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More research is needed on how the COVID-19 pandemic has shaped professional cultures and its implications for equity and justice. We conducted focus groups with STEM faculty at an exemplar case university, chosen because of its high expectations for research and teaching and its federal designation as a Hispanic Serving Institution (HSI). We use cultural schemas –which outline core content of professional culture – as analytical lenses. In addition to the schemas of scientific research excellence and devotion identified in previous literature, we find evidence of a cultural schema of radical connection and service to undergraduate students, many of whom are Latinx and in families who faced disproportionately high risks from the pandemic. We argue that work-work conflict and work-family conflict are rooted in cultural schemas of the academic profession that clashed more intensively during the pandemic. These clashes intensify moral dilemmas for faculty and reinforce inequalities and injustices. We urge the federal government to expand the expectations for HSI designation beyond achieving a certain demographic profile to require and equip campuses to fully serve their diverse student bodies and fully sustain the faculty and staff who support them. 

Research has documented the presence of bias against women in hiring, including in academic science, technology, engineering, and mathematics (STEM). Hiring rubrics (also called criterion checklists, decision support tools, and evaluation tools) are widely recommended as a precise, cost-effective remedy to counteract hiring bias, despite a paucity of evidence that they actually work (see table S8). Our in-depth case study of rubric usage in faculty hiring in an academic engineering department in a very research-active university found that the rate of hiring women increased after the department deployed rubrics and used them to guide holistic discussions. Yet we also found evidence of substantial gender bias persisting in some rubric scoring categories and evaluators’ written comments. We do not recommend abandoning rubrics. Instead, we recommend a strategic and sociologically astute use of rubrics as a department self-study tool within the context of a holistic evaluation of semifinalist candidates.