Providing unconscious bias training to faculty and staff may reduce discrimination and the impact of bias at the university. Although evidence-based training models exist, effective implementation of those models is critical. Some universities have found that mandatory training can incite backlash, while voluntary training is unlikely to reach those who need it most. In addition, not all biases can be addressed at once; separate trainings are needed for racial bias, gender bias, disability bias, etc. During this webinar, experts on unconscious bias training will share evidence from their research, describe effective models, and discuss challenges for implementation. The speakers will also discuss remaining research gaps that limit the applicability of unconscious bias interventions across different contexts (e.g., admissions) and next steps for expanding the use of this promising practice.

1. Diversity in the Biomedical Research Workforce Webinar Series
Friday, January 13, 12:00-1:00 p.m. ET

2.  If you cannot hear the audio,
check the “Audio” pane on
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time using the chat box.
 Handouts

3.  Webinar series on Diversity
in the Biomedical Research
Workforce
 Share findings from the
USU/APLU/AAMC report
(July 2016)
 Upcoming webinars:
www.uuhealth.org/our-
work/upcoming-events

4. Brian K. Gibbs, Ph.D., M.P.A.,
Vice President Equity and
Inclusion,
Assistant Professor in Public
Health
Oregon Health & Science
University

5. Addressing Unconscious Bias in Higher Education
Brian K. Gibbs, Ph.D., M.P.A.,
Vice President Equity and Inclusion,
Assistant Professor in Public Health
Oregon Health & Science University
USU / APL-G U / AAMC Webinar -
January 13, 2017

6. Most Recent Census
• Underrepresented minority groups (URGs) make up approximately 28 percent of the
U.S. population but are experiencing the greatest population growth—with an 11 percent
increase for African Americans and a 37 percent boost for Hispanics between 2000 and
2009.
• Minority populations are expected to increase to 54 percent of the U.S. population by
2050, and student diversity is reflected in this demographic change.
• Although the student population is becoming increasingly diverse, URGs remain
underrepresented in STEM education and careers. Moreover, women, who comprise 48
percent of the U.S. workforce, have remained below parity and make up only 24 percent
of STEM professionals.
• Underrepresentation of these groups in STEM fields begins early and persists across the
P-12, post-secondary, and STEM workforce spectrum.
FEDERAL SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) EDUCATION 5-YEAR STRATEGY, National
Academy of Sciences, April 2013 https://www.whitehouse.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdf

7. How Diversity Makes Us Smarter
• Decades of research by organizational scientists, psychologists, sociologists,
economists and demographers show that socially diverse groups (that is,
those with a diversity of race, ethnicity, gender and sexual orientation) are
more innovative than homogeneous groups.
• It seems obvious that a group of people with diverse individual expertise would
be better than a homogeneous group at solving complex, non-routine
problems. It is less obvious that social diversity should work in the same way—
yet the science shows that it does.
• This is not only because people with different backgrounds bring new
information. Simply interacting with individuals who are different forces group
members to prepare better, to anticipate alternative viewpoints and to expect
that reaching consensus will take effort.
Katherine W. Phillips, Scientific American, October 1, 2014
https://www.scientificamerican.com/article/how-diversity-makes-us-smarter/

8. Summary: USU/APLU & AAMC Efforts
• Research leaders and experts recommended by USU/APLU
Presidents and Chancellors
• Three cross-institutional “action groups” formed to examine
evidence, institutional strategies and practices within four
areas:
– Leadership, Organizational Change, and Climate;
– Diverse Student Success;
– Recruitment and Admissions
– Diverse Faculty Hiring and Advancement

9. Methods:
• Literature Review across four content areas
• Peer Esteem Snowballing Technique/Key Informant
Interviews
• Development of Action List
• Prioritization by Presidents and Chancellors

10. Priorities and Future Research:
• Clarify Characteristics of Effective Leadership and
Action Steps to Impact Diversity
• ID Effective Models and Implementation Strategies
for Unconscious Bias and Diversity Training
• Develop Accurate Methods/Metrics for Measuring
Institutional Climate

11. Unconscious Bias and Diversity Training
• Identify effective models
– Efficacy on broad scale
• Changing Attitudes vs. Behaviors
• Cultural Awareness / Humility vs. Unconscious Bias
– Cost-effective
– Positive Impact
• High Impact (Individual vs. Institutional)
– Sustainability
• Testing Unconscious Bias Training
– Adapt, test and assess impact on diversity and inclusion
– Funding to support implementation and rigorous evaluation of promising practices

