bringing them and keeping them: a ten-year review of the recruitment and retention of...
DESCRIPTION
Bringing Them and Keeping Them: A Ten-‐Year Review of the Recruitment and Reten;on of Underrepresented Faculty at a Hispanic-‐Serving Institution Dr. Josephine “Jozi” De Leon & Dr. Chalane E. Lechuga Division for Equity & Inclusion University of New MexicoTRANSCRIPT
Bringing Them and Keeping Them: A Ten-‐Year Review of the Recruitment and Reten;on of Underrepresented
Faculty at a Hispanic-‐Serving Ins;tu;on
Dr. Josephine “Jozi” De Leon & Dr. Chalane E. Lechuga Division for Equity & Inclusion University of New Mexico
ShiRing Racial and Ethnic Demographics
“ The racial and ethnic demographics of the student popula;on in U.S. higher educa;on has changed in recent years and even more drama;c shiRs are projected over the coming decade. Thus, it is impera;ve for higher educa;on administra;ons to consider ways to recruit, retain, and support a more demographically representa;ve professoriate.”
Associa(on of Public and Land Grant Universi(es
Issue Brief: Commission on Access, Diversity and Excellence “A New Hope: Recrui(ng and Retaining the Next Genera(on of Faculty of Color”
March 2011
ShiRing Racial and Ethnic Demographics Ø Between 1998 – 2008 student enrollment in colleges and universi5es increased
by 32% from 14.5 million to 19.1 million.
> Approximately 33% of these incoming students were from underrepresented racial and ethnic group.
Ø In 2009 – 2010, faculty members of color represented approximately 18% of all
full-‐;me faculty members in degree-‐gran;ng ins;tu;ons. > 82% White > 8% Asian Pacific Islander > 5% African American > 4% La;no > Less than 1% Na;ve American
Ponjuan, Luis, Marybeth Gasman, Elliot Hirshman, and Lorenzo L. Esters. “A New Hope: Recrui;ng and Retaining The Next Genera;on of Faculty of Color”. Associa;on of Public and Land Grant Universi;es, Issue Brief: Commission on Access, Diversity, and Excellence. Washington D.C. March 2011.
ShiRing Racial and Ethnic Demographics
Ø The Na;onal Science Founda;on (NSF) 2009 Survey of Earned Doctorates illustrated that there was approximately a 20% increase in the total number of students of color who earned doctoral degrees in the 2008 cohort when compared to the 1998 cohort.
Ø These increases demonstrate that more students of color are comple;ng
doctoral degrees, contrary to the commonly held assump;on that there is a limited pool of faculty of color.
Ponjuan, Luis, Marybeth Gasman, Elliot Hirshman, and Lorenzo L. Esters. “A New Hope: Recrui;ng and Retaining The Next Genera;on of Faculty of Color”. Associa;on of Public and Land Grant Universi;es, Issue Brief: Commission on Access, Diversity, and Excellence. Washington D.C. March 2011.
Recruitment and Reten;on General Issues
Ø Ins;tu;ons place a larger emphasis on faculty recruitment rather than reten5on efforts. Underrepresented faculty reten;on requires as much aeen;on as recruitment.
Ø Lack of commiEed leadership from all levels at degree serving ins;tu;ons.
Ø Reten;on Issues > Barriers to Tenure Process and Promo;on
• Work Place Stressors • Cultural Taxa;on • Lack of Collegiality and Mentorship • Lack of Transparency and Consistency
Moreno, Jose F., Daryl G. Smith, Alma R. Clayton-‐Pederson, Sharon Parker, and David Hiroyuki Teraguchi. “The Revolving Door for Underrepresented Minority Faculty in Higher Educa;on”. The James Irvine Founda;on, A Research Brief. April 2006 Thompson, Chas;ty Q. “Recruitment, Reten;on, and Mentoring Faculty of Color: The Chronicle Con;nues”. New Direc;ons for Higher Educa;on, no. 143, Fall 2008. Wiley Periodical Inc. Published online in Wiley InterScience www.interscience.wiley.com.
