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What Works for Women at Work – 4 Basic Patterns of Gender Bias and How to Navigate Them at Work [Part 4 of 4]

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This is the fourth and final part of a blog post series that will introduce you to four distinct patterns of gender bias, and provide you with strategies women have successfully used to navigate workplaces shaped by subtle bias.

Joan C. Williams, Hastings Foundation Chair and Director at the Center for WorkLife Law at the University of California, Hastings College of the Law, conducted the research in this series. Williams has played a key role in reshaping the debates of women’s advances in the past quarter century, and has authored eight books, most recently What Works for Women at Work: Four Patterns Working Women Need to Know (co-written with her daughter, Rachel Dempsey).

This is part four of our “What Works for Women at Work” blog post series.

Fourth Pattern of Gender Bias: Tug of War

The least reported pattern by Williams’ informants (55%), Tug of War is when gender bias against women fuels conflict among women.

Tokenism leads to zero-sum opportunities

A woman in Williams’ study said that opportunities for women are very zero-sum, so if one woman gets a prized position, another woman won’t. This is often referred to as the problem of the Evil Queen Bee who is intent on keeping other women down. However, this isn’t a personality problem of an individual woman. Instead, this competitiveness stems from the fact that there’s only one slot available for women: a token spot.

This also leads to women who experience discrimination early in their careers to distance themselves from other women. Marissa Mayer, the former CEO Yahoo, famously said when she was working at Google, “I’m not a girl at Google, I’m a geek at Google.” She distanced herself from the ”out” group (girl) and identified herself with the “in” group (geek). Mayer recognized she was operating within a political environment, and she understood that it was in her best interest to distance herself.

“I fought my way to the top. You need to do the same.”

Sometimes women are harder on other women. This plays out in two dynamics that translate into Prove-it Again biases:

  1. “If I had to prove myself over and over again, you have to do it.”
  2. “I’m just toughening you up, because that’s what it takes to succeed here as a woman.”

Generational gaps can divide older and younger women

The Tightrope bias is also passed from women to women in what Williams calls “fights between the femmes and the tomboys.” This plays out when younger women fault older women for being too masculine. A young woman informant says, “I’m on kind of a backlash mission…I wear dresses. I bake cookies for my group meetings. I bring my child to class with me. I’m not going to compete as a boy because I’m not a boy.”

This dualistic conflict of femme vs. tomboy stems from women in their 50s and 60s beginning their careers in many traditionally male careers, when the only way to survive was to assimilate into male culture. These women probably felt more comfortable with assimilation in the first place, which is why they often put themselves out there as solo workers. On the other hand, women 20 to 30 years younger often are more comfortable with femininity and see it as part of equality. This sometimes results in older women thinking younger women won’t make it “with that little girl voice,” and younger women disliking older women for “turning into men.”

Maternal Wall bias also plays out between women

The Maternal Wall bias is exemplified in this quote by an informant without children: “People immediately assume that because I don’t have children[,] I should be the person who takes our colloquium guests every Thursday when we have a…dinner because they all have their wives and their great husbands and their children to go back to…”

Women without children are often seen as having no lives, whereas men without children are seen as bachelors playing the field, so they need time to date. This is a modernization of the spinster stereotype and explains why women without children work the longest hours of unpaid overtime of any group in today’s workplace.

Women expect to get emotional support from other women, not men

Of the relationship between administrators and professionals, an informant says, “There’s an expectation from female staff that the female supervisors…will be more nurturing, will be more understanding, for example if they have to leave…because of their families…Staff are less tolerant of women who are not like that… I think that often causes problems between female staff and female supervisors.”

Williams received persistent reports that women, particularly women of color, have more difficulty getting support from support staff than male colleagues. Part of this is because female support staff expect female professionals to do more emotion work, such as asking about their kids and feelings. Another part is that support staff looks for who is on top of the organization: typically, it’s men. In that context, it makes more sense for an admin to support a man than a woman in order to advance her career.

Missed the other posts in our series? Start at the beginning with the first pattern of gender bias: Prove-It Again.

