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Perma.cc archive of https://www.insidehighered.com/advice/2016/09/09/more-faculty-color-can-and-should-be-top-ranks-universities-essay created on 2021-11-23 03:15:07+00:00.

Perma.cc archive of https://www.insidehighered.com/advice/2016/09/09/more-faculty-color-can-and-should-be-top-ranks-universities-essay created on 2021-11-23 03:15:07+00:00.

This study examined the issues and pressures that new and junior faculty of color experienced at predominantly white colleges and universities, and includes recommendations for administrators, graduate students, majority faculty, and faculty of color. Twelve African American and 19 Latino first-, second-, and third-year tenure-track faculty responded to a series of 43 questions about their perceptions of teaching and research, collegiality, institutional support, stress, and overall job satisfaction. Five faculty also participated in informal interviews. It was found that many respondents identified service to the university and students as primary role expectations. Other factors identified included lack of guidance and direction given for defining role expectations of research and teaching, inconsistent feedback and too much emphasis on accountability which tended to fuel stress, and varied levels of collegiality. It is recommended that institutions improve the likelihood of promotion and tenure of faculty of color through anticipatory socialization, orientation programs, promotion and tenure handbooks, mentor programs, and research and teaching productivity programs. It is concluded that administrators and faculties need to redefine organizational culture and the effect informal and formal policies and procedures have in defining role expectations and performances of faculty of color. (Contains 27 references.) (MDM)

Data from the Pennsylvania State System of Higher Education (SSHE) indicate that men of color represent 13.1 percent of administrative positions and 6.42 percent of faculty positions, while women of color hold 9.66 percent of administrative positions and 4.05 percent of faculty positions. A study was conducted to compare the perceptions of 32 SSHE administrators and 52 SSHE faculty of color. Survey responses were analyzed in terms of demographics, perceived obstacles, perceived support, and aspirations of career mobility. Results confirm disparities of race and gender for faculty and administrators of color in the Pennsylvania SSHE. Career paths, opportunities for upward mobility, tenure, and promotion are reported as avenues of access paved with institutional, personal, and cultural racism. Most respondents indicated a desire to advance in their fields, but felt hindered by institutional barriers and to some degree by personal barriers. Men of color were reported by both women and men to be the least supportive in professional endeavors. Women faculty rated women of color as most supportive; male faculty and both male and female administrators rated white men as most supportive. Recommendations and strategies are offered for institutions and individuals. (Contains 23 references.) (JDD)

Minorities are underrepresented in the departments of education at institutions of higher learning. This underrepresentation is due to more attractive opportunities in other fields, rigorous promotion and tenure requirements, and isolation of minority professors. This paper asserts that cultivation of mentoring relationships between senior members of faculty and faculty of color can lead to the increased retention of minority professors. After defining mentoring, the paper examines formal and informal mentoring relationships. Formal mentorships are managed and sanctioned by the organization. Informal mentorships are spontaneous relationships that develop without external involvement. Some of the many functions of a mentor include: providing training, stimulating knowledge acquisition, providing emotional support and encouragement, inculcating by example a value system and professional work ethic, providing visibility and exposure, and modeling excellence in teaching. Mentoring may be same- or cross-race. In cross-race relationships, mentors should be aware of their basic beliefs and world views, understand cultural differences surrounding perceptions of one's own power status, and recognize differences in communication and conflict management styles. Though research highlights the benefits of mentoring relationships for proteges, these relationships may also benefit the mentors and organizations in which they work. (Contains 20 references.) (SM)

Minorities are underrepresented in the departments of education at institutions of higher learning. This underrepresentation is due to more attractive opportunities in other fields, rigorous promotion and tenure requirements, and isolation of minority professors. This paper asserts that cultivation of mentoring relationships between senior members of faculty and faculty of color can lead to the increased retention of minority professors. After defining mentoring, the paper examines formal and informal mentoring relationships. Formal mentorships are managed and sanctioned by the organization. Informal mentorships are spontaneous relationships that develop without external involvement. Some of the many functions of a mentor include: providing training, stimulating knowledge acquisition, providing emotional support and encouragement, inculcating by example a value system and professional work ethic, providing visibility and exposure, and modeling excellence in teaching. Mentoring may be same- or cross-race. In cross-race relationships, mentors should be aware of their basic beliefs and world views, understand cultural differences surrounding perceptions of one's own power status, and recognize differences in communication and conflict management styles. Though research highlights the benefits of mentoring relationships for proteges, these relationships may also benefit the mentors and organizations in which they work. (Contains 20 references.) (SM)

On June 2nd at 5:00 pm, Widener University’s Graduate and Continuing Studies is hosting a program titled “We Don’t Want Them: Faculty of Color.” This video analyzes Widener’s approach to recruiting a diverse faculty from the lens of systemic racism, and how this is misleading and counterproductive. According to Widener’s course description: “This session will share the experiences of faculty of color, explore the benefits of a diverse faculty population, and examine what we can do to support equity in the hiring process in academia. This session will challenge administrators, faculty and staff to think differently about how and who is recruited and hired in higher education.” Here is a link to register: https://go.widener.edu/register/diveredride06_02_21

