This report by the American Psychological Association reviews past research on the promotion, tenure and retention of faculty of color in the field of psychology and notes, among other things, how the culture of academia leads to alienation among faculty of color and may account for their underrepresentation in the field. It also highlights the... Continue Reading →
Real Change or Performative Anti-Racism? Clinical Psychology Programs’ Efforts to Recruit and Retain Bipoc Scholars (2023).
ABSTRACT. Objective This study assessed perceptions of Clinical Psychology doctoral programs’ efforts to recruit and retain faculty and graduate students of color, as well as differences in perceptions based on participants’ position within their program (i.e. graduate student versus faculty) and race. Method Participants (n = 297; 35% people of color; 79% female; mean age: 32) were graduate students and faculty from... Continue Reading →
Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions (2022).
ABSTRACT: Faculty diversity has received increased attention from researchers and institutions of higher education, yet faculty demographics have not changed substantially for many underrepresented groups. Several barriers to the retention of women and faculty of color have been offered, including a lack of belonging, discrimination, social exclusion, and tokenism. Epistemic exclusion, scholarly marginalization rooted in... Continue Reading →
Creating Inclusive Department Climates in STEM Fields: Multiple Faculty Perspectives on the Same Departments (2022).
ABSTRACT. Climate studies that measure equity and inclusion among faculty reveal widespread gender and race disparities in higher education. The chilly departmental climate that women and faculty of color experience is typically measured through university-wide surveys. Although inclusion plays out at the department level, research rarely focuses on departments. Drawing from 57 interviews with faculty in 14 science, technology, engineering and math (STEM)... Continue Reading →
The Case for Greater Faculty Diversity: Examining the Educational Impacts of Student-Faculty racial/ethnic match. (2021)
ABSTRACT. Faculty diversity has benefits for all students; however, increasing faculty diversity may be particularly helpful in reducing academic disparities for students of color. This study examines the impact of having a professor of the same race/ethnicity on student performance. A longitudinal model was tested to examine how campus racial/ethnic composition and student-faculty racial/ethnic match... Continue Reading →
White privilege, Black resilience: Women of color leading the academy (2021).
ABSTRACT. In the wake of the Black Lives Matter movement, women are still grappling with white male dominance, abuses of power, and normalized tolerance of racism or discrimination. White male dominance is also prevalent in America’s education ecosystems as women are still underrepresented in academic leadership. Academic leaders who are women of color face a... Continue Reading →
Professor Beware: Liberating Faculty Voices of Color Working in Predominantly White Institutions and Geographic Settings (2021).
ABSTRACT. Predominantly White institutions (PWIs) have prioritized the recruitment of underrepresented faculty of color. For these faculty, initial excitement about a new position may give way to concerns about workload, support, and the presence of communities of color at the locale. Navigating promotion, campus politics, and negotiating welcoming spaces in the community are challenging for faculty and their loved ones. This study of... Continue Reading →
‘It’s Pretty Essential’: A Critical Race Counter-Narrative of Faculty of Color Understandings of Diversity and Equity in Doctoral Admissions (2020).
ABSTRACT. Using a short story fiction counter-narrative, this critical race study examines how faculty of color within higher education and student affairs doctoral-granting programs bring critical epistemologies to their decision-making in the student admissions process and work to decolonize the academy despite neoliberal pressures. Faculty of color depart from current accounts of faculty decision-making in doctoral education in two key ways—by disregarding standardized measures... Continue Reading →
Patching the “Leaky Pipeline”: Interventions for Women of Color Faculty in STEM Academia (2019).
ABSTRACT. The 'leaky pipeline' entails the progressive loss of competent women faculty members in the fields of science, technology, engineering, and mathematics (STEM). These leaks have been identified at various career stages, including selection, promotion, and retention. Efforts to increase female representation in STEM academia have had mixed results: Although the overall percentage of STEM women faculty has increased... Continue Reading →
“How Do You Advance Here? How Do You Survive?” An Exploration of Under-represented Minority Faculty Perceptions of Mentoring Modalities (2018).
