The Holmes Scholars Network: A Study of the Holmes Group Initiative for Recruitment and Retention of Minority Faculty

Cockrell, Karen Sunday; Mitchell, Rosalita; Middleton, Julie N.; Campbell, N. Jo

doi:10.1177/002248719905000202

Cited by 6 publications

(8 citation statements)

References 18 publications

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“…Although all new faculty benefit from well-planned retention strategies. additional supports that recognize the distinctive demands and pressures faced by many minority faculty are also needed (Cockrell, Mitchell. Middleton.…”

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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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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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“…The effectiveness of mentorship experiences is well documented in the higher education literature on organizational socialization (Cockrell et al, 1999) and mentorship (Antonio, 2002;Cole et al, 2003;Turner, 2003).…”

Section: Discussionmentioning

confidence: 97%

“…The assistant professor of religion also mentioned the importance of a university-sponsored mentorship program with senior faculty members outside her program as being a factor. The effectiveness of mentorship experiences is well documented in the higher education literature on organizational socialization (Cockrell et al, 1999) and mentorship (Antonio, 2002; Cole et al, 2003; Turner, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…In attempting to understand and overcome the difficulties associated with effectively recruiting and retaining African American faculty members, scholars have studied the influence of market wages on higher education’s ability to compete for African American PhDs (Turner & Myers, 1999); expressions of exclusion, isolation, alienation, and racism by faculty members of color at predominantly White institutions (Johnsrud & Sadao, 1998; Turner & Myers, 1999); the socialization of African American and female faculty members (Cockrell, Mitchell, Middleton, & Campbell, 1999; Gregory, 1995); the contributions of faculty members of color to scholarship (Antonio, 2002); and the discriminatory contexts of higher education institutions (Kulis, Chong, & Shaw, 1999). Aguirre (2000) even presented a book-length study on the impact of recruitment, retention, and academic culture on women and minorities in the academic workplace.…”

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confidence: 99%

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Southern Coup: Recruiting African American Faculty Members at an Elite Private Southern Research University

Barrett

Smith

2008

American Educational Research Journal

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Competition for highly qualified African American faculty members among elite universities in the United States remains keen. Two of the most successful research universities at recruiting African American faculty members are located in the Southeast. Employing a conceptual framework grounded in organizational culture and climate literature, in this qualitative study the authors identified sets of tangible, intangible, and non-work-related factors that influenced the decisions of 12 African American faculty members in several disciplines to accept positions at an elite private research university in the Southeast. Study participants identified other factors not included in the original conceptual framework that also played significant roles in their decisions to accept positions at this university. Understanding such factors may assist other elite research universities in developing recruiting strategies to compete more effectively for African American faculty members. . He is a liberal arts teacher and theorist engaged in issues of multiculturalism and the college curriculum. Through both research and teaching, he combines an emphasis on Black studies and women's studies on one hand with Western classics on the other, integrating literary and cultural materials drawn from one domain with those of the other.

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“…In particular, the Holmes Group required its member institutions to work on “recruiting minority students and faculty” and reporting the results, beginning with their 1989 report The Holmes Group: One Year On , through their calls for professional development schools (1990) and teacher learning communities (1991), culminating with a report entirely focused on the issue in 1992, Embracing Cultural Diversity in Colleges of Education: Minority Recruitment and Retention (Blankenship, 1992). Interestingly, although there have been many critiques of both the Carnegie and Holmes approaches to professionalizing teacher education (Caldwell, 1986; Cockrell, Mitchell, Middleton, & Campbell, 1999; Darling-Hammond, 1986; Fullan, Galluzzo, & Morris, 1998; Gottlieb & Cornbleth, 1989; Hawley, 1986; Johnson, 1987, 1990; to name just a few), rarely has the focus on teachers and teacher educators of color found in the Holmes Group’s efforts merited comment.…”

Section: Calls For Reform In Teacher Educationmentioning

confidence: 99%

Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners

Liu

Ball

2019

Review of Research in Education

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This chapter provides a critical and synthesizing review of the literature on issues related to preparing teachers for diverse learners from historical and theoretical standpoints, reviewing more than 50 years of calls for teacher education reform and efforts to prepare White teachers and teachers of color for racial, ethnic, and linguistic diversity in schools and communities. It finds that the limited success of such efforts is the result of policy changes that overemphasize recruitment and underemphasize retention, and calls for restructuring teacher education programs and research that focuses on critical reflection and generativity that can lead to transformative practices in the classroom. The authors argue for a (re)new(ed) emphasis on community-based teacher preparation grounded in critical reflection and generativity, which facilitates and promotes transformative teacher education that prepares teachers to teach diverse student populations.

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The Holmes Scholars Network: A Study of the Holmes Group Initiative for Recruitment and Retention of Minority Faculty

Abstract: Columbia. Her specializations include learning communities, American Indian education issues, and preservice teacher education.

Cited by 6 publications

References 18 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

Southern Coup: Recruiting African American Faculty Members at an Elite Private Southern Research University

Critical Reflection and Generativity: Toward a Framework of Transformative Teacher Education for Diverse Learners

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