On June 2nd at 5:00 pm, Widener University’s Graduate and Continuing Studies is hosting a program titled “We Don’t Want Them: Faculty of Color.” This video analyzes Widener’s approach to recruiting a diverse faculty from the lens of systemic racism, and how this is misleading and counterproductive. According to Widener’s course description: “This session will share the experiences of faculty of color, explore the benefits of a diverse faculty population, and examine what we can do to support equity in the hiring process in academia. This session will challenge administrators, faculty and staff to think differently about how and who is recruited and hired in higher education.” Here is a link to register: https://go.widener.edu/register/diveredride06_02_21

On June 2nd at 5:00 pm, Widener University’s Graduate and Continuing Studies is hosting a program titled “We Don’t Want Them: Faculty of Color.” This video analyzes Widener’s approach to recruiting a diverse faculty from the lens of systemic racism, and how this is misleading and counterproductive. According to Widener’s course description: “This session will share the experiences of faculty of color, explore the benefits of a diverse faculty population, and examine what we can do to support equity in the hiring process in academia. This session will challenge administrators, faculty and staff to think differently about how and who is recruited and hired in higher education.” Here is a link to register: https://go.widener.edu/register/diveredride06_02_21

This study uses symbolic interactionism as a framework for understanding race, and for understanding how faculty of color construct the promotion and tenure process. Interviews were conducted with 16 faculty members at a private research university in a small United States city. Interviewees included eight African American women, three African American men, two Asian American women, one Asian American man, and two Latino men; all were tenured or on tenure track. Faculty evaluations were based on teaching, service, and scholarly achievement, defined primarily through research and publication. During open-ended, semistructured interviews participants were asked to talk about their promotion and tenure experiences. Faculty members' perceptions of racism were then classified into two categories: individual or institutional. It was found that faculty members negotiated and resisted racism as best they could; responses ranged from "giving up," to fighting back, to picking and choosing battles, to playing the game, finding mentoring support, and most importantly to defining promotion and tenure criteria in ways that benefited their racial communities that is, through "race" research and minority-related community service. The paper concludes that creating a more supportive environment for faculty of color will require the construction of a common understanding of race in higher education. (Contains 78 references.) (CH)

The focus of this report is on the progress made in the representation of people of color within the Oregon University System (OUS). The report includes brief overviews of selected initiatives within OUS institutions that seek to enhance the representation of people of color on campuses. During the 5-year period from fall 1996 to fall 2001, the enrollment of students of color in the OUS increased from 7,720 to 9,446 (12.8% of the students enrolled). The number of degrees awarded to people of color also increased, and several OUS institutions received national recognition for students of color in specific racial and ethnic groups. In the 1996-1997 academic year, faculty of color represented 213 (7.3%) of ranked instructional faculty and 358 (7.4%) of all instructional faculty. These numbers have increased in the 5-year period, with faculty of color representing 9.1% of ranked institutional faculty and 8.2% of all instructional faculty. During the 2-year period from fall 1999 through fall 2001, the total representation of staff of color increased to 8.5%. Eleven appendixes contain tables of system data. (Contains 5 figures and 11 tables.) (SLD)

Perma.cc archive of https://www.nhpr.org/post/fight-faculty-color-dartmouth-and-beyond created on 2021-12-02 02:16:47+00:00.

Perma.cc archive of https://www.nhpr.org/post/fight-faculty-color-dartmouth-and-beyond created on 2021-12-02 02:16:47+00:00.

African Americans in predominantly White institutions often carry a greater load than their positions describe. While researchers have explored the unique role of African Americans in higher education, this study deepens the understanding of this role by analyzing the work of one African American woman in a teacher education program at a large Northwestern research institution. As a female African American assistant professor, the author examines her position description and assignments over a five-year period. She focuses particularly on changes that occurred as teacher education faculty struggled to implement a social justice perspective into their preservice teacher program. How have they run these rapids together, and what impact has the institution of their social justice perspective had on her role and person as an isolated individual of color? The author finds the results deeply disturbing. (Contains 1 figure.)

This research brief examines employment and hiring among full-time minority college faculty over the 10-year period (1981-1991) using data from the biannual faculty surveys of the United States Equal Employment Opportunity Commission. It compares the number of new full-time faculty hires to the actual employment gains in tenure-track and non-tenure track positions. Finally it discusses some major factors in recruiting and retaining minority faculty and suggests ways to increase the number and retention of minority faculty. Highlights include the following: (1) between 1981 and 1991 the number of full-time minority faculty grew from approximately 43,000 to 64,000, a 49 percent increase compared to the overall increase of 11 percent; (2) minority representation among all full-time faculty grew from 9 percent to just over 12 percent with growth in Asian American faculty accounting for more than half this increase; (3) Asian American faculty now outnumber African-American faculty; (4) the increase in the number of male faculty of color far out-paced the increases for women faculty of color; and (5) a lack of supportive academic environment was found to be an important factor in not retaining faculty of color. The brief also describes 10 key resources and publications for minority faculty. (Contains a 13-item bibliography.) (JB)

