Effectively recruiting faculty of color at highly selective institutions: A school of education case study.

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 faculty of color? In order to answer this question, we conducted a review of the extant literature pertaining to the recruitment of faculty of color to research universities, looking for specific strategies that are considered to have a substantial impact on this practice. Then we collected and analyzed institutional data on faculty recruitment practices in one school of education for the past 5 years, looking at applicant pools, advertising strategies, and hiring practices. Lastly, we conducted qualitative interviews with past search committee chairs, school administrators, and recently hired faculty of color to understand the decision-making processes as they pertain to general faculty recruitment as well as hurdles to, and incentives for, recruiting faculty of color.

Telling of Institutional Oppression: Voices of Minoritized Counselor Educators

“…These more recent studies in counselor education focus on the general experiences of minoritized faculty, demonstrating emergent themes of institutional oppression that mirror scholarship outside the discipline. A gap still exists in counselor education scholarship: Whereas MCEs may steadily join the ranks of the professoriate, increasing the number of minoritized faculty in a program is alone not enough (Gasman, Kim, & Nguyen, 2011;Monzó & SooHoo, 2014). Counselor education must be prepared to recognize that institutional and cultural barriers exist for MCEs, that oppressive experiences affect teaching excellence, and that institutional support and leadership are critical for creating lasting change (Jones et al, 2015;Louis et al, 2016).…”

Moving Beyond a Culture of Niceness in Faculty Hiring to Advance Racial Equity

“…To date, researchers have identified practices that can increase the odds of hiring a racially minoritized faculty member, including strategic placement of advertisements in targeted journals and list-serves (Gasman, Kim, & Nguyen, 2011; Phillips, 2004), creating unique hiring positions through postdoctoral fellowships and hiring the doctoral candidates (Kelly, Gayles, & Williams, 2017; Phillips, 2004; Smith et al, 2004), organizing racially minoritized faculty lecture series and using personal networks for recruitment purposes (Gasman et al, 2011), incorporating diversity descriptors in job announcements (Smith et al, 2004), and employing cluster hires (Kelly et al, 2017; Muñoz et al, 2017). In their review of the literature on racially minoritized faculty, Turner, González, and Wood (2008) recommended that college and university leaders create diversity goals; advocate for faculty diversity; train staff, faculty, and administration on the specific issues racially minoritized faculty face in the workplace; and align their campus diversity efforts with disciplinary departmental diversity efforts.…”

Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices

“…Department of Education (2012) reports that women of color 1 account for only 10 percent of all assistant professors, 7 percent of associate professors, and a mere 3 percent of full professors. Although there are numerous reasons that both white women (WW) and women of color are less likely to enter or stay within the academy, lower rates of tenure for historically underrepresented minority women (URMW) in the professorate help explain their persistent underrepresentation at all faculty levels (Fries-Britt et al 2011; Gasman, Kim, and Nguyen 2011; Kelly and Fetridge 2012). Intersectionality and gendered and racialized organization perspectives posit that gender and racial disparities are embedded within institutional culture, policies, and practices (Acker 2012; Britton and Logan 2008), which are inseparable from biases in the cultural norms and social practices that surround the “cognitive core” of science (Harding 2005).…”