Recognizing and Intervening in Bias Incidents in the Academic Workplace: A Self-Categorization Theory Perspective

Shea, Christine M.; Young, Justin R.; Banyard, Victoria L.; Malone, Mary Fran T.; Graham, Karen; Byron, Gerard

doi:10.5399/osu/advjrnl.1.1.2

Cited by 3 publications

(9 citation statements)

References 45 publications

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“…Furthermore, data suggest that when bystander training is designed to be interactive and engaging, participants’ reactions to such programming are positive (Shea et al, 2019). Such programming can increase the likelihood that bystanders will recognize a bias incident when it occurs (Shea et al, 2018), a critical first step in a faculty member’s decision to intervene. For example, in a study of the use of interactive theater to train faculty on bias in faculty searches, Shea et al (2019) found that the representation of women faculty increased significantly following the program’s implementation, and a significant portion of this increase was directly attributable to the workshop training.…”

Section: Discussionmentioning

confidence: 99%

“…Acts of incivility are most often committed by people who feel a sense of power over targets, who tend to be minoritized based on their gender, race, or ethnicity (Cortina et al, 2013). In studies of campus climate, faculty who identified as women, people of color, and lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) were significantly more likely to report witnessing a bias incident at their university (Shea et al, 2018). This article focuses on one particular type of workplace incivility perpetrated against individuals because of their social group membership status, which we label bias incidents .…”

Section: Bias Incidents As Threat Appraisalsmentioning

confidence: 99%

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Please feel free to intervene: A longitudinal analysis of the consequences of bystander behavioral expectations.

Shea¹,

Malone²,

Griffith³

et al. 2023

Journal of Diversity in Higher Education

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Bias incidents in the workplace can create a pattern of behavior that damages organizational climate not only for victims but also bystanders who witness these incidents. Using incivility and threat ridigity research as a guiding framework, we explore the mitigating potential of bystander intervention on the relationship between bias incidents and witnesses' perceived workplace climate and intention to leave. We developed and tested a moderated mediation model using time-lagged ordinary least squares (OLS) regression with data from organizational climate surveys administered annually from 2014 to 2017. Results confirmed that bias incidents increase turnover intentions through their negative effect on workplace climate. More importantly, the expectation that faculty colleagues will intervene if a bias incident occurs mitigates the negative impact of bias incidents on workplace climate. Our findings suggest that raising awareness about bias incidents, encouraging colleagues to intervene when bias incidents occur, and, most critically, fostering a culture in which intervention is expected have great potential for improving workplace climate and reducing employee turnover. This is the first research study that provides empirical evidence of the potential for bystander intervention expectations to mitigate the negative effect of bias incidents on workplace climate.

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Section: Discussionmentioning

confidence: 99%

Section: Bias Incidents As Threat Appraisalsmentioning

confidence: 99%

Please feel free to intervene: A longitudinal analysis of the consequences of bystander behavioral expectations.

Shea¹,

Malone²,

Griffith³

et al. 2023

Journal of Diversity in Higher Education

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“…Given universities' growing commitments to diversity, it is imperative that they invest in initiatives that encourage intervention in bias incidents. Faculties from historically and commonly excluded groups are more likely to report negative experiences, less influence and unfair treatment (Shea et al , 2018). If universities aim to retain faculty from commonly excluded groups, particularly in the STEM disciplines where such underrepresentation is most acute, it is vital to train faculty to intervene in appropriate ways to stop bias incidents from creating a chilly climate.…”

Section: Discussionmentioning

confidence: 99%

“…As such, we believe their typology is a logical theoretical framework on which to ground this effort, which centers on reacting to bias incidents more broadly. Bias incidents refer to acts of incivility, perpetrated by people who feel a sense of power over targets that tend to be minoritized based on their gender, race, ethnicity or sexual orientation (Shea et al , 2018). Bias incidents are often prompted by an unconscious, stereotypical, prejudicial belief or oversimplified generalization about a person or group.…”

