ABSTRACT. Research reveals a persistent problem of underrepresentation and low academic status of African American faculty members at most U.S. colleges and universities. Using univariate and bivariate statistics, this study examined the status of African Americans in the U.S. professorate and its relationship to this group’s access and success. It compared the characteristics, experiences, and achievements of African American professors on six predominantly White Midwestern campuses to those of their White peers, focusing on the opportunity structure, resources, and academic and nonacademic demands as related to entrance and advancement. As expected, African American faculty members were found to be systematically and significantly disadvantaged on all measures relative to Whites, presenting serious, persistent obstacles to their recruitment, retention, and success.
Allen, W. R., Epps, E. G., Guillory, E. A., Suh, S. A., & Bonous-Hammarth, M. (2000). The Black Academic: Faculty Status among African Americans in U.S. Higher Education. The Journal of Negro Education, 69(1/2), 112–127. http://www.jstor.org/stable/2696268
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