A Growth Mindset Frame Increases Opting In to Reading Information About Bias.

We explore the conditions under which people will opt in to reading information about bias and stereotypes, a key precursor to the types of self-directed learning that diversity and anti-bias advocates increasingly endorse. Across one meta-analysis (total N = 1,122; 7 studies, 5 pre-registered) and 2 pre-registered experiments (total N = 1,717), we identify a condition under which people opt in to reading more about implicit bias and stereotypes. People randomly assigned to read a growth, rather than fixed, mindset frame about bias opted in to read more information about stereotypes and implicit bias (Study 1 and Study 3). The mechanism that drove these effects was individuals' construal of the task as a challenge (Studies 2 and 3). Our findings offer insight into how to promote engagement with information about stereotypes and biases. We discuss how this work advances the study of mindsets and diversity science.

Temporal distance and discrimination: an audit study in academia.

Through a field experiment set in academia (with a sample of 6,548 professors), we found that decisions about distant-future events were more likely to generate discrimination against women and minorities (relative to Caucasian males) than were decisions about near-future events. In our study, faculty members received e-mails from fictional prospective doctoral students seeking to schedule a meeting either that day or in 1 week; students' names signaled their race (Caucasian, African American, Hispanic, Indian, or Chinese) and gender. When the requests were to meet in 1 week, Caucasian males were granted access to faculty members 26% more often than were women and minorities; also, compared with women and minorities, Caucasian males received more and faster responses. However, these patterns were essentially eliminated when prospective students requested a meeting that same day. Our identification of a temporal discrimination effect is consistent with the predictions of construal-level theory and implies that subtle contextual shifts can alter patterns of race- and gender-based discrimination.

A longer shortlist increases the consideration of female candidates in male-dominant domains.

Making it onto the shortlist is often a crucial early step toward professional advancement. For under-represented candidates, one barrier to making the shortlist is the prevalence of informal recruitment practices (for example, colleague recommendations). The current research investigates informal shortlists generated in male-dominant domains (for example, technology executives) and tests a theory-driven intervention to increase the consideration of female candidates. Across ten studies (N = 5,741) we asked individuals to generate an informal shortlist of candidates for a male-dominant role and then asked them to extend the list. We consistently found more female candidates in the extended (versus initial) list. This longer shortlist effect occurs because continued response generation promotes divergence from the category prototype (for example, male technology executives). Studies 3 and 4 supported this mechanism, and study 5 tested the effect of shortlist length on selection decisions. This longer shortlist intervention is a low-cost and simple way to support gender equity efforts.

Bounded ethicality: the perils of loss framing.

Ethical decision making is vulnerable to the forces of automaticity. People behave differently in the face of a potential loss versus a potential gain, even when the two situations are transparently identical. Across three experiments, decision makers engaged in more unethical behavior if a decision was presented in a loss frame than if the decision was presented in a gain frame. In Experiment 1, participants in the loss-frame condition were more likely to favor gathering "insider information" than were participants in the gain-frame condition. In Experiment 2, negotiators in the loss-frame condition lied more than negotiators in the gain-frame condition. In Experiment 3, the tendency to be less ethical in the loss-frame condition occurred under time pressure and was eliminated through the removal of time pressure.

Decisions without blinders.

By the time Merck withdrew its pain relief drug Vioxx from the market in 2004, more than 100 million prescriptions had been filled in the United States alone. Yet researchers now estimate that Vioxx may have been associated with as many as 25,000 heart attacks and strokes. Evidence of the drug's risks was available as early as 2000, so why did so many doctors keep prescribing it? The answer, say the authors, involves the phenomenon of bounded awareness--when cognitive blinders prevent a person from seeing, seeking, using, or sharing highly relevant, easily accessible, and readily perceivable information during the decision-making process. Doctors prescribing Vioxx, for instance, more often than not received positive feedback from patients. So, despite having access to information about the risks, physicians may have been blinded to the actual extent of the risks. Bounded awareness can occur at three points in the decision-making process. First, executives may fail to see or seek out the important information needed to make a sound decision. Second, they may fail to use the information that they do see because they aren't aware of its relevance. Third, executives may fail to share information with others, thereby bounding the organization's awareness. Drawing on examples such as the Challenger disaster and Citibank's failures in Japan, this article examines what prevents executives from seeing what's right in front of them and offers advice on how to increase awareness. Of course, not every decision requires executives to consciously broaden their focus. Collecting too much information for every decision would waste time and other valuable resources. The key is being mindful. If executives think an error could generate almost irrecoverable damage, then they should insist on getting all the information they need to make a wise decision.