Reten;on Issues Barriers to Promo;on and Tenure
Ø Aguirre (2000) iden;fied several workplace stressors that serve as barriers to promo;on and tenure of faculty of color:
1.) Time pressures 2.) Lack of personal ;me 3.) Teaching load 4.) Review and promo;on process (lack of transparency and consistency of process) 5.) Research and publica;on demands (lack of transparency and consistency of process) 6.) Childcare 7.) Subtle Discrimina;on
Ø “Cultural Taxa5on” Stanley (2006) refers to this as the expecta;on that faculty of color will perform
service ini;a;ves through mentoring students of color and par;cipa;ng as “diversity representa;ves”.
Reten;on Issues Barriers to Promo;on and Tenure
Ø Collegiality and “Isola5on” -‐ Stanley (2006) defines collegiality as the “nature of the rela;onship between
colleagues in the college and university sekng.” -‐ Subtle discrimina;on and a difference in culture between FOC and
tradi;onal academia results in the isola;on of FOC from informa;on and support networks both informal and formal (Stanley 2006). Ø Mentorship from Senior Faculty
-‐ Example, accultura;on as to how junior faculty or tenured-‐track faculty balance the demands of research, scholarship and teaching.
Ø Informal Processes
-‐ Lack of opportuni;es for mentorship or collegiality, creates barriers for junior faculty and tenured-‐track in understanding the “informal processes” in achieving tenure (Thompson 2008).
Ø Lack of Transparency and Consistency
-‐ Policies and procedures for tenure process.
Recommenda;ons for Recruitment and Reten;on of Underrepresented Faculty
Ø Strong leadership statement from the President, Provost, in addi;on to the provision of new posi;ons and funding for start-‐up packages.
-‐ An ins;tu;on-‐wide focus on URM faculty hiring is likely to generate more mo;va;on and momentum for success than any one school or college alone can generate.
Ø Data Collec5on
-‐ Collect and review faculty hiring data annually. This can reveal the extent to which efforts to increase faculty diversity is succeeding.
-‐ The regular collec;on and analysis of disaggregated data and the establishment of meaningful benchmarks. -‐ Collect qualita;ve data about URM faculty who leave and who stay.
10-‐Year Analysis of Tenure-‐Track Faculty
Ø Analyze all faculty at UNM Main Campus1 from 2000-‐2010 > Analyze new tenure-‐track faculty cohorts from 2000-‐2010.
> Also, analyze UNM faculty who did not come in on the tenure-‐track, but were later converted.
> This analysis includes new faculty hired from 2000-‐2006, both those who were hired directly on to the tenure-‐track and those who converted to the tenure-‐track during this period.
1Main Campus includes Extended University, Con;nuing Educa;on, Nursing, and Pharmacy.
10-‐Year Analysis of Tenure-‐Track Faculty
Findings Ø When examining the experiences of underrepresented faculty
with recruitment and reten;on, we need to look at each racial group separately.
Ø Each group has a different experience.
