Black faculty members are often expected to engage in diversity initiatives, a drain on their time and resources known as the “minority tax.” But taxes can be reformed, and several strategies could ...help reduce the negative sequelae of the minority tax.
Women's representation in science and medicine has slowly increased over the past few decades. However, this rise in numbers of women, or gender diversity, has not been matched by a rise in gender ...inclusion. Despite increasing representation, women still encounter bias and discrimination when compared with men in these fields across a variety of outcomes, including treatment at school and work, hiring, compensation, evaluation, and promotion. Individual and systemic biases create unwelcome environments for women, particularly for those who additionally identify with other traditionally devalued groups (eg, women of colour). This Review draws on several decades of research in the field of management and its cognate disciplines to identify five myths that continue to perpetuate gender bias and five strategies for improving not only the number of women in medicine, but also their lived experiences, capacity to aspire, and opportunity to succeed. We argue for a move away from a singular focus on interventions aimed at targeting individual attitudes and behaviour to more comprehensive interventions that address structural and systemic changes.
Despite the importance of faculty diversity training for advancing an inclusive society, little research examines whether participation improves inclusion perceptions and belongingness. Integrating ...training and diversity education literature concepts, this study examines the effectiveness of training targeting microaggressions in six STEM (Science, Technology, Engineering, Mathematics) oriented departments at a research-intensive university. Reactions data collected at the end of face-to-face training suggested that participation generally increased inclusion understanding. Self-assessments on inclusion concepts collected from 45% of participants before and three weeks after training suggest participation increases perceptions of the importance of inclusion, microaggression allyship awareness, inclusive behaviors, and organizational identification. Compared to white men, women and minorities reported a greater increase in satisfaction with their department affiliation. While self-assessment results are exploratory and have limitations, analysis suggests that diversity training may enhance knowledge of microaggressions, allyship, inclusive behaviors, and belongingness perceptions. We provide insights for evaluating and implementing diversity training interventions.
Recent reviews of efforts to reduce prejudice and increase diversity, equity, and inclusion (DEI) in the workplace have converged on the conclusion that prejudice is resistant to change and that ...merely raising awareness of the problem is not enough. There is growing recognition that DEI efforts may fall short because they do not effectively motivate attitudinal and behavioral change, especially the type of change that translates to reducing disparities. Lasting change requires sustained effort and commitment, yet insights from motivation science about how to inspire this are missing from the scientific and practitioner literatures on DEI trainings. Herein, we leverage evidence from two complementary approaches to motivating change and reducing defensiveness: self-determination theory, a metatheory of human motivation, and motivational interviewing, a clinical approach for behavior change, to tackle the question of how to improve DEI efforts. We distill these insights for researchers, teachers, practitioners, and leaders wanting to apply motivational principles to their own DEI work. We highlight challenges of using this approach and recommend training takes place alongside larger structural and organizational changes. We conclude that motivation is a necessary (but insufficient) ingredient for effective DEI efforts that can energize personal commitment to DEI.
Diversity training is a common initiative in organizations, yet also the focus of much debate. Legislative attempts have been made to eliminate diversity training, while research has presented mixed ...findings and contradictions. Although much is known about designs, pedagogies, and trainee outcomes of diversity training, we know far less about the diversity trainer, who bears the brunt of delivering training amid existing controversies. In this study, we examine the diversity trainer's experience, bringing to light the important use of the trainer's own identities in navigating the emotionally charged minefield of educating about bias and bridging across cultural and demographic differences. Through this qualitative investigation, we develop a grounded model that illustrates the process of brokering identities, a form of identity work diversity trainers engage in that involves their deliberate efforts to call themselves and others in during diversity training. We highlight the brokering self-efficacy trainers gain from their identity work, which helps to explain why diversity trainers continue to engage in the process of brokering identities despite the challenges and controversies they may face.
Prior research, and high-prolife contemporary examples, show that individuals tend to underestimate their own levels of bias. This underestimation is partially explained by motivational factors. ...However, (meta-) cognitive factors may also be involved. Conceptualising contemporary egalitarianism as type of skill or competence, this research proposed that egalitarianism should conform to the Dunning-Kruger model. That is, individuals should overestimate their own ability, and this overestimation should be strongest in the least competent individuals. Furthermore, training should improve metacognition and reduce this overestimation. Two studies on racism (N = 148), and sexism (N = 159) partially supported these hypotheses. In line with the Dunning-Kruger model, participants overestimated their levels of racial and gender-based egalitarianism, and this pattern was strongest among the most prejudiced participants. However, diversity training did not affect participants' overestimation of their egalitarianism. Implications for contemporary prejudice, and prejudice-reducing strategies are discussed.
Pointless Diversity Training Noon, Mike
Work, employment and society,
02/2018, Letnik:
32, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The latest fashion of ‘unconscious bias training’ is a diversity intervention based on unproven suppositions and is unlikely to help eliminate racism in the workplace. Knowing about bias does not ...automatically result in changes in behaviour by managers and employees. Even if ‘unconscious bias training’ has the theoretical potential to change behaviour, it will depend on the type of racism: symbolic/modern/colour-blind, aversive or blatant. In addition, even if those deemed racist are motivated to change behaviour, structural constraints can militate against pro-diversity actions. Agency is overstated by psychology-inspired ‘unconscious bias training’ proponents, leading them to assume the desirability and effectiveness of this type of diversity training intervention, but from a critical diversity perspective (sociologically influenced) the training looks pointless.
Why Antibias Interventions (Need Not) Fail Schmader, Toni; Dennehy, Tara C.; Baron, Andrew S.
Perspectives on psychological science,
09/2022, Letnik:
17, Številka:
5
Journal Article
Recenzirano
Odprti dostop
There is a critical disconnect between scientific knowledge about the nature of bias and how this knowledge gets translated into organizational debiasing efforts. Conceptual confusion around what ...implicit bias is contributes to misunderstanding. Bridging these gaps is the key to understanding when and why antibias interventions will succeed or fail. Notably, there are multiple distinct pathways to biased behavior, each of which requires different types of interventions. To bridge the gap between public understanding and psychological research, we introduce a visual typology of bias that summarizes the process by which group-relevant cognitions are expressed as biased behavior. Our typology spotlights cognitive, motivational, and situational variables that affect the expression and inhibition of biases while aiming to reduce the ambiguity of what constitutes implicit bias. We also address how norms modulate how biases unfold and are perceived by targets. Using this typology as a framework, we identify theoretically distinct entry points for antibias interventions. A key insight is that changing associations, increasing motivation, raising awareness, and changing norms are distinct goals that require different types of interventions targeting individual, interpersonal, and institutional structures. We close with recommendations for antibias training grounded in the science of prejudice and stereotyping.
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