Campuses should review the impact of tenure clock-stoppage policies and practices to ensure that they are truly gender neutral in effect.
Cognitive errors are shortcuts that corrupt “rational thinking, estimate probabilities, and sound decision-making and investing.” Similar to implicit biases, cognitive errors are not judgement mistakes that individuals with bad intentions necessarily make, but when not given the opportunity to be thorough, deliberate and careful in our evaluations, anyone can make them.
Dysfunctions that should be avoided by Tenure and Promotion Committees:
- Overloading and rushing - Undertaking complex tasks without appropriate time, resources or relief from other loads.
- No coaching or practice - No training in searching and interviewing practices, so people default to what they have seen or experienced before.
- No ground rules - Before filtering applicants, have we established the needs and priorities for the program or how the committee will function, process and help each other? Have we gathered information on who else committee members can call upon?
- Absence of reminders and monitoring - For example, lack of reminders of common errors, highest priorities and a process monitor on the committee.
- No one is accountable – The committee decides no updates or disclosure is required.
- Lack of debriefing for systematic improvement - Committees start from scratch over and over again.
Academic ethnocentrism refers to the “ways in which the academy relies on a North American/Western European canon as the frame of reference” to judge scholarship. The affect is that faculty of color, women, and marginalized groups are pressured and socialized to convey and validate research and ideas through their teaching and publications that are in the align with mainstream European culture.
Imposter syndrome is not simply the conflict between one’s identity within the academe and identity or a lack of self-esteem, but the feeling of isolation and chipping away of self that results from everyday signals from faculty and students that one does not belong.
Cultural "taxation" poses a significant dilemma for HURM scholars because they frequently find themselves having to respond to situations that are imposed on them by the administration, which assumes that they are best suited for specific tasks because of their gender identity, sexual orientation and race/ethnicity or their presumed knowledge of cultural differences. This taxation takes many forms, with some being easier to identify than others.