What Works for Women at Work – 4 Basic Patterns of Gender Bias and How to Navigate Them at Work [Part 3 of 4]

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This is the third part of a blog post series that will introduce you to four distinct patterns of gender bias, and provide you with strategies women have successfully used to navigate workplaces shaped by subtle bias.

Joan C. Williams, Hastings Foundation Chair, and Director at the Center for WorkLife Law at the University of California, Hastings College of the Law, conducted the research in this series. Williams has played a key role in reshaping the debates of women’s advances in the past quarter century, and has authored eight books, most recently What Works for Women at Work: Four Patterns Working Women Need to Know (co-written with her daughter, Rachel Dempsey).

 This is part three of our “What Works for Women at Work” blog post series.

Third Pattern of Gender Bias: Maternal Wall

The Maternal Wall is by far the strongest pattern of gender bias and was reported by 59% of the mothers that Williams interviewed. Once triggered, the Maternal Wall ushers in very strong biases. If hiring committees are given two identical resumes, but one comes from a mother, the mother is 79% less likely to be hired; only half as likely to be promoted; offered an average of $11,000 less in salary; and held to higher performance and punctuality standards.

This pattern is of a magnitude larger than the other biases covered in the prior blog posts in this series. Part of the Maternal Wall bias stems from assumptions about how mothers will behave in the workplace. However, when women are indisputably competent in the workplace and committed mothers, they’re found less likeable by other women, not men. Biases against women from other women will be explored in the next part of the blog post series.

There are two types of biases in the Maternal Wall pattern:

Hostile Prescriptive Bias

The hostile prescriptive bias is rooted in what people believe a mother should do, rather than what they will do, and is delivered in a hostile manner. An example is this quote given to a woman from her tenure committee: “Why don’t you stop worrying about tenure and just go home and have more babies?”

Benevolent Prescriptive Bias

More common than hostile prescriptive bias, benevolent prescriptive bias  is similarly rooted in what people believe a mother should do, but it is delivered without blatant hostility.

An example is when a female student found out she wasn’t being considered for a highly coveted fellowship, because the man in charge was telling people she just had a baby, so it wasn’t a good time for her. While it’s possible he meant this benevolently, the message is the same: a good mother wouldn’t want to do this.

Strategies to Navigate the Maternal Wall Pattern

When you return from maternity leave, know that you might be triggering some or all of the Maternal Wall biases, especially if you have three or more children. A recent study showed that there is more workplace hostility towards mothers with three children, than with mothers with one or two children.

With that in mind, here are some specific strategies that have helped mothers:

Counter bias with information

If you intend to pursue your career, say so. If you’re willing to travel, say so, especially if your partner is willing to follow you and assist with the baby. Share if you’re the family’s primary earner, because people will assume the opposite if you don’t.

“Tolstoy was Wrong”

When people make comments about your mothering style, such as, “My wife could never leave her kids,” or, “I don’t know how you could work long hours,” you can use the Tolstoy was Wrong solution by saying, “I’m sure that’s right for her (or other people), but this is what works for my family.” You’ll bring subjectivity into their judgement, without starting a confrontation.

The next and final post in our series will cover the fourth pattern of gender bias: Tug of War.

What Works for Women at Work – 4 Basic Patterns of Bias and How to Navigate Workplaces Shaped by Subtle Bias [part 2 of 4]

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This is the second part of a blog post series that will introduce you to four distinct patterns of gender bias, and provide you with strategies women have successfully used to navigate workplaces shaped by subtle bias.

The research in this series was conducted by Joan C. Williams, Hastings Foundation Chair, and Director at the Center for WorkLife Law at the University of California, Hastings College of the Law. Wiliams has played a key role in reshaping the debates of women’s advances for the past quarter century, and has authored eight books, most recently What Works for Women at Work: Four Patterns Working Women Need to Know (co-written with her daughter, Rachel Dempsey).

This post will cover the second pattern of gender bias: Tightrope

What is the Tightrope pattern?

Similar to the Prove-it Again pattern, the Tightrope pattern stems from lack of fit—but a different type. When people think of brilliant neuroscientists, physicists, lawyers, CEOs, and the like, they tend to associate excellent performance with masculine qualities. That’s often an issue for women, who are expected to be feminine.

