The status of equity for black faculty and administrators in public higher education in the south

Perna, Laura W.; Gerald, Danette; Baum, Evan; Milem, Jeffrey F.

doi:10.1007/s11162-006-9041-4

Cited by 33 publications

(33 citation statements)

References 13 publications

(13 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Following the example of others, this study uses equity indices to address these issues (Bensimon Hao, & Bustillos, 2006;Perna et al, 2006;Perna et al, 2007). Bensimon et al (2006) developed the Academic Equity Scorecard, a set of equity indicators that they recommend be included in state accountability reports.…”

Section: Understanding the Status Of Equity For Hispanics In Florida mentioning

confidence: 99%

“…Equity indices are a useful mechanism for measuring equity for several reasons (Perna et al, 2006;Perna et al, 2007;Bensimon et al, 2006). First, the results of the calculation are easy to interpret and provide clear benchmarks (Bensimon et al, 2006).…”

Section: Understanding the Status Of Equity For Hispanics In Florida mentioning

confidence: 99%

“…For the examination of faculty and staff, we, like others (e.g., Perna et al, 2007), use bachelor's degree completions as the reference population. Although a bachelor's degree is often insufficient for accessing a faculty or administrative position, and faculty and administrators are typically recruited from national rather than state pools, true equity in public higher education will only be achieved when the distribution of racial/ ethnic groups among faculty and administrators mirrors the distribution of racial/ethnic groups among a state's bachelor's degree recipients.…”

Section: Hispanicmentioning

confidence: 99%

“…Like institutions in the other 17 southern and southern-border states, public higher education institutions in Florida and Texas have presumably been pushed by desegregation mandates, as monitored by the U.S. Department of Education's Office of Civil Rights and federal courts, to improve the status of Blacks at all levels of higher education (Perna et al, 2006). Although some research describes the status of equity for Blacks in public higher education in the 19 southern and southern-border states (e.g., Perna et al, 2006;Perna, Gerald, Baum, & Milem, 2007), little is known about the extent to which federal desegregation mandates may also have shaped the status of equity for Hispanics in public colleges and universities in these states.…”

mentioning

confidence: 99%

See 3 more Smart Citations

The Status of Equity for Hispanics in Public Higher Education in Florida and Texas

Perna

Walsh

et al. 2009

Journal of Hispanic Higher Education

Self Cite

View full text Add to dashboard Cite

This article uses descriptive analyses of data from the Integrated Postsecondary Education Data System to examine the status of equity for Hispanic students in public higher education institutions in Florida and Texas. The analyses show substantial inequities for Hispanics in enrollment, full-time faculty, and executive, administrative, and managerial staff. In both Texas and Florida, the greatest gaps in equity for Hispanics occur for full-time faculty and at the public flagship institutions. ResumenEste articulo usa análisis descriptivo de información obtenida del Sistema Integrado de Educación Post-Secundaria para examinar el estado de igualdad que reciben estudiantes hispanos en educación pública secundaria en instituciones de Florida y Texas. Los análisis demuestran desigualdades significativas en hispanos admitidos, profesores de tiempo completo, y empleados ejecutivos, administrativos, y supervisores. En ambos estados Texas y Florida, la laguna más grande en igualdad para hispanos ocurre en profesores de tiempo completo y en instituciones públicas.

show abstract

Section: Understanding the Status Of Equity For Hispanics In Florida mentioning

confidence: 99%

Section: Understanding the Status Of Equity For Hispanics In Florida mentioning

confidence: 99%

Section: Hispanicmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

The Status of Equity for Hispanics in Public Higher Education in Florida and Texas

Perna

Walsh

et al. 2009

Journal of Hispanic Higher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, despite documented difficulties in recruiting and retention, the presence of diverse faculty provides added value to institutions of higher education. Faculty of color help promote the success of students of color in higher education by providing much needed role models who can help encourage loftier career goals and improved academic performance (Antonio 2002;Perna et al 2006). In addition, faculty of color offer diverse perspectives to the academy's knowledge base and research focus.…”

mentioning

confidence: 99%

Lift Every Voice and Sing: Faculty of Color Face the Challenges of the Tenure Track

et al. 2011

View full text Add to dashboard Cite

This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process.

show abstract

Trends in the representation of women amongst geoscience faculty from 1999-2020: the long road towards gender parity

Ranganathan

Lalk

Freese

et al. 2021

Preprint

View full text Add to dashboard Cite

Inequalities persist in the geosciences. White women and people of color remain under-represented at all levels of academic faculty, including positions of power such as departmental and institutional leadership. While the proportion of women among geoscience faculty has been catalogued previously, new programs and initiatives aimed at improving diversity, focused on institutional factors that affect equity in the geosciences, necessitate an updated study and a new metric for quantifying the biases that result in under-representation . We compile a dataset of 2,531 tenured and tenure-track geoscience faculty from 62 universities in the United States to evaluate the proportion of women by rank and discipline. We find that 27% of faculty are women. The fraction of women in the faculty pool decreases with rank, as women comprise 46% of assistant professors, 34% of associate professors, and 19% of full professors. We quantify the attrition of women in terms of a fractionation factor, which describes the rate of loss of women along the tenure track and allows us to move away from the metaphor of the 'leaky pipeline'. Efforts to address inequities in institutional culture and biases in promotion and hiring practices over the past few years may provide insight into the recent positive shifts in fractionation factor. Our results suggest a need for 1:1 hiring between men and women to reach gender parity. Due to significant disparities in race, this work is most applicable to white women, and our use of the gender binary does not represent gender diversity in the geosciences.

show abstract

The status of equity for black faculty and administrators in public higher education in the south

Cited by 33 publications

References 13 publications

The Status of Equity for Hispanics in Public Higher Education in Florida and Texas

The Status of Equity for Hispanics in Public Higher Education in Florida and Texas

Lift Every Voice and Sing: Faculty of Color Face the Challenges of the Tenure Track

Trends in the representation of women amongst geoscience faculty from 1999-2020: the long road towards gender parity

Contact Info

Product

Resources

About