Hiring Diverse Faculty Members in Community Colleges

Abstract

This case study examines why 2-year colleges struggle to increase the racial diversity of their faculty. Through interrogating hiring procedures and identifying reasonable expectations for diversity within a college faculty, ethical dilemmas and practical implications of efforts to increase the hiring of faculty members of color emerge.

Resurfacing Race: Recruitment & Retention of Faculty in California Community Colleges

“…This study also found the following barriers and challenges of implementing FDIPs, including 1) mentor matching, 2) mentor training, 3) class assignment, and 4) FDIP Coordinator transition. The barriers and challenges identified in this study aligns with the recommendations provided in the literature reviewed that include institutional commitments in time, resources, and recognition in the importance o f faculty diversity in creating an inclusive learning environment that prepares our students for a diverse workforce (Gurin et al, 2002;Dixon-Reeves, 2003;Fujimoto, 2012;Nevarez & Wood, 2010;Reddick & Saenz, 2012;Smith et al, 2004). Some also indicated that the program should become more institutionalized because there seemed to be a lack of knowledge of the existence of the program.…”

“…Studying the experience of faculty of color and programs that seek to expand diversity at community colleges would enable campus leaders to identify practices that impact faculty diversity (Fujimoto, 2012). However, most of the research continues to focus on student diversity and not on faculty.…”

“…The significance and benefits of studying faculty diversity has equity implications because studies have shown the benefits of having faculty of color and the potential effects they have on closing the achievement gap. These benefits fall within two categories; 1) how faculty of color enhance teaching and learning by providing diverse perspectives in an increasingly interdependent world, and 2) how faculty of color serve as symbolic agents of change not only to students but as faculty leaders who can broaden the scope of scholarship within their institutions as well (Fujimoto, 2012;Nevarez & Wood, 2010;).…”

“…Second, faculty of color may serve as role models to the growing population of students of color (Davis, 2010;Fujimoto, 2012;Umbach, 2006). Lee's (2010) study also revealed that non-Caucasian students were uncomfortable or lacked faculty members they could relate to who could serve as role models.…”

“…Overall, the findings specific to the lack of institutional support points to the lack of leadership in championing faculty diversity. As Fujimoto (2012) state, "It is increasingly clear that the necessary changes in diversification of faculty are greatly aided when there is race-conscious ethical leadership and commitment from the top levels of the organization. In the absence of such leadership and commitment, the types of problems.. .have the potential to persist and multiply.…”