This often leads to women walking a tightrope between being “too masculine” and “too feminine.” If women are too masculine, they are respected but not liked; if women are “too feminine,” they are liked but not respected. Part of the issue is that feminine traditions are often devalued by the workplace, so when women conform too much, it’s to their detriment.

Here are some of the problems that women face if they’re on the liked-but-not-respected side:

Women are expected to be nice

Not only are women expected to be nice, but women expect to be liked by everyone. This leads to a lot of “nice work.” It’s very difficult to progress your career if you’re obsessed with wanting people to like you.

Women also tend to use feminine conversation patterns in mixed groups, and will use tentative forms of speech (“don’t you think”), make fewer task suggestions (“we should do this”), and interrupt less. These conversation patterns might tilt their behavior toward “nice,” but they signal that the speaker doesn’t think their comments are important.

Women tend to do office housework

Another problem on the “too feminine” side is that women often end up doing the office housework or playing narrow feminine roles. Women might become the “ever-understanding mother” to students and colleagues, or the “dutiful daughter” who does everything from planning parties to filling out the paperwork for other people’s grant applications.

Women are expected to do more of this organizational citizenship behavior than men, but it’s important to note that women receive less credit when they do it.

On the other hand, here are some of the problems that women face if they’re on the respected-but-not-liked side:

Women who are too masculine are faced with the “what a b****” problem

If women are direct, outspoken, assertive, or competitive, they tend to meet the “what a b****” problem. If a woman is stern, says “no,” or doesn’t do the “nice work,” the automatic reaction is to dislike her. Men with similar qualities aren’t viewed the same way, as similar qualities are appreciated when they show it.

Anger and self-promotion are coded differently for men and women

Anger is a danger point for women, because showing anger tends to increase the perceived status of a man, but decrease the perceived status of a woman. Again, women are expected to be nice.

Self-promotion is another danger point for women. People who don’t self-promote don’t do as well as people who do, but on the other hand, women who self-promote often encounter pushback. For example, a woman at a leadership academy run by the Center for WorkLife Law at the University of California, Hastings College of the Law, found that she was being paid about $200,000 less than a male colleague who she thought was very similar to herself. She reached out to a member of the compensation committee and told them of the objective metrics she had met, including the clients that she had brought in and grew. Her self-promotion was met with immediate pushback when the member said, “You think highly of yourself, don’t you?”

Asian-American, Latino, and Black women report different levels of pushback

Asian-American women report more pressure to fulfill traditionally feminine roles, and more pushback if they don’t. Latino women report being called “angry” or “too emotional” if they behave in direct and assertive ways. For Latino women, non-conformity to being “nice” triggers the racial stereotype of the hot-blooded Latina. On the other hand, Black women report far less pressure to fill feminine roles, and somewhat less pushback if they don’t.

Strategies to Navigate the Tightrope Pattern

Before continuing to the strategies, it’s important to keep in mind that “if it ain’t broke, don’t fix it.” If you’re using a different strategy and it’s working for you, don’t change it, but if you find yourself loaded with officework or facing pushback for being too outspoken or assertive, the following might help you:

Be clear about how you present

You need to think about not what you are comfortable with, but about what they (your audience, typically of men) are comfortable with. Women absolutely shouldn’t need to do this, but studies show that women who self-monitor how they’re perceived tend to be more successful.

Reduce office housework by setting a rotation or giving a strategic “no”

If you find yourself assigned a large load of office housework (planning parties, ordering lunch, etc.) or administrative work (taking notes, doing paperwork, etc.), do it once, then work behind the scenes to set up a rotation.

Undervalued work, such as setting up a diversity committee, is not going to help you get the next job or tenure, so take a few assignments that mean deeply to you and can meaningfully expand your network. When the next undervalued assignment comes in, gracefully reject it with a strategic “no.” Say that you would love to do it, but you’re working closely with someone high-ranking on an important assignment, then follow up by recommending somebody else.

“Stepping on the end of a sentence”

If you’re in a meeting and can’t get a word in without interrupting, you can step on the end of a sentence. When a man is almost done talking, start to make your point, and if he doesn’t stop, then apologize and say you thought he was done talking. This strategy is part of what Joan C. Williams calls “gender judo,” in which you do a masculine thing (interrupting) in a feminine way (apologizing) to control pushback.

