Asian pacific americans in higher education: Faculty and administrative representation and tenure

Nakanishi, Don T.

doi:10.1002/tl.37219935307

Cited by 31 publications

(21 citation statements)

References 6 publications

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“…Research on mentoring in higher education has identified many benefits that can address the issues of underrepresented and international faculty members (Nakanishi, ; Tillman, ). As noted by Stanley and Lincoln (), “There is nothing more isolating and alienating than to be the first or only person of one's race and/or ethnicity to be hired in a department, and a mentoring relationship is one way to escape from that isolation” (p. 46).…”

mentioning

confidence: 99%

High Retention of Minority and International Faculty Through a Formal Mentoring Program

Phillips

Dennison

Davenport

2016

To Improve the Academy

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In these economic times, retention of new faculty, particularly minority and international faculty, is a high priority. In this study, retention of new faculty from 2006 to 2013 was compared for participants and nonparticipants in a formal mentoring program. Retention was 92% for participating faculty and 58% for nonparticipating new faculty. For African‐American faculty, retention was 86% for participating and 56% for nonparticipating. Participating international faculty were retained at 100% and nonparticipating at 61%. The results indicate that mentoring programs including both individual and group mentoring provide a supportive community and self‐validation to new faculty, leading to high retention rates.

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mentioning

confidence: 99%

High Retention of Minority and International Faculty Through a Formal Mentoring Program

Phillips

Dennison

Davenport

2016

To Improve the Academy

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“…Nevertheless, professional growth and development have been conceptualized as key components of retention and as benchmarks for campus diversity (Davis, 1994;Jackson, 2002;Jackson, 2004c). The research that has been identified tends to center predominantly on African Americans (women in particular), with little research on Hispanics, Latinos, and Latinas (Esquibel, 1992;Gorena, 1996;Haro, 1990;Martinez, 2005), Asian Americans (Fujimoto, 1996;Montez, 1998;Nakanishi, 1993), and American Indians (Kern-Foxworth, 2000;Lynch and Charleston, 1990;Swisher, 2001;Warner, 1995). A comprehensive analysis of leadership programs and initiatives in higher education for people of color has recently been developed (McCurtis, Jackson, and O'Callaghan, 2009; see also Leon, 2005).…”

Section: Role Of Leadership Programsmentioning

confidence: 99%

2009

ASHE Higher Education Report

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Executive Summary Foreword Acknowledgments Dedications Introduction, Context, and Overview The Importance of Workforce Diversity in Higher and Postsecondary Education Literature and the Integrated Review Chapter Overviews Status of Ethnic and Racial Diversity in College and University Administration Academic Leaders Student Affairs Administrators Conclusion Barriers Encountered by Administrators of Color in Higher and Postsecondary Education Legal and Conceptual Frameworks Established Barriers for Administrators of Color The “Double Burden”: A Barrier Specific to Women of Color Conclusion Factors Influencing Engagement, Retention, and Advancement for Administrators of Color Employment Challenges Success in Corporate America: Lessons for Higher Education Role of Leadership Programs The Importance of Mentoring What Universities Can Do What Individual Administrators Can Do An Emerging Model Conclusion Concluding Remarks Regarding the Importance of a Racially Diverse Administrative Workforce Emergent and Aggregate Challenges for Administrators of Color Directions for Future Research Implications for Practice Conclusion Notes References Name Index Subject Index About the Authors

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“…In this regard, Nakanishi (1996) points out that "redacted" tenure summaries that eliminate information as well as the names and signatures of 85 Are the Walls Really Down? reviewers used in his own tenure review case at the University of California at Los Angeles precluded full examination of evaluative materials.…”

Section: Tenure Denial and Discrimination Claimsmentioning

confidence: 99%

“…This information was subsequently revealed only through the testimony of a dozen faculty members in grievance hearings. He further cites the common misconception that Asian Pacific Americans do not face discriminatory employment practices in higher education and will walk away from unfair tenure and denial decisions without protest (Nakanishi, 1996).…”

Section: Tenure Denial and Discrimination Claimsmentioning

confidence: 99%

2007

ASHE Higher Education Report

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The Theoretical Framework: Psychosocial Oppression and Diversity Overview of the Framework The Importance of Reaffirming Diversity in Higher Education Structural Change Through Affirmative Action: A Report Card Why Is a Cross‐Disciplinary Framework for Achieving Diversity Needed? Asymmetric Institutional Power and Oppression The Antidote for Oppression: Reciprocal Empowerment The Metaphorical Perspective: Silence and Disempowerment The Biopsychosocial Framework The New Paradigm in Overcoming Barriers to Faculty and Staff Diversity Affirmative Action and Diversity: Partners and Protagonists Historical Development of Affirmative Action in Perspective The Interrelationship of Affirmative Action and Diversity The Impact of Supreme Court Decisions and Roads to the Future Stages in Developing Diversity The Role of Culture and Climate Walking the Talk: Lip Service or Real Gains? On the Way to Diversity: Psychological and Behavioral Barriers Psychosocial Discrimination and Attributional Ambiguity Psychology of the Agents of Oppression Dimensions of Contemporary Workplace Discrimination Internalization: The Impact of Discrimination on Self‐Esteem The Physiological Impact of Perceived Discrimination: A Scientific Perspective On the Way to Diversity: Organizational Barriers Formal and Informal Organizational Barriers Workplace Power: Understanding the New Battleground The Power of the Accreditation Model Diversity and Decentralization Navigating the Straits: Overcoming Challenges to Faculty Diversity Faculty Hiring for Diversity: Defeating the Narrowing Sieve Whitewater Rafting: The Tenure Journey Reward Structures, Intentionality, and Diversity Best Practices in Diversity Planning and Assessment The Twenty‐First‐Century Diversity Strategic Plan A Conceptual Approach to Diversity Assessment The Diversity Scorecard Retention and Beyond Reaching Reciprocal Empowerment: Recommendations and Implications Appendix: Representative Diversity Strategic Plans and Diversity Web Sites for Public Research Universities References Name Index Subject Index About the Authors

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Asian pacific americans in higher education: Faculty and administrative representation and tenure

Cited by 31 publications

References 6 publications

High Retention of Minority and International Faculty Through a Formal Mentoring Program

High Retention of Minority and International Faculty Through a Formal Mentoring Program

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