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The halo effect is a cognitive bias in which an individual's overall impression influences judgments about their specific traits. This psychological phenomenon leads people to associate positive characteristics with those they perceive as generally good and negative characteristics with those they view as bad. This effect is particularly influential in social perception, professional evaluations, and decision-making processes.The Psychological Basis of the Halo EffectThe halo effect is rooted...
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Cognitive bias results from limitations in thinking and information processing, leading to systematic errors in judgment. Conversely, motivational bias stems from personal desires or emotions, causing distortions in perception to align with self-interest. Motivational bias influences how individuals perceive and attribute causes to events, often shaped by personal needs, goals, and self-esteem preservation. This bias can distort judgment, leading to inaccurate assessments of success, failure,...
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Promoting Institutional Change Through Bias Literacy.

Molly Carnes1, Patricia G Devine, Carol Isaac

  • 1Center for Women's Health Research and Department of Medicine and Department of Psychiatry and Department of Industrial & Systems Engineering and Women in Science & Engineering Leadership Institute (WISELI), University of Wisconsin-Madison; and William S. Middleton Memorial Veterans Hospital, Madison, Wisconsin.

Journal of Diversity in Higher Education
|July 24, 2012
PubMed
Summary

A Bias Literacy Workshop effectively increased awareness and prompted behavior change among academic faculty, supporting institutional transformation for gender equity in science, technology, engineering, mathematics, and medicine (STEMM).

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Area of Science:

  • Academic STEMM (Science, Technology, Engineering, Mathematics, and Medicine)

Background:

  • Institutional transformation is crucial for gender equity in academic STEMM.
  • Changing faculty attitudes and behaviors is key to this transformation.
  • Implicit bias is viewed as a remediable habit.

Purpose of the Study:

  • To present the theoretical basis and model for an educational intervention.
  • To promote bias literacy among university faculty.
  • To facilitate institutional transformation for gender equity.

Main Methods:

  • Development and implementation of a Bias Literacy Workshop.
  • Evaluation of workshop usefulness, knowledge gain, and participant commitments.
  • Follow-up interviews to assess changes in bias awareness and behavior.

Main Results:

  • Nearly all (180/180) evaluators found the workshop useful (74% "very useful").
  • Over 68% reported increased knowledge; 87% of those making commitments incorporated workshop content.
  • 75% of interviewed participants showed increased bias awareness and planned or enacted behavior changes.

Conclusions:

  • A 2.5-hour Bias Literacy Workshop is an effective educational intervention for STEMM faculty.
  • The workshop promotes institutional change regarding gender equity.
  • Most faculty attendees find the workshop useful and commit to promoting gender equity.