Form a posse for self-promotion

A basic strategy to deal with pushback from self-promotion is to form a posse, a mixed group of people who celebrate each other’s successes. These people should be about at your level or a little bit above. This results in your accomplishments being touted by men, while you tout their accomplishments. While you conform to the feminine tradition of women celebrating a man’s success, you also have men celebrating your successes.

Express anger with a formula

When you’re angry, say, “If I look angry, it’s because I am angry. I’m angry because you’ve jeopardized (insert shared goal here.” This counters the stereotype of the woman as an irrational id. You’re saying you’re angry, but explicitly attributing it to a rational reason. Only three out of 127 women Williams interviewed made a habit of showing anger on the job, but sometimes it’s necessary to draw a line. If you need to show anger, using the formula is the best way to go about it.

The next post in our series will cover the third pattern of gender bias: Maternal Wall.

What Works for Women at Work – 4 Basic Patterns of Gender Bias and How to Navigate Them at Work [Part 1 of 4]

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In this blog post series, you will learn about the four distinct patterns of gender bias, and strategies to navigate workplaces shaped by subtle bias.

Joan C. Williams, Hastings Foundation Chair and Director at the Center for WorkLife Law at the University of California, Hastings College of the Law, conducted the research in this series. Williams has played a key role in reshaping the debates of women’s advances in the past quarter century, and has authored eight books, most recently What Works for Women at Work: Four Patterns Working Women Need to Know (co-written with her daughter, Rachel Dempsey).

First Pattern of Gender Bias: Prove-It Again

One of the most common patterns, Prove-It Again occurs when people automatically associate a high-ranking position with a white man. For a woman to be judged equally for that position, she must provide more evidence of confidence or competence.

For example, a woman working in academia might be viewed as “lazy” or not “tenurable material,” while her male colleague is seen as “engaged in research that will take longer to reach the publication world.” The woman is judged on performance, while the man is judged on potential.

Success and mistakes are coded differently based on gender

A key component of Prove-It Again is that men’s and women’s successes are coded differently. Men’s triumphs tend to be attributed to skill, while women’s are often discounted as caused by luck or an outside circumstance.

Mistakes are also coded differently. Women’s mistakes tend to be noticed more and remembered longer. This is an example of confirmation bias: people tend to see what they expect to see. If a woman makes a mistake, it’s expected because she wasn’t a great fit for the job.

Women’s ideas tend to be overlooked until men repeat them

Another example of confirmation basis is the stolen idea: when a woman offers an idea that is ignored, but that same idea is acknowledged later when a man says it. Suddenly, it’s a brilliant idea, because great ideas are expected from men.

Objective rules are no guarantee of objectivity

Prove-It Again also manifests when women are held more rigidly to objective rules than men. For example, a female scientist shared that when she ordered lab equipment , she was criticized for not following the rules even though she saw other men order it the same way she did.

Prove-It Again is more commonly reported by Black women

Black women are much more likely to report Prove-It Again problems than white, Latino, and Asian-American women. In Williams’ research, three-fourths of Black women reported these incidents, as opposed to two-thirds of the other groups. Black women were also more likely to attribute their Prove-It Again problems to their race.

One of Williams’ informants said that others can say they’ve had a bad day, but she doesn’t have the same luxury. For Black women, errors are not an option.

Strategies to Navigate the Prove-It Again Pattern

Before continuing to the individual strategies, please note that strategies are not solutions. Solutions are institutional, but since some institutions aren’t keen to change quickly, here’s how you can navigate the Prove-It Again bias:

Get over yourself

If there are nine requirements for promotion, women tend to wait until they have twelve. Men go up when they have six because they’re under gender pressures of their own, to prove they’re men to be reckoned with. You must understand that sometimes you’ll need to operate a little outside of your comfort zone and put yourself out there.

Keep careful, real-time records of your successes

If people are likely to notice and remember your mistakes while forgetting your successes, you need to remind them. It’s important to keep real-time records of the objective metrics that you’ve met, and the compliments received.

