Engineering Faculty Diversity Initiatives at Research Intensive Institutions: What’s Used, and Has it Worked?

The literature on faculty diversity initiatives heavily consists of best practice recommendations that lack empirical support. Consequently, the authors conducted a survey study to better understand the types of faculty diversity initiatives used by colleges of engineering at Research 1 universities...

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Bibliographic Details
Published inThe Journal of Negro education Vol. 89; no. 4; pp. 471 - 488
Main Authors Tran, Henry, Platt, C. Spencer, Sumpter, Rosline, Nallo, B. Sudie
Format Journal Article
LanguageEnglish
Published Washington Journal of Negro Education 31.12.2020
Howard University School of Education
Howard University, School of Divinity
Subjects
College Faculty
Colleges & universities
Disproportionate Representation
Diversity (Faculty)
Diversity training
Engineering
Engineering Education
Faculty Development
Higher education
Minority Group Teachers
Multiculturalism & pluralism
Qualitative research
Recruitment
Research Universities
Retention
School faculty
Socialization
Student Diversity
Teacher Persistence
Teacher Recruitment
Training
Universities
Workplace diversity
United States > US
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Summary:The literature on faculty diversity initiatives heavily consists of best practice recommendations that lack empirical support. Consequently, the authors conducted a survey study to better understand the types of faculty diversity initiatives used by colleges of engineering at Research 1 universities, the financial resources that fund them and their potential influence on changes in percentages of underrepresented minority faculty members. The authors found that the most common recruitment and retention initiatives used were diversity training for search committees and diversity/inclusion training for faculty, respectively. In addition, statistically significant predictors primarily consisted of recruitment initiatives, supporting past qualitative research that has demonstrated retention efforts for underrepresented minority faculty have been less than successful. Results are interpreted through socialization theory.
ISSN:0022-2984
2167-6437