White Faculty Members and Racial Diversity: A Theory and Its Implications

Purpose Research on organizational diversity initiatives generally focus on either numerical diversity or racial climate. Both facets of diversity are critical, however, research has rarely examined their impact simultaneously. The paper aims to discuss these issues. Design/methodology/approach In the current study, the authors use the context of higher education, to examine how variations in the composite of numerical diversity and racial climate predict psychological disparities between faculty of color (FOC) and White faculty. The authors test how institutions that engage in authentic diversity (i.e. institutions that are both numerically diverse and have a positive racial climate) compare to other diversity composites. Findings Using a data set of n=37,406 faculty members in US colleges/universities, this study found that racial disparities between FOC and White faculty for various psychological outcomes are smaller in authentic diversity institutions compared to institutions with low numeric diversity/ poor racial climate. Further, the data demonstrate that authentic diversity institutions have reduced psychological disparities compared to institutions with high numeric diversity/poor racial climate, but have similar disparities to institutions with low numeric/positive racial climate. Originality/value These results suggest that diversity climate may be the primary driver of mitigating psychological disparities between FOC and White faculty. However, it is necessary for institutions to authentically engage in diversity – by promoting both entities – to become more effective in reducing disparities.

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Reflection, Realization, and Reaffirmation: Voices of Black and White Faculty Members Engaged in Cross-Racial Mentoring

Multicultural Perspectives ◽

10.1080/15210960.2018.1527151 ◽

2018 ◽

Vol 20 (4) ◽

pp. 205-215

Author(s):

Dave A. Louis ◽

Scott D. Michel ◽

Jennifer E. Deranek ◽

Sarah L. Louis

Keyword(s):

Faculty Members ◽

White Faculty ◽

Black And White

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A case study of classroom faculty experiences with racial dialogue in one rural Missouri university

10.32469/10355/67674 ◽

2018 ◽

Author(s):

◽

Steven Bryant

Keyword(s):

Professional Development ◽

Faculty Members ◽

Faculty Experiences ◽

White Faculty ◽

Background Factors ◽

Qualitative Survey ◽

Just Society ◽

Racial Dialogue ◽

Equity And Inclusion

The divide of America and the racial injustices occurring support the need for ensuring faculty development to confront race and racial inequities in the classroom (Hughey, 2012). This study explored the experiences of White faculty members who incorporate racial dialogue in their courses. Based on ten interviews, one focus group, and a qualitative survey, this study explored the experiences and background factors of White faculty members who incorporate racial dialogue in their courses. This qualitative study (Creswell, 2014) worked to fill this gap in knowledge present in understanding these background factors. Findings inform developers of diversity, equity and inclusion trainings on how White faculty members have arrived at incorporating racial dialogue within the classroom. It is important in future professional development opportunities to increase White faculty member's engagement with racial dialogue within the classroom to foster inclusion and create a more just society.

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Educating the Academe- How Academic Homogeneity Stifles Racial Diversity

IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) ◽

10.21013/jmss.v10.n1.p2 ◽

2018 ◽

Vol 10 (1) ◽

pp. 16

Author(s):

Zachary W. Taylor

Keyword(s):

Higher Education ◽

Ethnic Diversity ◽

Liberal Arts ◽

Higher Education Administration ◽

Racial Diversity ◽

Faculty Members ◽

Education Administration ◽

Future Research ◽

Education Faculty ◽

Higher Education Faculty

<p>Although there is a wealth of research to support the notion that the American professoriate it is not as racially and ethnically diverse as it could and should be, very little research has focused on the particular academic backgrounds of Higher Education faculty members in American universities. The purpose of the study is to examine the academic backgrounds of higher education administration faculty members (all ranks of professors, lecturers, and clinical staff; n = 119) employed at America’s top 10 universities for Higher Education Administration according to the 2016 list compiled by U.S. News & World Report. Findings suggest that Liberal Arts (62% of Bachelor’s degrees) produce the most faculty members, while Education (5%) produces nearly the fewest amounts. Findings also suggest that Psychology, Sociology, Economics, and English are the most common undergraduate academic fields producing higher education faculty members, yet these are academic pathways that Black/African-American and Hispanic/Latino undergraduates rarely take, possibly contributing to the lack of racial and ethnic diversity in the higher education professoriate and other related fields. Implications for policy, practice, and future research are addressed.</p>

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Challenges in Promoting Race Dialogues in Psychology Training: Race and Gender Perspectives

The Counseling Psychologist ◽

10.1177/0011000018758262 ◽

2018 ◽

Vol 46 (2) ◽

pp. 213-240 ◽

Cited By ~ 5

Author(s):

Rita Chi-Ying Chung ◽

Fred Bemak ◽

Regine M. Talleyrand ◽

Joseph M. Williams

Keyword(s):

Racial Diversity ◽

The United States ◽

Faculty Members ◽

Psychology Training ◽

Culturally Competent ◽

Race And Gender ◽

Self Study ◽

Gender Perspectives ◽

And Gender ◽

Terrorist Acts

Given today’s racial diversity and the ongoing racial tensions in our communities as a result of police shootings of unarmed Black men, terrorist acts in the United States and globally, and expressions of racism and xenophobia in the political arena, it is essential for psychologists to be culturally competent. Four diverse faculty members engaged in a self-study of their multicultural teaching practices to explore the challenges inherent in participating in authentic race dialogues. In this article, we discuss the findings from our independent and collective analysis of faculty narratives and provide recommendations for facilitating honest and courageous race dialogues in graduate psychology training.

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Cross-cultural peer mentoring: One approach to enhancing White faculty adjustment at Black colleges

International Journal of Multicultural Education ◽

10.18251/ijme.v17i2.900 ◽

2015 ◽

Vol 17 (2) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Dave Anthony Louis

Keyword(s):

Historically Black ◽

Peer Mentoring ◽

Phenomenological Approach ◽

Black Colleges ◽

Faculty Members ◽

Main Theme ◽

Historically Black Colleges ◽

White Faculty ◽

Black And White ◽

Black Colleges And Universities

White faculty members at America’s Black colleges face numerous social obstacles. Exploring the experiences of White faculty members at four historically Black Colleges and universities (HBCUs) and their adjustment to a minority status assists the comprehension of issues surrounding this subgroup. Utilizing a phenomenological approach, narratives from twenty-seven White faculty members were analyzed to garner an understanding of their experiences at these colleges. Strategies to developing faculty peer-mentoring that would assist adjustment for the White faculty were discussed. Recommending greater engagement of Black and White faculty to assist White faculty adjust to these very significant environments is the main theme.

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