One institution's success in increasing the number of minority faculty: A provost's perspective

Collins, Ronald W.; Johnson, Judith A.

doi:10.1080/01619568809538631

Cited by 14 publications

(7 citation statements)

References 7 publications

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“…As stated previously. institutions with successful minority recruitment and retention percentages have an institutional climate that illustrates a strong commitment to diversity (R. W. Collins & Johnson. 1988;Smith.…”

Section: Imelications For Counselor Educatorsmentioning

confidence: 99%

Recruitment and Retention of Ethnic Minority Counselor Educators: An Exploratory Study of CACREP‐Accredited Counseling Programs

Holcomb-McCoy

Bradley²

2003

Couns Edu & Supervision

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This exploratory study sought to determine the strategies used by programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) to recruit and retain ethnic minority faculty. Seventy‐three CACREP liaisons were surveyed, and the results indicated that many programs have not developed specific strategies to recruit and retain ethnic minority faculty. Mentoring was the most frequently reported strategy for retaining ethnic minority faculty. Implications for counselor education are discussed.

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Section: Imelications For Counselor Educatorsmentioning

confidence: 99%

Recruitment and Retention of Ethnic Minority Counselor Educators: An Exploratory Study of CACREP‐Accredited Counseling Programs

Holcomb-McCoy

Bradley²

2003

Couns Edu & Supervision

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“…Davis and Davis (1999) note, for example, that the average length of tenure for university presidents at state and land-grant institutions decreased from seven to four years between 1965 and 1997-in sharp contrast to the "unfragmented presidency" of the early twentieth century that not only combined the functions of vice president positions common at most colleges and universities but also allowed presidents to serve for several years (Ogilvy, 1963). As the complexity of higher education organizations has increased, challenges facing higher education leaders have also increased, especially the need for continuing development in the area of diversity (Borkowski, 1988;Collins and Johnson, 1988).…”

Section: The Substance Of Diversity Leadership In Higher Educationmentioning

confidence: 99%

2006

ASHE Higher Education Report

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Diversity in Higher Education: Perceptions, Opinions, and Views Purpose and Organization of the Monograph The Diversity Rationale in Higher Education Public Perceptions of Diversity Initiatives in Higher Education Faculty, Student, and Administrator Perceptions of Diversity Summary Diversity, Leadership, and Organizational Culture in Higher Education Changing Organizational Culture Leadership in Higher Education Diversity and Organizational Culture The Substance of Diversity Leadership in Higher Education Summary Diversity and Organizational Leadership in Higher Education Leadership Models and Frameworks in Higher Education Leadership as Contested Terrain in Higher Education The Nexus for Diversity Leadership Strategies Summary Practicing Diversity Leadership in Higher Education Higher Education's Response to Diversity Initiatives Management, Leadership, and Diversity Diversity Readiness and Awareness Developing Capacity for Diversity Leadership Cultural Proficiency and Practicing Diversity Leadership Summary References Name Index Subject Index About the Authors

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“…However, they found that this was not the case. In fact, candidates of color reported that they did not find themselves in "bidding wars" (Bronstein, Rothblum, & Solomon, 1993;Carter & O'Brien, 1993;Collins, 1990;Collins & Johnson, 1990;Cross, 1994;De la Luz Reyes & Halcon, 1991;Delgado, Stefancic, & Lindsley, 2000). In a study, examining the faculty search experiences of scholars who recently earned doctorates with funding from three prestigious fellowship programs, Smith, Wolf, and Busenberg (1996) found that the scholars of color were not highly sought after, and that the bidding wars were vastly overstated.…”

Section: Datamentioning

confidence: 99%

Learners’ Perceptions of the Influence of Teachers’ Nonverbal Communication on Their Aspirations to Pursue STEM Courses

Ndeke¹,

Barmao²

2021

eqr

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This paper reports the results of a study that investigated secondary school learners’ perceptions of the influence of their science and mathematics teachers’ nonverbal communication on their aspirations to pursue Science, Technology, Engineering and Mathematics (STEM) related courses in institutions of higher learning. The study further investigated if there were gender differences in learners’ perceptions. The nonverbal aspects of communication focused on were teachers’ actions in class and their dressing and grooming. A sample of 465 form three secondary school learners was selected using stratified simple random sampling technique, out of whom 221 were female while 244 were male from Nakuru County, Kenya. Data was collected using a secondary school learner’s questionnaire. The reliability of the questionnaire was estimated using Cronbach alpha and yielded a coefficient of 0.88. The findings show that learners’ perceived their teachers’ nonverbal communication moderately influences their aspirations to pursue STEM. However, the perception on the influence of maintaining eye contact when asking and responding to questions and being always clean and neat were high. Therefore, science and mathematics teacher education programs should enhance pre and in service teacher awareness of the effect of their nonverbal behaviour on their learners. The Teachers Service Commission which is the national teacher regulator and employer in Kenya should ensure that the policy guidelines on teachers’ dressing and grooming are straightforwardly interpreted by all teachers and properly enforced.

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One institution's success in increasing the number of minority faculty: A provost's perspective

Cited by 14 publications

References 7 publications

Recruitment and Retention of Ethnic Minority Counselor Educators: An Exploratory Study of CACREP‐Accredited Counseling Programs

Recruitment and Retention of Ethnic Minority Counselor Educators: An Exploratory Study of CACREP‐Accredited Counseling Programs

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Learners’ Perceptions of the Influence of Teachers’ Nonverbal Communication on Their Aspirations to Pursue STEM Courses

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