Women Full-Time Faculty of Color in 2-Year Colleges: A Trend and Predictive Analysis

Table of Contents

“…Opp and Gosetti (2002) suggest another way is by increasing the number of women administrators of color. According to the authors, the greater the percentage of female administrators of color at a two-year school, the greater the likelihood of its having "an increase in its proportional representation of women full-time faculty of color" (p. 620).…”

Creating and Implementing a Faculty Interest Group for Historically Underrepresented Faculty

“…These types of behaviors may be more problematic for female faculty of color who have the additional burden of dealing with gendered racism, or discrimination towards an individual as a woman who is also of color (Essed, 1991;Hagedorn & Laden, 2002;Opp & Gosetti, 2002).…”

“…Yet in the fall of 2009, only 22.5% of community college faculty members were of color . Also, while community colleges have done a stellar job of increasing the number of female faculty, these targeted efforts have primarily benefitted White women (Opp & Gosetti, 2002;Snyder & Dillow, 2012).…”

“Dangerous Work”: Improving Conditions for Faculty of Color in the Community College

“…And in California, combining full-time and part-time faculty, of which counselors are included, the figure is approximately 25% (NCES, 2011), a figure that includes Asians as well as African Americans, Hispanics, and Native Americans. The main body of research that addresses community college faculty of color provides statistical confirmation that community college faculty are predominately White and recognition that several conditions prevent faculty diversity, such as lack of diversity in leadership roles, the pipeline problem that may limit the number of candidates for faculty positions, and college cultures or climates that are racist or do not embrace diversity (Barrera & Angel, 1991;Opp & Gosetti, 2002). The scholarly literature on community college faculty has significant limitations because it assumes a homogenous faculty body (Grubb et al, 1999) and ignores social and cultural identities (Levin, 2013).…”