The Faculty Hiring Process for Women and Men in Academic STEM: Assessing Fairness in Evaluation Ratings and the Interview Experience

女性教员在STEM中的代表性不足限制了科学创造力的潜力，并减少了追求STEM职业生涯的女本科生和研究生的榜样。对隐性偏见的研究表明，女性教职候选人比男性更不可能被选中。了解招聘委员会成员和教师职位候选人的经验对于推动STEM学术招聘实践至关重要。拥有更多元化的STEM学术队伍有助于推动科学进步。该项目团队将调查，在一所排名靠前的公立研究型大学挑选和面试终身教职候选人的过程中，是否以及如果是这样，对女性的偏见是如何悄悄进入的。研究一分析了教师在评估候选人、推荐面试和聘用的过程中的部署和结果。研究团队将把评分和结果与他们自己对学术成果、影响和教学质量的评估进行比较，这些评估是从候选人的简历中提取的。此外，还将分析候选人正式工作谈话的视频记录，以确定社交互动，如提问和打断的数量和语气，这可能会根据候选人是男性还是女性而有所不同。研究2调查了高级研究生、博士后研究员和新聘用的教师，以检查男性和女性自我报告在学术STEM面试中是否受到不同的对待，并确定男性和女性对类似面试事件(如打断)的反应是否不同。研究3调查了早期职业学者，以确定他们对特定学科的理解和对优点的刻板印象的看法，以及这些看法如何影响他们如何驾驭自己的面试过程。该项目得到了NSF的EHR核心研究(ECR)计划的支持。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。该计划支持积累强有力的证据，为理解、构建解释理论和建议干预和创新提供信息，以应对STEM兴趣、教育、学习和参与方面的持续挑战。

The underrepresentation of women faculty in STEM limits the potential for scientific creativity and reduces available role models for female undergraduate and graduate students pursuing STEM careers. Research on implicit bias indicates that women candidates for faculty positions are less likely to be selected than men. It is critical to understand the experiences of hiring committee members, and of candidates for faculty positions, in order to advance STEM academic hiring practices. Having a more diverse STEM academic workforce contributes to promoting the progress of science.The project team will investigate whether and, if so, how bias against women creeps into the process of selecting and interviewing tenure-track faculty candidates at a highly ranked public research university. There are three studies: Study 1 analyzes the deployment and outcomes of faculty using evaluation rubrics in the processes of rating candidates and recommending them for interviews and for hire. The research team will compare rubric ratings and outcomes to its own assessment of scholarly production, impact and teaching quality, extracted from candidates' CVs. Also, video-recordings of the candidates' formal job talks will be analyzed to determine social interactions, such as the number and tone of questions and interruptions, which may vary depending on whether the candidate is male or female. Study 2 surveys advanced graduate students, postdoctoral fellows and newly hired faculty to examine if men and women self-report being treated differently during academic STEM interviews, and to determine if men and women react differently to similar interview events such as interrupting. Study 3 surveys early career scholars to determine their perceptions of discipline-specific understandings and stereotypes about merit and how these perceptions may or may not affect how they navigate their own interview processes.This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.