We welcome suggestions for research articles and guides to include.
Many colleges and universities have put together guides to support faculty hiring. Below are some we most admire.
- University of Wisconsin/Madison. Searching for Excellence and Diversity, 2012. Written by two professors who emphasize equity and inclusion and research-based practices, this guide is thorough, from a R1 school, and perhaps a little dated (though still used at UW/Madison).
- UMass Amherst Faculty Search Activities Guide. At times UMass specific, but strong on recommended ways to support diversity and inclusion priorities.
- UCLA Faculty Search Committee Resources. Comprehensive, with many templates to work from.
Guides from the Educational Advisory Board
- “6 Steps to hire a diverse faculty and staff,” EAB, May 2, 2019.
- Break down barriers to cultivate a pool of diverse applications (example: requirement that individual comes from X, Y or Z school”
- Be consistent with hiring process.
- Get input on job ad, interview questions, and campus visit plan from diverse stakeholders to mitigate against bias and improve opportunities for diverse candidates to succeed.
- Instilling equity and inclusion in departmental practices: Guiding faculty recruitment and retention” EAB 2017. Fairly comprehensive report on best practices. 72pp (big font). Contact Emily Isaacs for the required login.
- “The decisions, processes, and preferences that truly impact diversity and inclusion occur at the department level — chairs, program heads, and faculty leaders must identify and remedy sources of bias within traditional recruitment, hiring, onboarding, and promotion practices.”
- “The ‘business case’ for improving diversity in higher ed,” EAB, March 25, 2019.
Research on Best Higher Education Hiring Practices
- Dadas (2013) “Reaching the profession: The locations of the rhetoric and composition job market,” CCC, 2013.
- “The phone interview’s implicit reliance on the auditory modality also surfaces issues of access. The assumption that everyone can comfortably navigate this format leads to the exclusion of some candidates.”
- “…[the video interview] rekindles long-standing concerns about a person’s candidacy being unfairly influenced by his or her appearance.”
- See also follow-up, for more ideas for better serving candidates with disabilities: “Interview practices as accessibility: The academic job market.”
- Eagan, Kevin and Jason Garvey (2015). “Stressing Out: Connecting Race, Gender, and Stress with Faculty Productivity,” Journal of Higher Education.
- “…the small proportions of faculty of color on college and university campuses make them more vulnerable to frequent requests for service and committee responsibilities.”
- “We found that, among faculty of color, feeling greater stress due to subtle discrimination significantly correlated with reduced research productivity.”
- Matthew, Patricia, ed (2016). Written/Unwritten: Diversity & the hidden truth of tenure. UNC Press
- With over 25 chapters authored by academics of color from a variety or colleges and universities and at various points in their career, Written/Unwritten gives readers insights onto the experiences of faculty of color.
- Marybeth Gasman, in her review for Women’s Review of Books writes, “Written/Unwritten is an important book. It should be read by anyone considering the professoriate, whether or not they are a person of color and no matter what their discipline, not only to gain a full understanding of faculty of color, but to understand whites’ role.”
- Sensory & Dinagelo (2017). “‘We are all for diversity, but…’: How faculty hiring committees reproduce whiteness and practical suggestions for how they can change,” Harvard Educational Review.
- “Despite stated commitments to diversity, predominantly White academic institutions still have not increased racial diversity among their faculty…. [Authors] analyze a typical faculty hiring scenario and identify the most common practices that block the hiring of diverse faculty and protect Whiteness and offer constructive alternative practices….”
- Tierney & Salee (2008). “Do organizational structures increase faculty diversity? A cultural analysis.” ACADEME.
- “Rather than a singular structural act — hiring a diversity office — a cultural response assumes that organizational effectiveness occurs through a myriad of actions on a daily and long-term basis. In this light, simply waiting until the labor pool increases, or arguing that a structural or strategic change is a magic bullet, is insufficient.”
- “If a department simply hires faculty to replace departing professors, the result is replication, rather than transformation.”
- Retention strategies must follow retention: “58% of new underrepresented minority faculty hires served to replace departing faculty of color… [due to] many faculty of color leav[ing[ their campuses in search of friendlier environments”
Articles from The Chronicle and Other Higher Education News Sources
- ‘No One Escapes Without Scars’: Being a Black Academic in America.” Chronicle Review, 18 April 2019.
- In the wake of the “Operations Varsity Blues” bribery scandal, the Chronicle published reactions to the scandal from African American graduate students, junior professors, and senior scholars who reflect on what it’s like to be an African-American academic today.
- Petit, Emma. “When Faculty of Color Feel Isolated, Consortia Expand Their Networks.” Chronicle of Higher Education, 22 Oct 2019.
- “Research has shown that the cards are often stacked against academics of color: They face student evaluations rife with racial bias, higher expectations of ‘invisible labor’ like diversity and inclusion work, microaggressions, and outright discrimination.”
- Describes FOCUS, a program that brings new assistant faculty of color together from several universities to provide support during the pretenure years.