The purpose of this literature review is to examine the experiences and representation of minority women in United States higher education faculty positions. There are a multitude of issues that derive from the lack of diversification in the workforce: unequal representation, a lack of cultural-social understanding and insufficient relationship building. Exploring literature to determine the divergences and parallels between minority female experiences as faculty through qualitative and quantitative research identified their marginalization and underrepresentation in higher education. The literature examines that the experiences of women and people of color are at a disadvantage in faculty positions. It also suggests that women of color undergo further discriminatory treatment as faculty members and they are underrepresented. Recommendations are made for the restructure of institutional policies, the need for support groups and streamlining gender/race-inclusive curriculum. Keywords: women of color, higher education, faculty, race, feminist, white hegemony

Classrooms have become increasingly diverse within the last 10 years, and continue to be diversified; however, the majority of Universities and Colleges are operating in a crisis mode when it comes to the diversity of its faculty in particular the representation of underrepresented minorities. There has been abundance of research work done on this crisis in higher education over the last 20 years and suggestions of how to combat this problem yet the percentages of underrepresented minorities in leadership positions are at an unacceptable low, more importantly, how does this lack of diversity affect program development, and learning outcomes?

Faculty Women of Color should be able to thrive and grow at our best research and teaching institutions. Assuring their academic and professional success requires that an institution's academic culture shift from a White, male-dominated, meritocratic environment to a global enrichment campus, one that values the richness and diversity of talent that Faculty Women of Color can contribute as scholars. Using CRT and Institutional Betrayal Theory as a context for understanding their experiences, this paper presents a personal narrative regarding the microinvalidations that Faculty Women of Color face at America's White research institutions. The outcome of this discussion offers systemic recommendations for eradicating institutional betrayal elements that plague Faculty Women of Color on a daily basis.

While some of the advice offered in this "Equity Tool" pertains to education environments students encounter after high school (i.e., after P-12), the transition to higher education is often fraught, especially for students of Color (SOCs) and high schools sometimes get blamed for not sufficiently helping students get ready when a better explanation of the challenge is the lack of articulation between high school and what comes after. This document is intended to help counselors, educators, and others with roles in various parts of students' transition from high school to postsecondary education to be on 'the same page.' In this document, the authors distinguish their advice into four categories or themes--Preparation, Recruitment, Retention, and Transfer. In each case, it is worth having high school teachers, counselors, and students know more about what can come next, including possible pitfalls that might be encountered by an SOC if/when they make it to higher education only to encounter a setting that seems unprepared to fully welcome them and/or otherwise retain them so that their studies culminate in earning associates and/or bachelors degrees. A key list of terms and additional resources for students and families are included. [For the companion document, "Advice for Students of Color and First-Generation Students: Successful Transitions from High School into and within College/University," see ED623025.]

The challenge to teacher education created by today's changing demographics involves excellence and equity. The present hostile climate at colleges and universities for faculty of color requires a creative readjustment of the tenure and promotion process. A discussion for preparing, mentoring, and retraining future teacher educators of color using a multicultural approach is controversial. It must include the process of becoming an academic and a teacher educator. This process is assimilationist, with a preconfigured role for moving through the ranks from tenure-track to tenure to promotion. There is a historical disregard for racial and ethnic context. The discussion of diversity requires people to revisit questions about the skills and sensitivities needed for constructive relations among diverse people. Teacher education must address racial and ethnic diversity via recruitment and mentoring of faculty of color who serve as role models and provide greater variance in knowledge and skills for those who will teach. After explaining multicultural mentoring, the paper discusses: matching multicultural characteristics; free choice mentoring; institutional climate for multicultural mentoring; values and goals impact; operational theories; existing mentoring models; strategies for mentoring for diversity; strategies for mentors; traditional faculty evaluation; and implications for teacher education. (Contains 38 references.) (SM)

This report summarizes findings and recommendations from a convening, "Accelerating Change for Women Faculty of Color in STEM: Policy, Action, and Collaboration," that was designed to address the underrepresentation of women of color in STEM academic careers. The convening provided an opportunity for individuals who work in various sectors--including academia, government, corporations, and nonprofits--to share their experiences and knowledge about conditions for women of color in academic STEM careers and approaches that can facilitate their success and continued advancement. Speakers and participants addressed a range of topics, including current data illuminating the status of women of color in STEM, areas where progress has been made and places where it has stalled, as well as current initiatives to increase the representation of women of color in STEM faculty positions. They also discussed key areas of potential change (e.g., policy, institutions, and philanthropy) and actions that need to be taken within each area. The report concludes by summarizing recommendations for advocates, funders, and institutions to improve the status of women faculty of color in STEM. These recommendations include: (1) Advocacy Recommendations; (2) Recommendations for Improving Funding Opportunities; and (3) Recommendations for Improving Institutional Practices. Through more concerted, focused, and widespread efforts to accelerate progress for women faculty of color, the nation as a whole will advance its global leadership in STEM. The following are appended: (1) Figures and Tables by Gender, Race/Ethnicity, and STEM Discipline; (2) Advisory Committee; (3) Convening Participants; (4) Convening Agenda; and (5) Speaker Biographies.