This narrative and integrative literature review synthesizes the literature on when, where, and how the faculty hiring process used in most American higher education settings operates with implicit and cognitive bias. The literature review analyzes the “four phases” of the faculty hiring process, drawing on theories from behavioral economics and social psychology. The results show that although much research establishes the presence of bias in hiring, relatively few studies examine interventions or “nudges” that might be used to mitigate bias and encourage the recruitment and hiring of faculty identified as women and/or faculty identified as being from an underrepresented minority group. This article subsequently makes recommendations for historical, quasi-experimental, and randomized studies to test hiring interventions with larger databases and more controlled conditions than have previously been used, with the goal of establishing evidence-based practices that contribute to a more inclusive hiring process and a more diverse faculty.

中文翻译：

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推动多元化：将行为设计应用于教师招聘

这篇叙述性和综合性文献综述综合了有关大多数美国高等教育环境中使用的教师招聘过程何时、何地以及如何在隐性和认知偏见下运作的文献。文献综述分析了教师招聘过程的“四个阶段”，借鉴了行为经济学和社会心理学的理论。结果表明，尽管许多研究确定了招聘中存在偏见，但相对较少的研究考察了可能用于减轻偏见和鼓励招聘和聘用被认定为女性的教师和/或被认定为来自女性的教师的干预或“推动”。代表性不足的少数群体。本文随后对历史的、准实验的、