12. Laura Castillo-Page, Ph.D.
Acting Chief Diversity and
Inclusion Officer
Association of American
Medical Colleges (AAMC)

13. “Bias is the process by which the brain uses “mental associations
that are so well-established as to operate without awareness, or
without intention, or without control” (Project Implicit, Harvard
University).
“Unconscious Bias is a response that is hidden, automatic, and
natural. The ability to distinguish ‘safe’ from ‘dangerous’ – the
ability to automatically categorize information – is a fundamental
quality of the human mind. It gives order to a world that
constantly confronts us with a cacophony of information and
stimulus” (Cook Ross).

14.  Recruitment
 Hiring
 Performance evaluations
 Promotion and tenure
 Consideration for leadership positions
 Other decision-making processes

15.  Resumes
 Letters of recommendation
 Cover letters
 Applications
 Interview processes

16. Diversity and Inclusion =
Innovation and Productivity
Identity diversity among intelligent people
on a team contributes more to effective
problem-solving than a team comprised
of the best-performing, intelligent people
without identity diversity.
NY Times, 2008
Studies have shown that
companies that achieve
diversity in their management
and on their corporate boards
attain better financial results,
on average, than other
companies.
Catalyst, 2004, 2007, 2011

18. There is overwhelming
scientific evidence that
unconscious bias may
influence the evaluation and
selection of candidates.
This presentation, created
for academic medicine
audiences, is designed to
acquaint search committees
and others with this research
as one step toward
mitigating the effects of
unconscious bias.

19. Harvard Medical School
Everyday Bias Workshop:
April 17, 2017
Train the Trainer:
April 17 - 20, 2017
Vanderbilt University School of
Medicine
Everyday Bias Workshop and
Train the Trainer:
Week of April 10-14, 2017

20. Janice A. Sabin, PhD, MSW
Research Associate Professor,
Department of Biomedical
Informatics and Medical
Education, University of
Washington, School of
Medicine

21. INCREASING FACULTY DIVERSITY IN THE
UNIVERSITY OF WASHINGTON SCHOOL OF
MEDICINE
Janice A. Sabin, PhD, MSW
Research Associate Professor
Department of Biomedical Informatics/Medical Education
UWSOM Center for Health Equity, Diversity & Inclusion
© 2016, University of Washington, all rights reserved

22. UNIVERSITY OF WASHINGTON DIVERSITY BLUEPRINT
2016 - 2020
Goal: Attract and Retain a Diverse Faculty and Staff
> Improve recruitment practices for underrepresented
faculty by utilizing best practices
> Craft position descriptions to attract diverse applicant
pool
> Emphasize diversity expertise and research in position
description
Office of the University of Washington President
http://www.washington.edu/diversity/diversity-blueprint/

23. UW RESOLUTION CLASS C 9 BULLETIN NO. 539
(UNANIMOUSLY APPROVED, JANUARY 2015 )
“BE IT RESOLVED that all University of Washington
faculty search committees be given a mandate and
adequate resources to participate in some form of
Equity, Access, and Inclusion training developed in
collaboration with the Office for Faculty Advancement
that informs participants on best practices regarding
faculty candidate outreach, assessment, recruitment
and retention”

24. 539 ACCOUNTABILITY
“BE IT FURTHER RESOLVED, that all UW unit heads
are accountable to University leadership for making
improvements in the area of faculty diversity by
reporting unit participation in “Equity, Access and
Inclusion Hiring” training efforts as well as reporting
diversity hiring activities and outcomes”

25. University of Washington Faculty Code: Chapter 24.
Section
24-32. Scholarly and Professional Qualifications of Faculty
Members
In accord with the University's expressed commitment to
excellence and equity, contributions in scholarship and research,
teaching, and service that address diversity and equal
opportunity may be included among the professional and
scholarly qualifications for appointment and promotion
outlined
Below
> May evaluate candidate/faculty on their work in these
areas gleaned from CV
> How to value diversity in an non-affirmative action state
VALUE DIVERSITY IN APPOINTMENT &
PROMOTION

26. UW SCHOOL OF MEDICINE RESPONSE TO
539
1. Develop a search committee training that includes
science of implicit bias (Sabin,& Morales, © 2016, all
rights reserved)
2. Letter from SOM Dean and SOM Chief Diversity Office
to all 30 department Chairs mandating that all search
committees participate in training