If you receive a compliment by email, forward it to your sponsors, mentors, and allies. If you’re complimented in person, send an email to the person who complimented you along the lines of, “I was flattered today when you said X. You really made my day. Thank you for sharing that,” and then forward it to your network.

“Let’s go back to the top of the pile.”

If you’re in a hiring room and men are being judged on their potential and women on their performance, or white people are being judged on their potential and people of color on their performance, you might say, “I think we’ve finally recognized what matters in this position. Let’s go back to the top of the pile and make sure we picked up everybody who has A, B, and C.”

Reclaim stolen ideas by giving credit

You can reclaim credit for a stolen idea by saying, “Thanks for picking up that idea,” or if another woman’s idea is stolen, you can say, “I’ve been thinking about that ever since X first said it.”

The next post in our series will cover the second pattern of gender bias: Tightrope.

Veterans: A Valuable Asset to Higher Ed

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Patrice Frede, Regional Director for HERC of the Carolinas, has been a military member for 28 years. The Navy reservist said there are plenty of reasons why military experience translates well to the higher education workspace, and why institutions of higher learning would be a great landing spot for veterans.

Higher ed and the military have similar environments

Joining the military gives people the opportunity to be a part of something that’s greater than themselves. That’s also true of working at an institution of higher education. In both environments, the experience changes lives and gives people opportunities that they may not have otherwise been exposed to.

Being in a college or university community gives staff members as well as faculty the opportunity to use their skills and abilities in service to others.

The same skillsets apply

The average job seeker might think they need an advanced degree to work on a college campus or must be interested in teaching. But there’s so much more that’s needed to run a campus community besides faculty members.

A campus is very similar to a ship or a military installation. There are a lot of self-contained services that are required, and jobs that entail the same skill sets, such as food service, postal services and mail distribution, facility management, information technology, and human resources. 

Most, if not all, branches of the service offer civilian workforce credentialing opportunities and financial assistance in obtaining those credentials.

Military experience can be highly valuable to employers

Many of the skills that veterans develop during their service are useful in a higher education setting. Leadership and flexibility under pressure, or amid unexpected change, are critical, especially as institutions are navigating the current pandemic environment.

Many institutions, especially HERC member institutions, recognize the value of diverse perspectives of employees from all backgrounds. Many campuses have programs to support veterans as they become students, staff, or faculty, and oftentimes employees who are veterans are part of the team that is available to assist in that transition. 

HERC can help

The more than 700 institutions who are members of the Higher Education Recruitment Consortium are dedicated to equity and excellence in the higher education workplace.

Job seekers can visit www.hercjobs.org to find jobs with employers devoted to diversity and inclusion, because institutions know that if students see themselves in the institution’s leadership, it gives them the confidence to believe that they can be the leaders of tomorrow.

Check out more resources for veterans exploring careers in higher ed.

About the Author: Harold Gutmann is the director of brand and marketing strategy at Santa Clara University. He is a longtime writer and editor who is proud to work in higher education, and encourages all job seekers to consider it.

Surviving and Thriving in the Academy

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Working in higher education is a marathon, not a sprint. It is important to take care of yourself so that you not only survive in the academy– but you thrive. Here are some survival tips:

Never Stop Learning

Dr. Cynthia Tyson, Professor in the Department of Teaching and Learning at The Ohio State University, teaches courses in Multicultural and Equity Studies in Education, Early Childhood Social Studies, and Multicultural Literature for Children and Young Adults. Dr. Tyson suggests that you find a mentor and that you know the documents, journals, and resources that impact your work. While you teach, be a lifelong learner. Stay current and contribute to the conversation within your discipline. 

Dr. Claudia Highbaugh, the retired Dean of Religious and Spiritual Life at Connecticut College, reminds us of the importance of making connections. Make friends in the community, and create intentional connections with businesses and community leaders. Network with others in your discipline at other institutions. Design and maintain relationships that support your work and the visibility of the institution in the larger community. It is also critical that we create, sustain, and work hard to foster personal support systems.

Fight for What Matters Most to You

As in all industries, there are political realities in higher education. Choose your battles. Determine if this is the political battle you’re willing to fight for (such as your contract not being renewed, your tenure denied, or your termination from a job), or one that you need to “live to fight another day.” Dr. Tyson advises new professionals to “become a ‘tempered radical’- a person whose approach to surviving in an organization while staying committed to their own identity, cause, community or ideology” (Myerson, 2001).

