. B. H., Nelson, R. G., Rutherford, J. N., & Hinde, K. (2014). Survey of Academic Field Experiences (SAFE): Trainees report harassment and assault. PLoS ONE 9(7), e102172. https://doi.org/10.1371/journal.pone.0102172

Little is known about the climate of the scientific fieldwork setting as it relates to gendered experiences, sexual harassment, and sexual assault. We conducted an internet-based survey of field scientists (N = 666) to characterize these experiences. Codes of conduct and sexual harassment policies were not regularly encountered by respondents, while harassment and assault were commonly experienced by respondents during trainee career stages. Women trainees were the primary targets; their perpetrators were predominantly senior to them professionally within the research team. Male trainees were more often targeted by their peers at the research site. Few respondents were aware of mechanisms to report incidents; most who did report were unsatisfied with the outcome. These findings suggest that policies emphasizing safety, inclusivity, and collegiality have the potential to improve field experiences of a diversity of researchers, especially during early career stages. These include better awareness of mechanisms for direct and oblique reporting of harassment and assault and, the implementation of productive response mechanisms when such behaviors are reported. Principal investigators are particularly well positioned to influence workplace culture at their field sites.
(Workplace) Climate, Funding & Awards, Gender/Sex, Group Disparities & intergroup relations, Hiring, Promotion, & Tenure, Strategies for Improvement, Teaching

Committee on Women Faculty. (1999, March). A study on the status of women faculty in science at MIT. MIT Tech Talk: Faculty Newsletter, 11(4). http://web.mit.edu/fnl/women/women.pdf

(Workplace) Climate, Gender/Sex, Strategies for Improvement

Cundiff, J., Zawadzki, M., Danube, C., & Shields, S. (2014). Using experiential learning to increase the recognition of everyday sexism as harmful: The WAGES intervention. Journal of Social Issues, 70(4), 703-721. https://doi.org/10.1111/josi.12087

Teaching

Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of personality and social psychology, 56, 5. https://doi.org/10.1037%2F0022-3514.56.1.5

Schemas/Stereotypes/Evaluation Bias

Devine, P. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56(1), 5-18. https://doi.org/10.1037/0022-3514.56.1.5

Three studies tested basic assumptions derived from a theoretical model based on the dissociation of automatic and controlled processes involved in prejudice. Study 1 supported the model's assumption that high- and low-prejudice persons are equally knowledgeable of the cultural stereotype. The model suggests that the stereotype is automatically activated in the presence of a member (or some symbolic equivalent) of the stereotype group and that low-prejudice responses require controlled inhibition of the automatically activated stereotype. Study 2, which examined the efforts of automatic stereotype activation on the evaluation of ambiguous stereotype-relevant behaviors performed by a race-unspecified person, suggested that when subjects' ability to consciously monitor stereotype activation is precluded, both high- and low-prejudice subjects produce stereotype-congruent evaluations of ambiguous behaviors. Study 3 examined high- and low-prejudice subjects' responses in a consciously directed thought-listing task. Consistent with the model, only low-prejudice subjects inhibited the automatically activated stereotype-congruent thoughts and replaced them with thoughts reflecting equality and negations of the stereotype. The relation between stereotypes and prejudice and implications for prejudice reduction are discussed.
Group Disparities & intergroup relations, Race/Ethnicity, Schemas/Stereotypes/Evaluation Bias, Strategies for Improvement

Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. L. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of Experimental Social Psychology, 48(6), 1267-1278. https://doi.org/10.1016/j.jesp.2012.06.003

We developed a multi-faceted prejudice habit-breaking intervention to produce long-term reductions in implicit race bias. The intervention is based on the premise that implicit bias is like a habit that can be broken through a combination of awareness of implicit bias, concern about the effects of that bias, and the application of strategies to reduce bias. In a 12-week longitudinal study, people who received the intervention showed dramatic reductions in implicit race bias. People who were concerned about discrimination or who reported using the strategies showed the greatest reductions. The intervention also led to increases in concern about discrimination and personal awareness of bias over the duration of the study. People in the control group showed none of the above effects. Our results raise the hope of reducing persistent and unintentional forms of discrimination that arise from implicit bias.
Teaching

Dovidio, J. F., & Gaertner, S. L. (1998). On the nature of contemporary prejudice: The causes, consequences, and challenges of aversive racism. In J. L. Eberhardt & S. T. Fiske (Eds.), Confronting racism: The problem and the response (pp. 3-32). Thousand Oaks, CA, US: Sage Publications, Inc

