In this study, I examined the academic search process and the role that unconscious bias plays in the evaluation and recruitment of faculty candidates. The academic search process and participants' beliefs, values, and attitudes regarding how they evaluated faculty candidates and made decisions regarding shortlist placement were examined. I used a descriptive exploratory design employing a mixed method methodology. Data were collected from an online survey extended to 3,978 participants. The survey was administered to sociologists across the United States who had served on an academic search committee. I examined the attributes that were important to search committee members when evaluating or ranking candidates for shortlist placement, investigated search committee members' awareness of their propensity to express subtle bias behavior against African American faculty candidates, and analyzed responses to open-ended questions that were designed to examine personal search committee experiences. Social identity theory (SIT) and critical race theory (CRT) provided the theoretical frameworks for investigating the following primary research question: "What influence, if any, does unconscious bias have on the evaluation of applicant suitability for shortlist placement?" The findings revealed that non-White faculty placed less importance on all of the attributes identified in the study in comparison to their White faculty colleagues. The data obtained indicated that race and ethnicity impacts bias against African American faculty candidates, bias mitigation, and the level for which participants seek out candidates with characteristics similar to their own. Findings also revealed differences by academic characteristics such as tenure status, academic rank, institution type, and the number of search committees served. Six major themes became evident and were derived from written responses to open-ended questions: (a) Paradoxical Experiences of Sociology Faculty, (b) Personal Bias Absolutely Influences Decisions, (c) Personal Mitigation Strategies and Coping Mechanisms, (d) To Call or Not to Call Out, (e) Trial by Fire, and (f) Fix It Talk. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]