We recognize the contributions that these institutions make for Latino students, for many of our largest cities, and for the nation as a whole. (Richard W. Riley, 2000) Hispanic-serving institutions (HSIs) play a key but still largely unrecognized role in the higher educational attainment of Hispanics. Despite this lack of national recognition among educators, researchers, and decision makers, HSIs are finally emerging from the shadows as institutions of success for Hispanics seeking college degrees. Defined by the reauthorization of the Higher Education Act, as amended in 1992, HSIs are those 2-and 4-year colleges and universities with 25% or more total undergraduate Hispanic full-time equivalent (FTE) enrollments. HSIs account for nearly 6% of all postsecondary institutions and enroll more than 1.4 million Hispanic students. More specifically, HSIs educate nearly 50% of all Hispanic college students in the United States and another 20% of students from other ethnic backgrounds (The White House Initiative, 2001). In a sense,

This chapter examines the literature on minority faculty and the issues with which they contend from entry through tenure and promotion and into the post‐tenure years.

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Despite the literature pointing to a "chilly climate" for female students and faculty, there has been little attention to the perceived conditions for women as community college faculty members. This chapter provides a literature review as well as analyses of a national dataset of responses of community college faculty to examine the climate at the nation's two-year colleges.Two decades ago Hall and Sandler coined the phrase "chilly climate" to symbolically represent a pervasive and negative classroom climate reported by girls and women. Subsequently, the term has been applied to women's experiences in postsecondary classrooms and career advancement. Hall and Sandler's (1982) groundbreaking study notes that the traditional practices of college professors provide a differential treatment of students by gender that favors men and marginalizes women.Other studies followed, focusing on women's perceptions of their career development, barriers, and opportunities in the academy. Discriminatory practices and attitudes toward women were documented, and evidence of restrictions on women's academic freedom and lower levels of advancement were shown to be more widespread than generally assumed. One of these studies also gave rise to the image of the "glass ceiling" as a composition of transparent barriers that prevented women from rising above a certain level in the institutional hierarchy (Morrison, White, Van Velsor, and The Center for Creative Leadership, 1987). A decade later the "academic funnel" provided a picture of decreasing opportunities for women as they struggled to progress to higher levels of administration.Despite the prevalence of research literature with clear evidence of a chilly climate for many women college students, faculty, and administrators, little attention has been given to the status of women faculty at community colleges. Here we provide a literature review to highlight the conditions of women faculty working in colleges and universities and empirical analyses of a national dataset of community college faculty collected by the Center for