SCREENING & INTERVIEWING COMMITTEE
Hiring Orientation
Santa Rosa Junior College Human Resources
• National origin
• Religious Creed
• Age
• Sex/Gender
• Gender identity
• Gender expression
• Race or ethnicity
• Color
• Medical condition
• Genetic information
• Ancestry
• Sexual orientation
• Marital status
• Physical or mental disability
• Pregnancy
• Military and veteran status
• Hair styles or texture
commonly associated with a
person’s race or nationality
Discrimination Prohibited on the Basis of:
Why: SRJC Vision & Mission
Vision:
SRJC aspires to be an inclusive, diverse and sustainable learning community that engages the whole person.
Mission:
SRJC passionately cultivates learning through the creative, intellectual, physical, social, emotional, aesthetic and ethical development of our diverse community.
How: SRJC Board Hiring and Equivalency Procedures
▪ Board Procedure 4.3.2P – Faculty Hiring
▪ Board Procedure 4.3.2bP – Faculty Equivalency
Why a Diverse Workforce is Important
Students are better educated and better prepared for leadership, citizenship, and professional competitiveness in multicultural America and the global community when they are educated by diverse perspectives in the classroom. “Diversifying faculty enhances student success, ultimately improving grades and retention. Given the benefits to students, a focus on the hiring and retention of faculty of color may be key in addressing academic disparities.” 2019 study published in the Journal Race Ethnicity and Education A diverse workforce:
▪ Improves understanding of those you work with
▪ Creates a work environment that allows everyone to reach their full potential ▪ Provides multiple perspectives on problem solving
▪ Increases employee retention
Deficit-Minded
Language
Diversity/Diverse
Underrepresented/Underserved
Historically Marginalized
Students of Color
BIPOC/Black, Indigenous, People of Color
Opportunity Gap
Asset-Minded
Language
At-risk/High Need
Underprepared/Disadvantaged
Untraditional/Non-traditional
Underprivileged
Minorities
Achievement Gap
INCORPORATING
AN EQUITY LENS
INTO JOB
ANNOUNCEMENTS
o District commitment to Diversity, Equity,
Inclusion, and Antiracism
o Clear statements of intent to hire equityminded, racially and ethnically diverse faculty o Specific competencies related to equitymindedness listed in the preferred qualifications
o Infusion of equity-minded elements into the
job announcement and in every interview
question
o Use of asset-minded language instead of
deficit-minded language
PRACTICE
INCLUSIVE
SCREENING
▪ Encourage inclusiveness rather than
exclusiveness.
▪ Avoid screening with small applicant
pools (interview all who meet MQs)
▪ Screening only on preferred
qualifications and criteria posted in job
announcement.
▪ Ensuring that candidates who file for
equivalency are considered.
BEHAVIORAL INTERVIEW QUESTIONS
We serve a lot of 1st
generation college
students.
Key activities
• Serving someone
• Managing expectations
• Communicating
information
• Overcoming obstacles
• Managing uncertainty
• Collaborating / Cooperating
• Resolving conflict
• Teaching people
Tell us about a time
when…
Frame the question
• Describe a situation where
you…
• When have you had to…
• Share with me an example
of you demonstrating…
• Give me an example of a
time when you…
• Give me an example of a
situation where you…
• Think of a time when you…
You helped someone master
new skills to succeed in an
unfamiliar setting
State what you want to hear
• …helped someone understand
why you couldn’t serve their
needs
• …adapted a process to meet
someone’s specific needs
• …engaged with someone from
a different cultural background
• …disciplined someone for
unacceptable behavior
• …presented complex
information to a diverse
audience
Helpful lead-in Open-ended beginning Desired behavior
EXAMPLES OF EQUITY-MINDED COMPETENCY QUESTIONS:
9 • What strategies do you use to provide academic and social support to students of color?
• In what ways does racial identity influence your relationships with students of color?
• What is your understanding of culturally responsive teaching? • Provide a race/sex/disability scenario and have candidates discuss it.
CUE.USC.EDU - @CENTER4URBANED | CENTER FOR URBAN EDUCATION BIAS Red Flags
“Will she survive in our department, she will be the only…” “I had a good feeling about them”
“That candidate is more qualified because of their PhD” “He graduated from an elite university”
“I’m unfamiliar with the organizations they belong to” “Will her family situation allow her to work late?”
Considering traits that may not have any relation to the ability to do the job Committee Interviews/Deliberations
▪ Keep in mind that we are not the only option for candidates and we need to show candidates why they should choose SRJC.
▪ Be aware of body language and tone to ensure that all candidates get the same professional and objective treatment.
▪ Discuss candidates’ knowledge, skills and experience as related to understanding the needs of our students’ diverse backgrounds/categories Ø Consider how this knowledge, skills, experience, and understanding will help them be effective in their job and with our students.
EQUITYMINDED
VIRTUAL
INTERVIEW
PROCESSES
• Screen-In! If diversity is the goal, then
screen-in instead of screen-out for the first
round.
• Be patient with technology, the candidate,
and other committee members.
• Allow for additional (more than normal)
time between candidate interviews.
• Be extra considerate of confidentiality. • Avoid bias and judging the candidate’s background/home.
OUTREACH AND RECRUITMENT
Advertising Sources:
§ Current Standard Sources
§ LinkedIn/Twitter/Facebook
§ College Recruiting – University Information Sessions
§ American Association of Hispanics in Higher Education § American Studies Association
§ The Journal of Blacks in Higher Education
§ Blacks In Higher Education.
Recruiting Events:
§ December 11th Academic Senate Faculty Hiring Workshop § January 27th CCC Registry Virtual Career Event