27. SEARCH COMMITTEE TRAINING CONTENT
> UW Mandate
> Diversity data: county, state, region, national
> Value of diversity: research
> Research evidence - bias in hiring
> Implicit/Unconscious bias, What is it? How to
interrupt it?
> Best practices to increase diversity
> Resources (tool kit)

28. EVALUATION METRICS
Kirkpatrick Model*: reaction, learn, behavior, outcomes
1. Collect data on training participation
2. Response to training in real time
3. UWSOM HR accountability: HR Applicant Approval
Form- check box for training completion
4. UW Office of Equal Opportunity Affirmative Action:
collect data applicant pool and new hire pre and post
539
*http://www.kirkpatrickpartners.com/OurPhilosophy/TheKirkpatrickModel/tabid/302/Default.aspx

29. RESULTS: UWSOM SEARCH COMMITTEE TRAINING
November 2015 - December 2016
> 32 Search Committees (30 in person)
> 19 department/divisions (all in person)
> 1 diversity committee
> 4 individuals trained to give presentation in their
departments
> 14 individuals completed online

30. RESULTS: SEARCH COMMITTEE TRAINING EVALUATION

31. EVALUATION IN PROGRESS/ONGOING
> UWSOM HR data tracking training Y/N
– If no, requires explanation
> Diversity of applicant pool data
> Diversity new hires data
> UWSOM faculty demographic data over time

32. LESSONS LEARNED
> Do administrators send all faculty applicants a
link to the AAIR form?
> Is the EOAA data easily accessible?
> EOAA data incomplete
> Hiring that is not done through national search
> Change will take time
> Pipeline is an issue

33. THANK YOU
sabinja@uw.edu

34. Janetta Lun, Ph.D.
Senior Behavioral Scientist
Office of the Director for
Scientific Workforce Diversity
National Institutes of Health

35. The Consideration of Motivation in
Unconscious Bias Training
Janetta Lun, Ph.D.
Senior Behavioral Scientist
APLU Webinar Series, January 2017

36. Unconscious Bias
Unintentional and unconscious use of
stereotypic beliefs to perceive and evaluate an
individual or a group of people, which can also
affect how we behave towards them.

37. Objectives of Unconscious Bias Training
 Raising awareness of inequities
 Raising awareness of stereotype-based biases
 Self-reflection and acceptance
 Bias reduction strategies
? Motivation to mitigate unconscious bias
Carnes et al., 2015; Devine et al, 2012; Smith et al., 2015

38. Pilot Study at NIH
Photo by: NIH Image Gallery Flickr

39. Education Presentation
NIH Mission &
Diversity
Why Diversity Matters
Unconscious Bias as a
Barrier to Reaping Benefit
of Diversity
Strategies to Reduce
Unconscious Bias
Diversity as a source of creativity and
innovation
Diversity changes the way you think
Evidence

40. Measures
Gender-Science Implicit Association Test
Motivation to be Nonprejudice Scale
(Selected Items)

41. I don’t want people to think that I’m biased.
I would feel guilty if I am biased.
I think being egalitarian is important.
Being egalitarian is a part of who I am.
I love learning about people.
It’s not a priority.
Extrinsic
Motivatio
n
Intrinsic Motivation
No Motivation
Legault, Green-Demers, Grant & Chung (2007)
Plant & Devine (1998)

42. **
*
**p< .05, * p<.10

43. Correlations With IAT Scores
Training (n=48) No Training (n=37)
Intrinsic -.25 .06
Who I am -.32** -.03
Important -.28* .05
Feel guilty -.13 .13
Appearance -.02 .29**
No motivation .27 .17
Global Index -.41** -.13
**p< .05, * p<.10
*Higher IAT score = Greater association between male and
science

44. Taking Motivation into Consideration
• Participant-center design
o Values of diversity in scientific workforce
o Personal engagement
o Relevance and applicability
• Sustainability

45.  Please submit questions through the chatbox

46.  Recording will be emailed to you (feel free to
share)
 Contact info:
◦ Julia Michaels, Project Manager
◦ jmichaels@aplu.org (202) 478-6071
◦ http://www.uuhealth.org
 Next webinar…
Hiring Diverse Faculty: Promising Practices
Thursday, February 2, 1:00-2:00 p.m. Eastern Time