search.noResults

search.searching

dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
RECRUITMENT Gender bias in job advert rts 2. Analyse - 35,339


3. Competitive - 23,079 41


5. Confident - 13,8 4. Active - 20,041


Themost common female-biased words mentioned in UK job descriptions have been identified as:


1. Support – 83,095 2. Responsible - 64,909 3. Understanding - 29,638 4. Dependable - 16,979 5. Committed - 13,129


It was also found that positions at Senior level lean more towardmale applicants, compared to job titles such as “assistant” which leanmore towards female language at 28%male bias v. 58%female bias.


• Director (55%male bias v. 32%female bias)


• Partner (52%mal • Head (50%male


e bias v. 34%female bias) bias v. 36%female bias)


C


ould you be unintentionally excluding certain groups of people whilst trying to attract the right candidate to your school?


Are you looking for a “dynamic, driven and committed leader?” The odds are that you are looking for the ideal applicant for the job.


However, the type of language set out within your advert and job description could have a negative impact on the number ofmale and female applicants who apply, unconsciously beingmore biased toward one gender than the other.


Whilst unconscious gender bias is not specific to education, research carried out by the University of Waterloo and Duke University was analysed by job board, Totaljobs, and supported the theory of how


language used in a job adverts could impact on diversity.


In 2017, Totaljobs analysed 76,929 job adverts over a six-week period. The results indicated a sequence ofmale and female gender-coded words within UK recruitment, finding 478,175 words carrying gender bias language with an average of six stereotypicalmale and female words in each advert. Themost common biased words, alongside the number of times they were found in these adverts, have been identified below.


Themost commonmale-biased wordsmentioned in UK job descriptions have been identified as: 1. Lead - 70,539


Following the publication of the gender pay gap in education, research indicated that female applicants are less likely to apply to roles that are considered to be wordedmore towardsmale dominant language. As a result, there has been a decrease in the num senior roles and cou


ld explain why there aremore ber of women applying for


males in higher paying senior positions in schools than women.


Whilst we know biased language exists, how do we approach de-bias in adverts and job


descriptions? The first step is to focus on removing gender bias words to ensure your adverts are weighted equally towards bothmale and female applicants.


Totaljobs have developed a useful Gender Bias Decoder to assist employers in identifying unconscious gender bias wording being used in job descriptions. Schools should consider if the requirements are necessary to ensure they are not alienating a diverse range of candidates from applying.


Schools should evaluate their recruitment process and consider what requirements are necessary, as this could be an influencing factor in the talent that schools attract. Review your data and carry out an analysis to establish if there is more weight on female ormale candidates being shortlisted, interviewed and appointed. Ensure you highlight your commitment to inclusion, diversity and flexible working in your advert to encourage a more gender balanced pool of candidates.


Get in touchwith the Kent-Teach teamfo advice and assistance creating job adverts that attract the right candidates to your school.


for


03000 410 203 kent.teach@ca


cantium.solutions www.kent-teach.com


March 2020


www.education-today.co.uk 53


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48