Improving Faculty Diversity at the University level

Improving Faculty Diversity at the University level Kate Johnson University of Southern California Dr. Venegas

Improving Faculty Diversity at the University level Universities across the nation pride themselves on providing a racially and

ethnically diverse perspective for its students. Hispanic serving institutions, predominant international universities are tactics universities take in recruiting and promoting a racially diverse population. However, the diverse perspective from the professors in the classroom is scarce. This article elaborates on the current representation of racially and ethnically diverse faculty in relation to the country, and the benefits of promoting a diverse faculty in recruiting and maintaining a diverse population. In order to promote a diverse campus the students should not be the sole contributor. Current Faculty Demographics The presence of underrepresented minority faculty at the four-year institution is 8% according to he most recent statistics (Clayton-Pedersen, Moreno, Parker, Smith, Teraguchi, 2006). Within the most recent population demographics the country minority faculty are increasing at a very minimal rate compared to their respective populations. In 2006, it was reported that approximately 5.4 percent of tenure-eligible were African American, 4.5 percent were Hispanic and 0.04 were Native American (Clayton-Pedersen, Moreno, Parker, Smith, Teraguchi, 2006). According to the U.S. Census Bureau African Americans is 12% of the population, Hispanics are 14% of the population, and Native Americans make up 0.8 percent of the U.S. population (Weinberg, 2008). The National Center for Educational Statistics reports (2012) Whites make up 84% of full time faculty across the nation yet only make up 71% of the population. In a study conducted by the Journal for Higher Education (2008) the rate number of minority faculty has increased by 1.8% in five years. Congruently African Americans and Hispanics have 4-5% of the total amount of PhDs while Whites hold 84.3% of the population of PhDs. Throughout the

Improving Faculty Diversity at the University level past ten years there has been a strong disconnect in the growth of PhDs for minority populations. This seems to be correlated to the number of minority students graduating from the four-year university level. The Chronicle of Higher Education (2012) reported almost 40 percent of white Americans ages 25 to 29 have earned at least a bachelor's

degree. Yet for African-Americans in that age range, the attainment rate is only half that, and for young Hispanics, it's one-third the rate for whites (Gonzalez, 2012). The United States population has also demonstrated the strong disconnect in direct correlation to the within the academic population. The importance of having a minority faculty represented in the classroom has been noted to not only improve diverse perspectives but also increase the number of minority students at the four-year institutional level (Gonzalez, 2012). This article demonstrates the direct benefits of increasing the percentage of minority faculty inside and outside the classroom to perpetuate an increase in ethnic and racial diversity within higher education. Recruiting and Maintaining a Diverse Classroom The two main benefits a four-year institution can generate from a diverse faculty is underrepresented student recruitment as well as underrepresented student retention. Studies have shown the impact of educational programs for its students, enhance the overall quality of education in higher education institutions (Louque, Quezada, 2012, p. 213). Louque and Quezada (2012, p. 213) continue by addressing how the presence of minority faculty provide role models, advisors, and leaders in the field that help set a precedent for minority students. Weinber (2012, p. 366) concluded on how minority students sense of self-confidence and self-efficacy toward higher education can be improved when an individual under their same given circumstances has set a clear

Improving Faculty Diversity at the University level precedent. Loque and Quezada (2012, p. 213) research demonstrates that by increasing the number of minority faculty it will increase the percentage of minority students at the

four-year institutional level based on its increase of role models. For students choosing a predominantly white institution, Weiber (2012, p. 366) argues, that minorities will pick that institution because they have found a role model or someone they identify with to help them through their college experience. She elaborates that when a minority student finds someone to identify with or someone to mentor them the chances for graduating improve significantly. Although universities may have made attempts to improve access for the underrepresented student population, there is a strong disconnect when minority students arrive on their college campus. While the student body may or may not be diverse, the lack in diversity from the faculty population establishes a barrier for diverse learning (Antonio, Chang, Milem, 2005). It is argued, With the persistent achievement gap facing African American and Latino/a students as a starting point, the authors argue that if we do not commit to discovering what does and does not work for historically underserved students, we run the very real risk of failing a significant portion of todays college studentseven as we diversify our campuses to a greater extent than ever before (Antonio, Chang, Milem, 2005). Even as college campuses are becoming more diverse there is still a discrepancy in minority student retention and completion. Weiber (2012, p. 366) suggest that by improving the representation of minority faculty an increase in mentorship and the