Keep Your References in Mind

As your career progresses, stay connected to and keep your references apprised of your work as you move from job to job or seek promotions. When your references know you and your work, they can be specific about your accomplishments, and better respond to how your gifts and skills meet the needs of the new position.

Take Care of You

We all have ways of thriving. Audre Lorde wrote in A Burst of Light and Other Essays(1988), “Caring for myself is not self-indulgence, it is self-preservation, and that is an act of political warfare.” Self-care is essential to thriving in the academy.  We must care for our mind, body and spirit as we recognize our call to education. Our gifts and talent remain consistent; the context may change, but we are still incredibly capable. When we meet challenges, we must find ways to center ourselves, learn from our mistakes, clarify expectations, and move on.

Reflect on How You Want to be Remembered

Finally, even as you are beginning your career in higher education, think about what you want your legacy to look like. What do you want your work to do, to change, or to affect? Take note of the students and colleagues that you mentor and support. What have they learned from you? What have you learned from them? Stay in contact with your mentees and supportive colleagues.

About the Author: Leslie Taylor comes from a higher education family. Leslie’s parents are still working, teaching, and mentoring younger faculty members, and her sister is an adjunct professor. Leslie has served as a staff member in religious life, student services, and admissions for 16 years.

Network and Learn from the Comfort of Home!

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Attending conferences and career fairs can be a very effective way to figure out what you want to do next in your career and what steps are needed to get there. This year, these events look very different from what we’re used to. Many of them are happening online, offering works on topics like career planning, virtual interviewing, and salary negotiations. They also have virtual booths for potential employers and companies that provide job resources for you to connect with.

Here’s a short list of virtual events happening this fall:  

Other events and resources:

  • Leading an Intentional Life Online Course: Thomas Edison State University is pleased to offer this course based on the book Time to Get Real! and the Life and Career Planning Model© to help you take some control of your career during these times of changing job markets and massive shifts in the workplace.

Tips for Virtual Interviews

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Virtual interviews are often utilized to conduct interviews at colleges and universities; however, due to guidelines established to prevent the spread of COVID-19, many will conduct all in-person interviews virtually until further notice. Here are a few helpful tips to keep in mind:

Minimize Distractions

Choose a location that is quiet and distraction free. Keep a professional looking notebook and pen handy to jot down any thoughts or questions. Turn off your cell phone to avoid distractions.

Check Your Background

While you are the focus of the call, remember that the interviewer(s) will see objects and decorations in your background. Make sure that your background is professional, appropriate, and best reflects you as a candidate. Clean up the area around your computer to ensure the background on your video is not distracting. Check your lighting. You want enough light that you can be seen clearly, but not too much light that the screen will be harsh or there will be shadows. If using Zoom, consider using a virtual background – you can find more information on how to use virtual backgrounds on Zoom here.

Arrive Early and Test Your Equipment*

Prior to your interview start time, login into the video or call platform to make sure there are no issues with the login credentials or the link provided to you. Test your internet connection. Familiarize yourself with the technology to help avoid technical difficulties.

  • How do you turn on your video camera?
  • Is your microphone muted?
  • Do you have access to a chat box in case there are technical difficulties and you want to communicate with the interviewing team?

Try to avoid using your cell phone camera as a video option, as phone calls and text messages can be unwanted distractions during the interview.

*If you do not have access to the necessary hardware or technology, inform the interview coordinator early so they can make alternative arrangements.

During the Interview

Establish a focal point on the screen near the camera and speak directly into the microphone. Print supporting documents rather than displaying them on a separate screen to minimize unexplained eye movement.  Convey the same level of interest and confidence that you would in an in-person interview.

Remember – this is new to all of us

Virtual interviews are new to many of us. Be patient. Be flexible. Be direct and honest. If errors or glitches with technology occur, let the search committee know and have them repeat their question or assist in resolving the issue.

For more help with virtual interview preparation, we recommend that you visit: Indeed’s Video Interview Guide.

