The Science of Unconscious Bias Toni Schmader Department

The Science of Unconscious Bias Toni Schmader Department of Psychology University of Arizona

Outline of Presentation n Understanding unconscious associations n Demonstration of our biases n How unconscious bias affects our behavior n Breaking free of biases

Being of Two Minds Reflective system for controlled processing n n n Conscious, explicit Effortful, requires motivation Takes more time Reflexive system for automatic processing n n Often unconscious, implicit Requires little effort Fast Different neural structures distinguish the two n Satpute & Lieberman (2006)

The Reflexive System Uses Implicit Associations n Cognitive links between concepts that co-vary n Bring one to mind, others are activated n Activation can happen unconsciously. . . can be at odds with conscious goals …can influence attention, perception, judgment and behavior

LAUNDRY

n The procedure is quite simple. First, you arrange things into different groups. Of course, one pile may be sufficient, depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life.

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Count the Number of Passes between White vs. Black shirted Players Neisser (1979)

Unconscious Gender Biases n Unequal gender distribution of men and women in certain roles creates implicit associations n n With domains… n n n Eagly (1987); Glick & Fiske (1996) Work = male; Family = female Science = male; Arts = female That generalize to traits… n n Male = independent, competent Female = cooperative, warm

One Way to Measure Unconscious Bias n The Implicit Association Test (IAT) Greenwald, Mc. Ghee, & Schwartz (1998) Measures strength of association between concepts n Based on premise that associated concepts will be easier to categorize together n

Men and Women both Show Implicit Gender Biases Association of math = male & arts = female Nosek et al. (2002) Association of men = independent & women = communal Rudman & Glick (2001)

Data on the IAT (Nosek, Banaji, & Greenwald, 2005) In comparison, effect size for gender differences in complex mathematical problem solving: d =. 29 Hyde, Fennema, & Lamon, 1990

Implications for Behavior n Implicit racial biases predict… n Amygdala activation (fear response) n n Lower performance ratings n n Amodio & Devine (2006) Avoid the other group n n Phelps et al. (2000) Amodio & Devine (2006); Phills & Kawakami (2005) More negative interactions n Dovidio et al. , (2002); Mc. Connell & Leibold (2001)

Dovidio et al. , 2002 r =. 40** Predicted r =. 36* What Was Said His view of the Interaction Degree of Explicit Bias “I’m not prejudiced” Degree of Implicit Bias “Black = Bad” Predicted r = -. 41** r =. 34* How it Was Said Her view of the Interaction

Implications for Behavior n Implicit gender biases … n Predict biased ratings of job candidates n n Might be manifested in letters of recommendation n n Rudman & Glick (2001) Schmader et al. (2008), Trix & Psenka (2003) Men are more often described with superlatives & as having ability Women are more often described as working hard Can contribute to women’s weaker association with math n Even among math & science majors Nosek et al. (2002)

A Two Strategy Solution Change Implicit Associations Unconscious Biases Consciously Override Biases Judgment & Behavior

1) Overriding Unconscious Bias n Be motivated to control bias n Be aware of the potential for bias n Take the time to consider individual characteristics and avoid stereotyped evaluations

Example When writing evaluations, avoid: 1. Using first names for women or minority faculty and titles for men (Joan was an asset to our department. ” –vs. - “Dr. Smith was an asset to our department. ”) 2. Gendered adjectives (“Dr. Sarah Gray is a caring, compassionate physician” –vs. – Dr. Joel Gray has been very successful with his patients”) 3. Doubt raisers or negative language (“although her publications are not numerous” or “while not the best student I have had, s/he”) 4. Potentially negative language (“S/he requires only minimal supervision” or “S/he is totally intolerant of shoddy research”) 5. Faint praise (“S/he worked hard on projects that s/he was assigned” or “S/he has never had temper tantrums”) 6. Hedges (“S/he responds well to feedback”) 7. Unnecessarily invoking a stereotype (“She is not overly emotional”; “He is very confident yet not arrogant”; or “S/he is extremely productive, especially as someone who attended inner city schools and a large state university”

A Two Strategy Solution Change Implicit Associations Unconscious Biases Consciously Override Biases Judgment & Behavior

2) Changing Unconscious Bias n The effectiveness of education (Rudman et al. , 2001)

2) Changing Unconscious Bias n n The effectiveness of education (Rudman et al. , 2001) The effectiveness of exposure (Dasgupta & Asgari, 2004)

2) Changing Unconscious Bias n n The effectiveness of education (Rudman et al. , 2001) The effectiveness of exposure (Dasgupta & Asgari, 2004)

Take-Away Points n Implicit bias is distinct from conscious motivation n We all have these biases due to cultural exposure n They can affect behavior unless we override them n They can be changed with education and exposure

Questions, comments, insights? Take other Implicit Associations Tests Online: https: //implicit. harvard. edu/implicit/

Workplace Conversations n 18 male and 18 female STEM faculty n n Electronically Activated Recorder (EAR) n n n 88% response rate Sampled audio snippets during 3 workdays Participants complete workplace surveys of job satisfaction and disengagement Coding n Conversational snippets transcribed & coded for content

Conversations with male colleagues Conversations with female colleagues Male Participants Female Participants -. 42 a -. 27 a . 72 b -. 23 abd . 44 bc. 33 bc -. 18 acd. 41 c -. 26 a -. 24 abc . 39 b -. 50 ab . 51 b. 03 abc . 06 ab. 31 ac . 51 a. 29 a -. 50 b. 58 ab -. 22 bc -. 25 ac . 50 ad -. 29 cd Research talk… Job disengagement Job satisfaction Collaboration talk… Job disengagement Job satisfaction Social talk… Job disengagement Job satisfaction

Conclusions n Female faculty feel greater job disengagement and less satisfaction… n n to the degree that they discuss research and collaboration and do not discuss social topics …with their male colleagues