GenderBlender

We use technology to retrain implicit bias against women in technology via a serious game. The game aims to reverse automatic stereotypes, gained from culture, that mean women aren't associated with technology. If successful, the game could be distributed via web browsers to play on desktops and mobiles.

Our solution is the use of technology to retrain automatic, implicit stereotypes and attitudes that tend to associate men with technology competence to the detriment of women.

We are piloting a serious game that counters cultural sterotypes enforcing the view that women and girls are not competent in technology.

If we can demonstrate that repetetive counter-stereotype associations - pairing women with technology stimuli - can shift implicit attitudes, then the training can be made available to both recruiters (to solve the hiring demand problem) and those interested in technology (to address the supply problem). This will free people from the unhelpful stereotypes perpetuated by cuture and enable women and girls to participate on a more equal playing field.

Implicit gender bias against women in technology drives lower academic and workplace evaluations, and lower career participation and progression for women. These biases are acquired from the persistent gender stereotyping that infuses Western culture.

Many companies and institutions use de-biasing training programmes, including Google and Facebook. However, these interventions focus on conscious strategies to overcome the bias, which do not operate well in gendered social environments.

We instead target the source of implicit bias: the associative memory. Altering this will end nondeliberate discriminatory behaviour. Technology - particularly frequently-used technology like smartphones and web browsers - are uniquely placed to deliver counter-stereotype training.

Our solution investigates the technology-mediated alteration of implicit bias. It is rooted in Dual Process Theory (Evans, 2008) which explains how stereotypes and implicit attitudes form and can be altered. It builds on evidence that automatic stereotypes and attitudes are malleable (Dasgupta & Asgari, 2001) particularly via the use of counter-stereotypes (Rudman et al., 2001). We also build on our previous experience of designing theory-driven serious games to alter cognitive biases in other domains (Pinder et al., 2016). The aim is to counter the pervasive lack of association of women with technologyy competency within culture (Carnes et al., 2015).

The gold standard of evaluation in this domain is participant and recruiter behaviour with respect to the recruitment and participation of women in technology (jobs and academia). In the long-term, we need to determine how our intervention can impact this behaviour.

In our pilot phase, the target outcomes is a shift in implicit attitudes. If successful, we intend to roll it out via browsers to two sets of participants: technology recruiters and female potential technology recruits - to evaluate its impact on behaviour.

Track changes in explicit and implicit scores as a result of playing the game in 120 recruits (60 intervention; 60 control) - Implicit attitude changes - pilot

Track longer term (over 6 months) impact on % of women hired by at least 20 recruiters that regularly complete the training - Behaviour changes - technology recruiter

Track application behaviour by at least 50 participants that regularly complete the training. - Behaviour changes - potential technology recruits

Focusing on direct manipulation of implicit attitudes using technology is novel in this domain. Our solution's key innovation is to reverse the pervasive cultural sterotype of women-as-not-technical to try to drive real behavioural change. We are essentially using technology to reverse cultural indoctrination to enable people to free themselves from learned stereotypes.

This solution started from a deep theoretical understanding of how people think - Dual Process Theory. This theory demonstrates how and why people do not always act in their own best interests, because much of their behaviour is determined by implicit drivers over which they have limited control. We are excited about the role that technology can play in enabling people to restore that control. In particular, this technology aims to empower women to not limit themselves in applying for technology job and studies; and empower all genders to recruit on a more equitable basis.

Via web browsers. We do assume that our target communities have cheap and easy access to the training via browsers.

The lead researcher is applying for fellowships to sustain ongoing R&D for the next 3 years.

• Initial efficacy. If not successful, how do we alter our approach?
• Finance
• Engagement - how do we get recruiters and potential female recruits to repeat the training?
• Longevity - we need to establish how often the game needs to be played to be effective

This project would really benefit from input from technology companies and recruiters interested in countering bias to establish how to integrate our solution into their work practices.

More exposure for our pilot and therefore more participants would be extremely helpful.

I would also like to scale up our discussions with academic recruiters beyond the UK. Alternatively, I would be interested in job opportunities to explore how to implement this sort of training in technology companies.

I have had some funds towards a pilot via the University of Birmingham (UK).

I do not think we have any.