Recruitment and Diversification
This briefing paper debunks several myths about affirmative action and faculty hiring in higher education. It provides facts about the history of diversity in higher education, the actual numbers of women and minority faculty members in colleges and universities today, and how the recruitment process works.
In a study examining the employment experiences of 393 PhDs, researchers found that claims that faculty of color are in great demand and the recipients of bidding wars are grossly exaggerated.
Experiences of Faculty and Staff
COACHE 2008 Tenure-Track Faculty Job Satisfaction Highlights Report (pdf file)
The Collaborative on Academic Careers in Higher Education at the Harvard Graduate School of Education has released this 2008 Highlights Report based on its larger Tenure-Track Faculty Job Satisfaction Survey. The survey draws from 8,500 respondents from 96 colleges and universities to assess climate, workload and support for teaching and research, effectiveness of policies and practices, and other areas surrounding tenure-track faculty. This report reveals for the first time perspectives on tenure-track faculty work satisfaction disaggregated by race/ethnicity showing significant differences on a number of items. The report also includes comparisons of results between faculty at public and private universities and between men and women within different institutional types.
The Revolving Door for Underrepresented Minority Faculty in Higher Education
This report, released as part of the James Irvine Foundation Campus Diversity Initiative—a project coordinated by Association of American Colleges and Universities (AAC&U) and Claremont Graduate University—, reveals that high rates of turnover are stalling efforts to diversify the faculty. The report analyzes data gathered from twenty-seven private California colleges and universities between 2000 and 2004. Findings show that nearly three of every five newly hired underrepresented minority faculty were simply replacing underrepresented minority faculty who had left the institutions. The report sounds an alarm for the academic community and offers recommendations to better monitor progress in hiring and retention.
This case study examines the institution's cultural norms and how these norms affect underrepresented faculty. Study results identify social interaction and reward process norms and indicate that underrepresented faculty experience these norms differently than majority faculty. It also suggests that underrepresented faculty are often disadvantaged by these norms. See Diversity Digest for a study synopsis.
Identify Specific Research
Demanding Excellence in the Sciences: Women Scientists Struggling to Succeed (podcast)
Sue V. Rosser draws from her book The Science Glass Ceiling to explain how excellence is undermined when women scientists are not full and equal participants in the academy. (Click here for mp3 version and a complete listing of podcasts from the AAC&U 2006 Annual Meeting).
Understanding Gender at Public Historically Black Colleges and Universities (pdf)
This special report from the Thurgood Marshall Scholarship Fund provides three perspectives on gender issues at forty-five public historically Black colleges and universities (HBCU) in the United States: statistical, faculty and student. The report funded by a grant from the Ford Foundation, seeks to understand gender issues and differences in campus climates at HBCUs.
This report is an extensive institutional
self-evaluation of the status of female
students and faculty on campus. It documents
the results of a five-year (1993-1998)
examination of student and faculty demographics,
the educational and professional experiences
of female students and faculty, and
the campus climate at Georgia Tech.
The broad objective of this investigation
was to identify the fundamental issues
that differentially affect the education
and employment of female students and
faculty at Georgia Tech.
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