Improving Faculty Diversity at the University level

presence of a successful minority leader will generate motivation for academic success in postsecondary education. Loque and Quezada (2012, p. 213) clarifies, students of color assume that if faculty of color is present, the program is demonstrating some level of commitment to equity and diversity issues. Furthermore, students of color benefit by seeing that education is a viable option when considering it as a profession. By providing minority students the opportunity to see diversity and access embedded in the campus culture, underrepresented students are able to improve their self-efficacy and motivation towards a postsecondary degree. Louqe and Quezada continue by stating, The importance of African-American faculty in increasing the number of African-American students who pursue graduate studies. The presence of African-American faculty sends a message to African-American students that their presence is wanted on campus and that there are prospective mentors and role models for them (Loque, Quezada, 2012, p. 213). In addition to motivating minority students to pursue their education, Students of the dominant culture are provided the opportunity to understand authority figures whose racial or ethnic backgrounds that are different from their own (Loque, Quezada, 2012, p. 213). By diversifying the faculty population students and faculty are able to improve various perspectives and backgrounds to develop inclusive and diverse thinkers. Solutions To initiate an increase in the representation of racially and ethnically diverse faculty within higher education the pipeline for perspective professors must be strengthened. Institutions such as the University of Southern California have established

Improving Faculty Diversity at the University level

the Mellon Mays Undergraduate Fellowship to provide incentives to increase their desire to become professors and assist with financial support to eliminate socioeconomic barriers. The MMUF program provides its students with mentors and research opportunities to strengthen their abilities and interests as a researcher. This type of program allows underrepresented students the opportunity to achieve insight and experience into a particular profession as well as guidance and mentorship through a doctorate program. Although funding and programming may not be available at all four-year institutions they key to strengthening the pipeline for potential faculty needs to come from the current population of racial and ethnic faculty. A mentor program at every University to provide underrepresented students the chance to ask questions and learn from accomplished professionals can reinforce affirmation and self-efficacy. According Komives (2005) peers can serve as a source of affirmation and support in process of student development. By establishing a strong connection with peers and mentors during an undergraduate experience, racial and ethnic students will be able to seek reassurance and guidance throughout their undergraduate coursework. Strengthening the peer support for racial and ethnic undergraduate students will illuminate the path to graduate and doctorate work. The final step to solidify the educational pipeline for racial and ethnic students will be starting at K-12. As mentioned by Loque and Quezada (2012) the increase in racial and ethnic visibility within administration and faculty will improve the self-efficacy of this underrepresented population. To improve this visibility outreach programs from racial faculty is crucial in the requirement of racial students. By marketing specifically to underrepresented students

Improving Faculty Diversity at the University level

with underrepresented faculty, a barrier to access can be eliminated with the testimonials and experiences of higher education faculty and administrators from a racial and ethnic background.

Improving Faculty Diversity at the University level References: Antonio, A. Change, M. Milem, J. (2005) Making Diversity Work on Campus: A Research-Based Perspective. Association of American Collges and Universities. Retrieved from: www.aacu.org Clayton-Pedersen, A. Moreno, J. Parker, S. Smith, D. Teraguchi, D. (2006). The Revolving Door for Underrepresented Minority Faculty in Higher Education. James Irvine Foundation. Retrieved from: www.irvine.org Gonzalez, J. (2012). Reports Highlight Colleges Where Minority Success Rates Have Soared. The Chronicle of Higher Education. Retrieved from: http://chronicle.com/article/Reports-Highlight-Colleges/134560/ Hillard, A. Perry T. Steele, C. (2004) Color and the Academy. American Educational Research Association, 33: 31-36 Komives, S.R., Owen, J.E., Longerbeam, S.D., Mainella, F.C., Osteen, L. (2005). Developing a leadership identity: A grounded theory. Journal of College Student Development, 46(6): 593-611. Louque, A. Quezada, R. (2012). The Absence of Diversity in the Academy: Faculty of Color in Educational Administration Programs. Education, 125: 213. Promoting Racial and Ethinic Diversity in the Faculty: What Higher Education Unions can do. (2010). American Federation of Teachers. Washington DC

Improving Faculty Diversity at the University level Weinberg, S. (2008). Monitoring Faculty Diversity: The Need for a More Granular Approach. Journal of Higher Education, 79, (4): 365-387.