What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations.

Little is known about how discrimination manifests before individuals formally apply to organizations or how it varies within and between organizations. We address this knowledge gap through an audit study in academia of over 6,500 professors at top U.S. universities drawn from 89 disciplines and 259 institutions. In our experiment, professors were contacted by fictional prospective students seeking to discuss research opportunities prior to applying to a doctoral program. Names of students were randomly assigned to signal gender and race (White, Black, Hispanic, Indian, Chinese), but messages were otherwise identical. We hypothesized that discrimination would appear at the informal "pathway" preceding entry to academia and would vary by discipline and university as a function of faculty representation and pay. We found that when considering requests from prospective students seeking mentoring in the future, faculty were significantly more responsive to White males than to all other categories of students, collectively, particularly in higher-paying disciplines and private institutions. Counterintuitively, the representation of women and minorities and discrimination were uncorrelated, a finding that suggests greater representation cannot be assumed to reduce discrimination. This research highlights the importance of studying decisions made before formal entry points into organizations and reveals that discrimination is not evenly distributed within and between organizations.

Leveraging Mindsets to Promote Academic Achievement: Policy Recommendations.

The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive research shows that fostering these mindsets can improve students' motivation; raise grades; and reduce racial, gender, and social class gaps. Of course, mindsets are not a panacea, but with proper implementation they can be an excellent point of entry. We show how policy at all levels (federal, state, and local) can leverage mindsets to lift the nation's educational outcomes.

How (un) ethical are you?

Answer true or false: "I am an ethical manager." If you answered "true," here's an Uncomfortable fact: You're probably wrong. Most of us believe we can objectively size up a job candidate or a venture deal and reach a fair and rational conclusion that's in our, and our organization's, best interests. But more than two decades of psychological research indicates that most of us harbor unconscious biases that are often at odds with our consciously held beliefs. The flawed judgments arising from these biases are ethically problematic and undermine managers' fundamental work--to recruit and retain superior talent, boost individual and team performance, and collaborate effectively with partners. This article explores four related sources of unintentional unethical decision making. If you're surprised that a female colleague has poor people skills, you are displaying implicit bias--judging according to unconscious stereotypes rather than merit. Companies that give bonuses to employees who recommend their friends for open positions are encouraging ingroup bias--favoring people in their own circles. If you think you're better than the average worker in your company (and who doesn't?), you may be displaying the common tendency to overclaim credit. And although many conflicts of interest are overt, many more are subtle. Who knows, for instance, whether the promise of quick and certain payment figures into an attorney's recommendation to settle a winnable case rather than go to trial? How can you counter these biases if they're unconscious? Traditional ethics training is not enough. But by gathering better data, ridding the work environment of stereotypical cues, and broadening your mind-set when you make decisions, you can go a long way toward bringing your unconscious biases to light and submitting them to your conscious will.

How Can Decision Making Be Improved?

The optimal moment to address the question of how to improve human decision making has arrived. Thanks to 50 years of research by judgment and decision-making scholars, psychologists have developed a detailed picture of the ways in which human judgment is bounded. This article argues that the time has come to focus attention on the search for strategies that will improve bounded judgment because decision-making errors are costly and are growing more costly, decision makers are receptive, and academic insights are sure to follow from research on improvement. In addition to calling for research on improvement strategies, this article organizes the existing literature pertaining to improvement strategies and highlights promising directions for future research.