How To Determine if a School or University Is Truly Committed to Diversity

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The job seems perfect. You’re being courted by a top-notch university. You’re dining with deans and grabbing coffee with an eclectic mix of students. You’ve been on Zoom interview after Zoom interview with eager recruiters and hiring managers. Your campus contacts discuss the university’s commitment to diversity and inclusion, and the scenario seems idyllic. You accept the position — only to realize that the inclusive utopia presented to you doesn’t actually exist.

Diversity and inclusion have become buzzwords that most colleges and universities espouse. But how can a job seeker determine if a campus holistically supports diversity before she signs on the dotted line? How does she ascertain whether her campus experience will truly be welcoming?

In this article, three diversity and inclusion experts offer tips to help job seekers look past campuses’ diversity statements to see how they live out these statements in their day-to-day operations.

Look at the Leadership

Job seekers can assess a university’s commitment to diversity by looking at its leadership, according to Dr. Yolanda Lewis, Founder and CEO of I Belong Education Institute, a consulting company that specializes in collegiate retention. Lewis says it’s critical for job seekers to observe: “Are there at least two people of color on the board of trustees? Are there any academic deans of color? Who’s sitting on the president’s cabinet?”

Similarly, Dr. Christine Taylor, vice president and associate provost for Diversity, Equity, and Inclusion at the University of Alabama, urges candidates to investigate whether diversity is concentrated in just a few pockets of the campus or if it’s evident throughout the entire institution.

“It’s one thing to say that we have diverse employees — it is another to look closely at where they are positioned within the organizational structure,” she says. “If people of color are at the bottom rung, and they’ve been there for 10 or 15 years, then that doesn’t necessarily say there’s an opportunity for upward mobility.” Taylor notes that looking at a college’s commitment to developing all of their staff — particularly their staff of color — is a strong indicator of its commitment.

Ask Insightful Questions

Taylor encourages savvy job seekers to ask questions that won’t allow for pat answers. She advises job seekers to move from asking a generic question like “Is your campus committed to diversity?” to instead asking detailed questions like “What are some of the major accomplishments that you’ve had around issues related to diversity, equity, inclusion?” and “What has presented itself as an obstacle to your organization meeting its goals?”

Asking questions that require concrete answers enables job seekers to gauge the depth of an institution’s commitment to inclusion. “Everybody has a [diversity and inclusion] plan because it makes them look good,” says Lewis, but job seekers can assess the commitment to that plan by saying: “I read your plan. Can you give me three concrete initiatives that you hope to implement in the near future?”

Lewis warns job candidates that generic answers or responses like “Oh, we haven’t thought about that” clearly indicate that diversity is the plan only on paper. “That’s the first red flag,” she says. Conversely, Lewis adds that “if that conversation is insightful and it’s not just three or four word answers, then it’s likely that they’re having difficult conversations and that there’s a real commitment.”

Become an Anthropologist

Eddie Freeman, executive director of Human Resources at the University of Texas, Arlington, maintains that it’s prudent for job candidates to closely observe an institution to see if there are areas where “their walk doesn’t match their talk.”

To do this effectively, Taylor suggests that candidates approach their recruitment process like anthropologists. “If you came to campus and you could never speak to anybody, and you just looked around… What do the institutional artifacts tell you about the campus environment?” she asks. “The campus newspaper, the photographs hanging on the wall, who wins campus awards — all of these things tell you a lot about an organization and what it values.”

Freeman agrees, adding: “Look at their website, see what they’re putting out there. You can tell the depth of their commitment by what they have on the website.”

Lastly, Taylor notes that the inclusiveness of a college’s recruitment practices often mirrors the inclusiveness of the broader campus. She says it’s important to track what’s included on your campus tour. She asks, “Does the campus visit take into consideration that you may have wide ranging needs and interest that might differ from other candidates?” Do they include “places that you might want to get your hair done, places of worship, places to dine?” In other words, have they demonstrated that they understand that if hired, “you will be moving not only the 9-5 aspects of your life but your entire life to this community?”

Don’t Forget…

Lewis, Taylor, and Freeman concur it’s important not to overlook best practices like talking with current students, faculty and staff, and asking colleagues and friends about their experiences with a particular institution. Lewis encourages candidates to ask themselves a simple yet crucial question: “How does it feel when you’re walking on campus?” she asks, advising that sometimes a feeling — good or bad — says it all.

