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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.
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.
The Consortium is an association of academic units and individual faculty on the University of Maryland campus whose mission is to promote, advance, and conduct research, scholarship, and faculty development that examines the intersections of race, gender, and ethnicity with other dimensions of difference.
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.
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.
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 Ph.D's, researchers
found that claims that faculty of color
are in great demand and the recipients
of bidding wars are grossly exaggerated. |