UNM Faculty Recruitment & Reten;on Efforts
Ø Reten;on
> Women of Color Faculty Ini;a;ve
> Funding for faculty ac;vi;es
> Working with departments/deans
Ø Recruitment
> Targeted Hires
> Conversions of non-‐tenure track to tenure track lines
> Post Doctoral Fellowship
Faculty Ethnicity/Gender Department
2008-‐2009 Reten;on, non-‐tenure track African American/female Africana Studies Reten;on, non-‐tenure track African American/female Africana Studies Targeted recruitment (Unsuccessful) Na;ve American/male American Studies
2009-‐2010 New Hire African American/male Engineering Reten;on, tenure/tenure-‐track Na;ve American/female Sports Administra;on Move to tenure-‐track Na;ve American/male American Indian Studies Move to tenure-‐track Na;ve American/male American Indian Studies
2010-‐2011 Move to tenure-‐track White/Female Electrical Engineering Move to tenure-‐track Hispanic/female Sociology New Hire Hispanic/Male Psychology New Hire Hispanic/male Business Administra;on New Hire Hispanic/female Computer Science New Hire Na;ve American/female American Studies New Hire African American/Female Architecture Reten;on, tenure/tenure-‐track Hispanic/male Architecture Diversity Post Doc Hispanic/female Anthropology Diversity Post Doc African American/male Africana Studies & LLSS Diversity Post Doc Na;ve American/female Na;ve American Studies & Anthropology NMHED Minority Loan for Service Hispanic/female TBD
2011-‐2012 Move to tenure-‐track Hispanic/male Spanish & Portuguese
UNM Faculty Recruitment & Reten;on Efforts
Tenure/Tenure-‐Track Faculty UNM Main Campus
*Number and Percent of group supported by DEI **URM is the number of underrepresented minori5es, including African American, American Indian, and Hispanic
2007 2008
2008 DEI
Hires* 2009 2009 DEI Hires* 2010
2010 DEI Hires* 2011
2011 DEI Hires*
Female 359 358 362 1 448 3 Data 2 43% 43% 43% 0.28% 43% 0.67% Not
Male 472 478 485 3 605 2
Available 3
57% 57% 57% 0.62% 57% 0.33%
African American 12 13 14 1 17 1 1% 2% 2% 7.14% 2%
American Indian 22 23 23 3 29 1 3% 3% 3% 13.04% 3% 3.45%
Asian/ Pacific Islander
61 70 70 90 7% 8% 8% 9%
Hispanic 101 103 102 128 3 4 12% 12% 12% 12% 2.34%
White 621 612 621 785 1 75% 73% 73% 75% 0.13%
Two or More Races 4 0%
No Response 14 15 17 0 2% 2% 2% 0%
Total URM** 135 139 139 4 174 4 5 16% 17% 16% 3% 17% 2%
Total 831 836 847 4 1053 5 5
Non Tenure/Tenure-‐Track Faculty UNM Main Campus
2007 2008 2008 DEI Hires* 2009 2009 DEI Hires* 2010 2010 OEI Hires*
Female 141 165 2 161 Data 48% 53% 1.21% 54% Not
Male 151 145 136 Available 52% 47% 46%
African American 7 9 2 8
2% 3% 22.22% 3%
American Indian 8 6 7
3% 2% 2%
Asian/ Pacific Islander 20 18 18 7% 6% 6%
Hispanic 29 26 26
10% 8% 9%
White 222 244 228 76% 79% 77%
Two or More Races
No Response
6 7 10 2% 2% 3%
Total URM 44 41 2 41 15% 13% 4.88% 14%
Total 292 310 297 *Number and Percent of group supported by DEI **URM is the number of underrepresented minori5es, including African American, American Indian, and Hispanic ***Does not include OEI Post Docs or NMHED Minority Loan for Service Fellows
Faculty at UNM Main Campus
Non-Tenure-Track Faculty, UNM Main Campus 2007 2008 2009 2010 2011
Female 141 165 161 Data Data 48% 53% 54% Not Not
Male 151 145 136 Available Available 52% 47% 46% African American 7 9 8
2% 3% 3% American Indian 8 6 7
3% 2% 2% Asian/ Pacific Islander 20 18 18
7% 6% 6% Hispanic 29 26 26
10% 8% 9% White 222 244 228
76% 79% 77% Two or More Races
No Response 6 7 10 2% 2% 3% Total URM 44 41 41 15% 13% 14% Total 292 310 297