About the author: Chanté Griffin is a writer and natural hair advocate whose socially conscious work centers around racial justice. She is a contributing writer for The Root, and her articles, essays, and interviews have appeared in The Washington Post, Ebony, NewsOne, The Los Angeles Times, PBS SoCal, and others.

In her free time, Chanté enjoys creating comedic content about her natural hair journey for The Gram @kinky_coily_comedy and raking up late fees at her local library.

New to crafting a cover letter? What to include and why

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New to crafting a cover letter? What to include and why - HERC

We all know the value of a resume. Even if we have never had to write one, we know what needs to be included, and whether we need to submit one as part of an application is usually very clear. But what about a cover letter? How important is a cover letter when applying for a job and when should you include one?

When they ask for a cover letter

Sometimes it’s very clear that you are to submit a cover letter. If you don’t, you will most likely fail the application process, so it is essential that you follow the guidelines. As part of an application form, you will be asked to demonstrate how you meet the essential criteria of the role. If there is not a clear section and guidance on how to do this, you are best positioned to do so in a cover letter. Take each criterion as it is listed and show how you meet it. This is how you will be scored so address all of the criteria to be in the running for an interview.

When you are not asked for a cover letter

On some occasions, you will not be explicitly asked for a cover letter, so you may be wondering whether you need to include one. In higher education, the answer is always yes. If you must send your resume or application form, it is good practice to send a letter to introduce yourself and make your motivations for the job clear. Even if you think a letter is not required, there is absolutely no harm done if you include one, so why take the risk? A cover letter is a great way to make yourself stand out. After all, with potentially hundreds of applications, it’s a way to help ensure your application package gets reviewed.  

How do you write a cover letter?

Cover letters can seem daunting, but they don’t need to be complicated. Here’s a run down of what to include.

Include contact details

Include personal details (name and contact information) in case your cover letter becomes displaced from your application form or resume. It needs to be clear who you are and that your cover letter has come with other documents. Some people cleverly brand their resume and cover letter so they are similar in appearance.

Have a strong introduction

Your opening paragraph needs to be strong and grab the reader’s attention. Draw them into learning more about your experience through your application package. Present a compelling context for your interest in the position and how it fits into your career trajectory.

Sell yourself

The person reading the cover letter doesn’t want to hear about how the job will help you; they want to know what hiring you will do for them. Clearly state why you are the best person for the position using relevant examples and highlighting your achievements to date. Speak directly about how your skills and experiences apply to the position, particularly the essential criteria.

Close strong

The close of the letter is important. It should be confident and include a call to action. You want the recruiter to contact you so make sure it is clear how to do that and have the confidence to assume they will be doing so in your close.

Keep it professional

As a rule, never start a cover letter ‘hello’ or ‘hi’. This is far too familiar. A cover letter is a professional document so keep it that way or risk getting your application put on the ‘no’ pile before it’s been read. It should be written in a professional tone while also showing a bit of personality.

Review and review again

Think of your cover letter as a writing sample. Correct grammar, punctuation, and spelling are essential. Your paragraph structure should also be easy to follow and your language clear, concise, and compelling. If possible, have a friend or colleague who is a strong writer and editor review your letter and make suggestions.

Conclusion

In short, always include a cover letter. A letter gives a recruiter and hiring committee more information about you, your achievements, and places you firmly in their vision of the position.

Want more CV/resume and cover letter tips? Download our free ebook, How to Apply for Higher Education Careers (Revised Edition).

About the author: Nikki Vivian is a Career Coach and owner of From Kids to Career, which was set up to support women who are returning to a career, or looking to move in a new direction after taking time out to raise a family. Nikki works with Mums to find their true passions and to re-build confidence that can be lost after a break from the workplace. She believes passionately that being a parent does not put you at the bottom of the pile when it comes to your career. Nikki owns CV writing company Confident CV and has 8 years’ experience working in Careers for Cardiff University and works as a writer. Most recently, Nikki is writing content for businesses, organizations, and individuals on how to transition to remote working. She also coaches and delivers online training on this subject.

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