Decoding Unconscious Bias: Analyzing Language in Job Postings at York University

Abstract Unconscious biases in job advertisements can significantly influence equity in recruitment, shaping applicant perceptions and self-selection. Despite commitments to diversity and inclusion, such biases remain underexplored in higher education, especially in unionized contexts. This study analyzes 100 job postings from York University’s YU Hire platform (2023–2025), focusing on YUSA1, YUSA2, and Work/Study categories. Using signaling theory, critical content analysis, and LIWC software, the research identifies linguistic and structural biases in postings. Findings reveal systemic issues such as overemphasis on Canadian credentials, vague diversity statements, and subjective language like “superior communication skills,” disadvantaging international applicants and equity-deserving groups. The presence of inclusive language alongside exclusionary terms sends conflicting signals, undermining York’s DEDI goals. This study offers practical recommendations for inclusive hiring practices and contributes to DEDI strategies by highlighting the importance of actionable commitments, clearer language, and structural alignment with equity values in recruitment processes, particularly within unionized academic institutions