Minimizing Discrimination in Hiring: Strategies and Considerations in the Selection Process

QUESTION

1. According to Powell, sex discrimination that occurs in selection decisions can be influenced by personal characteristics of decision makers as well as the personal characteristics of applicants. Discuss who discriminates against whom and give four steps organizations can take to improve selection decisions to guard against sex discrimination.
2. Sandra Bem conducted extensive research on masculinity and femininity culminating in the development of the Bem Sex-Role Inventory (BSRI). Identify the resulting classification of gender identity. In addition, define and explain interdependent self-construal, independent self-construal, and psychological androgyny, providing examples of each.
3. Discuss sex differences and the development of gender identity with respect to early childhood interests and activities. In particular, examine the social messages inherent in the types of toys manufactured and marketed to boys and girls. Explain the concepts of emphatic masculinity and emphatic femininity and the way these fit into the discussion of gender identity development.
4. There are two types of bias identified by Powell (2011). Identify and define these two types and how they can influence research on sex and gender differences. In addition, discuss how bias in science overall impacts sex-based research and what researchers can do to guard against the effects of bias in conducting studies and interpreting results.
5. Various events in the history of America since colonial times to the present have significantly influenced sex stereotypes and gender roles. These have, in turn, impacted educational and employment opportunities available to women. Select five events discussed in the course material, and identify when the event occurred, how sex stereotypes and/or gender roles were influenced, and how this impacted the opportunities available to women.

ANSWER

1. The decision makers during a hiring exercise discriminate against applicants on the basis of their characteristics. Applicants are discriminated against on the basis of their race, color, gender, religion, or national origin. Applicants aged 40 years old or older, pregnant women, applicants with certain medical conditions, and people with disabilities are also discriminated against in the selection of new employees. Companies can minimize discrimination through practices such as creating a detailed description of the job duties and responsibilities of the position, analyzing and detailing the expertise and skills required before selection, determining education and experience requirements, and asking the same interview questions of all candidates.
2. The resulting classifications of gender identity from the BSRI were feminine, masculine, androgynous, and undifferentiated. Self-construal refers to the way in which a person thinks about and defines the self in relation to the larger social world. An interdependent self-construal is likely to think first about their roles in relationships (for example, “I am Alfred’s closest friend”). An interdependent self-construal, because of its emphasis on relationships and groups, is thus one in which the self is seen as fundamentally embedded in the larger social world. An independent construal, on the other hand, is likely to think first about their personality traits (for example, “I am friendly”), their abilities (for example, “I am a good dancer”), and their preferences. An independent self-construal, because of its emphasis on internal and distinctive personal characteristics, is thus one in which the self is seen as a unique individual, fundamentally separate from others. Psychological androgyny is a phrase used to describe someone whose personality traits fall somewhere in between the traits that are typically associated with males and those that are typically associated with females. A good example is a woman showing traits that are considered as male traits – being ambitious, high willingness to take risks, and assertiveness.

3. Children start showing sexual behavior and interest in their sexual functioning during infancy. The development of gender identity and sexuality cuts across physical, cognitive, social, and emotional developmental dimensions. During the early preschool years (3-4 years), children participate in gender labeling. Children can tell the difference between boys and girls, and will label people appropriately. However, these children think that gender can change. Children of this age have problems understanding that males and females have different body shapes. As children mature, they get a better understanding of gender identity. Children understand that gender is permanent over time; however, they sometimes think that changing physical appearance can change them into the other sex. By the age of 5, children play with “gender-specific” toys, introduced to them by their parents. For instance, girls tend to play more with dolls and animal toys, while boys play more with superhero and action figure toys. Children of this age also begin to play separately. Young boys often play together in larger groups, while young girls tend to play more in pairs and smaller groups. During this age, children become aware of stereotypical gender-related activities and behaviors. The emphasis of one being masculine or feminine has an effect on how one perceives their gender identity, making it relevant to the identity discussion.
4. Powell (2011) identified two biases in research: implicit bias – which comprises those views and opinions that we may not be aware of (evaluations that are automatically triggered when we encounter different people or situations, and commonly function without a person’s full awareness or control); and unconscious bias – the associations that we hold, which, despite being outside our conscious awareness, may have a significant influence on our attitudes and behaviour. These biases affect research since they result in inaccurate analysis and the making of assumptions. In order to prevent these biases from affecting our behavior and research activities, we ought to practice doubting objectivity, increase our motivation towards being fair, think slow by engaging in mindful, deliberate processing and avoid emotional involvement, and to base decisions and conclusions on data.