Section: Introductionmentioning

confidence: 99%

“…Inhospitable campus climates can undermine diversity initiatives as women and other historically and commonly excluded groups often report that they experience a chilly climate on campus (Greene et al , 2010; Maranto and Griffin, 2011). Commonly excluded groups, such as faculty who identify as women, people of color and LGBTQ, are significantly more likely to report witnessing a bias incident at their university (Shea et al , 2018). Being targeted by a bias incident, or even simply witnessing a bias incident, can make a campus climate less hospitable (Carnes et al , 2012; Shea et al , 2021).…”

Section: Introductionmentioning

confidence: 99%

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From bystander to ally among faculty colleagues: construction and validation of the bystander intervention behavior scale

Griffith¹,

Malone²,

Shea³

2021

EDI

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PurposeBystander intervention mitigates the negative impact of bias incidents in the workplace. However, intervention tends to be viewed as binary: intervention occurred or it did not. Consequently, research has focused on conditions under which witnesses of bias incidents choose to intervene, and less is known about how witnesses may intervene. This paper elucidates the intervention behavior choices available to witnesses of bias incidents and develops a bystander intervention behavior (BIB) scale.Design/methodology/approachTo develop the scale, the authors used the three-phased act frequency methodology. In phase I, the authors surveyed faculty who had both witnessed a bias incident and seen someone intervene to address it. The authors asked these faculties to list the observed bystander intervention behaviors they had personally observed. In Phase II, different survey respondents and subject matter experts assessed the prototypicality of each of the behaviors in relation to the concept of bystander intervention. In phase III, the authors tested the validity and reliability of the resulting 18-item scale and assessed the ability of bystander intervention behavior to mitigate the negative impact of bias incidents on the academic workplace.FindingsThe BIB scale consists of two theoretically derived, empirically validated and reliable dimensions; it can be used as a summary score to evaluate the extent to which colleagues intervene indirectly and directly when a bias incident occurs in the academic workplace.Originality/valueThis scale is valuable in advancing efforts to mitigate the negative effect of bias in the workplace and training colleagues to intervene in various ways when bias occurs.

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EDI skill-building tools: Preparing learners to effectively intervene in bias incidents.

Chen,

Carboni,

Tutwiler

2023

Scholarship of Teaching and Learning in Psychology

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Leaders at universities and other institutions of higher learning recognize as a moral imperative the need to prepare students-and faculty and staff-to be effective allies in bias incidents, whether or not they identify with a marginalized community. Bias incidents refer to comments or actions that subtly and often unintentionally express prejudice toward a member of a marginalized group, such as a racial/ethnic minority (Shea et al., 2019). To reduce bias incidents, there has been a proliferation of diversity-focused courses and training programs across many disciplines in higher education, including psychology, education, and management, although assessments of their effectiveness have been mixed (Dobbin & Kalev, 2016;Kalinoski et al., 2013;Paluck et al., 2021). One of the greatest challenges higher education faces is how to prepare individuals to take effective action. Bystander intervention training is perhaps the most empirically supported method for preparing people to intervene whenever they witness harm being done (Haynes-Baratz et al., 2021;McDonald et al., 2016). A critical component of bystander intervention training programs is educational tools that provide participants with opportunities to develop behavioral skills for intervening in bias incidents. In this article, we review educational tools that can support the development of bystander intervention skills. We present a study that provides evidence on the effectiveness of one promising tool-avatar-based simulations-on learners' self-efficacy related to taking action in a bias incident. We conclude with reflections on our personal experience as educators using simulations with more than 1,200 undergraduate, graduate, and adult learners.

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Recognizing and Intervening in Bias Incidents in the Academic Workplace: A Self-Categorization Theory Perspective

Cited by 3 publications

References 45 publications

Please feel free to intervene: A longitudinal analysis of the consequences of bystander behavioral expectations.

Please feel free to intervene: A longitudinal analysis of the consequences of bystander behavioral expectations.

From bystander to ally among faculty colleagues: construction and validation of the bystander intervention behavior scale

EDI skill-building tools: Preparing learners to effectively intervene in bias incidents.

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