Tenure, Tenure-Track Faculty UNM Main Campus 2007 2008 2009 2010 2011
Female 359 358 362 Data Data 43% 43% 43% Not Not
Male 472 478 485 Available Available 57% 57% 57% African American 12 13 14
1% 2% 2% American Indian 22 23 23
3% 3% 3% Asian/ Pacific Islander 61 70 70
7% 8% 8% Hispanic 101 103 102
12% 12% 12% White 621 612 621
75% 73% 73% Two or More Races
No Response 14 15 17 2% 2% 2% Total URM 135 139 139 16% 17% 16% Total 831 836 847
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
100%
% New Tenured/Tenure Track Faculty
% Total Students
2009-2010 Total
Student % Total Students
New Tenured/
Tenure Track Faculty
% New Tenured/
Tenure Track Faculty
All Tenured/Tenure Track
Faculty
% All Tenured/
Tenure Track Faculty
African American/Black 842 3.1% 1 0.8% 18 1.1% American Indian 1685 6.2% 3 2.3% 29 1.8% Asian/Pacific Islander 1042 3.8% 12 9.2% 92 5.7% Hispanic 8914 32.6% 23 17.6% 252 15.7% White/Non-Hispanic 12446 45.6% 91 69.5% 1134 70.5% International 969 3.5% 0.0% 0.0% No Response 1406 5.1% 1 0.8% 84 5.2% Total 27304 131 1609
Ø When faculty do leave, why are they leaving? Ø Why are African American Faculty leaving UNM? Ø Why are there so few African American and Na;ve American
faculty? Ø Hispanic, Asian American, and the few Na;ve American
faculty are gekng tenure, we cannot assume the do not face challenges. What are they?
Ø For those faculty who were converted to the tenure-‐track what was the process? Can this be replicated?
Ø Analysis of Senior Faculty (Associate and Full Professors)
Addi;onal Areas of Inquiry
Ø Reten;on
> Con;nue Women of Color Faculty Ini;a;ve and expanding to other cons;tuencies
> Provide targeted funding for faculty ac;vi;es
> Working with departments/deans
Ø Recruitment
> Look for opportuni;es to increase dedicated funding for underrepresented faculty
hires
> Targeted Hires
> Conversions of non-‐tenure track to tenure-‐track lines
> Con;nue Post Doctoral Fellowship
Future Recruitment and Reten;on Efforts at UNM
For addi;onal informa;on, references, and a copy of this powerpoint presenta;on
please visit:
Dr. Josephine “Jozi” De Leon & Dr. Chalane E. Lechuga Division for Equity & Inclusion University of New Mexico
hOp://diverse.unm.edu/hacu-‐presenta(on
References
Aguirre, A. “Issues Facing Women and Minority Faculty.” Women and Minority Faculty in the Academic Workplace: Recruitment and Retention, and Academies Culture. San Francisco: Jossey-‐Bass, 2000.
Moreno, Jose F; Smith, Daryl S; Clayton-‐Pederson, Alma R. ; Parker, Sharon; Hiroyuki Teraguchi, Daniel. “The Revolving Door for Underrepresented Minority Faculty in Higher Education.” The James Irvine Foundation, A Research Brief Campus Diversity Initiative Evaluation Project. April 2006
Ponjuan, Luis; Gasman, Marybeth; Hirshman, Elliot; Esters, Lorenzo L. “A New Hope: Recruiting and Retaining The Next Generation of Faculty of Color.” Association of Public and Land Grant Universities, Issue Brief: Commission on Access, Diversity, and Excellence. Washington D.C. March 2011.
Stanely, C.A. “Summary and Key Recommendations for the Recruitment and Retention of Faculty of Color.” In C.A. Stanley (ed.), Faculty of Color: Teaching in Predominantly White Colleges and Universities. Bolton, Mass.: Anker, 2006.
Thompson, Chastity Q. “Recruitment, Retention, and Mentoring Faculty of Color: The Chronicle Continues.” New Directions for Higher Education, no. 143, Fall 2008. Wiley Periodical Inc. Published online in Wiley InterScience www.interscience.wiley.com