ABSTRACT: This article contrasts perceptions among 58 under-represented minority (URM) faculty employed at U.S. research-extensive universities who reported an absence of mentoring or experienced informal or formal mentoring modalities. Key findings reveal a mentoring glass ceiling that affects URM faculty career paths: an absence of mentoring can lead to significant career miscalculations; well-intentioned mentors can... Continue Reading →
“Someone Who Looks Like Me” Promoting the Success of Students of Color by Promoting the Success of Faculty of Color (2017)
ABSTRACT: Despite focused efforts by many colleges and universities, the racial and ethnic composition of college faculty has not increased significantly in more than twenty years. To provide an educational environment that promotes the success of students of color, it is imperative to develop structures that promote the retention and success of faculty of color.... Continue Reading →
Breaking Silence, Building Solutions: The Role of Social Justice Group Work in the Retention of Faculty of Color (2012).
ABSTRACT. In spite of their many diversity initiatives, predominantly White colleges and universities have a poor track record in the recruitment and retention of faculty of color. This article unpacks the White privilege inherent in barriers to retention by focusing on three standards commonly used to make promotion and tenure decisions: teaching, service, and scholarship. A story of... Continue Reading →
Effectively Recruiting Faculty of Color at Highly Selective Institutions: A School of Education Case Study. (2011)
ABSTRACT: In this study, we use the case study methodology to examine the faculty recruiting and hiring practices within a school of education at a highly selective private research university. The research question was, what are the practices and policies at the school of education that either promote or detract from recruiting and hiring of... Continue Reading →
Transforming the Culture of the Academy through “Preparing Future Faculty” Programs (2010)
ABSTRACT: Preparing Future Faculty programs were developed as an alternate way to prepare doctoral students for academic careers. The author discusses experiences of faculty of color in institutions of higher education. The article describes the original University of Georgia Preparing Future Faculty in Psychology program with its emphasis on students of color. Lessons learned and... Continue Reading →
Teaching in the Line of fire: Faculty of Color in the Academy (2009)
ABSTRACT: Historically, faculty of color have been woefully underrepresented in higher education. Since the 1980s, though, numbers for these academics have begun to increase. According to a 2005 report from the American Council on Education (ACE), faculty of color have experienced steady growth during the past two decades, more than doubling their numbers to over... Continue Reading →
Faculty of Color in Academe: What 20 years of Literature Tells Us (2008)
ABSTRACT. To better prepare students for an increasingly diverse society, campuses across the country remain engaged in efforts to diversify the racial and ethnic makeup of their faculties. However, faculty of color remain seriously underrepresented, making up 17% of total full-time faculty. In the past 20 years, more than 300 authors have addressed the status... Continue Reading →
Coloring the Academic Landscape: Faculty of Color Breaking the Silence in Predominantly White Colleges and Universities. (2006).
ABSTRACT. This article, based on a larger, autoethnographic qualitative research project, focuses on the first-hand experiences of 27 faculty of color teaching in predominantly White colleges and universities. The 27 faculty represented a variety of institutions, disciplines, academic titles, and ranks. They identified themselves as African American, American Indian, Asian, Asian American, Latina/o, Native Pacific... Continue Reading →
Retention, Tenure, and Promotion of Hispanic Faculty in Colleges of Education: Working Toward Success Within the Higher Education System. (2003)
ABSTRACT. Evidence assessing the inclusion of diverse faculty in U.S. universities indicates some institutions are failing to meet their needs, especially of Hispanic faculty. One of the major reasons to effectively deal with this issue is the lack of ability to quell visible and silent variables that block the success of diverse faculty. Guanipa, C.,... Continue Reading →
The Black Academic: Faculty Status among African Americans in U.S. Higher Education (2000).
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... Continue Reading →