Group Disparities & intergroup relations, Race/Ethnicity, Schemas/Stereotypes/Evaluation Bias

Dovidio, J. F., & Gaertner, S. L. (2000). Aversive racism and selection decisions: 1989 and 1999. Psychological Science, 11(4), 315-319. https://doi.org/10.1111%2F1467-9280.00262

The present study investigated differences over a 10-year period in whites' self-reported racial prejudice and their bias in selection decisions involving black and white candidates for employment. We examined the hypothesis, derived from the aversive-racism framework, that although overt expressions of prejudice may decline significantly across time, subtle manifestations of bias may persist. Consistent with this hypothesis, self-reported prejudice was lower in 1998–1999 than it was in 1988–1989, and at both time periods, white participants did not discriminate against black relative to white candidates when the candidates' qualifications were clearly strong or weak, but they did discriminate when the appropriate decision was more ambiguous. Theoretical and practical implications are considered.
Funding & Awards, Gender/Sex, Group Disparities & intergroup relations, Hiring, Promotion, & Tenure, Schemas/Stereotypes/Evaluation Bias

Dutt, K., Pfaff, D. L., Bernstein, A. F., Dillard, J. S., & Block, C. J. (2016). Gender differences in recommendation letters for postdoctoral fellowships in geoscience. Nature Geoscience, 9, 805-808. https://doi.org/10.1038%2Fngeo2819

Gender disparities in the fields of science, technology, engineering and mathematics, including the geosciences, are well documented and widely discussed1,2. In the geosciences, despite receiving 40% of doctoral degrees, women hold less than 10% of full professorial positions3. A significant leak in the pipeline occurs during postdoctoral years4, so biases embedded in postdoctoral processes, such as biases in recommendation letters, may be deterrents to careers in geoscience for women. Here we present an analysis of an international data set of 1,224 recommendation letters, submitted by recommenders from 54 countries, for postdoctoral fellowships in the geosciences over the period 2007–2012. We examine the relationship between applicant gender and two outcomes of interest: letter length and letter tone. Our results reveal that female applicants are only half as likely to receive excellent letters versus good letters compared to male applicants. We also find no evidence that male and female recommenders differ in their likelihood to write stronger letters for male applicants over female applicants. Our analysis also reveals significant regional differences in letter length, with letters from the Americas being significantly longer than any other region, whereas letter tone appears to be distributed equivalently across all world regions. These results suggest that women are significantly less likely to receive excellent recommendation letters than their male counterparts at a critical juncture in their career.
Gender/Sex, Group Disparities & intergroup relations, Hiring, Promotion, & Tenure, Race/Ethnicity, Schemas/Stereotypes/Evaluation Bias

Eaton, A. A., Saunders, J. F., Jacobson, R. K., & West, K. (2020). How gender and race stereotypes impact the advancement of scholars in STEM: Professors’ biased evaluations of physics and biology post-doctoral candidates. Sex Roles, 82,127–141. https://doi.org/10.1007/s11199-019-01052-w (used in Activity A2)

The current study examines how intersecting stereotypes about gender and race influence faculty perceptions of post-doctoral candidates in STEM fields in the United States. Using a fully-crossed, between-subjects experimental design, biology and physics professors (n = 251) from eight large, public, U.S. research universities were asked to read one of eight identical curriculum vitae (CVs) depicting a hypothetical doctoral graduate applying for a post-doctoral position in their field, and rate them for competence, hireability, and likeability. The candidate’s name on the CV was used to manipulate race (Asian, Black, Latinx, and White) and gender (female or male), with all other aspects of the CV held constant across conditions. Faculty in physics exhibited a gender bias favoring the male candidates as more competent and more hirable than the otherwise identical female candidates. Further, physics faculty rated Asian and White candidates as more competent and hirable than Black and Latinx candidates, while those in biology rated Asian candidates as more competent and hirable than Black candidates, and as more hireable than Latinx candidates. An interaction between candidate gender and race emerged for those in physics, whereby Black women and Latinx women and men candidates were rated the lowest in hireability compared to all others. Women were rated more likeable than men candidates across departments. Our results highlight how understanding the underrepresentation of women and racial minorities in STEM requires examining both racial and gender biases as well as how they intersect.